Lesson Plan
Well-Being Plan Facilitation Guide
Students will create a one-page weekly well-being plan including two daily protective habits, one early warning cue, one coping strategy, and a safety step.
This lesson helps students develop essential self-care skills and proactive strategies for maintaining their mental and emotional health, fostering resilience and personal agency.
Audience
10th Grade Students
Time
30 minutes
Approach
Through modeling, drafting, and peer review, students will construct a personal well-being plan.
Materials
Whiteboard or projector, From Ideas to Action Slides, Markers or pens, Well-Being Plan Template, Plan Quality Criteria Rubric, and Exit Ticket: Commitment Check
Prep
Teacher Preparation
15 minutes
- Review all generated materials: Well-Being Plan Facilitation Guide, From Ideas to Action Slides, Well-Being Plan Template, Plan Quality Criteria Rubric, and Exit Ticket: Commitment Check.
- Prepare whiteboard or projector for displaying slides.
- Make copies of the Well-Being Plan Template and Plan Quality Criteria Rubric for each student.
- Prepare copies of the Exit Ticket: Commitment Check.
Step 1
Do Now: Share a Habit (5 minutes)
5 minutes
- Display "Do Now" slide (From Ideas to Action Slides, Slide 1).
- Ask students to reflect on one habit that helps them feel steady or calm.
- Have students share their habits with a partner or in a quick whole-class share-out.
Step 2
Model a Strong Well-Being Plan (10 minutes)
10 minutes
- Introduce the concept of a well-being plan and its importance.
- Use the From Ideas to Action Slides (Slides 2-5) to explain each component: protective habits, early warning cues, coping strategies, and safety steps.
- Display a strong example of a completed Well-Being Plan Template (use a fictional example or a pre-prepared model).
- Review the Plan Quality Criteria Rubric with students, highlighting what makes a plan effective.
Step 3
Draft Plan (10 minutes)
10 minutes
- Distribute the blank Well-Being Plan Template to each student.
- Guide students through drafting their own well-being plan, focusing on:
- Two daily protective habits.
- One early warning cue.
- One coping strategy.
- A safety step.
- Circulate to provide individual support and answer questions.
Step 4
Peer Review and Revise (Optional - integrate into drafting if time allows)
As needed
- If time permits, pair students to peer review each other's plans using the Plan Quality Criteria Rubric.
- Encourage constructive feedback and revision based on the rubric.
Step 5
Exit Ticket: Commitment Check (5 minutes)
5 minutes
- Distribute the Exit Ticket: Commitment Check.
- Ask students to complete the exit ticket, committing to a start date for their plan and identifying a check-in partner.
- Collect exit tickets as students leave.
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Slide Deck
My Well-Being Action Plan
Do Now:
Share one habit that helps you feel steady or calm. (5 minutes)
Welcome students and introduce the 'Do Now' activity. The goal is to get them thinking about positive habits.
What's Your Well-Being Game Plan?
A Well-Being Action Plan is your personal guide to feeling your best!
It helps you:
- Be proactive about your mental and emotional health.
- Identify strategies to stay steady.
- Know what to do when things feel tough.
Explain what a well-being plan is and why it's important. Emphasize proactive self-care.
Protective Habits: Your Daily Superpowers
These are the things you do regularly to maintain your well-being.
- Examples: Getting enough sleep, exercising, spending time with friends, journaling, listening to music, hobbies.
- Your Turn: What two daily habits could you commit to?
Introduce the first key component: protective habits. Give examples relevant to 10th graders.
Early Warning Cues: Listen to Your Signals
These are the first signs that your well-being might be shifting.
- Examples: Feeling more tired, losing interest in hobbies, increased irritability, difficulty concentrating, changes in appetite or sleep.
- Your Turn: What's one early warning cue you notice in yourself?
Introduce early warning cues. Help students understand how to recognize their own signs of stress or imbalance.
Coping Strategies & Safety Steps: Your Action Plan
Coping Strategy:
What you do when you notice an early warning cue.
- Examples: Deep breathing, talking to a trusted adult, taking a break, listening to music, going for a walk.
Safety Step:
Who you reach out to or what you do if things get really tough.
-
Examples: Contacting a school counselor, talking to a parent/guardian, calling a crisis hotline, going to a safe space.
-
Your Turn: What's one coping strategy and one safety step you can include?
Explain coping strategies. Provide various examples and encourage students to think about what works for them.
Time to Plan!
Now it's your turn to create your own Well-Being Plan Template!
Remember to include:
- Two Daily Protective Habits
- One Early Warning Cue
- One Coping Strategy
- One Safety Step
Use your Plan Quality Criteria Rubric as a guide!
Transition to the activity. Remind students of the rubric (if already introduced) and the template.
