Guidance Lessons

Group Lessons

Group Session 1: What makes a good friend?

Topic: Introductions, What makes a good friend?

Resources: Paper, pencils, chart paper, marker, “Build a Friend” worksheets (TpT Resource), crayons

Opening:

Introduction Activity

· Everybody is given a scrap piece of paper and a pencil. Students will write 3 general questions on it that they would like to know about a peer in the group. Students will hold onto it until further instruction. Group leader will participate also.

· Everybody will pass their slip of paper to the group member to the right of them. Group members will write their name on top of the paper and write the answer to the three questions that were asked.

· Once everybody is finished, papers will be passed back to their original owners.

· Group members will now take turns introducing the peer to the right of them to the group using their sheets of paper. Group leader will go first introducing the student to the right of her.

Content:

Introduce Topic

· What characteristics we think of when we think of a “good” friend vs. “bad” friend

Chart Paper Sorting

· Using chart paper make a chart with the title “Good Friends” on the left and “Bad Friends” on the right

· Take group member volunteers to share characteristics and which category they think it falls under and why

· Group leader write the answers on the chart paper as they are being shared and discussed until a pretty comprehensive list is developed

· Ask group members to share which type of friend they are/want to be, what kinds of friends they want to have

“Build a Friend” Worksheet

· Give everybody a blank “Build a Friend” worksheet (completed version attached) with a pack of crayons

· Students and group leader will work together to fill in their worksheet by writing characteristics of “Good Friends” that go along with each body part of the friend

· Group members can color in their friend and take the worksheet with them

Closing:

“I am a good friend because…”

· Group members will go around and each finish the sentence “I am a good friend because…” to conclude the group session


Group Session 2: Social Skills

Topic: Social Skills, Giving Compliments

Resources: Paper, pencils, crayons, “Think it or Say it” worksheets, mouth popsicle stick sign, brain popsicle stick sign, Counselor Keri website

Opening:

Discussion:

· How does receiving a compliment make you feel?

· Students that feel comfortable answering will all get the chance to share

Content:

Compliment Circle (Rex, 2012)

· Students will each write their name at the top of a piece of paper

· Group members will each pass their paper to the right and write on it a compliment about the person whose paper they have received

· Papers will continue to circulate around the group until group members have their own paper returned to them

· Before looking at their compliments, group members discuss how they are feeling waiting to see what others wrote about them

· Discuss: How could giving compliments positively impact your friendships?

Think it or Say it (Worksheet attached)

· Discussion: Raise your hand if somebody has ever said something that hurt your feelings. Raise your hand if you ever said something that hurt somebody, but you didn’t mean it.

· Talk to students about how words are like gumballs. Once we say them, they stick. Our head is a gumball machine with all our thoughts being the gumballs. Sometimes it’s okay to get one out and blow a big bubble (say it), and other times it’s best to leave the gumball in the machine.

· Students will each receive a “Think it or Say it” worksheet and a pack of crayons

· Students will work with fellow group members to color the phrases that are okay to say green, and the phrases that should be kept as thoughts red. When everybody is finished, we will go over it as a group.

Closing:

Think it or Say it Signs (Sample Attached)

· Group members will take turns holding the mouth popsicle stick sign and the brain popsicle stick sign

· When it is a student’s turn, the group leader will read a phrase and the student will hold up the mouth sign if they would say it, or the brain sign if it should stay in their head as a thought.


Group Session 3: Similarities in Friendships

Topic: Similarities in Friendships

Resources: New Friend Scavenger Hunt worksheets (proudtobeprimary.com), pencils, Friendship puzzle pieces (TpT resource), crayons

Opening:

Discussion:

· Think about the best friend you have. What do you have in common with them?

Content:

New Friend Scavenger Hunt (attached):

· Each group member will receive a “New Friend Scavenger Hunt” worksheet and a pencil

· Group members will fill the worksheet out about themselves

· Upon completing the answers about themselves, students will be encouraged to get out of their seats and find somebody else in the group who has a thing in common with them and have them write their name in that box

· After 5-10 minutes group members will return to their seats for discussion.

