Lesson Plan Template
Lesson Plan Template School Counselor: Pam Boyle and Rachel Anderson Date: February 3,2015 Activity: Tale of War and Peas (Lesson #5) Grade(s): 2nd grade female and male students that had 3 or more office referrals
School Counseling Program Goal(s) addressed: Second grade students identified as having 3 or more office referrals as of the 2nd quarter marking period will receive Tier 2 small group counseling in order to reduce their office referrals by 25% by the end of the 3rd marking period.
ASCA Student Standards or ASCA Mindsets & Behaviors standards addressed: A:A1.4, A:A2.3, A:A3.1, PS:A1.2, PS:A1.5, PS:A1.6, PS:A1.8, PS:A1.9, PS:A2.2, PS:A2.6, PS:A2.7, PS:A2.8, PS:B1.1, PS:B1.2., PS:B1.3, PS:B1.4, PS:B1.5, PS:B1.6, PS:B1.7, PS:C1.5, PS:C1.10,PS:C1.11
Learning Objective(s): (If using the ASCA Mindsets & Behaviors, objectives should align with competencies that can be found here.) 1. I understand positive conflict resolution methods. 2. I understand the definition of retaliation and that is it not a productive way to manage conflicts. 3. I understand what appears to be factual might not be. Materials: Book: Rabbit and Squirrel A Tale of War and Peas by Kara LaReau Procedure: 1. Welcome students to the group and review the group rules. 2. Group Rules: A. Confidentiality – What we say in group stays in group! (Unless you share that you are hurting yourself, someone else, or someone is hurting you)
B. Show up every week – we miss you if you are not here and we don’t want you to miss any of the important things we do! C. No name-calling or put-downs – we want to be respectful at all times and be kind and encouraging to one another. D. Share talk time – only one person can talk at a time (unless we are pair sharing). This includes the counselor – so that we all are practicing respectful listening. 3. Do an ice breaker. If you could, what two animals would you combine? 4. Review a. Take a look at the picture we talked about last week. Can we always tell what someone is feeling by looking at them? 5. Assumptions a. What does it mean when you “assume” something? b. What sorts of things do we make assumptions about? i. What do you assume about someone when they are yelling? ii. What do you assume when you ask a classmate if they want to play with you and they say “no”? iii. What do you assume when you pencil is missing and someone else is using one that looks just like yours? iv. Do you think that sometimes your teachers see a snapshot of a situation and assume something is happening (whether it is right or wrong)? c. Activity: i. Read Rabbit and Squirrel. After reading, have the students come up with examples of physical hurt and emotional hurt in the story. Also, ask what sorts of assumptions were made in the story. Plan for Evaluation: How will each of the following be collected? Process Data: Students office referrals as of the 2nd quarter compared to student office referrals at the end of the 3rd quarter. We want to see a 25% decrease from 2nd to 3rd quarter.
Perception Data: A teacher pre survey was given prior to the groups beginning in January 2015 and a teacher post survey was given at the conclusion of the groups in March 2015.
Outcome Data: The reason for these groups was to decrease office referrals by 25% due to the 2nd grade accounting for almost 30% of the office referrals as of the 2nd quarter.
Follow Up: During next session check-in/review with group about understanding what retaliation is, about positive conflict resolution and about how things may not be factual. Homework: Think of a time and be ready to share when someone “assumed” something about you and it was not true. Example: someone thought you were gossiping about and you were not. 0r You “assumed” something bad about a friend and found out later it was not true.
School Counseling Program Goal(s) addressed: Second grade students identified as having 3 or more office referrals as of the 2nd quarter marking period will receive Tier 2 small group counseling in order to reduce their office referrals by 25% by the end of the 3rd marking period.
ASCA Student Standards or ASCA Mindsets & Behaviors standards addressed: A:A1.4, A:A2.3, A:A3.1, PS:A1.2, PS:A1.5, PS:A1.6, PS:A1.8, PS:A1.9, PS:A2.2, PS:A2.6, PS:A2.7, PS:A2.8, PS:B1.1, PS:B1.2., PS:B1.3, PS:B1.4, PS:B1.5, PS:B1.6, PS:B1.7, PS:C1.5, PS:C1.10,PS:C1.11
Learning Objective(s): (If using the ASCA Mindsets & Behaviors, objectives should align with competencies that can be found here.) 1. I understand positive conflict resolution methods. 2. I understand the definition of retaliation and that is it not a productive way to manage conflicts. 3. I understand what appears to be factual might not be. Materials: Book: Rabbit and Squirrel A Tale of War and Peas by Kara LaReau Procedure: 1. Welcome students to the group and review the group rules. 2. Group Rules: A. Confidentiality – What we say in group stays in group! (Unless you share that you are hurting yourself, someone else, or someone is hurting you)
B. Show up every week – we miss you if you are not here and we don’t want you to miss any of the important things we do! C. No name-calling or put-downs – we want to be respectful at all times and be kind and encouraging to one another. D. Share talk time – only one person can talk at a time (unless we are pair sharing). This includes the counselor – so that we all are practicing respectful listening. 3. Do an ice breaker. If you could, what two animals would you combine? 4. Review a. Take a look at the picture we talked about last week. Can we always tell what someone is feeling by looking at them? 5. Assumptions a. What does it mean when you “assume” something? b. What sorts of things do we make assumptions about? i. What do you assume about someone when they are yelling? ii. What do you assume when you ask a classmate if they want to play with you and they say “no”? iii. What do you assume when you pencil is missing and someone else is using one that looks just like yours? iv. Do you think that sometimes your teachers see a snapshot of a situation and assume something is happening (whether it is right or wrong)? c. Activity: i. Read Rabbit and Squirrel. After reading, have the students come up with examples of physical hurt and emotional hurt in the story. Also, ask what sorts of assumptions were made in the story. Plan for Evaluation: How will each of the following be collected? Process Data: Students office referrals as of the 2nd quarter compared to student office referrals at the end of the 3rd quarter. We want to see a 25% decrease from 2nd to 3rd quarter.
Perception Data: A teacher pre survey was given prior to the groups beginning in January 2015 and a teacher post survey was given at the conclusion of the groups in March 2015.
Outcome Data: The reason for these groups was to decrease office referrals by 25% due to the 2nd grade accounting for almost 30% of the office referrals as of the 2nd quarter.
Follow Up: During next session check-in/review with group about understanding what retaliation is, about positive conflict resolution and about how things may not be factual. Homework: Think of a time and be ready to share when someone “assumed” something about you and it was not true. Example: someone thought you were gossiping about and you were not. 0r You “assumed” something bad about a friend and found out later it was not true.
