C-H Guidance Curriculum Lesson Plans
Transcript of C-H Guidance Curriculum Lesson Plans
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Career CharadesDomain: Career Development (1)
ASCA Standard A: Students will acquire the skills to investigate the world of work in relation
to knowledge of self and to make informed career decisions.
Competencies: Develop Employment Readiness
Indicators: C: A2. 2 Apply job readiness skills to seek employment
Aim: Stakeholders will develop the ability the necessary elements required for job interviewing
in a professional and skillful manner.
Learning Objective :
Stakeholders will be able to identify the pre-phrase of interview techniques
Stakeholders will be able to recognize the appropriate methods to speak, respond, and
address during a professional interview
Stakeholders will split into 2 groups of interviewing
Stakeholders will increase their awareness positively
Introduction (20 min): Stakeholders will collaborate into groups of 4 peers and will interview
each other about positive skills, qualities, and work ethics of each individual. The class will
discuss each groups distinctiveness that will be a positive towards obtaining the job of their
choice. The class will discuss our views and knowledge as a group about why these
characteristics will be beneficial in the workplace. The groups collaboration and brain storming
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will allow each class member to gain self awareness of what positive work principles they should
pinpoint for a supervisor to see in order to create the best job atmosphere.
Activity (25 min):
Once the discussion is complete as a class we will play CAREER CHARADES
Students will divide into 2 teams
The facilitator will put pieces of paper with careers written on them in a hat.
Each participate will reach into the hat without looking and without showing the class
the chosen profession The participate will then begin imitating the career he/she chose out of the hat through an
interviewing process
The interview will allow audience to obtain hidden clues of location, uniform/attire, or
related work experience
Facilitator will play the interviewer and the student will act professionally while
revealing his/her hidden theatrical talents to the class
Point system will be tallied on the black board and the team with the most tallied up
points wins
Conclusion (5min): During the conclusion, the counselor reviews the activity and asks reflective
questions of the group.
Data Assessment:
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Process Data: 1 Principal, 1 AP, 4 Teachers, 5 Administrators, 9 th grade Parents, and 30 9 th
graders will receive this lesson on December 18, 2009 during various periods of the day at South
Bronx High School. 100% of the group will act participate in the game, ultimately resulting in
gaining the knowledge of the interviewing process. This will be reported to the school counselor
supervisor and the 9 th grade teachers.
Perception Data: Stakeholders will be able to conduct themselves in a professional manner
during an interview in future work related environments. Students will later be interviewed by
the 9 th grade teachers on a career they have chosen. The interview will allow students practice
and expose many different interviewing styles or techniques. The interview session will allow
students to expand their knowledge base of how an interview should be conducted. In addition,
stakeholders will be assessed of their understanding of the interviewing instruction by
interviewers completing an evaluation. This will be reported to the school counselor supervisor
and the 9 th grade teachers.
Results Data : The factor that needs to be acknowledged is the information and competence of
how one should perform during an interview. When addressing this career focused guidance
lesson all gaps will be closed such as, achievement, opportunity, and attainment gaps. This is the
hope that all resources are obtainable to every stakeholder in the 9 th grade class. Any fears of not
succeeding because of interviewing basic skills should diminish.
Materials: Hat & Black Board
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The Great Career Debate
Domain: Career Development (2)
ASCA Standard A: Students will acquire the skills to investigate the world of work in relation
to knowledge of self and to make informed career decisions.
Competencies: Develop Career Awareness
Indicators: C: A1.3 Develop an awareness of personal abilities, skills, interests and motivations.
Aim: Stakeholders will be able to identify their skills and the self knowledge of the pros and
cons of their career choice.
Learning Objective :
Stakeholders will be able to assess their abilities in a work environment
Stakeholders will be able to assess their techniques and methods in career oriented areas
Stakeholders will participate in a collaborative research activity
Stakeholders will increase their awareness of the pros and cons of two particular
professions through a debate
Introduction (15 min): Stakeholders will be break into and collaborate in 3 groups. All three
groups will be given information about two careers. All 3 teams will evaluate and take apart the
research materials on the two different careers. Together the members on each team will identify
the pros and cons of their each profession. One group member in both groups will record and
keep track on what the group members are discussing. Group members will for example
distinguish and classify salary, amount of work hours, or would it be a stable career for a family
as either a positive or negative factor. The more information they have about the careers the
better prepared they will be for the full class activity.