· Discussion: Why is it easy to form friendships based off a similar hobby, interest, characteristic, etc.?

Friendship Puzzle (attached):

· Group members will each be given a blank friendship puzzle piece worksheet and crayons

· Group members will fill in the puzzle piece with things about them (qualities that make you a good friend, favorite items, hobbies, and qualities you look for in a friend). Putting their name on it is not required.

· Upon finishing students will turn it in to the group leader

Closing:

Finding similarities in our group

· Group leader will begin hanging up the puzzle pieces on the board, connecting puzzle pieces that have at least one thing in common on them until they are all connected in some way with no gaps. Point this out to the group.


Group Session 4: How Our Attitude Affects Our Friendships

Topic: How our attitude affects our friendships

Resources: YouTube, Beauty and the Beast clips, pencils, Beauty and the Beast worksheets (Rex, 2012)

Opening:

Mood/Attitude/How are you feeling check-in:

· What color do you feel coming into group today? Why do you feel that color?

· After everybody answers, follow up with “Do you think our attitude and mood affects our friends and family?”

Content:

Beauty and the Beast Video Clips

· Tell the students to pay attention to how the beast is acting/treating Belle.

· Play first video clip (https://youtu.be/_A2DlPqUGTI). After viewing discuss how the Beast’s actions affected Belle and his friends.

· Play second video clip (https://youtu.be/N5CMTL7d_5E). After viewing discuss how the Beast’s actions affected Belle and his friends.

Beauty and the Beast Worksheets (attached)

· Each group member will get two worksheets for all of us to do together.

· On the first worksheet students will reflect upon the Beast’s mood and a time where they may have acted like the Beast and affected the mood of others around them.

· On the second worksheet students will reflect on the Beast’s mood and what changed from the first video to the second video in regard to Belle and the Beast’s friends.

Closing:

Discussion:

· What can we do when we are in a bad mood so that we don’t let it affect our relationships?





Career Lessons

Subject Area: Career Awareness and Preparation

Grade Level: 3rd Grade

Duration: 50 minutes

Counselor/Teacher Name: Shelby Snyder

Lesson Focus: Career Awareness, Tools, and Uniforms

  1. Instructional Goals

    1. 13.1.3.D Identify the range of jobs available in the community (CEW)

    2. B-LS 1. Demonstrate critical thinking skills to make informed decisions (ASCA)

    3. B-LS 2. Demonstrate creativity (ASCA)

    4. B-SS 1. Use effective oral and written communication skills and listening skills (ASCA)

  1. Student Learning Objectives (link to “I” statements)

    1. I can name five (5) different jobs in my community.

    2. I can match the appropriate tools needed for each career.

  1. Assessment Options

    1. Alphabet Soup Career Cards

i. Each student will receive two alphabet soup sheets with a letter on them

ii. The student’s job is to write a career on the line in their bowl that starts with the letter they were given

iii. Next, inside the bowl they will draw the tools/uniform pieces that a person in the career they chose would use

This assessment can be modified for students with IEPs or diverse needs.

· Career name given to the student, instead of letter

· Can be done electronically instead of on paper, etc.

    1. Formative Assessment will be used throughout the lesson

i. Walking around to ensure all students understand, answer any questions along the way, give reassurance

ii. Questioning/Discussion throughout

  1. Instructional Delivery/Student Experiences

    1. Read aloud to the class “What shoes will you wear?” by Julia Cook

i. Ask questions throughout regarding shoes you need for various careers, why special shoes/clothes/tools could be needed for certain jobs, etc.

    1. Career Tool Matching Game

i. Put students into groups of 4

ii. Each group will get a pack of cards with pictures of different careers or pictures of tools used for the careers on each card

iii. The group will lay out all of the career cards and work as a team to match the tool to the correct career

iv. Discussion will occur after all groups have completed the game:

1. Which careers didn’t you know about before?

2. What did you learn about the tools careers use?

3. What did you learn about uniforms and careers?

4. What did you learn about what careers men and women can have?

    1. Alphabet Soup Career Cards

i. Students will work independently at their seats on this activity

ii. Each student will receive two alphabet soup worksheets with a letter on them

iii. The student’s job is to write the name of a career on the line in their bowl that starts with the letter they were given

1. Ex. V = Veterinarian

T = Teacher

iv. Next, inside the bowl they will draw the tools and/or uniform that a person in the career they chose would use

v. Students will turn this in for an artifact in their portfolio.

