2024-2025 Classroom Guidance Lessons
2024-2025 Classroom Guidance Lessons
Below you will find information about specific lesson topics. Pertinent information about each lesson is outlined including the grade level, topic, SC School Counseling Standards, lesson description, and book title(s), video clip(s), and handouts when applicable. Copyrighted instructional materials and handouts cannot be linked on the website, but can be reviewed in person by request. If you have any questions, please reach out to your child's school counselor.
ASCA Mindset: M 1. Belief in development of whole self, including a healthy balance of mental/ emotional and physical well-being.
ASCA Behaviors: B-SS 2. Positive relationships with adults that support success; B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary.
K: School Counselor Role Intro: Ms. Bailey reviews her role as a school counselor. Using a Mrs. Potato Head, Students will learn about the parts of their school counselor. Just like Mrs. Potato Head, school counselors have lots of parts that help them do their job! School counselors have: 1) Smart Brain-to help kids solve problems, make good choices, and cope with big feelings. 2) Listening Ears-to listen to students and make sure they feel heard and understood. 3) Caring Eyes- to look out for students and help keep them safe. 4) Wise Mouth-to teach, encourage, and support students, teachers, and families. 5) Loving Heart- to care for and love all students. 6) Helping Hands to greet, guide, comfort, and play with students. 7) Busy Feet- to move quickly around the school to help students, caregivers, and teachers. Students will complete a Parts of My School Counselor coloring sheet (copyrighted). We will end our lesson with a fun game of "Hot Potato" where students will pass the ball in a circle and when the music stops they will share one thing they learned about Ms. Bailey.
1: School Counselor Role Review: School Counselor Role Intro: Ms. Bailey reviews her role as a school counselor. Using a Mrs. Potato Head, Students will learn about the parts of their school counselor. Just like Mrs. Potato Head, school counselors have lots of parts that help them do their job! School counselors have: 1) Smart Brains-to help kids solve problems, make good choices, and cope with big feelings. 2) Listening Ears-to listen to students and make sure they feel heard and understood. 3) Caring Eyes- to look out for students and help keep them safe. 4) Wise Mouth-to teach, encourage, and support students, teachers, and families. 5) Loving Heart- to care for and love all students. 6) Helping Hands to greet, guide, comfort, and play with students. 7) Busy Feet- to move quickly around the school to help students, caregivers, and teachers. Students will complete a My School Counselor Helps Me handout (copyrighted) where they will write and draw one way their school counselor can help them this school year. We will end our lesson with a fun game of "Hot Potato" where students will pass the ball in a circle and when the music stops they will share one thing they learned about Ms. Bailey.
2: School Counselor Role Review: Ms. Bailey will review her role and the services provided through the KTES School Counseling Program (classroom lessons, small group counseling, and individual counseling). She explains how to reach out to her if support is needed with big feelings or problems (ask their teacher, ask their parent to call/email, or write a note and put in the school counselor mailbox). Students will play a School Counselor Bingo Review Game (copyrighted). Example of some Bingo Items include: runs small groups, teaches lessons, helps everyone, emotion regulation, helps resolve conflict, etc.
ASCA Mindset: M 1. Belief in development of whole self, including a healthy balance of mental/ emotional and physical well-being.
ASCA Behaviors: B-SS 2. Positive relationships with adults that support success; B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary.
3: Mrs. Layne reviews her role and the services provided through the KTES School Counseling Program (classroom lessons, small group counseling, and individual counseling). She explains how to reach out to her if support is needed with big feelings or problems that are a distraction to learning (ask teacher or parent to email Mrs. Layne or students can put a note in her mailbox). Students answer True or False questions to explore the role of the school counselor. Students complete a Get to Know Me handout.
4: Mrs. Layne reviews her role and the services provided through the KTES School Counseling Program (classroom lessons, small group counseling, and individual counseling). She explains how to reach out to her if support is needed with big feelings or problems that are a distraction to learning (ask teacher or parent to email Mrs. Layne or students can put a note in her mailbox). Students complete a #IntroducingMe handout (copyrighted).
5: School Counselor Role Review: Mrs. Layne reviews her role and the services provided through the KTES School Counseling Program (classroom lessons, small group counseling, and individual counseling). She explains how to reach out to her if support is needed with big feelings or problems that are a distraction to learning (ask teacher or parent to email Mrs. Layne or students can put a note in her mailbox). Students complete a small group activity with laminated S'mores pieces (copyrighted) to indicate what a school counselor does and does not do as part of their job.
ASCA Mindset: M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.
ASCA Behaviors: B-SMS 1. Responsibility for self and actions.
K: Lesson 1: Ms. Bailey teaches emotion identification of the following feelings: happiness, sadness, love, anger, worry, confidence, and peaceful. To better help students understand how to identify their feelings, Ms. Bailey helps students become "feeling detectives." Feeling detectives know how to spot and name feelings. Students will use their feeling detective skills to spot and name the feelings on the "moody monitor" (pictures of kids displaying different feelings). Students will then complete My Scribble Spot worksheet (copyrighted) where they will create a spot of feeling that matches how they feel today and complete the following sentence: I feel ______________today. Videos used during the lesson: Scribble Spot Song and Scribble Academy.
Lesson 2: Ms. Bailey teaches emotion communication through helping students identify how they would feel in different sceaniors. For example: I feel ________when I cannot find something, I feel ______ when I draw, I feel _____when I learn something new, etc. Students will learn that they have different feelings than others in the same situation. For example, Johnny feels calm when he draws because he likes being creative and Skylar feels frustrated when she draws because she does not like that activity. Students will learn that when they have a big feeling they can communicate that feeling with others. This helps others know what they are feeling and how they can help! Students will practice modeling the I feel ____ when_____ strategy. Videos used in lesson: How Are You Feeling and I-message.
