Vous êtes sur la page 1sur 14

Lesson Plan Template: Social Skill Building

School Counselor: Ella and Monica ​Date:​ October 27th, 2017

Activity:​ Lesson #1 - Introduction

Grade(s):​ Kindergarten and 1st grade

ASCA Mindsets & Behaviors (Domain/Standard):


M 3. ​Sense of belonging in a school environment
B-SS 2​. Create positive supportive relationships with other students
B-SS 1.​ Use effective oral and written communication skills

​Learning Objective:
1. SWBAT introduce themselves to the group
2. SWBAT understand the purpose of the group
3. SWBAT list expectations and provide examples

Materials:
beach ball
stickers

Procedure:
Welcome: ​Kindly welcome student into the room. Bring them to the rug and get into a circle
Ice Breaker (7 mins)-​Students will toss around a ball within a circle. Every Time the student
catches the ball they will choose a color that one of their fingers is touching or lands on. Based
off the color they select, the group leader will ask the student a question for the group member to
share aloud. The student should also share their name with the group every time they catch the
ball to introduce themselves to the other group members. Every student should get the ball at
least 2 times throughout the activity.
Questions for beach ball
a. What is your favorite color
b. What is your favorite animal
c. What is your favorite dessert
d. What is your favorite game to play at school
e. What is something you are really good at
f. If you could have a pet what would it be
g. What is a superpower you wish you could have
Questions to ask if their hand lands on a color:
Explain (3 mins):​ Give the students a brief explanation of the group. Let them know that
together they will be working together to be the best student they can be both at school, in the
classroom, with their friends, and at home.
Group expectations (10 mins): ​Present group norms poster to students and go over each one
together. Provide an example for the student, and then ask them to expand more on each
expectation by having them share examples. Ask the students if they feel these are expectations
they believe they can follow throughout the group sessions. Expectations should be listed as
follows:
1. Be Safe
2. Be Respectful
3. Be Responsible
4. KAFHOOTY
*These should be posted on a large piece of paper for students to reference every session*

Sticker Policy (2 mins): ​If students demonstrate responsible behaviors (the list of expectations,
or other common sense behaviors). Give the student examples such as hand raising, whole body
listening, etc. * students will earn a sticker. Use them sparingly in order for students to
understand the value of them.

Plan for Evaluation:


Ticket to check for understanding- stickers for respectful behaviors and demonstration of
expectations.

How will each of the following be collected?


Process Data: ​7 weeks (October 2017 - December 2017), 5 kindergarteners and 1st graders,
location- counselor’s office, meeting once a week

Perception Data: ​% of students believe they respect others, % of students believe they can find
ways to calm down when they are upset, % of students know listening skills, % of students can
demonstrate handling conflicting emotions

Outcome Data: ​Report card marks

Follow-Up:​ Check in with students on a needs basis.


Lesson Plan Template: Social Skill Building
School Counselor: Ella and Monica ​Date:​ November 3, 2017

Activity:​ Lesson #2 - Listening Skills

Grade(s):​ Kindergarten and 1st grade

ASCA Mindsets & Behaviors (Domain/Standard):

Learning Objective(s) (aligns with competency):


1. SWBAT demonstrate whole body listening
2. SWBAT identify different components of whole body listening

Materials:
Computer for video on whole body listening video
Poster for whole body listening explanation

Procedure:
1. Welcome​ the students back to group, and go over the expectations from last time that
should be written down. Have the students sit in circle formation and give a thumbs up if
they think they can follow the agreed upon expectations.
2. Ice Breaker (7 mins)​- Play Simon says with the students, have the facilitator be the
leader of the group
3. Review (2 mins) ​Ask the students what does listening mean? Then ask why was it
important to listen during Simon says? Ask them what would happen if you weren’t
listening during the game? Then ask them where else it is important to be a good listener?
4. Explain the following​- “ Today we are going to learn about whole body listening. To be
a perfect whole body listener we must learn about what we need to do with our whole
body”
5. Poster Explanation (7 mins)​ Reference the whole body listening poster. Explain that the
character on the poster is being a good example of a whole body listener. Go through
each component of whole body listening. For example- “What are our eyes used for?
(students will respond). Look how his eyes are watching the speaker. Can you point to
your eyes and on the count of three repeat eyes are watching, 1,2,3 ( all together) “Eyes
are watching” Repeat this same thing for ears, mouth, hands, and body. For the body
reference how his body is still. for the practice aspect have them sit still facing the
speaker.
6. Demonstrate (5 mins) ​Review all components of whole body listening: mouth, ears,
body, hands and practice for each one.
7. Closure/Review (5 mins) ​show the video on whole body listening and ask students at the
end if the students if they can see how the poster character demonstrated whole body
listening
8. Close​ the lesson with sticker incentives
Plan for Evaluation:
Through identifying all the components of whole body listening (asking them why each
component is important)
How will each of the following be collected?
Process Data: ​7 weeks (October 2017 - December 2017), 5 kindergarteners and 1st graders,
location- counselor’s office, meeting once a week

