Lesson Plan

School Counselor: Vanessa Van

Lesson Plan Title: Intro/organization techniques

□ Single Classroom Lesson

□ Unit of Classroom Lessons: Lesson _____ of _____
□ Small-Group Session Lessons: Lesson 1 of 6
Target Audience: 9th graders

Evidence Base:
⬜ Best Practice (commonly used and believed to be of high quality)
⬜ Action Research (individual investigates own practice to improve content/delivery)
⬜ Research-Informed (a review of research provides foundation for content/delivery)
⬜ Evidence-Based (highest level of evidence, results published in peer-reviewed journal)
ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write or
targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
M 3. Positive attitude toward work and Student(s) will:
learning - Organize their responsibilities effectively
and balance different aspects of their
B-LS 3 Use time management, life.
organizational, and study skills - Illustrate a positive attitude towards
their learning and assignments.

Materials:
TV/Projector
Google slides
Organization worksheet
Phone/device to scan pre-test

Describe how you will:

Updated, June 2021

Introduce Lesson The facilitator will welcome participants of the small group and get them
Topic/Focus: situated. After this, introduce one another (icebreaker). Then, take the
time to explain to the students why they have been invited to participate
in this small group academic skills. Follow this up with an overview of
when and where the small group will meet every week and the six topics
we will go through during the six weeks.

● Different learning styles (2)

● Organization (1)
● Goal making (3)
● Test-taking strategies (4)
● Time management (5)
● Mindfulness/Self-care (6)

Afterwards, discuss group expectations. Students and facilitators will

collaborate together.

Administer the small group pre-test before moving on. Each student will
scan the QR code. Remind the students that the pre-test is not graded,
and it’s supposed to let the facilitators see how much they already know
about the topics covered throughout the six weeks.

Communicate the By the end of this lesson, students will learn:

Lesson Objective:
● Group norms and rules
● Confidentiality
● Upcoming topics
● Organization

Teach Content: The facilitator will teach students the following information:

● What is organization?
● Organization worksheet
● Benefits of being organized

Practice Content: Before starting the organization worksheet, the facilitator would ask the
group:

Updated, June 2021

● what are organization skills?
● Do you think you are organized, and how?
● what do you think it means to be organized at school? At home?

Students can participate and gain incentives such as treats.

After the discussion, students would complete a worksheet activity.

Within the worksheet, students would make a list of things to get done
today. Then organize in importance.

Summarize/Close: Summarize what was discussed, such as what organization is, how it
looks like at school/at home, and how to be organized. Remind students
that we will do a summary at the end of every session. Then end with a
checkout.

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number 5 students
of students:
Planned length of 55 minutes
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment aligned with the selected
ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are: Likert scale of strongly agree, agree, neither disagree or agree,
disagree, and strongly disagree
1. I am organized.
2. I know how I learn best.
3. I know how to make goals for myself.
4. I can study effectively.
5. I have great time-management skills.
6. I know how to take care of myself.
Outcome Data Plan: (choose one and describe specific data point to compare)
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of lesson.
Attendance: School counselor will compare number of absences last year to this year.

Updated, June 2021

Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict first quarter

⬜
with second quarter
Achievement (describe):
The school counselor will compare grades before and after the delivery of 6 group counseling
sessions.

Follow-Up Plans
Explain your plan for students who missed the lesson.
The following days after the lesson, the facilitator will summon call slips for absent students.
Facilitators will catch up with students about what they have missed.
Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of
student standards (M&B)/student learning objectives.
The facilitator will check in with each student who did not demonstrate mastery.

Updated, June 2021

Lesson Plan
School Counselor: Vanessa Van
Lesson Plan Title: Different Learning Styles

□ Single Classroom Lesson

□ Unit of Classroom Lessons: Lesson _____ of _____
□ Small-Group Session Lessons: Lesson 2 of 6.
Target Audience: 9th graders

Evidence Base:
⬜ Best Practice (commonly used and believed to be of high quality)
⬜ Action Research (individual investigates own practice to improve content/delivery)
⬜ Research-Informed (a review of research provides foundation for content/delivery)
⬜ Evidence-Based (highest level of evidence, results published in peer-reviewed journal)
ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write or
targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
B-LS 2. Creative approach to learning, tasks Student(s) will:
and problem solving - evaluate their own attitude to effectively
complete assignments, learning
B-LS 8 Engagement in challenging objectives, and activities
- motivated about learning after
coursework
discovering which style works best for
them.