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Activity (25 min):
After the 3 teams have discussed the pros and cons of the 2 careers the groups will now
be known as team 1, team 2, and judges. They will then be given which profession they
will be fighting for or against
Students will prepare to debate which career would be a better choice. Each group
member must use the research they have obtained from the documents given in the
beginning of class
Team 1 and team 2 will debate why there career is a better choice by stating facts found
in the documentation and the addressing the cons of the opposing teams career
Teams will choose one member to state their affirmative and negative constructive to the
judges
The floor will be open for comments and arguments from all team members with the
supervision of the group of judges
Points will be awarded to each team by the judges. This group has the power to for
instance prevent escalating arguments or address inappropriate language used during the
debate
Once time runs out team members will then choose another member to perform the
affirmative and negative rebuttals to the judges
Facilitator and judges will discuss the winner together at the end of the 25 minutes.
Conclusion (5min): The facilitator will review the activity and asks reflective questions of the
group.
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Data Assessment:
Process Data: 1 Principal, 1 AP, 2 Teachers, 5 Administrators, 11 th grade Parents, and 40 11 th
graders will receive this lesson on December 15, 2009 during various periods of the day at the
South Bronx Academy. 100% of the 11 th grade students will participate in the debate to become
aware of the research required in the job search process. This will be reported to the school
counselor supervisor and the 11 th grade teachers.
Perception Data: Students will continue to research a profession of their choice by creating a list
of pros and cons and typing a paragraph of why they choose this career. The list and paragraphwill high light how effective one has to be when searching for the right profession.
Stakeholders will be followed up with the involvement of the students towards their personal
career searches. This will be reported to the school counselor supervisor and the 11 th grade
teachers.
Results Data : The component that should be addressed is the awareness, knowledge, andcompetition in the work place. In exposing this information all gaps will be closed such as,
achievement, opportunity, and attainment gaps for all students. All students deserve the right to
gain knowledge about the many professions available in our country.
Materials: Stopwatch and Gavel
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Making Good Decisions: Its Easier Said Than
Done
Domain: Career Development (3)
ASCA Standard B: Students will employ strategies to achieve future career goals with success
and satisfaction.Competencies: C: B1 Acquire Career Information
Indicators: C: B1.1 Apply decision-making skills to career planning, course selection and career
transition.
Aim: Students will be better able to create tangible career goals by implementing positive
decision making skills.
Learning Objective:
To deliver a lesson to students on the importance weighing options before making
difficult decisions
Use data to determine the need of your school and tailor the lesson to address those
needs
To give students the ability to process thoughts and options before they act
Activity (40):
Adapt the example questions on the PowerPoint and the Pre-Post test to your schools
needs using current data .
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Administer the Pre-Test.
Inform the students of the importance of this lesson.
Remind the students that their decisions will continue to become more difficult as they
mature.
Give examples as you see fit.
Begin the lesson (following PowerPoint).
While delivering the lesson, engage the students in conversation surrounding the content
of the slides.
Allow time for the students process each step of the decision making process.
When the lesson is complete, take time to process the content that was covered.
When all the students have had an opportunity to ask any questions about the lessons,
administer the Post-Test.
Thank the students and the teacher for letting you use their valuable time and remind
them of where you can be found if they want to discuss anything that was shared during
the lesson.
Materials:
Pre-Post Test.
Scantron
Equipment Needed:
Projector / Computer
Scantron Reader
PowerPoint Presentation
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Data Assessment:
Process Data: 1 Principal, 1 AP, 1 Teachers and 80 10th
graders will receive this lesson on
November 15, 2011 during various periods of the day at the South Bronx Preparatory. 100% of
the 10 th grade students will participate in the decision making lesson in the English classes. This
will be reported to the school counselor supervisor and the 10 th grade teachers.
Perception Data: Students will continue to explore appropriate decision making process through
worksheets categorized in a checklist format throughout the school year. The checklist I will helpdocument how their decision making has improved throughout their 10 th grade year.
Stakeholders will be followed up with the involvement of the students towards their personal
career searches. This will be reported to the school counselor supervisor and the 10 th grade team
of teachers.
Results Data : The component of decision making is an important part of choosing a career.Allowing all stakeholders to be aware of how to make better decisions when focusing on their
career paths will result in better preparation in schools. In exposing this information all gaps will
be closed such as, achievement, opportunity, and attainment gaps for all students. All students
deserve the right to gain knowledge about the many professions available in our country.
