This lesson plan includes activities for days 3-4 of the coping skills for success workshops.
Health > General
Science > General
Science > Biology
coping skills success
Creative Commons Attribution 3.0
This resource has not yet been aligned.
'NR' - This resource has not been rated
'NR' - This resource has not been rated
This resource has not yet been reviewed.
Not Rated Yet.
This lesson plan was created based on a template developed for the Curriculum, Instruction & Assessment initiative sponsored by the Alliance for Catholic Education.
Number of Days:
2 Prior Knowledge:
None. Lesson Objective:
Students will be able to identify instances in their own lives when they could have coped with problems better. Students will be able to describe some of the strategies that help and some of the strategies that do not help. Students will be able to identify which strategies would help in some scenarios and which would not help. Lesson Assessment:
Formative assessments: Strategies that you normally use and strategies that you do not use; Write responses to vignettes of conflicts using positive coping strategies. Procedures:
Method or Procedure
This activity works well with large groups. Ask students to stand and walk around. Explain that you will announce a category (see list or use your own) and that participants should then quickly organize themselves into smaller groups, based on the category to which they belong. Once everyone is organized into their groups, ask each group to identify itself. Allow participants time to say hello to members of their group. Optionally, ask each group a question. Keep things moving by asking participants to walk around before announcing the next category. Continue for about five topics, depending on your students.
* Which leg do you put into your pants first? * When licking an ice cream cone...do you: o Twirl the cone clockwise o Twirl the cone counterclockwise o Lick up and down? * Which side of the bed (left or right) do you get out of in the morning? * Are you a folder or scruncher (toilet paper)
Potential categories—relevant to module content:
* When you get into a fight with a friend what do you normally do to deal with this afterwards? o Talk to someone o Ignore the problem o Blame yourself o Seek out that friend to resolve the situation immediately * When you don’t do as well on a homework assignment or test as you wanted to, what do you do? o Feel bad for yourself o Decide to work harder next time o Worry o Try to make a joke out of it
Instructions: At the end of the previous day, students were asked to write "four concerns of teenagers" on a notecard which was then collected. Use these concerns to create four hypothetical scenarios the students will act out. Select (or take volunteers) five students (could be between 3-6 students) to come to the front of the classroom. They will be instructed that we will be creating tableauxs, which are like snapshots (we could even avoid the fancy language and just say snapshots). These will be snapshots of people just after a situation related to an above-mentioned concern happens. For example, if a concern is that a student would be made fun of for what they are wearing, and perhaps the scenario is that there are three people laughing and pointing to two individuals who are wearing “uncool” clothes. The instructor will count to three and as the instructor does this, students will get into position. By the time the instructor says three, participants will be frozen in a pose. Do one random scenario as an example so that the students understand what creating a snapshot is. Inform the students that when we do it the next time the instructor will tap one individual at a time, during which they must remain frozen but can speak and respond to questions about what they are thinking and feeling. When ready, give a scenario regarding one of the four concerns, count to three as the students get into their snapshot pose, and then ask them how they are feeling at that moment (all individuals—those potentially making fun of others and those who are getting made fun of (or so they believe)). The snapshots are to be improvised without any discussion or planning ahead. Do this three more times with different scenarios.
To encourage willingness to share information, inform students they will not be asked to disclose personal information. We want to brainstorm "general" coping strategies. Using a whiteboard and black marker, ask students to brainstorm as many words as possible that describe how people might cope with a stressful event. Provide a few examples to spark their imaginations. After compiling the list, ask students to identify which are "Productive Coping Strategies" and "Non-Productive Coping Strategies". Circle the former in green marker and the latter in red marker.
Overview of coping strategies
Teacher hands out a list of "Productive" and "Non-Productive" coping strategies with a description of each one. Read through the list and transition to next activity.
What coping strategies do you use?
Last activity – Ask students to come up with three coping strategies that they commonly use and three that they rarely use and write them on a notecard anonymously. Collect at the end of class.
Gather all students in a big circle. Start the game by pointing at another student in the circle and saying "Zip." That student, with no hesitation, must immediately point to another player and say "Zap." That player must, in turn, immediately point to another person and say "Zop." And that person must immediately point to someone else and say "Zip." Continue in this fashion until someone makes a mistake by either saying the wrong word or by hesitating too long. When a mistake is made yell “woohoo” and celebrate it rather than reacting negatively (instruct students on this and practice it prior to the first mistake is made). Play for a while until students get their energy up a bit.
Review "Productive" and "Non-Productive" coping strategies. Show slide using Powerpoint. Share results of the anonymous survey from last class noting strategies used most and least often.
Where do I stand?
Materials: Signs depicting the 18 coping strategies to be displayed in the 4 corners of the room. Instructions: This activity resembles "Think Pair Share" in its structure. The instructor will read a hypothetical scenario where a young person is faced with a difficulty. Four possible coping strategies are displayed in the four corners of the room. Students quickly "Think" and place themselves in the corner that "most likely" shows how they would react to the hypothetical." Students then "Pair" or group together in this case to briefly discuss for 2 minutes why they chose that strategy. Each corner then briefly "Shares" with the rest of the class their conclusions. Repeat with a new scenario and different coping strategies.
Coping writing assignment
Pass out "Writing Assignment Day 4" handout. Students will think of a situation at school or home whey they used a Non-Productive Coping Strategy to deal with a problem. They will describe what happened, the strategy they used, whether it was successful or unsuccessful, and describe a Productive Coping Strategy that might have worked well in this situation. Collect before dismissing class.
Changes for Next Time:
Here the lesson author can reflect on changes for future years. After executing the lesson in the classroom, the member can edit this section of the wiki resource to describe changes for making the lesson more effective next time What Worked Well:
After executing the lesson in the classroom, edit the wiki resource to highlight particularly effective activities or assessments for reference in future years.