Materials:
Google slides
Learning style quiz: https://learningstylequiz.com/quiz/start
Salt shaker
Hair tie
Pencil case
Hair clip
Bag of chips

Updated, June 2021

Blue highlight
Perfume
Sunglasses
Nighlight
Post-it notes
Treats
Projector
Laptop
Paper
Pencils/pens

Describe how you will:

Introduce Lesson Facilitators will welcome the group back for their second session. Do a
Topic/Focus: check-in with students and then reward them for participating. Review
group norms/rules. Inform the group about what is going to be discussed
today/agenda.
Communicate the By the end of the lesson, students will learn:
Lesson Objective:
● about different learning styles
● which learning style best fit for them
Teach Content: The facilitator will teach students the following information:

● What are some learning styles you know?

● Do you know which one works best for you?
Visual:
● Learn best through visual images such as photos, graphs, and
diagrams.
● Quickly remember faces and places as they manage to recollect
details by picturing them In their minds.
Auditory
● Learn best through listening.
● Interacting with the material through listening to lectures,
discussions, or talking out loud.
Kinesthetic
● Learn through experiences.
● Active exploration by movement, testing, and experimenting.

Practice Content: Before starting the learning style activity, students will take a short quiz
about which learning style best fits them. Afterwards, the facilitator will
ask what they thought about the quiz.

Students will play an activity to test out their different learning styles.
Updated, June 2021
First round: Visual learning: Look at each object. You will have 3 minutes
to look at all objects. Once done, go back to your seat. Afterward, list the
objects you remember.
Second round: Auditory learning: The facilitator will read each object
twice. Afterward, list the objects you remember.
Third round: Kinesthetic learning: You will have 5 minutes to walk around
and use each item before returning to your seat. Afterward, list the
objects you remember.

After the activity, the facilitator will ask what the students thought about
the activity, such were they surprised.

Summarize/Close: Summarize the different learning styles before giving out reminders
about the next session. After, complete a checkout before dismissing the
students.

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number 5 students
of students:
Planned length of 55 minutes
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment aligned with the selected
ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are:
Outcome Data Plan: (choose one and describe specific data point to compare)
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict first quarter

⬜
with second quarter
Achievement (describe):
The school counselor will compare grades before and after the delivery of 6 group counseling
sessions.
Follow-Up Plans
Explain your plan for students who missed the lesson.
The following days after the lesson, the facilitator will summon call slips for absent students.
Facilitators will catch up with students about what they have missed.

Updated, June 2021

Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of
student standards (M&B)/student learning objectives.
The facilitator will check in with each student who did not demonstrate mastery.

Updated, June 2021

Lesson Plan
School Counselor: Vanessa Van
Lesson Plan Title: Goal making

□ Single Classroom Lesson

□ Unit of Classroom Lessons: Lesson _____ of _____
□ Small-Group Session Lessons: Lesson 3 of 6
Target Audience: 9th graders

Evidence Base:
⬜ Best Practice (commonly used and believed to be of high quality)
⬜ Action Research (individual investigates own practice to improve content/delivery)
⬜ Research-Informed (a review of research provides foundation for content/delivery)
⬜ Evidence-Based (highest level of evidence, results published in peer-reviewed journal)
ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write or
targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
B-LS 4. Self-motivation and self-direction to Student(s) will:
learning - develop confidence and motivation to
succeed
- Develop goals to motivate them to
B-LS 7. Long- and short-term academic,
perform well in class
career and social/emotional goals

Materials:
SMART video: https://www.youtube.com/watch?v=U4IU-y9-J8Q&ab_channel=KhanAcademy
SMART worksheet
Slides
Projector
Pencils/pens
Treats
Laptopp

Updated, June 2021

Describe how you will:
Introduce Lesson Facilitators will welcome the group back for their second session. Do a
Topic/Focus: check-in with students and then reward them for participating. Review
group norms/rules. Inform the group about what is going to be discussed
today/agenda.