Source: http://www.cescal.org/resource Richard Eberheart and Felipe Robinson-Zaartu
http://www.cescal.org/resourcehttp://www.cescal.org/resourcehttp://www.cescal.org/resourcehttp://www.cescal.org/resource -
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Victory in Studying!
Domain: Academic Development (4)
ASCA Standard A: Students will acquire the attitudes, knowledge and skills that contribute to
effective learning in school and across the life span.
Competencies: A: A2 Acquire Skills for Improving Learning
Indicators: A: A2.4 Apply knowledge and learning styles to positively influence school
performance.
Aim: To prepare students for school related successes.
Learning Objectives:
For students to learn effective study skill strategies to improve academic performance
Homework completion rate will increase
Grade Point Average will increase
Materials:
PowerPoint (counselor generated), white boards, dry erase markers, pre/post tests, scantrons,
prizes
Time Frame: 40 minutes presentation + 10 minutes incidental time (pre/post administration,
questions & answers) 2 day lesson plan.
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Activity Procedure:
a. Setting the stage
i. Introductions: of ourselves and brief description of the lesson we will be
administering
b. Norms/expectations
i. Explain importance of group norms (reiterate already established norms
by teacher).
ii. Ask the question to the group: What do we want to achieve here today ?
iii.
What are some model behaviors we can agree to as a group that we will alluse today? (offer suggestion/model if children are stuck).
iv. Ask for volunteers and write down on the white board as students come up
with suggestions.
c. Introduce Attention in tool
i. Hands on top.Everybody stop
ii. Facilitators will introduce concept and give rationale
iii. Facilitators will then demonstrate tool with class
d. Pre-test Administration
e. Icebreaker Supply Scavenger Hunt
i. Within their table groups, students will designate a spokesperson
ii. The facilitators will display a picture of a school supply on the screen
iii. Students will search for the school supply without leaving their seat.
iv. Once the item is located, it will be passed around the group and all
members must hold the item before it can be passed to the spokesperson
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v. After all members have held the item, the spokesperson will hold the item
in the air.
vi. The first team to raise each item in the air will earn a point for their team
vii. The team with the most points will win a prize
viii. Facilitators will model the exercise the activity first
f. Organization
i. Large Group discussion What do you think of when you hear the word
organization?
1.
If need be. Instructional Vocabulary (giving a heads up on thevocab we will be using)
ii. Small group discussion
1. Students will break into table groups
2. Facilitators will pass out one white board to each group
3. Facilitators will define each of 4 roles within the group
4. Students will choose roles
a. All students must have a role
b. For groups with more than 4 people, students can choose
two people to play a role
5. Facilitators will display discussion prompts on the screen
6. Students will discuss answers to the prompts and the recorder will
write down the groups ideas on white board
7. Facilitators will then ask each group to share one of the ideas they
came up with to the rest of the class
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g. Organization Tips
i. Use your agenda writing down priorities, homework assignments,
deadlines, after school activities, etc.
ii. Making to -do lists writing down then things you need to do today and
check them off once completed
iii. Using binder with dividers keeping all of your schoolwork in one
organized binder. It makes things easier to find later
iv. Having friends help you plan create study groups and help each other
with homework. Remind each other of important due datesv. Staying onTRAC (lead in to next section)
h. Staying onTRAC
i. Think Whats important right now?
1. Things to remember, goals to work on, random great ideas
2. In the agenda : for each week, space in the think section along
the left side is where you can write down goals, projects and ideas
ii. Record Writing down whats i mportant and when to do it
1. Assignments, tests, projects and deadlines
2. In the agenda : Each day has a top section where you can record
to-dos for that day. You can also write down assignments on the
dates they are due.
iii. Act Scheduling your time in and out of school
1. Practices, appointments, meetings, hanging out with friends
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2. In the agenda: Each day at the bottom page, you can plan your
after school priorities
iv. Check Did you actually do what you planned?
