International Dot Day
September 15 was international dot day. This day is recognized for students to show their individuality and leave their mark on the world. Everyone has something to give and k-8th grade students had a chance to express themselves and show their individual artwork.
I went into each class and read the book "The Dot". We explored ways to think positive and never give up along with talking about individuality. The students did a group art work project emphasizing and expressing their class and how their individuality shines.
I went into each class and read the book "The Dot". We explored ways to think positive and never give up along with talking about individuality. The students did a group art work project emphasizing and expressing their class and how their individuality shines.
Random Acts Of Kindness
International Random Acts of Kindness Week is in February, but we can celebrate all year. Take the time to step out of your normal routine or comfort zone and attempt a new random act of kindness each day. Post and share your stories, photos, videos and ideas on our social media channels.
kindness_book_list.pdf | |
File Size: | 214 kb |
File Type: |
A Sample of Lesson Plans by Grade
K-3rd grade
-Who is my school counselor
I explain a School Counselors role by using the monsters body parts. Each part represents a part of my job. We have ears to listen to students, hands to 'lend a helping hand' when students are in need of help or to give 'high fives' to celebrate successes with them, the eyes are to help students see more clearly and gain a different perspective to the problem they have. The students really get into it and this also allows students to take a turn and celebrate differences (i.e. what one student might select for the hat might be different from another student).
-Bullying
Have students define what a bully is, how they know the difference between someone being mean and someone bullying, and what they can do to stop a bully. Go over, “Be brave, be bold, a teacher must be told.” Define brave and bold. Read the book. Discuss Howard and his choices. Listen to the song. Go over definition of a bully and how to get help. Give them the coloring sheet to go home to discuss the lesson with their parents.
-Social Skills
Students work on eye contact, reading expressions, and voice level and tone. We roll play and watch videos of others playing out different emotions then, we go over what we saw and how we think the person is feeling and the students response to that.
-Understanding emotions
Students explored facial features and what each emotion looks like on themselves and on others. They discussed the feelings and how different emotions are shown through different physical features. They learned about feelings they have never heard of and discussed times that may have described what they were feeling.
-Conflict Management
I talk to the class about times when they have been unable to talk to another student about the way they feel. I let the students know it can be happy or sad feeling. I introduce the "I-Statement" forms and we fill one out as a class. We all give examples of: feelings, when, because, and what you would like (this is the format of the handout). We talk about each area so students know how and when to fill out the forms. Have students act out scenarios and practice filling out the I-Statement card. The teacher designates a location in the room where students can go and fill out card when appropriate and sets up a class protocol on when to fill out the card and when to approach students to talk about feelings.
I explain a School Counselors role by using the monsters body parts. Each part represents a part of my job. We have ears to listen to students, hands to 'lend a helping hand' when students are in need of help or to give 'high fives' to celebrate successes with them, the eyes are to help students see more clearly and gain a different perspective to the problem they have. The students really get into it and this also allows students to take a turn and celebrate differences (i.e. what one student might select for the hat might be different from another student).
-Bullying
Have students define what a bully is, how they know the difference between someone being mean and someone bullying, and what they can do to stop a bully. Go over, “Be brave, be bold, a teacher must be told.” Define brave and bold. Read the book. Discuss Howard and his choices. Listen to the song. Go over definition of a bully and how to get help. Give them the coloring sheet to go home to discuss the lesson with their parents.
-Social Skills
Students work on eye contact, reading expressions, and voice level and tone. We roll play and watch videos of others playing out different emotions then, we go over what we saw and how we think the person is feeling and the students response to that.
-Understanding emotions
Students explored facial features and what each emotion looks like on themselves and on others. They discussed the feelings and how different emotions are shown through different physical features. They learned about feelings they have never heard of and discussed times that may have described what they were feeling.
-Conflict Management
I talk to the class about times when they have been unable to talk to another student about the way they feel. I let the students know it can be happy or sad feeling. I introduce the "I-Statement" forms and we fill one out as a class. We all give examples of: feelings, when, because, and what you would like (this is the format of the handout). We talk about each area so students know how and when to fill out the forms. Have students act out scenarios and practice filling out the I-Statement card. The teacher designates a location in the room where students can go and fill out card when appropriate and sets up a class protocol on when to fill out the card and when to approach students to talk about feelings.
4th-5th grade
- Career Portfolio
I start by talking to the students about what they want to do when they grow up. We talk about different educations or trainings for each profession they have picked. The spend 15-20 min completing the interest inventory. When the students complete the inventory we go over how to score. The scores correlate with different career clusters. We discuss the career clusters and what types of jobs are in each cluster. Then we talk about what education and training are needed for that cluster and if it was the same as the job they talked about in the beginning of class.
- Understanding Emotions
Students explored facial features and what each emotion looks like on themselves and on others. They discussed the feelings and how different emotions are shown through different physical features. They learned about feelings they have never heard of and discussed times that may have described what they were feeling.
- Anti-Bullying
I introduce my paper friend to the class then discuss how other students pick on him. I group the students and give them a dry erase board and marker. I explain that some groups are writing "kind" things about our paper friend and others will write "unkind" things about our paper friend. I have 2 groups write unkind and 4 groups write kind things. I collect the board and read the unkind things students might say to our paper friend, while doing this I crunch him up with every negative statement. I have the students discuss how he might feel and why he would feel this way. We talk about how we might be joking with someone but it hurts his or her feelings. I ask how many students have said something to a friend that they had to say sorry for? Then we read the entire nice list about our paper friend, while doing this I try to smooth him out of the crumpled ball. We talk about how things that were said still left an impression and how we need to think before we speak. Then we take the ball and give classmates positive praise as we pass the ball around the room.