Communicate the By the end of the lesson, students will learn:

Lesson Objective:
● about setting goals for themselves
● what are their goals?

Teach Content: The facilitator will teach students the following information:
● Why are goals important to create?
○ goals can push students to achieve what they want to
achieve long term.
● What are your current academic goal(s) for this semester?
● SMART video
● Review the video (ask about what stood out to them from the
video)
○ Specific
■ Your goal is clear, defined, and states exactly what
you are going to achieve.
● I want to pass this semester’s math class
with a C or better.
○ Measurable
■ Track progress and know when your goal is met.
● I will complete all my homework and earn a
B or better on two quizzes/exams.
○ Achievable
■ The goal can be challenging but still achievable.
● I will meet with my teacher twice a week
after school to review the homework
problems I am having trouble with.
○ Relevant
■ The goal is what the individual values and is
important to you.
● By earning a C or better or math will help
me move forward to the next course
○ Time-bound
■ Have a time frame of when the individual can
achieve the goal.
● I will have earned a C or better in math
class by the next progress report.

Updated, June 2021

Practice Content: After the facilitators discuss SMART goals, students will do a SMART goal
worksheet. The whole point is to create a goal that can be achieved by
the end of the semester.

After completing the worksheet, the students could discuss their goals
with one another.
Summarize/Close: Facilitators will review and summarize the importance of goal-making.
Then do a check-out.

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number 5 students
of students:
Planned length of 55 minutes
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment aligned with the selected
ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are:
Outcome Data Plan: (choose one and describe specific data point to compare)
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict first quarter

⬜
with second quarter
Achievement (describe):
The school counselor will compare grades before and after the delivery of 6 group counseling
sessions.
Follow-Up Plans
Explain your plan for students who missed the lesson.
The following days after the lesson, the facilitator will summon call slips for absent students.
Facilitators will catch up with students about what they have missed.
Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of
student standards (M&B)/student learning objectives.
The facilitator will check in with each student who did not demonstrate mastery.

Updated, June 2021

Lesson Plan
School Counselor: Vanessa Van
Lesson Plan Title: Test-taking strategies

□ Single Classroom Lesson

□ Unit of Classroom Lessons: Lesson _____ of _____
□ Small-Group Session Lessons: Lesson 4 of 6
Target Audience: 9th graders

Evidence Base:
⬜ Best Practice (commonly used and believed to be of high quality)
⬜ Action Research (individual investigates own practice to improve content/delivery)
⬜ Research-Informed (a review of research provides foundation for content/delivery)
⬜ Evidence-Based (highest level of evidence, results published in peer-reviewed journal)
ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write or
targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
B-LS 1. Critical-thinking skills to make Student(s) will:
informed decisions - learn different test strategies that works
best for them
- how to use the strategies to the best of
B-LS 2 Creative approach to learning, tasks
their abilities
and problem-solving

Materials:
Google slides
Test-taking strategies video:
https://www.youtube.com/watch?v=uzZ3mDF1hns&ab_channel=TeachingsinEducation
Relaxation video:
https://www.youtube.com/watch?v=QpLP4xCZ2tU
Laptop

Updated, June 2021

Projector
Treats
Paper
Pencils/pens
Post-it notes

Describe how you will:

Introduce Lesson Facilitators will welcome the group back for their fourth session. Do a
Topic/Focus: check-in with students and then reward them for participating. Review
group norms/rules. Inform the group about what is going to be discussed
today/agenda.

Communicate the By the end of the lesson, students will learn:

Lesson Objective:
● Different test-taking tips
● How to properly analyze test questions

Teach Content: Before introducing the topic. The facilitator will do an icebreaker about
anxiety, especially during exams. The facilitator will ask:
● Do you ever feel stressed or overwhelmed before a test?
Afterwards, the facilitator will lead the group in doing a breathing
exercise using this video.