Peer Power: Review and Refine
Work with a partner to review each other's plans.
- Use the Plan Quality Criteria Rubric to give feedback.
- Focus on what's clear, helpful, and actionable.
- Make any revisions to strengthen your plan!
Explain the peer review process. Emphasize constructive feedback.
Commitment Check!
Complete your Exit Ticket: Commitment Check.
- When will you start using your plan?
- Who will be your check-in partner?
This is your commitment to yourself and your well-being!
Conclude the lesson with the 'Cool Down' exit ticket. Emphasize commitment and accountability.
Project Guide
My Personal Well-Being Action Plan
Name: ____________________________ Date: __________________
This plan is a guide to help you maintain and improve your well-being. It's personal, so make it work for YOU!
1. My Daily Protective Habits
These are the things you do regularly to feel steady, calm, and healthy. Aim for at least two daily habits.
Habit 1:
How will I make sure this happens?
Habit 2:
How will I make sure this happens?
2. My Early Warning Cue
What's one clear sign you notice when your well-being might be starting to dip or you're feeling overwhelmed?
My Cue:
How does this cue feel or look for me?
3. My Coping Strategy
What's one helpful action you can take when you notice your early warning cue?
My Strategy:
Why this strategy works for me:
4. My Safety Step
If things get really challenging, who can you reach out to, or what immediate action can you take to get support?
My Safety Step:
Contact Person/Resource:
My Weekly Plan Snapshot
(Optional: Sketch out a quick idea of how you might integrate your habits and strategies into a typical week)
I commit to reviewing and updating this plan regularly.
Rubric
Well-Being Action Plan: Quality Criteria
Student Name: ______________________________ Date: ______________
Criteria 1: Daily Protective Habits
| Score | Description |
|---|---|
| 4 - Excellent | Two clear, specific, and actionable daily protective habits are identified. Detailed explanations show how these habits will be consistently implemented. |
| 3 - Good | Two daily protective habits are identified, mostly specific and actionable. Explanations indicate how they will be implemented, but could be more detailed. |
| 2 - Developing | One or two habits are identified, but they lack specificity or clear plans for implementation. |
| 1 - Needs Support | Habits are unclear, missing, or not relevant to well-being. |
Criteria 2: Early Warning Cue
| Score | Description |
|---|---|
| 4 - Excellent | One highly specific and personally relevant early warning cue is identified. The description clearly details how this cue feels or looks for the student. |
| 3 - Good | One early warning cue is identified and described with reasonable specificity. |
| 2 - Developing | An early warning cue is mentioned, but it is vague or lacks personal detail. |
| 1 - Needs Support | No early warning cue is identified, or it is completely irrelevant. |
Criteria 3: Coping Strategy
| Score | Description |
|---|---|
| 4 - Excellent | One effective and personally suitable coping strategy is identified. A strong explanation details why this strategy works for the student when the cue is present. |
| 3 - Good | One coping strategy is identified, and there is a reasonable explanation for its effectiveness. |
| 2 - Developing | A coping strategy is listed, but its connection to the cue or its effectiveness for the student is unclear. |
| 1 - Needs Support | No coping strategy is identified, or it is inappropriate. |
Criteria 4: Safety Step
| Score | Description |
|---|---|
| 4 - Excellent | A clear, concrete, and accessible safety step is identified, including a specific contact person or resource if needed. |
| 3 - Good | A safety step is identified, but it could be more specific regarding contact or resources. |
| 2 - Developing | A vague safety step is mentioned, or no clear contact/resource is provided. |
| 1 - Needs Support | No safety step is identified, or it is impractical. |
Overall Plan Quality
| Score | Description |
|---|---|
| 4 - Excellent | The plan is comprehensive, realistic, and clearly demonstrates self-awareness and proactive thinking. It is easy to understand and follow. |
| 3 - Good | The plan is mostly comprehensive and realistic, with good effort in identifying personalized strategies. |
| 2 - Developing | The plan shows some effort but may be incomplete, somewhat unrealistic, or lack depth in certain areas. |
| 1 - Needs Support | The plan is significantly incomplete, impractical, or does not address the core components effectively. |
Teacher Feedback:
Cool Down
Exit Ticket: Commitment Check
Name: ____________________________ Date: __________________
-
Take a moment to look over your completed Well-Being Action Plan. What is one thing you feel proud of including in your plan?
-
When will you commit to start putting your Well-Being Action Plan into practice?
- Today!
- Tomorrow
- This weekend
- Next week
- (Write in your own date): __________________________
-
Who is one person you could tell about your plan? This person could be a friend, family member, teacher, or counselor. They could be a good "check-in partner" to see how you're doing with your plan!
-
What is one positive feeling you hope to experience more often by using your Well-Being Action Plan?
Thank you for creating your plan! Your well-being matters.