Perception Data: ​% of students believe they respect others, % of students believe they can find
ways to calm down when they are upset, % of students know listening skills, % of students can
demonstrate handling conflicting emotions

Outcome Data: ​Report card marks

Follow-Up: ​check in with students on a needs basis


Lesson Plan Template: Social Skill Building
School Counselor: Ella and Monica ​Date:​ November 10th, 2017

Activity:​ Lesson #3 - Being Patient/Interrupting

Grade(s):​ Kindergarten and 1st grade

ASCA Mindsets & Behaviors (Domain/Standard):


B-SMS 7. Demonstrate effective coping skills when faced with a problem.
B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations
and responsibilities.
B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and environment.

Learning Objective:
1. SWBAT identify situations that trigger their emotions
2. SWBAT know ways to control their emotions

Materials:
Music
Laptop
Stickers

Procedure:
1. Icebreaker (5 minutes) - Freeze Dance: Play music for a certain period of time (10
seconds, 15 seconds, 20 seconds). While the music is playing, students will dance to the
music. When the music stops, students must freeze in place. If a student cannot freeze in
time, they are out. The person left dancing wins the game.
2. Review (5 minutes) ​- Review the past lessons by asking students what they remember
and go over different concepts they may not remember or have a difficulty understanding.
3. Video (10 mins) ​Students will watch the read aloud of ​My Mouth is a Volcano​ on
Youtube
4. Discussion of book (10 minutes):
a. When has your mouth been a volcano?
b. What was the consequence? How would it make you feel?
c. What can you do if you feel like you are going to erupt?

Plan for Evaluation:


Ticket to check for understanding; stickers for respectful behavior.

How will each of the following be collected?

Process Data: ​7 weeks (October 2017 - December 2017), 5 kindergarteners and 1st graders,
location- counselor’s office, meeting once a week
Perception Data: ​% of students believe they respect others, % of students believe they can find
ways to calm down when they are upset, % of students know listening skills, % of students can
demonstrate handling conflicting emotions

Outcome Data: ​Report card marks

Follow-Up: ​check in with students and meet with students if needed


Lesson Plan Template: Social Skill Building
School Counselor: Ella and Monica ​Date:​ November 17th, 2017

Activity:​ Lesson #4 - Handling Disappointment/Accepting No for an Answer

Grade(s):​ Kindergarten and 1st grade

ASCA Mindsets & Behaviors (Domain/Standard):


B-SMS 2. Demonstrate self-discipline and self-control
B-SS 6. Use effective collaboration and cooperation skills
B-SS 1. Use effective oral and written communication skills and listening skills
B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and environment

Learning Objective(s) (aligns with competency):


