District Overview:
The BHASD guidance/school counseling program addresses the academic, career, personal, social, and emotional needs of students in grades
K-12. The program is committed to helping students eliminate obstacles that may inhibit their success. This is done through individual
counseling, small group counseling, classroom lessons, consultation and collaboration with school faculty/staff, parents, and the community.
Grade 6 Description
Classroom guidance for grade 6 focuses on mindfulness, stress management, self-control, and decision making.
Grade 6 Units:
 Unit 1: Introduction
 Unit 2: Stress and relaxation
 Unit 3: Self control
 Unit 4: Decision Making part 1
 Unit 5: Decision Making part 2
Subject: Guidance
Grade: 6
Suggested Timeline: 5 Periods
Unit Title:
Unit 1: Introduction
Unit Overview/Essential Understanding:
The counselor will introduce him/herself to the students, students will introduce them selves to the class and counselor. Counselor will give
students an overview of the Grade 6 class. Students will complete a card about themselves. Students will complete a creative/ cooperative
thinking activity.
Unit Objectives:
Students will:
Focus Standards Addressed in this Unit:
ASCA Standards:
PS:A1.1 Develop positive attitudes toward self as a unique and worthy person .
PS:A1.10 Identify personal strengths and assets.
PS:A2.6 Use effective communications skills.
Important Standards Addressed in this Unit:
ASCA Standards:
PS:A1.9 Demonstrate cooperative behavior in groups. PS:A2.6 Use effective communications skills. Misconceptions: n/a
Concepts/Content:
Competencies/Skills:
Description of Activities:
Personal interests, Goals, and Abilities.
Writing about self, Identification of
Class Discussion, Writing, Toothpick challenge, Six dot
Cooperation and Problem Solving.
personal attributes, Problem solving
challenge, Half of thirteen challenge (problem
Creativity.
strategies, Cooperation with others.
solving/creativity)
Assessments:
Completion of personal information card. Completion of challenge activity. Teacher observation.
Interdisciplinary Connections:
Additional Resources:
Subject: Guidance
Grade: 6
Suggested Timeline: 5 Periods
Unit Title:
Unit 2: Stress and Relaxation
Unit Overview/Essential Understanding:
Students will understand the concept of stress, it’s effects in relation to self control, resulting emotions, and methods of relaxation.
Unit Objectives:
Students will:
Practice silent mindfulness.
Practice taking heart rate/pulse.
Practice controlled breathing.
Engage in a group activity demonstrating stress.
Identify personal triggers/ relaxation strategies related to stress.
Engage in an activity related to self-control.
Focus Standards Addressed in this Unit:
ASCA Standards:
PS:A1.8 Understand the need for self-control and how to practice it. PS:A1.10 Identify personal strengths and assets.
PS:B1.4 Develop effective coping skills for dealing with problems.
PS:C1.11 Learn coping skills for managing life events.
Important Standards Addressed in this Unit:
ASCA Standards:
PS:A1.9 Demonstrate cooperative behavior in groups. PS:A2.6 Use effective communications skills. Misconceptions: n/a
Concepts/Content:
Stress, Relaxation, Mindfulness, Self
Control
Assessments:
Competencies/Skills:
Writing about self, Identification of
personal attributes, Problem solving
strategies, Cooperation with others.
Description of Activities:
Class discussion, Writing, Controlled deep breathing,
Tennis ball activity, Marshmallow experiment.
Completion of Stress and Coping handout. Completion of group activities. Teacher observation.
Interdisciplinary Connections:
Additional Resources:
Subject: Guidance
Grade: 6
Suggested Timeline: 5 Periods
Unit Title:
Unit 3: Self Control
Unit Overview/Essential Understanding:
Students will understand the concept of stress, it’s effects in relation to self control, resulting emotions, and methods of relaxation.
Unit Objectives:
Students will:
Practice silent mindfulness.
Practice taking heart rate/pulse.
Practice controlled breathing.
Practice using counting as a way to focus thoughts.
Engage in a group activity demonstrating temptation/self-control.