1. Assess your progress and how you did. Look back at the things
you accomplished
2. In the agenda: At the end of each week, there is the check section
in the bottom right corner that asks you Did I finish my weekly
goals and tasks and encourages you to transfer any unfinished
tasks to the next week i. *NOTE : have students find each section in the planner as we talk and explain
why it is important (pg. 6 in teacher edition)*
j. Homework/Studying
i. Small Group discussion
1. Students will break into table groups
2. Facilitators will define each of 4 roles within the group
3. Students will choose roles
a. All students must have a role
b. For groups with more than 4 people, students can choose
two people to play a role
4. Facilitators will display discussion prompts on the screen
5. Students will discuss answers to the prompts and the recorder will
write down the groups ideas on white board
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6. Facilitators will then ask each group to share one of the ideas they
came up with to the rest of the class
k. How to do your homework best
i. Time, location, snack Find a time and place that works best you. Eat an
occasional snack to keep you focused and energized
ii. Group vs. individual work Sometimes it is better to study with a group
so you can all help each other out. Other times, it is better that you study
alone so you are not distracted
iii.
Asking an adult for help Dont be afraid to ask for help. You may besurprised by how much adults know. They have been in your shoes before
iv. Taking short breaks Like 5-10 minutes. Grab a snack, go outside,
stretch, take a short walk, etc.
v. Get it done earlyDont procrastinate!
2. Data Assessment:
3. Process Data: 1 Principal, 1 AP, 1 Teachers and 80 9 th graders will receive this lesson on
February 07, 2012 during various periods of the day at the South Bronx Preparatory.
100% of the 9 th grade students will participate in the victory in study skills lesson in the
freshman seminar classes. This will be reported to the school counselor supervisor and
the 9 th grade teachers.
4. Perception Data: Students will be able to improve in their academic subjects by being
better prepared for exams and activities in the classroom. Stakeholders will research how
they learn as a student and what methods help them get better grades in school.
Stakeholders will be followed up with a pre/post survey to distinguish if the lesson
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improved their awareness of studying. This will be reported to the school counselor
supervisor and the 10 th grade team of teachers.
5. Results Data : The component of study skills is an influential factor in educational
upliftment. Allowing all stakeholders to be aware of how to make use of their study time
when focusing on academic success will result in a raise in GPA and better test scores. In
exposing this information all gaps will be closed such as, achievement, opportunity, and
attainment gaps for all students. All students deserve the right to gain knowledge about
the many professions available in our country.
Source: http://www.cescal.org/resourceFinder.cfm?secondaryCategoryKey=22 Udvarhelyi, M (2008)
http://www.cescal.org/resourceFinder.cfm?secondaryCategoryKey=22http://www.cescal.org/resourceFinder.cfm?secondaryCategoryKey=22http://www.cescal.org/resourceFinder.cfm?secondaryCategoryKey=22http://www.cescal.org/resourceFinder.cfm?secondaryCategoryKey=22 -
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SBP University
Domain: Academic Development (5)
ASCA Standard B: Students will complete school with the academic preparation essential tochoose from a wide range of substantial post-secondary options, including college
Competencies: B: B2 Plan to Achieve Goals
Indicators: A: B2.2 Use assessment results in educational planning
Objectives: Learn the difference between ACT and SAT testing
Know how to register for ACT and SAT test
Understand the importance of taking the ACT and SAT
Demonstrate the knowledge of what is required for the ACT and SAT
Know the differences between the UC and CSU requirement.
Understand the timeline for Juniors and test dates for ACT and SAT
Materials: (books, handouts, supplies, etc):
PowerPoint software
Projector
Overhead projector
Slides
Flash drive
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Computer
Hand-outs
Activity: Conduct a pre-test prior to presenting. Present the PowerPoint to the students. Conduct a post-
test with the students.
Data Assessment:
Process Data: 1 Principal, 1 AP, 2 Teachers and 80 10 th graders will receive this lesson on
November 23, 2011 during various periods of the day at the South Bronx Preparatory. 100% of
the 10 th grade students will participate in the SBP University SAT and ACT Presentation lesson
in the Nutrition/Health classes. This will be reported to the school counselor supervisor and the
10 th grade teachers.
Perception Data: Students will research SAT and ACT practice books to prepare for the exam
during their junior and senior years. This will be reported to the school counselor supervisor and
the 10 th grade team of teachers.
Results Data : The student will learn the difference between ACT and SAT testing and know how to
register for ACT and SAT test. Students will understand the importance of taking the ACT and SAT by
demonstrating their knowledge of what is required for the ACT and SAT. They will know the differences
between the UC and CSU requirement. Understand the timeline for juniors and test dates for ACT and
SAT. In exposing this information all gaps will be closed such as, achievement, opportunity, and
attainment gaps for all students. All students deserve the right to gain knowledge about the many
professions available in our country.