1. SWBAT learn the definition of a disappointment
2. SWBAT cope with disappointment when being told no

Materials:
Music
Laptop
Stickers

Procedure:
1. Icebreaker (5 minutes)​ - Mother may I- students will line up in a straight line (use a
piece of duct tape to mark the line). directly facing the students on the other side of the
room is where you will stand. the students will ask you (the group facilitator) if they are
able to take x amount of steps, jump, skips, ect. As the facilitator you will determine if
they are able to. The goal is for the students to get from the starting line to the facilitator,
so whoever gets to you first is the winner. As the facilitator make sure each student has a
chance at least two times. Make sure that the student is given a yes and a no answer each
time they ask to move a certain amount of steps.
2. Explain what ​disappointment​ means. Give an example of disappointment and ask if
students have ever felt disappointed. Students can share if a time they have felt
disappointed. Ask the students if they felt disappointed when they were told no during the
game.
3. Explain the ​Boystown​ skill accepting no for an answer
4. Ask the students if they have ever been told “no” before. Provide examples for students
ex) Have you ever asked for a treat or sweet and were told no?
ex) Have you asked for a playdate and were told no?
ex) Have you asked to watch TV or play a game and were told no?
5. Ask​ the students how they acted when they were told no
a. Refer to the feelings wall (in Mrs. Kruger’s room) and ask if students get ​sad,
angry, upset, frustrated, disappointed​, ect.
6. Explain​ to the students that we can act one of two ways when being told no. We can
either get really upset or we can be calm and move forward.
7. Prompt​ the students to want to respond in a calm way versus getting angry
8. Go over the steps​ of accepting no for an answer (should have directions displayed for
students with pictures preferably)
a. Look at the person
b. say okay
c. stay calm
d. ask later if you still have questions as to why
9. Show video​ to student to reinforce concept
10. Each student will ​practice​ the skill. The student will ask another student in the group a
question. The response from the other group member must be no (tell them this prior).
When the student who asked the questions receives no as an answer they should follow
the steps we reviewed. Prompt them if need be.

Plan for Evaluation:


Having the student practice with a partner.

How will each of the following be collected?


Process Data: ​7 weeks (October 2017 - December 2017), 5 kindergarteners and 1st graders,
location- counselor’s office, meeting once a week

Perception Data: ​% of students believe they respect others, % of students believe they can find
ways to calm down when they are upset, % of students know listening skills, % of students can
demonstrate handling conflicting emotions

Outcome Data: ​Report card marks

Follow-Up: ​check in with students and meet with students if needed


Lesson Plan Template: Social Skill Building
School Counselor: Ella and Monica ​Date:​ December 1st, 2017

Activity:​ Lesson #5 - Being a Good Friend

Grade(s):​ Kindergarten and 1st grade

ASCA Mindsets & Behaviors (Domain/Standard):

Learning Objective:
1. Students will be able to identify a good friend versus a bad friend
2. Students will be able to share a qualities in a good friend of their own

Materials:
Music
Laptop
Stickers
construction paper, markers/crayons
projector/computer

Procedure:
1. Welcome (2 mins) ​Greet the students and welcome them into the room. Have them sit on
the rug to participate in the icebreaker
2. Icebreaker (5 mins) ​compliment circle: Explain what a compliment is to students
(something nice you notice about a person) Have each person in the circle say a
compliment to another person in the circle. To make sure every student receives a
compliment, be sure to tell students that they must address someone that hasn’t been
addressed yet.
3. Explain (7 mins)​ Have a T-Chart ready for the students that is divided in a Good Friend
and Not a Good Friend. Ask the students to brainstorm ideas of what a good friend does
and what a not so good friend does. Have each student share a response in the circle for
each category. Write their responses in the chart (may accompany with a simple picture
for further understanding)
4. Video/Review (5 mins)​ Play YouTube video that identifies the idea of a good friend
a. ask follow up questions
i. What makes someone a good friend?
ii. What can make someone a bad friend?
iii. Who is one of your good friends? What makes this person a good friend?
5. Demonstrate (10 mins)​ Have students think of a good friend that they have or know.
Provide the students with construction paper, and have them draw this friend. After they
have finished drawing each person will share their picture and explain who the friend is,
and provide an example of how they identify as a good friend to them. (do an example for
the student so they know the expectation to follow)

Plan for Evaluation:


Ticket to check for understanding; stickers for respectful behavior.

How will each of the following be collected?

Process Data: ​7 weeks (October 2017 - December 2017), 5 kindergarteners and 1st graders,
location- counselor’s office, meeting once a week

Perception Data: ​% of students believe they respect others, % of students believe they can find
ways to calm down when they are upset, % of students know listening skills, % of students can
demonstrate handling conflicting emotions

Outcome Data: ​Report card marks

Follow-Up: ​check in with students and meet with students if needed


Lesson Plan Template: Social Skill Building
School Counselor: Ella and Monica ​Date:​ December 8th, 2017

Activity:​ Lesson #6 - Conflict Resolution

Grade(s):​ Kindergarten and 1st grade

ASCA Mindsets & Behaviors (Domain/Standard):


B-SS 1. Use effective oral and written communication skills and listening skills
B-SS 2. Create positive and supportive relationships with other students
B-SS 5. Demonstrate ethical decision- making and social responsibility
B-SS 6. Use effective collaboration and cooperation skills
B-LS 9. Gather evidence and consider multiple perspectives to make informed decisions

Learning Objective(s) (aligns with competency):


1. SWBAT find ways to resolve a conflict
2. SWBAT know the importance of compromising
3. SWBAT demonstrate “I” statements and ways to resolve a conflict

Materials:
Laptop
Poster

Procedure:
1. Icebreaker (5 minutes) ​- If I Could Be an Animal: Students will take turns and pick an
animal they would be and why. This can pertain to their personality, physical traits,
preferability.
2. Review (5 minutes) - Review the past lessons by asking students what they remember
and go over different concepts they may not remember or have a difficulty understanding.
3. Poster (15 minutes) - Go through the poster and discuss steps they can take to resolve
the conflict.
a. Stay calm: count to ten, take deep breaths
b. Go over “I” statements: “I feel _________ because ________.” Emphasize the
importance of being open with their feelings. Practice with them.
c. Think of possible solutions together: “We could _________, or _________, or
__________.” Explain how coming up with solutions together can strengthen the
relationships they have with their peers and how the solution can be made fairly.
4. Demonstrate (5 minutes) - Have students demonstrate ways they can resolve their
conflicts with partners and/or demonstrate “I” statements.

Plan for Evaluation:


Ticket to check for understanding, stickers for respectful behavior.
How will each of the following be collected?
Process Data: ​7 week TBD unit, kindergarten and 1st grade, location- counselor’s office,
meeting once a week

Perception Data: ​7 weeks (October 2017 - December 2017), 5 kindergarteners and 1st graders,
location- counselor’s office, meeting once a week

Outcome Data: ​Report card marks

Follow-Up: ​check in with students and meet with students if needed


Lesson Plan Template: Name of Group TBD
School Counselor: Ella and Monica ​Date:​ December 15, 2017

Activity:​ Lesson #7 - Review and Closure

Grade(s):​ Kindergarten and 1st grade

ASCA Mindsets & Behaviors (Domain/Standard):


B-LS 1. Demonstrate critical-thinking skills to make informed decisions
B-SMS 2. Demonstrate self-discipline and self-control
B-SMS 6. Demonstrate ability to overcome barriers to learning
B-SMS 7. Demonstrate effective coping skills when faced with a problem
B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations
and responsibilities
B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and environment
B-SS 2. Create positive and supportive relationships with other students

Learning Objective(s) (aligns with competency):


1. SWBAT identify ways to respect others.
2. SWBAT know how to respect others.
3. SWBAT reflect on what they learned.

Materials:
Laptop
Stickers

Procedure:
1. Icebreaker (5 minutes) - Which Do You Prefer: Have students stand in a single file line.
Have a list of different things that can be compared in pairs (ex. cat or dog). Tell the
students to stand to the left or right of the line depending on what side is what word. For
example, “Stand on the left if you prefer a cat. Stand on the left if you prefer a dog.”
Have students defend their stance in preference.
2. Review (10 minutes) - Review the past lessons by asking students what they remember
and go over different concepts they may not remember or have a difficulty understanding.
Emphasize the important parts of each lesson to ensure understanding.
3. Post-survey completion (5 minutes)
4. Closure/celebration (10 minutes)​ - Have students reflect on the group in a discussion.
a. What did you like best about this group?
b. What is something you learned that will practice in school and at home?
c. What is something you wish you learned in this group?

Plan for Evaluation:


Ticket to check for understanding, stickers for respectful behavior.

How will each of the following be collected?


Process Data: ​7 weeks (October 2017 - December 2017), 5 kindergarteners and 1st graders,
location- counselor’s office, meeting once a week

Perception Data: ​% of students believe they respect others, % of students believe they can find
ways to calm down when they are upset, % of students know listening skills, % of students can
demonstrate handling conflicting emotions

Outcome Data: ​Report card marks

Follow-Up: ​monitor report card citizenship, check in and follow up with students.