Hear a story and engage in a group discussion on self-control as it relates to peer pressure.
Focus Standards Addressed in this Unit:
ASCA Standards:
PS:A1.8 Understand the need for self-control and how to practice it. PS:A1.10 Identify personal strengths and assets.
PS:B1.4 Develop effective coping skills for dealing with problems.
PS:B1.8 Know when peer pressure is influencing a decision.
PS:C1.11 Learn coping skills for managing life events.
Important Standards Addressed in this Unit:
ASCA Standards: PS:A1.9 Demonstrate cooperative behavior in groups. PS:A2.6 Use effective communications skills. Misconceptions: n/a
Concepts/Content:
Stress, Relaxation, Mindfulness, Self
Control
Competencies/Skills:
Learning self-control strategies,
Understanding temptation and peer
pressure.
Description of Activities:
Class discussion, Practice mindfulness/controlled
breathing. Temptation activity. Peer pressure story and
discussion.
Assessments:
Completion of Stress and Coping handout. Completion of group activities. Teacher observation.
Interdisciplinary Connections:
Additional Resources:
Subject: Guidance
Grade: 6
Suggested Timeline: 5 Periods
Unit Title:
Unit 4: Decision Making Part 1
Unit Overview/Essential Understanding:
Students will understand the concept of stress, it’s effects in relation to self control, resulting emotions, and methods of relaxation.
Unit Objectives:
Students will:
Practice silent mindfulness.
Practice taking heart rate/pulse.
Practice controlled breathing.
Read a story regarding decision making.
Answer questions and engage in a discussion about the story.
Focus Standards Addressed in this Unit:
ASCA Standards:
PS:A1.6 Distinguish between appropriate and inappropriate behavior. PS:B1.2 Understand consequences of decisions and choices. PS:B1.3 Identify alternative solutions to a problem. PS:B1.4 Develop effective coping skills for dealing with problems.
PS:B1.8 Know when peer pressure is influencing a decision.
PS:C1.11 Learn coping skills for managing life events.
Important Standards Addressed in this Unit:
ASCA Standards:
PS:A1.9 Demonstrate cooperative behavior in groups. PS:A2.6 Use effective communications skills. Misconceptions: n/a
Concepts/Content:
Stress, Relaxation, Mindfulness, Decision
Making.
Competencies/Skills:
Learning decision making strategies and
consequences of decisions,
Understanding temptation and peer
pressure.
Assessments:
Completion of story questions. Class discussion. Teacher observation.
Interdisciplinary Connections:
Description of Activities:
Class discussion, Practice mindfulness/controlled
breathing. Read story “5th grade flasher”, Answer
questions and discuss story.
Additional Resources:
Subject: Guidance
Grade: 6
Suggested Timeline: 5 Periods
Unit Title:
Unit 5: Decision Making Part 2
Unit Overview/Essential Understanding:
Students will understand the concept of stress, it’s effects in relation to self control, resulting emotions, and methods of relaxation.
Unit Objectives:
Students will:
Practice silent mindfulness.
Practice taking heart rate/pulse.
Practice controlled breathing.
Learn a decision making model.
Practice using a decision making model
Focus Standards Addressed in this Unit:
ASCA Standards:
PS:B1.1 Use a decision-making and problem-solving model. PS:B1.2 Understand consequences of decisions and choices. PS:B1.3 Identify alternative solutions to a problem. PS:B1.4 Develop effective coping skills for dealing with problems.
PS:C1.11 Learn coping skills for managing life events.
Important Standards Addressed in this Unit:
ASCA Standards:
PS:A1.9 Demonstrate cooperative behavior in groups. PS:A2.6 Use effective communications skills. Misconceptions: n/a
Concepts/Content:
Stress, Relaxation, Mindfulness, Decision
Making.
Competencies/Skills:
Learn and practice a decision making
model.
Assessments:
Completion of story questions. Class discussion. Teacher observation.
Interdisciplinary Connections:
Description of Activities:
Class discussion, Practice mindfulness/controlled
breathing. Learn decision making model. Use the
decision making model in a decision making scenario.
Additional Resources: