Lesson Plan
Your Personal Toolkit
Students will identify and practice at least three coping strategies they can use when faced with a situation that might cause them to shut down or become upset.
This lesson is important because it equips students with practical tools for emotional self-regulation, promoting resilience and well-being. Learning these strategies helps students navigate difficult emotions in a healthy way.
Audience
12th Grade Students
Time
30 minutes
Approach
Through discussion, guided practice, and personal reflection.
Materials
Slide Deck, My Coping Skills Plan, and Mindfulness Script
Prep
Preparation
15 minutes
- Review the Lesson Plan and all generated materials to ensure familiarity with content and flow.
- Prepare presentation technology for the Slide Deck.
- Print copies of the My Coping Skills Plan worksheet for each student.
- Familiarize yourself with the Mindfulness Script for guided practice.
Step 1
Warm-Up: Review of Emotional Triggers
5 minutes
- Begin by asking students to think about situations that might cause them to feel overwhelmed, shut down, or upset (e.g., academic pressure, social conflicts, future uncertainties).
- Facilitate a brief, anonymous discussion or quick-write. Emphasize that these feelings are normal and everyone experiences them.
- Transition by stating that today's lesson will focus on building a 'personal toolkit' to navigate these tough times.
Step 2
Introduction to Coping Strategies
5 minutes
- Use the Slide Deck to introduce the concept of coping strategies.
- Define 'coping strategies' as healthy ways to deal with stress and difficult emotions.
- Briefly introduce key concepts: Mindfulness, Positive Self-Talk, and Self-Regulation.
- Explain that these are tools they can use to manage their emotional responses.
Step 3
Guided Practice of 2-3 Strategies
10 minutes
- Mindfulness (5 minutes): Lead students through a short mindfulness exercise using the Mindfulness Script. Focus on breathing or a body scan.
- Positive Self-Talk (5 minutes): Discuss examples of positive self-talk. Ask students to brainstorm 1-2 positive affirmations they could use. Facilitate a brief pair-share where they practice saying these affirmations aloud.
Step 4
Personalizing the Toolkit
5 minutes
- Distribute the My Coping Skills Plan worksheet.
- Instruct students to reflect on the strategies discussed and practiced, and to identify at least three strategies they find most helpful or are willing to try.
- Encourage them to think about specific situations where they might use these tools.
Step 5
Sharing and Committing to Practice
5 minutes
- Ask for volunteers to briefly share one strategy they chose for their personal toolkit and why.
- Emphasize that building these skills takes practice and commitment.
- Encourage students to keep their My Coping Skills Plan in a visible place and to consciously try using their chosen strategies in the coming week.
- Conclude by reinforcing the idea that they have the power to manage their emotions and build resilience.
use Lenny to create lessons.
No credit card needed
Slide Deck
Your Personal Toolkit for Tough Times
How do you handle tough emotions?
We all face moments that make us want to:
- Shut down
- Become really upset
- Feel overwhelmed
Today, we're building your personal toolkit to navigate these feelings!
Welcome students and introduce the day's topic: building a personal toolkit for tough times. Briefly mention that everyone faces challenging emotions and that this lesson will provide tools to handle them.
What are Coping Strategies?
Healthy ways to deal with stress and difficult emotions.
- They are tools you can use.
- They help you manage your feelings.
- They help you respond, not just react.
Introduce the idea of coping strategies as healthy ways to respond to stress and difficult emotions. Emphasize that these are skills that can be learned and improved.
Key Tools for Your Toolkit
Today, we'll explore:
- Mindfulness: Being present and aware.
- Positive Self-Talk: Changing your inner voice.
- Self-Regulation: Managing your emotions and reactions.
Briefly introduce Mindfulness as a way to stay present, Positive Self-Talk to reframe thoughts, and Self-Regulation as the overall ability to manage one's emotional state.
Tool 1: Mindfulness Moment
Practice being present.
- Focus on your breath.
- Notice what you sense.
- Observe without judgment.
Let's try a short exercise together!
Explain that we will now practice mindfulness. Remind them that it's about observing without judgment. Transition to the guided mindfulness practice using the script.
Tool 2: Positive Self-Talk Power
What you say to yourself matters!
- Instead of: "I can't do this."
- Try: "I will try my best, and it's okay if I need help."
What positive things can you say to yourself when things get tough?
Introduce positive self-talk. Give a few examples and then ask students to brainstorm their own. Emphasize the power of their internal narrative.
Build Your Own Toolkit
Your Personal Coping Skills Plan
- Choose 2-3 strategies that resonate with you.