Source: http://www.cescal.org/resource Shawn Deschenie
http://www.cescal.org/resourcehttp://www.cescal.org/resourcehttp://www.cescal.org/resourcehttp://www.cescal.org/resource -
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To Be or not to Be Successful (6)
Domain: Academic Development
Standard B: Students will complete school with the academic preparation essential to choose
from a wide range of substantial post- secondary potions, including college.
Competencies A: B1: Improve Learning
Indicators A: B1.5: Organize and apply academic information from a variety of sources
(ASCA National Model, 2005).
Learning Objective :
Students will be able to assess their understanding and describe the content in classroom
notes and lectures.
Students will be able to assess their understanding of responsibilities to pass
standardized test and classroom exams.
Students will be able to assess their understanding of responsibilities to seek help from
tutors, teachers, peers, afterschool help, and counselors.
Stakeholders will be able to assess their understanding of responsibilities to achieve the
grades requires to graduate high school and succeed in post secondary atmospheres.
Procedures:
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Do Now: Students will take a survey based on academic involvement in the classroom.
Introduction to Material:
I will first ask students to raised their hands and give me an average routine of
preparation for a classroom exam.
Possible responses may include:
~Ask for help~Create Schedules
~Take notes
~Eat Breakfast
~Stay after school for extra help
I will then tell students the percentages of African American and Latino students test
scores in the United States.
I will then discuss different ways to better prepare for test through classroom etiquette,
study techniques, and personal awareness.
Activity:
I will introduce the subject that will be read aloud to students (President Barack Obama
biography).
Students will listen to the segment and take notes on what was read.
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Students will then share the information they decided was important information with
the class.
Students will give feedback to how they felt when taking the notes, who actually
participated, and why is it important to take notes.
Closing:
We will discuss briefly why these responsibilities are important and how does it apply to
future aspirations and goals.
Data Assessment:Process Data: 2 Teachers, 2 Counselors, and 85 9 th graders will receive this lesson on March
2, 2011 starting at 8:00am to 2:00pm during class hours at South Bronx Preparatory. This
will be reported to the school counselor supervisor and 9 th grade team.
Perception Data: Stakeholders will answer: What are the 9 th students responsibilities when
preparing for exams. This will be reported to the school counselor supervisor and 9 th grade
team.
Results Data : The element that needs to be changed is the knowledge and understanding of
how important it is for student to take notes, do homework, and prepare them personally
before a test to receive better grades.
References:
ASCA National Model, 2005
Educationworld.com
Dartmouth.edu/ Academic Success Center
Wikipedia/ Barack Obama, President of U.S.
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R.E.S.P.E.C.T!!! (7)Domain: Personal/Social Development
Standard A: Students will acquire the knowledge, attitudes, and interpersonal skills to help
them understand and respect self and others.
Competencies PS: A1: Acquire Self-knowledge
Indicators PS: A1.5 Identify and express feelings
(ASCA National Model, 2005).
Aim: The students will demonstrate the knowledge of or ability to Identify positive and negativeinteractions.
Materials: Perspectacles video clip from YouTube
Respectful Interactions PPT
Pre/post tests
Index cards
Pencils
List of vocabulary words
Equipment:
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Projector
Promethean Board
Laptop
Activity:
Make introductions of the presenters and the lesson topic.
Lesson Content:
Show the first half of Perspectacles clip.
o Discuss interactions observed in the video clip.
Activity identifying put downs and emotions using index cards.
o Collect cards and read the examples of different emotions aloud.
Behaviors that divide and exclude.
o Define stereotype.
The conflict escalator.
o Understanding how certain behaviors can cause a conflict to escalate.
Show the second half of Perspectacles clip
o Talk about seeing both sides of a situation.
What shapes your point of view? Goals, experiences, feelings, and values.
SEAL method for problem solving
o Example presented of how to use SEAL.
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o Students work together as a class to use the SEAL method
Data Assessment:
Process Data: 2 Teachers, 2 Counselors, and 85 9 th graders will receive this lesson on April
22, 2011 starting at 8:00am to 2:00pm during class hours at South Bronx Preparatory. This
will be reported to the school counselor supervisor and 9 th grade team.
Perception Data: Stakeholders will answer: What are the 9 th students responsibilities when
preparing for exams. This will be reported to the school counselor supervisor and 9 th grade
team.