  1. Materials/Resources

    1. What shoes will you wear?” by Julia Cook

    2. Career Tools Matching Game

    3. Alphabet Soup Career Worksheets


Subject Area: Career Acquisition

Grade Level: 3rd Grade

Duration: 50 Minutes

Counselor/Teacher Name: Shelby Snyder

Lesson Focus: Researching Career Information

  1. Instructional Goal

    1. 13.2.3.B Identifying resources available for a job search (CEW)

    2. B-LS 5. Apply media and technology skills (ASCA)

    3. B-SMS 3. Demonstrate ability to work independently (ASCA)

  1. Student Learning Objectives (link to “I” statements)

    1. I know that the Internet, newspapers and magazines are good places to look to learn about jobs.

    2. I can use a computer to send messages to family and friends, to key and print a report for school, and to visit a website.

  1. Assessment Options

    1. 3rd Grade Career Research Worksheet

i. What is one career you learned about today from a magazine, newspaper, or the internet?

ii. Circle which resource you used to find that career (Magazine, Newspaper, Internet)

iii. Name two things you learned about that career through the use of your resource


This assessment can be modified for students with IEPs or diverse needs.

· Have student use just one type of resource to master and find information from

· Name one thing you learned about the career

· Give a specific career for students to research, etc.

    1. Formative Assessment

i. Walking around to ensure all students understand, answer any questions along the way, give reassurance

ii. Questioning/Discussion throughout

  1. Instructional Delivery/Student Experiences

    1. Split the class into 3 equal groups

i. Group 1: Gets magazines (1 for everybody)

ii. Group 2: Gets newspapers (1 for everybody)

iii. Group 3: Gets laptops (1 for everybody)

    1. Students in the laptop group will only explore these three internet sources that will be written on the board:

i. https://www.bls.gov/k12/

ii. https://careerkids.com/pages/career-research

iii. https://www.careeronestop.org/ExploreCareers/explore-careers.aspx

    1. Each group will get 10 minutes with their resource before they rotate to the next resource

    2. Students will be encouraged to write notes about any careers they find at each resource

i. Students will be helped along the way while walking around and observing

    1. Students will complete a career research worksheet at the end to be turned in as an artifact in their portfolio

i. What is one career you learned about today from a magazine, newspaper, or the internet?

ii. Circle which resource you used to find that career (Magazine, Newspaper, Internet)

iii. Name two things you learned about that career through the use of your resource

  1. Materials/Resources

    1. Magazines

    2. Newspapers

    3. Laptops/Internet Access

    4. Pencil/Notebook

    5. 3rd Grade Career Research Worksheet


Subject Area: Career Retention and Advancement

Grade Level: 3rd Grade

Duration: 50 Minutes

Counselor/Teacher Name: Shelby Snyder

Lesson Focus: Cooperation in a Group Setting

  1. Instructional Goal

    1. 13.3.3.B Understanding cooperative participation in a group setting (CEW)

    2. 13.3.3.C Understanding group interaction vocabulary (CEW)

    3. B-SS 2. Create positive and supportive relationships with other students (ASCA)

    4. B-SS 6. Use effective collaboration and cooperation skills (ASCA)

  1. Student Learning Objectives (link to “I” statements)

    1. I can give examples of how I complimented and encouraged a friend.

    2. I can define and role-play what it means to compliment, cooperate, encourage, and participate.

  1. Assessment Options

    1. Exit Ticket: Each student will write down 3 examples of ways they can compliment, cooperate, encourage, or participate.

i. Can be differentiated if needed:

1. Write one way, or two ways instead of three

2. Examples of these actions given, need to be matched to the correct word, etc.

    1. Formative Assessment

i. Walking around to ensure all students understand, answer any questions along the way, give reassurance

ii. Questioning/Discussion throughout

  1. Instructional Delivery/Student Experiences

    1. 52 Pickup Game

i. Have 3 students individually play 52 pick up card game and time how long it takes them

ii. Write the student times on the board

iii. Have a group of 4 students play 52 pick up and time how long it takes them as a team (repeat this step with a few groups)

iv. Write the group times on the board

v. Discuss:

1. Why was the time much quicker when we collaborated with our peers to complete the task?

2. Why is teamwork important in the workplace?

2. Role-Play

i. Break the class up into 4 equal groups

ii. Assign each group a word

Compliment

Cooperate

Encourage

Participate

iii. Groups will have 10 minutes to work together to act out a skit showing the class an example of what they think doing that word means

iv. Class Discussion will occur after each group presents


3. Exit Ticket:

i. As an ending activity each student will write down 3 examples of ways they can compliment, cooperate, encourage, or participate.

  1. Materials/Resources

    1. Deck of Cards

    2. Timer

    3. Whiteboard/Marker

Subject Area: Entrepreneurship

Grade Level: 3rd Grade

Duration: 120 Minutes (Multiple Day Lesson)

Counselor/Teacher Name: Shelby Snyder

Lesson Focus: Becoming a Successful Entrepreneur

  1. Instructional Goal

    1. 13.4.3.C. Describing age appropriate business ideas (CEW)

    2. 13.4.3.B. Describing character traits of successful entrepreneurs (CEW)

    3. B-LS 2. Demonstrate creativity (ASCA)

    4. B-LS 5. Apply media and technology skills (ASCA)

    5. B-SS 6. Use effective collaboration and cooperation skills (ASCA)

  1. Student Learning Objectives (link to “I” statements)

    1. I can describe work habits that help a business owner to be successful (flexibility, positive attitude, risk-taker, leader, etc.).

    2. I have set up my own business activity to earn real or fake money (I.E., lemonade stand, pet care, crafts, etc.).

  1. Assessment Options

    1. “Your Business Plan” Worksheet

i. Assesses students’ abilities to think like an entrepreneur in an age appropriate way

ii. Questions including:

1. What is your business idea?

2. What are you going to name your business?

3. Who will your customers be?

4. How will you advertise so people know about your business?

5. Where will you sell your products or services?

6. What hours and days of the week will your business be open?

7. What makes your business unique?

    1. 2-Minute Business Commercial

i. Assesses students’ abilities to apply traits of successful entrepreneurs

ii. Assesses ability to work as a team

    1. Formative Assessment

i. Walking around to ensure all students understand, answer any questions along the way, give reassurance

ii. Questioning/Discussion throughout

  1. Instructional Delivery/Student Experiences

    1. Do a lesson on character traits that make entrepreneurs successful

i. (Adaptability, Creative Thinking, Ethical Behavior, Leadership, Positive Attitude, Risk Taking)

ii. Define words listed above

iii. Ask for student examples of what it means to be or show _______

iv. Analyze a successful entrepreneur, pulling out examples of how that person is _______

    1. Students will be partnered with another student in the class

    2. Students will be tasked with creating their own business they could run as a kid

    3. Examples will be given such as Lemonade Stand, Bake Sale, Crafts, Yard Sale, Pet Care, etc.

    4. Student will fill out a business proposal sheet after deciding on their idea

i. “Your Business Plan” Worksheet used as an artifact in their portfolios

    1. Each pair of students will be given a laptop with a webcam

    2. Each pair will create a 2-minute commercial advertising their business remembering the qualities of a successful entrepreneur from the previous lesson.

    3. Each pair’s commercial will be shown for the class to view

  1. Materials/Resources

    1. “Your Business Plan” Proposal Sheet

    2. Pencil

    3. Laptop w/ webcam


Virtual Office

Below is a snapshot of what the virtual office I created looks like. I utilized this when I was at Salem Elementary School doing my practicum as a way for students to reach me and access guidance resources. The button below will take you to my virtual office to explore!