- Think about when and where you might use them.
- This is your plan for navigating tough times!
Explain that students will now create their own plan. Distribute the worksheet and give instructions for completing it.
Commit to Your Toolkit!
Share one strategy you picked.
- Practice makes progress!
- Keep your plan handy.
- You have the power to manage your emotions!
What will you practice this week?
Conclude the lesson by inviting students to share and reinforcing the importance of practicing these skills. Encourage commitment to using their toolkit.
Worksheet
My Personal Coping Skills Plan
Life can be challenging, and it's normal to feel overwhelmed, upset, or want to shut down sometimes. This plan is your personal toolkit to help you navigate those tough moments in a healthy way.
Part 1: Reflecting on My Emotions
-
Think about a situation that recently made you feel stressed, overwhelmed, or upset. Describe it briefly.
-
How did your body and mind react in that moment? (e.g., racing heart, tense shoulders, difficulty concentrating, wanting to hide)
Part 2: Exploring Coping Strategies
Here are some coping strategies we discussed today. As you review them, put a checkmark next to any that you think might be helpful for you.
- Mindfulness: Focusing on your breath, observing your senses, being present in the moment.
- I could try this when:
- I could try this when:
- Positive Self-Talk: Changing negative thoughts into more supportive and realistic ones. (e.g., "I can do this," "It's okay to make mistakes," "I am capable.")
- I could try this when:
- I could try this when:
- Deep Breathing: Taking slow, deep breaths to calm your nervous system.
- I could try this when:
- I could try this when:
- Movement/Physical Activity: Going for a walk, stretching, or doing light exercise.
- I could try this when:
- I could try this when:
- Connecting with a Trusted Person: Talking to a friend, family member, teacher, or counselor.
- I could try this when:
- I could try this when:
- Journaling: Writing down your thoughts and feelings.
- I could try this when:
- I could try this when:
Part 3: Building My Personal Toolkit
Choose at least three coping strategies from the list above (or other healthy strategies you know) that you commit to trying when faced with a challenging situation.
My Top 3+ Coping Strategies:
-
Strategy:
- How I will use it (be specific!):
- How I will use it (be specific!):
-
Strategy:
- How I will use it (be specific!):
- How I will use it (be specific!):
-
Strategy:
- How I will use it (be specific!):
My Commitment:
- How I will use it (be specific!):
I commit to trying these strategies this week. I understand that it takes practice to build these skills, and it's okay if it feels challenging at first.
Signed: __________________________ Date: _______________
Script
Mindfulness Script: Breath Anchor (5 minutes)
Teacher: "Welcome, everyone. We're going to take a few moments to practice mindfulness. This is a tool that can help us slow down, notice what's happening within us, and create a little space before we react. Don't worry if your mind wanders; that's completely normal. Just gently guide your attention back when you notice it drifting."
(Pause briefly. Allow students to get comfortable.)
Teacher: "First, I invite you to find a comfortable position in your chair. You can sit with your feet flat on the floor, your back straight but relaxed, and your hands resting gently in your lap or on your desk. If you feel comfortable, you can gently close your eyes, or simply lower your gaze to a spot in front of you. This is your time to simply be."
(Pause for 10-15 seconds.)
Teacher: "Now, let's bring our attention to our breath. You don't need to change your breathing in any way, just notice it. Feel the air as it enters your nostrils, travels down into your lungs, and then gently leaves your body."
(Pause for 15-20 seconds.)
Teacher: "Notice the rise and fall of your chest or abdomen with each breath. Perhaps you feel a slight coolness as you inhale, and a gentle warmth as you exhale. Just follow the natural rhythm of your breath, like watching waves come and go on a shore."
(Pause for 20-30 seconds.)
Teacher: "As you focus on your breath, your mind might start to wander. You might think about what you have for lunch, something that happened yesterday, or what you need to do next. When you notice your mind has wandered, that's perfectly fine. Just gently, without judgment, bring your attention back to the sensation of your breath."
(Pause for 30-45 seconds.)
Teacher: "Let your breath be an anchor, holding your attention in the present moment. Each inhale, a fresh start. Each exhale, a release. You are simply observing, simply breathing."
(Pause for 30-45 seconds.)
Teacher: "Now, slowly, begin to bring your awareness back to the room. Notice the sounds around you, the feeling of your body in the chair. If your eyes were closed, you can gently open them. Take one more deep, conscious breath."
(Pause briefly.)
Teacher: "Thank you for participating in that exercise. Remember, this is a tool you can use anytime, anywhere, to help you feel more calm and present when you need it most."