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Lesson plan · Grades 9-12 · 45 minutes

Resilience Map

I can split a stressful situation into the part I can change and the part I can't, pick a strategy for each, and name where to get help at school.

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Standard
CASEL.Self-Management CASEL
Shape
Explore first
Grouping
Whole class for the first situation, then partners, then students on their own for the plan.
You need
The tool on a projector, one laptop per student or pair, index cards. Your school counselor's name and office on the board.
Tool
curioclass.org/tools/resilience-map/
  1. Hook5 min
  2. Explore17 min
  3. Make sense8 min
  4. Apply10 min
  5. Exit check5 min

Before class

  • Tell your school counselor the date of this lesson. In the teacher notes, read Good to know: if a student is upset, the counselor is the next step.
  • Open The map on the projector. The narrator only reads welcomes and hints.
  • On shared laptops, students press Clear in My plan before logging off.

Hook 5 min

  1. Ground rule: "Every situation today is made up. Nobody shares what is stressing them. If something comes up for you, talk to me or the counselor after class."
  2. "Your phone dies an hour before you meet a friend across town. What can you do about it? What can't you?" (Borrow a charger, leave early. Can't: the battery is dead.)
  3. "Does the same kind of help work for both parts?" Take guesses; don't settle it yet.

Explore 17 min

Dev, teacher drives (9 min):

  1. Under Try a situation, pick Dev: test on Friday and read his story. The switch starts on The part they can change.
  2. "Which stops lit up, and where?" (Break it into small steps, Make a plan with times, Ask early. All on Action Ridge.) Point out the numbers and the solid line with a wrench.
  3. Press The part they can't. Stop here: "What changed?" (The route moved to Body Coast and Mind Woods: sleep, breaths, rethinking a thought. Dashes with a wave.) "Why won't studying harder help this part?" (The test is Friday no matter what. This part is handling how it feels.)
  4. Click the Rethink a thought pin and read Try it small and Fits best when. "Is 'I'm bad at chemistry' a fact?" (No. 'I haven't learned unit 4 yet' is fairer.)
  5. "The Get help pin at The Lighthouse never dims." Click it, then open More help in the footer and read it aloud. "Who is a trusted adult at our school?" (Point to the counselor's name.)

Partners (8 min):

  1. Pairs pick Grace: waiting to hear, then any other situation. Flip both halves and open at least one card.
  2. "Why is Grace's change route only two stops?" (She can't control the cast list; most of it is waiting.) To Priya pairs: "Good friends is on the can't side. Could it fit the other side?" (Yes. The card says it fits both halves.)

Make sense 8 min

  1. Two columns on the board: Part I can change = work on the problem. Part I can't = handle how it feels. Pairs call out a strategy for each.
  2. Project Stress in the body. Click Heart, then switch from A short burst to Stress that keeps going. "Is stress always bad?" (No. A short burst can help you meet a deadline, then the body settles. Trouble comes when it keeps going.)
  3. Read the line under the chart: "Resilience is coming back toward calm." "Why might the wrong match backfire?" (Deep breaths won't finish the project. A schedule won't change the cast list.)

Apply 10 min

  1. Partners, on paper (5 min): "Jae's family car broke down, so Jae takes two buses to practice this month." Write one part Jae can change and one he can't, with a strategy from the map for each. Share two pairs.
  2. On your own (5 min): open My plan. "Build a plan for yourself or for Jae. Nobody will see or collect it, and you don't have to pick anything." Print is optional. Shared laptops: Clear before logging off.

Exit check 5 min

Read: "Mia's coach moved practice to the same night as her part-time job." On an index card: one part Mia can change with a strategy, one part she can't with a strategy, and a role at school she could go to. (Ask the coach or manager early. The new schedule: slow breaths or a friend. A school counselor.) Cards with only problem-solving strategies need another look at Dev's two routes.

Support and stretch

  • Support: keep the board columns up, and let pairs read the route lists in the panel instead of the pins.
  • Support: model the exit check with Malik: everything due at once first.
  • Stretch: "Open Talk it through and Ask early. Both work on the problem. When would you use each?"
  • Stretch: "Argue that one stop on a can't route could also go on the change route."

Short on time

  • Ground rule and the phone question (3 min).
  • Dev: test on Friday with both halves, the Rethink a thought card and More help (10 min).
  • Exit check card (4 min). Offer My plan as optional, private homework.

How each button works is in the teacher notes. From Curio Class, free under CC BY 4.0: change it, print it, share it.