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Lesson Plan by Paige Sparkman

1. Distinguish between healthy and unhealthy relationships: Identifying how he or she
would like to be treated in a romantic relationship and be able to identify warning
signs that a relationship is potentially unhealthy or abusive.

2. Recognize the positive and negative signs/behaviors of a relationship

3. Healthy expression of feelings/ effective communication

4. Value self to know worth and what is deserved in relationships

◦ PS:A1.1 – Develop positive attitudes toward self as a unique and worthy person

◦ PS:A1.5 – Identify and express feelings

◦ PS:A1.6 – Distinguish between appropriate and inappropriate behavior

◦ PS:A2.6 – Use effective communication skills

◦ PS:C1.4 – Demonstrate the ability to set boundaries

◦ PS:C1.7 – Apply effective problem-solving and decision-making skills to make safe and
healthy decisions
For Counselor For Students

◦ Relationship trait signs ◦ ”How I Want to be Treated” handout

◦ Tape to hang sings ◦ ”Effective Communication” handout
◦ Chart paper ◦ ”Love is…” Speech bubbles
◦ Markers ◦ Teen safety cards
Procedure: Activity #1
◦ Estimated time: 5 minutes

◦ Separate students into small groups.

◦ Give students chart paper and have them discuss the current relationships in their life
with family, friends, and significant other.

◦ What characteristics make these relationships good or bad? Write on chart paper.

◦ Counselor hangs relationship trait signs while students are working

Procedure: Activity #1 Discussion
◦ Next we will discuss the last activity. Estimated time: 10 minutes

◦ Discuss what makes a relationship healthy, circle any characteristics that groups
repeat. Ask: How do these healthy relationships make you feel?

◦ Discuss the unhealthy characteristics, and compare the differences. Ask the following
◦ How did students know when a relationship was unhealthy?
◦ Why is respect important in a relationship?

◦ What is the difference between physical, verbal and emotional abuse?

◦ Why do you think people might stay in an unhealthy relationship?
Procedure: Activity #2
◦ Estimated time: 10 minutes

◦ Distribute the handout “How I would want to be treated in a Relationship” to each

◦ Have students circle the 3 most important things to them

◦ Have students pick their #1 quality and why

◦ Have students walk around and initial the 3 signs that have their most important
characteristics. Have them stay standing next to the sign that has their #1 wanted
Procedure: Activity #2 Discussion
◦ Estimated time: 20 minutes

◦ Debrief several of the top-scoring signs. Discuss why students chose them and what that
quality would look like in a relationship. Sample questions:
◦ Why did you all choose respect?

◦ What are some disrespectful things that a partner might do?

◦ What does trust in a relationship look like?

◦ Handout Effective Communication Tips sheet. Have students read aloud.

◦ What do students think of these tips? How does it apply to respecting people?
Procedure: (wrap-up)
◦ Estimated time: 5-10 minutes

◦ Wrap up lesson by giving each student a “Love is…” speech bubble. Have students
decorate their bubble.
(Note: These bubbles will be displayed on the bulletin board outside of the counseling

◦ Collect speech bubbles, let students know that they can sign up to see you with any

◦ Leave “Love is…” teen safety cards behind for classroom teacher to distribute. Say
Initial assessment:

- Demonstrate students’ knowledge on the topic through Activity #1

- Students are listing the positive and negative relationship characteristics that they have
witnessed or experienced.

- This will provide the counselor with a foundation to see what students already know,
and what discussion prompts could be most useful after our activities.

- I will use the “Love is…” speech bubbles as exit cards
- Students will demonstrate that they recognize what “healthy love” looks like.