Title of lesson: Writing Through the Grief

Grade(s): 9-12th
Duration: 45 minutes
Group size: Small-large groups
Learning Objective: Students will consider how they feel by acknowledging and
accepting their feelings to better understand grief. Students will explore ways of dealing
with loss and grief.
ASCA/NYSSCA National Standards and Competencies:
Personal/Social
Standard A
Students will acquire the knowledge, attitudes, and interpersonal skills to help
them understand and respect self and others.
PS: A1.5 Identify and express feelings
Standard B
Students will make decisions, set goals, and take necessary action to achieve
goals.
PS: B1.4 Develop effective coping skills for dealing with problems
Standard C
Students will understand safety and survival skills.
PS: C1.11 Learn coping skills for managing life events
New York State Learning Standards
Health, Physical Education, and Family and Consumer Science
Standard 3: Resource Management
Students will understand and be able to manage their personal and community
resources.
NOSCA Component:
2. Advance students planning, preparation, participation and performance
in a rigorous academic program that connects to their college and career
aspirations and goals.
4. Provide early and ongoing exposure to experiences and information
necessary to make informed decisions when selecting a college or career
that connects to academic preparation and future aspirations.
Materials:
Student journals
Pens
SMART board/chalkboard

Introduction (5 minutes):
Introduce the lesson by allowing the students to write in their journals thoughts,
feelings and questions that are coming to mind as they have learned of the death
of someone in the school community. This is meant to a quiet and reflective
activity.
Procedure (30 minutes):
1. Lead a discussion allowing the students time to share their journal entries. Reflect
back feelings they are having. Take time to process their experience.
2. Lead a discussion on loss. Have students define loss. Write definition on the
board. Have students give examples of losses they have experienced.
3. Pass 5 Stages of Grief handout. Lead a discussion and have students provide
examples from their own life experience when they have experienced one or more
stages of grief. Review the reminder at the bottom of the handout.
4. Lead a discussion on how to handle personal reminders of the deceased (i.e. desk,
locker, picture hanging on wall, other personal effect)
5. Lead a discussion on support. Have the students come up with examples of how
they can support one another in times of loss and have them list 3-5 people they
can talk to when they need support. Finally, have students identify and write on
the board positive coping strategies. Students can identify positive/healthy ways
to cope as well as unhealthy ways people cope. Come up with a positive
alternative for the unhealthy coping behaviors.
Closure/Evaluation (10 minutes)
Closure: Summarize the groups ideas on how to handle personal effects and
reminders of the deceased and healthy coping strategies.
Have the students finish this sentence: When I am hurting, I will blank. They
will write out and hand in an exit slip when they leave class
Check in with your students, if any students are distraught or unable to function
refer them to the counselor and call the parent to notify them.

References

Death, dying and grief reaction stage. (n.d.). Retrieved from

https://www.schoolcounselor.org/school-counselors-members/asca-resourcecenter/death-dying-grief/sample-documents