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Lesson Plan

School Counselor: Crystal Brewer Date: October 15, 2014 (3 groups)

Activity: Lesson 1- STEP UP to Better Grades

Grade(s):3rd & 4th

School Counseling Program Goal(s) addressed:

The number of students in grades 3-8 with a failing grade on their report card for the 1st or 2nd

6-week grading period will be reduced by 50 % at the end of the 1st semester.

ASCA Student Standards addressed:

A:A1.2, A:A1.4, A:A1.5, A:A2.1, A:A2.2, A:A3.5, A:B1.1, AB1.3, C:A1.4, C:A1.7C:C2.3, PS:A1.1, PS:A1.6, PS:A1.9, PS:A2.6, PS:B1.2, PS:B1.11

Learning Objective(s): Students will gain on overview of good study habits and an introduction to STEP-UP to Better

Grades

Materials:

1. Book: STEP UP to Better Grades by Robin Zorn

2. dry erase board (classroom)

3. dry erase markers(classroom)

4. copies of pre/post-test

5. pencils (student’s)

6. folders for students

Procedure:

Pre-test

The school counselor will distribute the pre/post-test (Appendix A) to the students and ask

them to answer the questions.

Introduction

The counselor will begin the session by going over the behavioral expectations for the group.

(Appendix B) The counselor will ask the students to raise their hands if they would like to

receive better grades in school. The counselor will draw steps on the dry erase board and have

students guess what they are seeing. She will then ask the students what steps are used for.

(They are used to get somewhere, to climb up). She will discuss with the students how some

steps are short and some are long. She will then share with the students that they are going to

learn some study habits by going up STEPS. The counselor will then write the words STEP UP

along the steps. The counselor will tell the students that each letter represents a different

study habit that they will be learning to help them succeed in school

Activity

The counselor will ask the students what a habit is and then lead the students in a discussion

about good habits and bad habits. She will share that research tells us that it usually takes 21

days of doing something for it to become a habit, so developing good study habits will take

motivation and effort from them. The counselor will then pass out the Good Study Habits

worksheet and ask the students to take a few minutes to brainstorm at least 3 things they

believe are good study habits. They should write at least one answer on each car. After the

students have completed the worksheet, they will share their answers with the groups and the

counselor will compile a list on the white board. The counselor will then read the story of Molly

and Tom’s Career from the book “STEP UP to Better Grades” to the students. The students will

then answer the following questions:

Who had bad study habits?

What were some of the poor study habits Molly had in the story?

What were some of the good habits Tom had in the story?

What kind of career do Molly and Tom have?

Who is their supervisor?

Who do you think will get selected to do the very important task?

Conclusion

The school counselor will instruct the students to place their worksheet into their folders and

place their folders into the designated space.

Plan for Evaluation: How will each of the following be collected?

Process Data: The number of students who participate in the group will be documented by the

school counselor.

Perception Data: The school counselor will conduct a pre/post-test in order to determine a

change in attitudes, skills, and knowledge.

Outcome Data: The first and second 6-week failure report will be compared with the semester

failure report to examine the number of students who increase their failing grades to passing

grades by the conclusion of the first semester.

STEP-UP SMALL GROUP

Pre Test Appendix A

(Adapted from STEP UP to Better Grades by Robin Zorn)

Question Yes No1. I have a quiet place at home to study and

do my homework.

2. I bring all necessary materials to class with

me daily (pencil, paper, book, etc.)

3. I do my homework and projects ahead of

time instead of waiting until the last minute.

4. I pay attention in class.

5. I follow directions in class the first time

they are given.

6. I hand in my homework on time.

7. I study for tests using different

techniques.

GROUP RULES

(Appendix B)

1. Come to group and be on time.

2. Be respectful3. Do not talk while Mrs.

Brewer is talking4. Follow directions and

Stay on Task5. Do not talk about

other people’s business that you learn about in group.

Lesson Plan


Activity: Lesson 2- SPACE- having a good study space

Grade(s):3rd & 4th





A:A1.2, A:A1.5, A:A2.2, A:A3.1, A:A3.2, A:A3.5, A:B1.1, AB1.3,A:B1.4, C:A1.4, C:C2.3, PS:A1.1, PS:A1.2, PS:A1.6, PS:A1.8, PS:A1.9, PS:A2.6, PS:B1.2, PS:B1.11

Learning Objective(s): Students will learn the importance of keeping their homework space free from distractions.