- Body Image
Students will be introduced to the concepts of body image and self-esteem through a brief introductory discussion. Students will then investigate how the societal vision of “beauty” is constantly changing and through this discuss the importance of identifying and honoring your own personal style so as not to fall victim to changing societal whims.
- Conflict Management
I talk to the class about times when they have been unable to talk to another student about the way they feel. I let the students know it can be happy or sad feeling. I introduce the "I-Statement" forms and we fill one out as a class. We all give examples of: feelings, when, because, and what you would like (this is the format of the handout). We talk about each area so students know how and when to fill out the forms. Have students act out scenarios and practice filling out the I-Statement card. The teacher designates a location in the room where students can go and fill out card when appropriate and sets up a class protocol on when to fill out the card and when to approach students to talk about feelings.
- Anger Management
I start by talking to the students about what they want to do when they grow up. We talk about different educations or trainings for each profession they have picked. The spend 15-20 min completing the interest inventory. When the students complete the inventory we go over how to score. The scores correlate with different career clusters. We discuss the career clusters and what types of jobs are in each cluster. Then we talk about what education and training are needed for that cluster and if it was the same as the job they talked about in the beginning of class.
- Understanding Emotions
Students explored facial features and what each emotion looks like on themselves and on others. They discussed the feelings and how different emotions are shown through different physical features. They learned about feelings they have never heard of and discussed times that may have described what they were feeling.
- Anti-Bullying
I introduce my paper friend to the class then discuss how other students pick on him. I group the students and give them a dry erase board and marker. I explain that some groups are writing "kind" things about our paper friend and others will write "unkind" things about our paper friend. I have 2 groups write unkind and 4 groups write kind things. I collect the board and read the unkind things students might say to our paper friend, while doing this I crunch him up with every negative statement. I have the students discuss how he might feel and why he would feel this way. We talk about how we might be joking with someone but it hurts his or her feelings. I ask how many students have said something to a friend that they had to say sorry for? Then we read the entire nice list about our paper friend, while doing this I try to smooth him out of the crumpled ball. We talk about how things that were said still left an impression and how we need to think before we speak. Then we take the ball and give classmates positive praise as we pass the ball around the room.
- Body Image
Students will be introduced to the concepts of body image and self-esteem through a brief introductory discussion. Students will then investigate how the societal vision of “beauty” is constantly changing and through this discuss the importance of identifying and honoring your own personal style so as not to fall victim to changing societal whims.
- Conflict Management
I talk to the class about times when they have been unable to talk to another student about the way they feel. I let the students know it can be happy or sad feeling. I introduce the "I-Statement" forms and we fill one out as a class. We all give examples of: feelings, when, because, and what you would like (this is the format of the handout). We talk about each area so students know how and when to fill out the forms. Have students act out scenarios and practice filling out the I-Statement card. The teacher designates a location in the room where students can go and fill out card when appropriate and sets up a class protocol on when to fill out the card and when to approach students to talk about feelings.
- Anger Management
6th-8th grade
- Career Portfolio
I start by talking to the students about what they want to do when they grow up. We talk about different educations or trainings for each profession they have picked. The spend 15-20 min completing the interest inventory. When the students complete the inventory we go over how to score. The scores correlate with different career clusters. We discuss the career clusters and what types of jobs are in each cluster. Then we talk about what education and training are needed for that cluster and if it was the same as the job they talked about in the beginning of class.
- High School information
I have students fill out worksheet on what high schools they have researched, and what they know about those high schools. We make a list of 3 more high schools they have NOT researched. I give the students 20 min to find out facts about high schools they have no information on. I talk to class about what they are looking for in a high school (sports, arts, location, programs) . They share the information they find with the rest of the class, then read different high schools from the guide and ask a question “name 4 sports at Whitney Young”. Students use the computer to find the information if they do not already know it. This will allow students to explore different schools they may have not talked about in the past.
- Tips to Reduce Test Anxiety
1. Relax your body with the muscles and
breathing exercises
2. Focus on yourself and not other students
3. Think positively and reward yourself everyday
4. Exercise or do something fun to burn off extra
energy
5. Get a good night's sleep, all-nighters don’t help
- Applications
Explain that the next milestone after promotion is applying to high school. With so many high school options, it is important to first think what matters to you in selecting a school. Ask- What is one thing you want to learn about high schools today? Write a question on a post-it and place on the parking lot poster. Remain standing. Point out the designated areas of the room- “Extremely”, “Mostly”, “Slightly”, and “Not at All”
Tell the students you are going to read the items listed in the “What is important to me” section. After each statement the students will walk to the corner that best fits their opinion.
Overall Reputation of the High School
Family History: Someone attended the High School
Location/Distance of the High School
- Goal Setting
During this activity students will examine who they are, their priorities and preferences, what they want to accomplish within the next 2 or 3 years and goals for achievement. Students will use the Individual Learning Plan (ILP) as a guiding tool throughout the activity.
- Anger Management
I encourage the students to think of the things that sometimes frustrate them, but that they have no control over. {It’s not about letting their friends go, but letting their ability to drive them crazy go!} Draw the pictures in the balloons, and then envision sending them into the sky, and letting go.