Lesson Plan
Resilience Roadmap
Guide the student through interactive role-play, games, and reflection activities to build emotional resilience and coping strategies.
Building resilience at this stage equips 6th graders with tools to manage stress, regulate emotions, and bolster self-awareness, promoting mental well-being.
Audience
6th Grade Student
Time
40 minutes
Approach
Interactive activities and guided reflection
Materials
- Resilience Roadmap, - Building A Steady Mind, - Stress Ball Juggle Game, - Strength in Stories Discussion, - My Resilience Reflection Worksheet, and - Positive Pep Talk Cool-Down
Prep
Review Counseling Materials
5 minutes
- Familiarize yourself with Resilience Roadmap steps and flow
- Preview key slides in Building A Steady Mind
- Gather stress balls and position seating for one-on-one interaction
- Print copies of My Resilience Reflection Worksheet (#my-resilience-reflection-worksheet)
- Review discussion prompts for Strength in Stories Discussion (#strength-in-stories-discussion)
Step 1
Warm-Up & Introduction
5 minutes
- Greet the student warmly and set a supportive tone
- Introduce the session’s purpose: building resilience
- Use the first 3 slides in Building A Steady Mind to define resilience and coping strategies
- Encourage the student to share a recent situation where they felt stressed
Step 2
Stress Ball Juggle
7 minutes
- Explain the rules of the Stress Ball Juggle Game (#stress-ball-juggle-game)
- Play a simple toss-and-catch activity using stress balls
- After each round, ask the student to name one calm-breathing technique they can use when feeling overwhelmed
- Reinforce that mistakes are okay and part of learning resilience
Step 3
Strength in Stories
10 minutes
- Introduce Strength in Stories Discussion (#strength-in-stories-discussion)
- Share a brief anecdote about overcoming a challenge
- Prompt the student to share their own story of a small success or coping moment
- Highlight strategies used and relate back to concepts in Resilience Roadmap
Step 4
My Resilience Reflection
10 minutes
- Distribute My Resilience Reflection Worksheet (#my-resilience-reflection-worksheet)
- Guide the student through writing three personal coping strategies and one action plan for future stress
- Ask reflective questions: “How did you feel? What helped you stay calm?”
- Offer support and validate their insights
Step 5
Positive Pep Talk Cool-Down
8 minutes
- Lead the student through a Positive Pep Talk (#positive-pep-talk-cool-down)
- Have them craft and say aloud two affirmations or encouraging statements
- Model one of your own affirmations
- Close by reviewing key takeaways from Resilience Roadmap and setting a small at-home resilience goal
Slide Deck
Building A Steady Mind
A 40-minute one-on-one session to explore resilience, understand stress, and practice coping strategies.
Welcome the student and introduce the slide deck. Emphasize a friendly tone and invite questions.
Script: “Hi there! Today we’re going to explore what resilience is and learn simple tools to help keep your mind steady when things feel stressful.”
What Is Resilience?
• The ability to recover from setbacks or stress
• Helps you stay calm and keep going
• Grows stronger with practice
Explain the concept in student-friendly language and invite them to share examples.
Script: “Resilience means bouncing back from challenges. It’s like being a rubber band—you can stretch under pressure but return to shape.”
The Stress Cycle
- Stressor: Something challenging happens
- Reaction: You feel tense or worried
- Coping: You use a strategy to calm down
- Recovery: You return to feeling steady
Draw or point to an imaginary cycle on the board. Relate each stage to a real-life example (e.g., test anxiety).
Script: “When you feel stressed, your body and thoughts go through stages. Knowing them helps us break the cycle.”
Coping Strategies
• Deep Breathing (e.g., box breathing)
• Positive Self-Talk (“I’ve got this!”)
• Physical Movement (stretching, walking)
• Talking to Someone You Trust
Briefly describe each strategy. Ask the student which they’ve tried before.
Script: “Here are four tools you can use when you notice stress building up.”
Breathing Exercise
Box Breathing Steps:
- Inhale quietly for 4 seconds
- Hold your breath for 4 seconds
- Exhale gently for 4 seconds
- Hold for 4 seconds
- Repeat 3–5 times
Lead the student through one full cycle of box breathing together.
Script: “Let’s practice box breathing: inhale for 4 seconds, hold for 4, exhale for 4, hold for 4. Repeat.”
Session Agenda
- Warm-Up & Introduction (5 min)
- Stress Ball Juggle (7 min)
- Strength in Stories Discussion (10 min)
- My Resilience Reflection (10 min)
- Positive Pep Talk Cool-Down (8 min)
Review the plan for the session and tie back to today’s slides.
Script: “Here’s how we’ll use these concepts today in our activities.”