Results Data : The students will demonstrate the knowledge of or ability to identify positiveand negative interactions. They will be aware behaviors that separate people and listen to the
other persons story .
References:
ASCA National Model, 2005
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Conflict WHO??? (8)
Domain: Personal/Social Development
Standard A: Students will make decisions, set goals and take necessary action to achieve goals.
Competencies PS: B1 Self-knowledge Application
Indicators PS: B1.6 Know how to apply conflict resolution skills
Aim:
Materials: Black balloons (at least 3 for each member) Name tags for each person Scotch tape Markers Straight pins
1. Activity: The Black Balloon Activity
2. Instruct group members to make a nametag for themselves. Encourage them to personalize their nametags
being creative. Ask them to secure a straight pin on the front of their nametags with a small piece of tape.
3. Pass out balloons
4. Ask them to think about the problems in their lives. Cue them by saying it might be problems with their p
or siblings. It might be problems at school with teachers or coaches. It could be problems with friends. T
maybe problems with a girlfriend or boyfriend. Perhaps there are problems with the law.
a. Talk about the two kinds of problems: those we can do something about and those over which we
powerless. For example, a teen that has temper outbursts can learn to control his or her behavior; b
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child is powerless over his parents decision to divorce. It is important to distinguish between t
problems we can do something about and those we cannot. Elicit examples from the group by aski
your own life, what is a problem you can do something about and what is one you cant? Try goin
around the group round robin with this one so each member does some problem identification.
5. Invite members to blow up their balloons, using each breath to represent a problem they have. One proble
blown into the balloon with each breath. If only one or tw o problems are identified, tell that member
the problem(s) into the balloon over and over again. Eventually, each member should blow up his or her b
to capacity and tie the neck in a knot. Now they have their own personal black balloon of problems.
6.
Tell the group that at this point, they each have a choice. They can begin to work on those problems overthey have control and let go of those over which they have no control or not. Its up to them. If they woul
to continue carrying around their black balloons of problems, they may choose to do so. If, however, they
to take action (by accepting responsibility or by letting go), they remove the pin from their name tags and
balloons.
Data Assessment:
Process Data: 2 Teachers, 2 Counselors, and 85 9 th graders will receive this lesson on May 2, 2011 starting
8:00am to 2:00pm during class hours at South Bronx Preparatory. This will be reported to the school counselo
supervisor and 9 th grade team.
Perception Data: Stakeholders will answer: What are the 9 th students coping skills for handing conflicts?
be reported to the school counselor supervisor and 9 th grade team.
Results Data : The students will demonstrate the knowledge of or ability to identify and express feelings an
demonstrate cooperative behavior in groups. Using effective communication skills.
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G.O.A.L.S = Get Out and be a Leader with Success (9)
Domain: Personal/Social Development
Standard A: Students will make decisions, set goals and take necessary action to achieve goals.
Competencies PS: B1 Self-knowledge Application
Indicators PS: B1.9 Identify long and short-term goals
Materials: Paper
Large post it paper
Pencils
1 SMART Goals Sheet per group
1 How-To Goal Map per group
1 Goal Map per person
Activity:
What is a SMART Goal?
Share with the group the SMART goals sheet and begin to discuss the meaning behind this acronym. Ask
examples for each after youve explained the meaning
Ask the group to review their previous goal statements and check to see if these qualify as SMART goals.
student suggests a goal that is too broad, as a group discuss ways to make it a SMARTER goal
Questions to ask:
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-What are the specifics (what, how, when?)
-How will you know without a doubt that you have reached this goal?
-Can this really happen?
-When do you plan to reach this goal?
Before going on to the next stage, ask each person one at a time to recall each word in SMART goal. As a
give one package of sweethearts to each student after they have attempted to explain the meaning behind S
goal for their efforts. Do not go on until all have this memorized!
Group Goal
Have the group decide which goal they would like to highlight
Explain that any goal requires accomplishing many smaller steps or objectives and that these steps have to
SMART too.
Together as a group, think of as many SMART steps as possible.
-The goal itself will be written in the largest bubble in the middle
-Each step towards achieving this goal will be written in the medium sized and smaller bubbles. (U
attached example for a reference)
Be sure to discuss fully as a group before writing on the poster board (you may want to brainstorm a goal
such as planning a trip to Disneyland before you begin writing.)
Personal Goal
Ask if anyone knows the difference among a short-term, medium-term, and long-term goal. (For this exer
short-term is one month; medium-term is one year; long-term is five years.)