The facilitator will teach students the following information:

Play the video.
After the video, discuss what stood out to them.
Before the test:
● Stay up to date with assignments
● Make sure you understand the content on the subject before
taking the test
● Trying using flashcards, practice previous questions, and use
mnemonic techniques
● Have a good night's sleep
During the test
● have all of your materials
● Read the question carefully and reread the question
● Examine every answer before choosing an answer
● Cross out any answer that cannot possibly be correct. (the
process of elimination)

Practice Content: Ask the students how they prepare before a test.
Updated, June 2021
● What are their favorite test strategies?
● Have they worked/not worked out in the past?
● Have you found any strategies that can be helpful? How would it
be helpful?
● What are some challenges you have faced in the past with tests?

Then ask the students, why is it important to get good grades. Afterward,
the students will write down three ways the students can improve their
grades.

Summarize/Close: Facilitators will review and summarize the importance of how to study
properly. Then do a check-out, which was writing compliments to the
person to their right and left.

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number 5 students
of students:
Planned length of 55 minutes
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment aligned with the selected
ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are:
Outcome Data Plan: (choose one and describe specific data point to compare)
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict first quarter

⬜
with second quarter
Achievement (describe):
The school counselor will compare grades before and after the delivery of 6 group counseling
sessions.
Follow-Up Plans
Explain your plan for students who missed the lesson.
The following days after the lesson, the facilitator will summon call slips for absent students.
Facilitators will catch up with students about what they have missed.
Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of
student standards (M&B)/student learning objectives.
The facilitator will check in with each student who did not demonstrate mastery.
Updated, June 2021
Updated, June 2021
Lesson Plan
School Counselor: Vanessa Van
Lesson Plan Title: Time management

□ Single Classroom Lesson

□ Unit of Classroom Lessons: Lesson _____ of _____
□ Small-Group Session Lessons: Lesson 5 of 6
Target Audience: 9th graders
Evidence Base:
⬜ Best Practice (commonly used and believed to be of high quality)
⬜ Action Research (individual investigates own practice to improve content/delivery)
⬜ Research-Informed (a review of research provides foundation for content/delivery)
⬜ Evidence-Based (highest level of evidence, results published in peer-reviewed journal)
ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write or
targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
B-LS 3. Time-management, organizational Student(s) will:
and study skills - Be able to break down their tasks in
B-SMS smaller steeps
- Have the ability to create lists for tasks
8. Balance of school, home and
and tasks and prioritize them
community activities

Materials:
Google slides
Laptop
Projector
Treats
Time-management worksheet
Pencils/pens

Describe how you will:

Updated, June 2021

Introduce Lesson Facilitators will welcome the group back for their second session. Do a
Topic/Focus: check-in with students and then reward them for participating. Review
group norms/rules. Inform the group about what is going to be discussed
today/agenda.

Communicate the By the end of the lesson, students will learn:

Lesson Objective: ● How to manage their time efficiently
● How to balance their responsibilities

Teach Content: The facilitator will teach students the following information:
● How do you manage your time now? What does your daily life
look like?
● What do you spend most of your time doing?
Afterward, the facilitator will play a time management video.
Discussion questions
● What stood out to you in the video?
● What time management strategies, positive or negative, were
identified in the video that you currently use?

Analyze time management strategies from Upwork.

18 Effective Time Management Strategies and Techniques
Discussion question
● Which time management strategy stood out to you? And you plan
on trying out to help with your responsibilities?

Introduce a weekly calendar with times to help organize their day.

Afterward, the facilitator would ask the students their thoughts on the
worksheets.
● Did you find this helpful? Why?
● What’s one major change that you will be making this week?

Practice Content: Students will be working on a weekly calendar with times to help
organize their week.
● Students will share if they feel that it was helpful.
● Students will share one major change they will make this
upcoming week.