Game
Stress Ball Juggle Game (#stress-ball-juggle-game)
Objective: Practice maintaining calm and focus under pressure through a fun tossing game with stress balls, reinforcing breathing techniques as coping tools.
Materials Needed:
- 2–3 soft stress balls (or beanbags)
- Open space for tossing
Duration: 7 minutes
Setup (Prep):
- Clear a small area for one-on-one play
- Place stress balls within easy reach
- Review the four coping strategies from Building A Steady Mind so you can prompt the student
Instructions:
- Start with one stress ball. Stand about 5–6 feet apart from the student.
- Toss the ball to the student. When they catch it, they name one calm-breathing technique (e.g., “box breathing”).
- You toss it back, naming a different breathing technique or positive self-talk phrase.
- After 2–3 tosses, introduce a second ball to increase the challenge. Repeat the naming pattern for each catch.
- If the student drops a ball, pause and practice one full round of deep breathing together before continuing.
Debrief Questions:
- How did it feel to juggle one ball vs. two balls?
- Which breathing technique was easiest to remember while playing?
- What did you notice about your heart rate or focus when you dropped a ball?
- How could you use this game or technique when you feel stressed at school?
Transition: Remind the student that just like in the game, life can get busy—and using a breathing technique can help them stay steady and ready for the next toss.
Discussion
Strength in Stories Discussion (#strength-in-stories-discussion)
Objective: Encourage the student to reflect on a personal challenge, identify coping strategies used, and recognize their strengths.
Guidelines:
- Create a safe, supportive space for sharing.
- Listen actively and validate the student’s feelings.
- Emphasize that there are no “right” or “wrong” experiences.
Discussion Prompts
- Recall a Challenge
Think of a time when you faced a challenge (big or small). What happened?
Follow-Up: How did you feel in that moment? What thoughts went through your mind?
- Spot the Coping Strategy
Did you use any of the coping tools we learned in Building A Steady Mind? Which one and how did it help?
- Discover Your Strengths
What personal strengths did you notice in yourself as you overcame this challenge?
Follow-Up: How might you use this strength the next time you feel stressed?
- Connect to the Stress Cycle
Reflecting on the stages in Resilience Roadmap, which part of the stress cycle were you in, and how did you move toward recovery?
Wrap-Up Reflection
- Summarize the coping strategies and strengths we discussed.
- Remind the student they can draw on this story when they feel stressed.
Final Thought: What is one small step you can take today to practice your strength or coping strategy?
Worksheet
My Resilience Reflection Worksheet (#my-resilience-reflection-worksheet)
Use this worksheet to capture your personal coping strategies, reflect on how they work, and make a plan for the future.
1. My Three Coping Strategies
Strategy 1: ________________________________
How I use this strategy:
Strategy 2: ________________________________
How I use this strategy:
Strategy 3: ________________________________
How I use this strategy:
2. Reflecting on My Feelings
• Before using a coping strategy, I often felt…
• While using my strategy, I noticed…
• After using it, I felt…
3. Connecting to the Stress Cycle
Which part of the stress cycle did you notice most?
(stressor, reaction, coping, or recovery)
How did you move toward recovery?
4. My Action Plan for Next Time
When I start to feel stressed again, I will…
What small step can I practice today to build my resilience?
Keep this worksheet somewhere you can see it, and revisit it when you need a reminder of the tools and plans that help you stay steady and strong.
Cool Down
Positive Pep Talk Cool-Down (#positive-pep-talk-cool-down)
Objective: Close the session by reinforcing self-encouragement, summarizing coping tools, and setting a small, achievable resilience goal.
Materials Needed:
- Paper or index cards and a pen
- Quiet, supportive space for one-on-one conversation
Duration: 8 minutes
1. Set the Tone (1 minute)
- Ask the student: “How are you feeling now after our activities?”
- Validate their response: “That’s great to hear,” or, “I appreciate you sharing that.”
2. Introduce Positive Self-Talk (1 minute)
- Explain: “Our thoughts can help us feel stronger. Positive self-talk and affirmations are statements we say to ourselves to build confidence and calm.”
3. Craft Two Personal Affirmations (3 minutes)
- Provide paper or cards and have the student write down two statements. Use these prompts:Affirmation 1: “I am ____________ because ____________.”
Affirmation 2: “When I feel ____________, I will ____________.”
- Encourage specificity: e.g., “I am calm because I remember my box breathing steps.”
4. Practice Aloud & Model (2 minutes)
- Invite the student to say each affirmation aloud with confidence.
- Model your own affirmation:
“I am proud of myself because I practice my breathing techniques when I feel stressed.”
5. Connect & Close (1 minute)
- Remind them of the tools from Resilience Roadmap and Building A Steady Mind.
- Set a tiny at-home goal: “Pick one affirmation to say each morning this week.”
- End on a positive note: “You did great today—remember, you’ve got this!”