Materials:




4. copies of pre/post-test



7. Do’s and Don’ts Cards (copied from book)

8. Copies of My Study Space Activity Sheet

9. 2 sets of index cards with each containing a letter to spell Responsibility

Procedure:

Introduction


(Appendix B) The counselor will remind the students that we will be learning the 6 study habits

to help them STEP UP to better grades. She will then draw the steps on white board and place

an S on the bottom step. She will say the s stands for “Space” and then she will write the word

next to the step. She will ask the students what space has to do with study habits. She will

share that having a good and quiet space at home to study and do their homework is important

to them doing their best in school.

Activity

The school counselor will then tell the students that she is going to show them a series of cards.

Each card will have a picture of something that is a “do” or “don’t” for a good study space. The

students are to tell her if the picture shows a do or don’t as she calls on them. The counselor

will show the cards and ask different students to tell whether it is a “do” or “don’t” and why.

The counselor will then give each student a copy of the My Study Space worksheet and ask

them to take a few minutes to complete the sheet. They are to place an X on anything that

should NOT be in their study space and circle anything that should. Once the students are

finished, the counselor will lead that students in a discussion about which items should have

been circled and which should have been crossed out. The counselor will then instruct the

students to place the worksheet in their folder and she will divide the group in half. Give each

group a group of mixed up index cards and tell them that they are to work together to see who

can spell the word the fastest. Once a group has correctly spelled the word “RESPONSIBILITY”

tell the students that knowing what they should do and actually doing it are two different

things. Ask who is responsible for making sure they have a good study space at home. Ask

what some other areas are that they might need to take responsibility for?

Conclusion

The school counselor will instruct the students to place their folders into the designated space.



school counselor.






Lesson Plan


Activity: Lesson 3- TOOLS- Staying organized

Grade(s):3rd & 4th




ASC A Student Standards addressed:A:A1.2, A:A1.4, A:A1.5, A:A2.1, A:A2.2, A:A3.1, A:A3.2, A;A3.4, A:A3.5, A:B1.1, AB1.3, C:A1.4, C:A1.7, C:C2.3, PS:A1.1, PS:A1.6, PS:A1.9, PS:A2.6, PS:B1.2, PS:B1.11

Learning Objective(s): Students will learn the important tools of a student.

Materials:






6. toolbox with school supplies

7. Copies of Name that Tool Activity Sheet

8. Copies of What Happened to My Grade Worksheet

Procedure:

Introduction




an S and T on the bottom steps. She will say the s stands for “Space” and then she will write the

word next to the step. She will say t stands for “Tools” and she will write the word next to the

step. She will ask the students what the tools used by different professionals: doctors,

construction workers, chefs. She will then ask the students what are the tools of a student.

She will show the students the toolbox and some of the school supplies in it and discuss how

each of these items is important for their success.

Activity

The school counselor will give each student a student planner and show them how they are to

be completed. She will discuss with them the importance of writing down assignments and test

dates. She will talk with them about how important it is to plan ahead for school assignments.

The school counselor will tell the students that many students find themselves with a failing

grade because they receive one or two bad grades for assignments they don’t turn in. The

school counselor will give each student a copy of the worksheet “What Happened to My Grade”

and have them work to figure out the averages. She will lead the group in a discussion of how

one bad grade can hurt their average. She will then give the students a copy of the “Name that

Tool Crossword” worksheet and then have them work independently for a few minutes before

working together as a group and sharing answers.

Conclusion

The school counselor will instruct the students to place their folders into the designated space.



school counselor.






Lesson Plan

School Counselor: Crystal Brewer Date: November 12, 2014 (3 groups)

Activity: Lesson 4- ENDING- Goal Setting and Prioritizing

Grade(s):3rd & 4th





A:A1.2, A:A1.5, A:A2.2, A:A3.2, A:A3.5, A:B1.1,A;B1.2, AB1.3, AC:1.4, C:A1.3, C:A1.4, C:A1.6, C:A1.7, C:C2.3, PS:A1.1, PS:A1.3, PS:A1.9, PS:A1.10, PS:A2.6, PS:B1.9, PS:B1.10, PS:B1.12Learning Objective(s): Students will learn the importance of setting goals.

Materials:






6. Copies of Beginning to Ending Worksheet Cards

7. Copies of Long and Short

8. Copies of The Future is Mine Worksheet

9. Beach ball

Procedure:

Introduction




an S, T, and E on the bottom steps. She will remind the students what the S and T stand for and

write the corresponding word and then tell them that E stands for “Ending” and write the word.

She will tell the students that in order to get somewhere, you have to know where you are

going. It is important to think about what the “ending” is that they have in mind. It is

important that students have short-term and long-term goals. The counselor will discuss some

different short-term and long-term goals that the students might set for themselves.