Summarize/Close: Facilitators will review and summarize the importance of time

management. Then do a check-out about what was their one takeaway.

Updated, June 2021

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number 5 students
of students:
Planned length of 55 minutes
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment aligned with the selected
ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are:
Outcome Data Plan: (choose one and describe specific data point to compare)
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict first quarter

⬜
with second quarter
Achievement (describe):
The school counselor will compare grades before and after the delivery of 6 group counseling
sessions.
Follow-Up Plans
Explain your plan for students who missed the lesson.
The following days after the lesson, the facilitator will summon call slips for absent students.
Facilitators will catch up with students about what they have missed.
Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of
student standards (M&B)/student learning objectives.
The facilitator will check in with each student who did not demonstrate mastery.

Updated, June 2021

Lesson Plan
School Counselor: Vanessa Van
Lesson Plan Title: Mindfulness/Self-care

□ Single Classroom Lesson

□ Unit of Classroom Lessons: Lesson _____ of _____
□ Small-Group Session Lessons: Lesson 6 of 6
Target Audience: 9th graders

Evidence Base:
⬜ Best Practice (commonly used and believed to be of high quality)
⬜ Action Research (individual investigates own practice to improve content/delivery)
⬜ Research-Informed (a review of research provides foundation for content/delivery)
⬜ Evidence-Based (highest level of evidence, results published in peer-reviewed journal)
ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write or
targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
M 1. Belief in development of whole self, Student(s) will:
including a healthy balance of - learn about the importance of taking
mental, social/ emotional and care of themselves
physical well-being - be able to demonstrate empathy and
how it can be used
B-SS 4 Empathy

Materials:
Google slides
Laptop
Pizza
Mindfulness worksheet
Pencils/pens
Projector
Mindfulness video:
https://www.youtube.com/watch?v=IYq0h3KgDpY&ab_channel=ColumbiaPsychiatry-NYSPI
Updated, June 2021
Breathing exercise video: https://www.youtube.com/watch?v=30VMIEmA114

Describe how you will:

Introduce Lesson Facilitators will welcome the group back for their last session. Do a
Topic/Focus: check-in with students and then reward them for participating. Review
group norms/rules. Inform the group about what is going to be discussed
today/agenda.

Communicate the By the end of the lesson, students will learn:

Lesson Objective:
● Learn about mindfulness
● learn about the importance of self-care

Teach Content: The facilitator will teach students the following information:
Ask students
● What do they think mindfulness is?
○ explain what mindfulness is. It is the quality or state of
being conscious or aware of something.
Play self-care video
● What stood out to you in the video?
● What is self-care to them? What do they do for self-care?

Practice Content: Mindfulness activity

● mindful state of relaxation where they can use their five senses,
including (sight, hearing, taste, smell, and touch) to be in the
present moment, which a video will be used
● Students will complete a mindfulness activity using a compliment
worksheet
○ Which will be shared out.
Discussion
● How did you feel throughout the activity?

Self-care activity
● Reflect on the previous sessions. Provide a last surprise for the
last student session as a thank you for participating.

Summarize/Close: Post-test
Facilitators will review and summarize the importance of
mindfulness/self-care. Then do a check-out. Lastly, pass out pizza to
students and thank them for coming weekly.

Updated, June 2021

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number 5 students
of students:
Planned length of 55 minutes
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment aligned with the selected
ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are:
1. I am organized.
2. I know how I learn best.
3. I know how to make goals for myself.
4. I can study effectively.
5. I have great time-management skills.
6. I know how to take care of myself.
Outcome Data Plan: (choose one and describe specific data point to compare)
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict first quarter

⬜
with second quarter
Achievement (describe):
The school counselor will compare grades before and after the delivery of 6 group counseling
sessions.
Follow-Up Plans
Explain your plan for students who missed the lesson.
The following days after the lesson, the facilitator will summon call slips for absent students.
Facilitators will catch up with students about what they have missed.
Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of
student standards (M&B)/student learning objectives.
The facilitator will check in with each student who did not demonstrate mastery.

Updated, June 2021