Help each member decide on one of each kind of goal they hope to accomplish.
Pass out a Goal Map to members and help them to complete a Goal Map for the one goal of their choice (s
medium, or long). Encourage them to ask questions, work together, and have fun with this.
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Data Assessment:
Process Data: 2 Teachers, 2 Counselors, and 85 9 th graders will receive this lesson on May 2, 2011 starting
8:00am to 2:00pm during class hours at South Bronx Preparatory. This will be reported to the school counselo
supervisor and 9 th grade team.
Perception Data: Stakeholders will answer: What are the 9 th students coping skills for handing conflicts?
be reported to the school counselor supervisor and 9 th grade team.
Results Data : The students will demonstrate the knowledge of or ability to identify and express feelings an
demonstrate cooperative behavior in groups. Using effective communication skills.Resources:
http://www.wingsforkids.org/experience/hot-wings
http://www.wingsforkids.org/experience/hot-wingshttp://www.wingsforkids.org/experience/hot-wingshttp://www.wingsforkids.org/experience/hot-wings -
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College Development
Domain: Personal/Social Development (10)
Standard A: Students will make decisions, set goals and take necessary action to achieve goals.
Competencies PS: B1 Self-knowledge Application
Indicators PS: B1.9 Identify long and short-term goalsAim:
Materials:
Computer(s) with internet access, projector
3-minute or 7-minute video (available at http://ifap.ed.gov/ifap/ifapMedia.jsp)
Scavenger hunt worksheet (see page 6)
Optional: College.gov promotional materials
o Please visit http://fsapubs.org to order College.gov materials. If you do not already have
an Institution ID (OPE/ML), please call 1-800-394-7084 or email [email protected] for assistance.
Activity:
Be creative! Mix and match activities to fit your available time slot and resources.
1. 3-Minute or 7-Minute Video: Ask students to pay close attention, because they will be discussing the people in
video shortly.
2. Warm-up Discussion (5-10 min.): Start by asking questions about the people in the video, then move to a discu
on overcoming obstacles to achieve goals.
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What challenges did the people in the video face?
How did they overcome those challenges?
Do you know anyone who ha s had a similar obstacle?
What are the barriers to continuing education after high school?
How might a student overcome those barriers?
3. Introduce College.gov (10-15 min.): Present College.gov as a resource that can help them achieve the goals the
discussed (college, career, etc.). Suggested formats (the more
interactive, the better) include:
(If using classroom computer and projector) Ask for stude nt volunteers to click through site. (If each student is working at his/her own computer) A llow time for students to explore site. Ask each to repo
with something he/she learned and wants to find out more about, thinks classmates should know, etc.
4. Scavenger Hunt (can be done individually or as a group) (10-15 min.): Use the scavenger hunt
worksheet included in this toolkit to encourage students to locate specific information within
College.gov. Review answers as a group.
5. Create a Billboard (5-10 min.): If computers are available, give students time to create their own billboards.
6. Wrap-up Discussion (5 min.): Suggested questions:
Data Assessment:
Process Data: 2 Teachers, 2 Counselors, and 85 9 th graders will receive this lesson on May 2, 2011 starting
8:00am to 2:00pm during class hours at South Bronx Preparatory. This will be reported to the school counselo
supervisor and 9 th grade team.
Perception Data: Stakeholders will answer: What are the 9 th students coping skills for handing conflicts?
be reported to the school counselor supervisor and 9 th grade team.
Results Data : The students will demonstrate the knowledge of or ability to identify and express feelings and
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demonstrate cooperative behavior in groups. Using effective communication skills.
Resources:
http://www.college.gov/wps/wcm/connect/01b928004ee459feb1cfb3167cbf63e6/teachertoolkit.pdf?MOD=AJ
College Development Domain: Career Development (4)
ASCA Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning
school and across the life span.
Competencies: A: A2 Acquire Skills for Improving LearningIndicators: A: A2.4 Apply knowledge and learning styles to positively influence school
This lesson will help students to learn important research skills as they find out about
colleges by using consistent criteria, such as size, location, and athletics, to compare a school.
Suggested Grade Level 9th or 10th
Objectives
Learn about the variety of colleges available and ways to use My Road to research specific colleges.
Use consistent criteria to compare 2 colleges.
Learn about how students feel about postsecondary options.