Activity

The school counselor will write the word SMART on the board vertically and tell the students

that a good goal is a SMART goal. The counselor will discuss what each letter represents and

write it on the board: S- specific, M-measurable, A-achievable, R-realistic, and T-Timely. The

counselor will have the students move to an open space and tell them we are going to make a

SMART goal by trying to keep the beach ball in the air for 20 hits without dropping it. The

counselor will let the students work to complete the activity and then lead a discussion about

whether it was a SMART goal. The counselor will then divide the students into 2 groups and

give them each a set of “Beginning to Ending- Doing the Laundry” cards. She will ask them to

work in their groups to try to put the items in order as quickly as possible. After the students

have completed the activity, the counselor will discuss with them the importance of doing

things in the correct order. The counselor will pass out the “Now and Later” worksheet and ask

the students to work independently to complete items 1-4. After the students are finished, the

group will discuss priorities and how it is important for students to learn to set priorities in

order to achieve their goals. The students will then be instructed to place the worksheet in

their folders and will be given a copy of “The Future is Mine” worksheet. The students will be

instructed to write or draw 3 things they imagine they will have accomplished by the time they

graduate from high school. The students will be allowed to share their answers with the group

if they choose to do so.

Conclusion

The school counselor will instruct the students to place their worksheets in their folders and

place their folders in the designated space.



school counselor.






Lesson Plan

School Counselor: Crystal Brewer Date: November 19, 2014 (3 groups)

Activity: Lesson 5- Pay Attention

Grade(s):3rd & 4th





A:A1.1, A:A1.2, A:A1.5, A:A2.2, A:A3.2, A:A3.5, A:B1.1, AB1.3, C:C2.3, PS:A1.1, PS:A1.6, PS:A1.9, PS:A2.6, PS:A2.7, PS:B1.2

Learning Objective(s): Students will learn the importance paying attention.

Materials:






6. Bean bags

Procedure:

Introduction


(Appendix B). She will then draw the steps on white board and place an S, T, E, and P on the

bottom steps. She will remind the students what the S, T, and E stand for and write the

corresponding word and then tell them that P stands for “Pay Attention” and write the words

by the corresponding step. The counselor will lead the students in a discussion about what it

looks like, sounds like, and feels like to pay attention. She will discuss the importance of not

just “looking” like you are paying attention in class.

Activity

The school counselor will give each student a bean bag and tell them that she is going to read

them a story. Their job is to listen carefully and each time they hear the word “right” they are

to pass the bean bag to the person on their right and every time they hear the word “left” they

are to pass the bean bag to the person on the left. The counselor will read the story as the

students pass the bean bags. After the story, the counselor will ask a series of questions to see

how well the students actually remember the story. The counselor will then lead a discussion

about how difficult it can be to pay attention when we are focusing on something that is not

related to what the teacher is trying to tell us. The counselor will then tell the students to stand

by their chairs. She will lead them in an activity called “which one” where she will give them 4

different directions and then tell them which number direction they are to act out. Following

the activity, the counselor will lead the group in a discussion of how it takes focus and

concentration to pay attention in class sometimes.

Conclusion

The school counselor will instruct the students to place their folders in the designated space.



school counselor.






Lesson Plan

School Counselor: Crystal Brewer Date: December 3, 2014 (3 groups)

Activity: Lesson 6- Understand Directions

Grade(s):3rd & 4th





A:A1.1, A:A1.2, A:A1.5, A:A2.3, A:A3.2, A;A3.4, A:A3.5, A:B1.1, AB1.2, A:B1.3, C:C2.3, PS:A1.1, PS:A1.6, PS:A1.8, PS:A1.9, PS:A2.6, PS:A2.7, PS:B1.2

Learning Objective(s): Students will learn the importance of understanding written and oral directions.

Materials:






6. Copies of “Getting to Know You” worksheet

7. Copy paper

Procedure:

Introduction


(Appendix B). She will then draw the steps on white board and place an S, T, E, P and U on the

bottom steps. She will remind the students what the S, T, E, and P stands for and write the

corresponding word and then tell them that U stands for “Understand Directions” and write the

words by the corresponding step. The counselor will lead the students in a discussion about the

kind of instructions they have to follow at school each day. The counselor will talk about the

importance of reading directions carefully and asking questions if they do not understand.

Activity

The school counselor will give each student a copy of the “Getting to Know You Worksheet” and

instruct each student to read the directions carefully and then complete the worksheet

independently. When the students have all finished working, the school counselor will ask one

student to read the directions aloud to the group. The counselor will then lead a discussion on

how many of them actually read and followed the directions. She will discuss what would have

happened if this activity had been for a grade in class. The school counselor will then tell the

group that oral directions are another important type of direction they must understand and

follow. Each student will be given a blank piece of copy paper and a marker. The school

counselor will read each direction for the Picture Perfect activity two times to the students.

When all the directions are given, the counselor will show the picture of what the finished

product should look like. The counselor will read the directions to the students while they are

looking at the example. The counselor will then lead the students in a discussion of times when

it will be very important for them to know and follow both written and oral directions.

Conclusion

The school counselor will instruct the students to place their worksheets into their folders and




school counselor.






Lesson Plan


Activity: Lesson 7- Practice

Grade(s):3rd & 4th





A:A1.1, A:A1.2, A;A1.3, A:A1.5, A:A2.1, A:A2.2, A:A2.4, A:A3.2, A:A3.5, A:B1.1, AB1.3, A:B1.6, C:A1.3, C:A1.4, PS:A1.1, PS:A1.2, PS:A1.9, PS:A1.10, PS:A2.6

Learning Objective(s): Students will learn that practicing is an important study habit in order to be successful.

Materials:






6. Copies of “What is my Learning Style” worksheet

Procedure:

Introduction


(Appendix B). She will then draw the steps on white board and place an S, T, E, P, U and P on

the bottom steps. She will remind the students what the S, T, E, P, and U stands for and write

the corresponding word and then tell them that P stands for “Practice” and write the words by

the corresponding step. The counselor will lead a discussion about the 10,000 rule as

mentioned in the book Outliers: The Story of Success by Malcolm Gladwell. The counselor will

then discuss with the students athletes who are at the top of their field and how practice is a

key to success in any field. The counselor will discuss how the students earning good grades

now in elementary school can help them to go on and achieve their academic, career, and

personal goals in the future.

Activity

The school counselor will lead in a discussion about what subjects students are “good” at and

which subjects they think they are not “good” at. She will tell them that we all have different

strengths and areas we can improve upon. She will then discuss the different ways each

student learns and how we can become better students by knowing our learning style. The

school counselor will give each student a copy of the “What is my Learning Style” worksheet.

She will ask each student to read the directions and then complete the worksheet. After the

students have completed the worksheet, the counselor will lead in a discussion about auditory,

visual, and hand-on learning styles. The counselor will then lead in a discussion of different

ways that students can study for tests: flashcards, mnemonics, highlighting, outlining, drawing

out pictures, fold and check, and graphic organizers.

Conclusion

The school counselor will instruct the students to place their worksheets into their folders and




school counselor.






Lesson Plan


Activity: Lesson 8- Wrap Up

Grade(s):3rd & 4th





A:A1.1, A:A1.2, A;A1.3, A:A1.5, A:A2.2, A:A3.2, A:A3.5, A:B1.1,A;B1.2, AB1.3, AC:1.4, C:A1.3, C:A1.4, C:C2.3, PS:A1.1, PS:A1.2, PS:A1.7, PS:A1.9, PS:B1.5PS:B1.12

Learning Objective(s): Students will learn that practicing is an important study habit in order to be successful.

Materials:






6. Post Test

7. Letters S-T-E-P-U-P on index cards

Procedure:

Introduction


(Appendix B). The counselor will tell the students that today will be their last meeting and she

wants to recap what they have learned.

Activity

The school counselor will draw the steps on the board and tell the students that today they are

going to help lead the group. Each student will select 1 or 2 letters (based on the number of

participants in the group) and they will share what the letter stands for and what they have

learned about the study skill that goes along with that letter. The counselor will lead the

students through the time of sharing and reinforce ideas that are shared and remind the

students about principles that are not mentioned. After all the letters have been covered, the

counselor will ask each student to share at least one of the study habits that they know they

have improved upon since the beginning of our group meetings.

Conclusion

The school counselor will instruct the students to take their worksheets home to share with

their parents and show what they have learned.

Post Test

The school counselor will distribute a post-test (Appendix C) to each student and ask them to

complete it.



school counselor.






STEP-UP SMALL GROUPPOST Test

Appendix C

(adapted from STEP UP to Better Grades by Robin Zorn)

Question Yes No1. I have a quiet place at home to study and

do my homework.

2. I bring all necessary materials to class with

me daily (pencil, paper, book, etc.)

3. I do my homework and projects ahead of

time instead of waiting until the last minute.

4. I pay attention in class.

5. I follow directions in class the first time

they are given.

6. I hand in my homework on time.

7. I study for tests using different

techniques.

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