Resources
Find a College
School Comparis on Part I (Worksheet CO1-A)
School Comparison Part II (Worksheet CO1 -B)
Student Assignment
(30 minutes)
http://www.college.gov/wps/wcm/connect/01b928004ee459feb1cfb3167cbf63e6/teachertoolkit.pdf?MOD=AJPEREShttp://www.college.gov/wps/wcm/connect/01b928004ee459feb1cfb3167cbf63e6/teachertoolkit.pdf?MOD=AJPERES -
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Students complete the School Comparison Part I worksheet. At this stage, they will use
My Roads Find a College feature to learn more about a sch ool with which they are already somewhat familiar.
Students will need access to My Road.
Data Assessment:
Process Data: 2 Teachers, 2 Counselors, and 85 9 th graders will receive this lesson on April 22, 2011 startin
8:00am to 2:00pm during class hours at South Bronx Preparatory. This will be reported to the school counselo
supervisor and 9 th grade team.
Perception Data: Stakeholders will answer: What are the 9 th students responsibilities when preparing for
This will be reported to the school counselor supervisor and 9th
grade team. Results Data : The students will demonstrate the knowledge of or ability to identify positive and negative
interactions. They will be aware behaviors that separate people and l isten to the other persons story .
References:
ASCA National Model, 2005
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College Development
Domain: Career Development (4)
ASCA Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning
school and across the life span.
Competencies: A: A2 Acquire Skills for Improving LearningIndicators: A: A2.4 Apply knowledge and learning styles to positively influence school
Materials : Writing utensils Soda can Pre/Post test PowerPoint presentation 3 x 5 Index Cards Im In Control Tip Sheets
Laptop with projector for PowerPoint presentation
Objectives: Figure Out whats causing stress in their life Understand the effects of stress Manage stress and avoid the problems it can cause
Time Required : 50-60 minutes
Activity:1. Introductions name, who I am, what I do, topic of discussion2. Pass out pretest, which must be done without any talking and emphasizing there are no right or wrong answers
have 5 minutes to complete it3. Collect pretest4. Stress Management PowerPoint Presentation
a. Discuss objectivesb. Discuss different types of stressIdentify stressors (Have students to take a sheet of paper and make a list of the things that make you tense.Remind them that stress is a result of how you react to things- Its not caused by the things themselv
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c. Identify steps to problem solved. Signs of stress- physical, behavioral, and mentale. My Stress Management Plan activity . (Have students to get into groups and discuss on how the
better handle stress and list out different ways. Encourage them to get as many as possible. Have studeWRITE on a new index card, titled, My Stress Management Plan, the skills they WILL honestly use. A
minutes, hand out the IM IN CONTROL - STRESS RELIEF TIP SHEET and have students totech niques that they like but didnt think about earlier. In the end, ask them if they have any question aencourage them to put their stress management plan in their folder or binder.)
f. Healthy and unhealthy ways to cope with stressg. Mental and Physical techniques that help manage stressh. The relaxation Response activity. ( Have students sit comfortably with their eyes closed, ask them
attention to their breathing, they can choose to repeat a word or phrase or prayer silently to yourself asexhale. When they notice their minds wandering -they will, just notice it and bring their attention back breathing).
i. Review- Steps to manage stress5. Pass out posttest and collect after 5 minutes
6.
Leave floor open to discussion and questionsOutcomes :Students will be able to
Identify your stressors Know how they react Learn techniques to deal with stress Integrate stress management into their daily life
Data Assessment:
Process Data: 2 Teachers, 2 Counselors, and 85 9th
graders will receive this lesson on May 9,
2011 starting at 8:00am to 2:00pm during class hours at South Bronx Preparatory. This will be
reported to the school counselor supervisor and 9 th grade team.
Perception Data: Stakeholders will be able to identify stressors in high school that could prepare
them for strategies that will help with future stressors in college.
Results Data : The students will demonstrate the knowledge of or ability to identify positive and
negative interactions. Students will know how to react and learn techniques to deal with stress and
integrate stress management into their daily life.
References:
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ASCA National Model, 2005
http://www.cescal.org/resourceFinder.cfm?secondaryCategoryKey=22
http://www.cescal.org/resourceFinder.cfm?secondaryCategoryKey=22http://www.cescal.org/resourceFinder.cfm?secondaryCategoryKey=22http://www.cescal.org/resourceFinder.cfm?secondaryCategoryKey=22