1: Lesson 1: Ms. Bailey teaches emotion identification of the following feelings: happiness, sadness, love, anger, worry, confidence, and peaceful. To better help students understand how to identify their feelings, Ms. Bailey helps students become "feeling detectives." Feeling detectives know how to spot and name feelings. Students will use their feeling detective skills to spot and name the feelings on the "moody monitor" (pictures of kids displaying different feelings). Students will then complete My Scribble Spot worksheet (copyrighted) where they will create a spot of feeling that matches how they feel today and complete the following sentence: I feel ______________today. Videos used during the lesson: Scribble Spot Song and Scribble Academy.
Lesson 2: Ms. Bailey teaches emotion communication through helping students identify how they would feel in different sceaniors. For example: I feel ________when I cannot find something, I feel ______ when I draw, I feel _____when I learn something new, etc. Students will learn that they have different feelings than others in the same situation. For example, Johnny feels calm when he draws because he likes being creative and Skylar feels frustrated when she draws because she does not like that activity. Students will learn that when they have a big feeling they can communicate that feeling with others. This helps others know what they are feeling and how they can help! Students will complete IFeelWhen Worksheet (copyrighted). Students will select a feeling, draw a picture of that spot of feeling, and complete the following sentence I feel ____ when ___. Video used in lesson: How Are You Feeling.
ASCA Mindset: M 1. Belief in development of whole self, including a healthy balance of mental, social/ emotional and physical well-being.
ASCA Behaviors: B-SMS 6. Ability to identify and overcome barriers; B-SMS 7. Effective coping skills.
2: Students will learn about big feelings and how coping skills can help. Ms. Bailey introduces 4 types of coping skills 1) Relaxation 2) Positive Self-Talk 3) Distraction 4) Problem Solving. Students will participate in "Four Corners" where Ms. Bailey will read a scenario and students will decide what they would do to help themselves feel better in the situation. Corner A: Relax My Body and Brain/Corner B: Use Positive Self-Talk/Corner C: Be a Problem Solver/Corner D: Distract Myself. For continued practice, students will partner up and play "Ask & Switch" where they will take turns sharing and listening to how students would cope in a given scenario. Example: How would you cope if... you were really sad because your best friend was not at school today. If time allows, students will complete their own coping skill scenario worksheet (copyrighted). On the worksheet, students circle a scenario, write a brief story, circle how the character would feel, and which coping skill they would use.
ASCA Mindset: M 1. Belief in development of whole self, including a healthy balance of mental, social/ emotional and physical well-being.
ASCA Behaviors: B-SMS 6. Ability to identify and overcome barriers; B-SMS 7. Effective coping skills.
3: Mrs. Layne teaches self care concepts including taking care of physical health, mental/emotional health, and social health. Coping tools to manage stress and other uncomfortable feelings are discussed including exercise/sports, talking with an adult that you trust, taking deep breaths, and doing an activity that you enjoy. Students view and discuss a read aloud of The Good Egg by Jory Jon. Students identify coping tools that the Good Egg uses in the story. Students complete a Coping Tool Box handout. Students receive a copy of a Coping Tools Poster (copyrighted) on the flipside of their Coping Tool Box handout.
4: Mrs. Layne reviews self care concepts including taking care of physical health, mental/emotional health, and social health. Coping tools to manage stress and other uncomfortable feelings are discussed including exercise/sports, talking with an adult that you trust, taking deep breaths, and doing an activity that you enjoy. What happens in the brain when emotions become big and overwhelming as well as strategies to calm down when that happens are discussed. Students view and discuss this video: Why We Lose Control of Our Emotions. Students complete a Comic Strip handout.
5: Mrs. Layne reviews self care concepts including taking care of physical health, mental/emotional health, and social health. Coping tools to manage stress and other uncomfortable feelings are discussed including exercise/sports, talking with an adult that you trust, taking deep breaths, and doing an activity that you enjoy. Students identify common stressors for 5th graders and discuss and practice nine strategies for coping with stress including organization, positive self talk, exercise, journal, connect with others, rest, listen to music, get artsy, and laugh. Students complete a Coping with Stress handout.
K: Lesson 1:Ms. Bailey teaches students how to be Problem Solving Detectives. Problem Solving Detectives know how to spot big problems and small problems. Big problems are unsafe and can be dangerous. We need to ask an adult for help to solve them. Small problems are no big deal! They can make us feel a little sad, mad, or disappointed. Small problems happen all the time and I can solve them by myself! Ms. Bailey will read a story called Big Problems and Little Problems by Ben Feller. A story about how a father and son learn how to problem solve daily challenges that pop up in their day. Students will use their problem solving detective skills to spot big and small problems in provided scenarios. Examples include: a student cuts you in line, someone is playing to rough at recess, etc.
Lesson 2: Ms. Bailey reviews Big Problems and Small Problems and how to spot the size of the problem. Students will watch We'll Solve The Problem Ourselves Video. Ms. Bailey will explain 3 steps to solving Small Problems Independently: 1) Stop to think. 2) Think how to solve it. 3) Choose a safe and smart action. Students will practice their problem solving skills by answering the question "what should I do" in a series of problem examples. Some examples include: "Sunny was working when her pencil tip broke. She needs a pencil to finish her work: what should she do?" and "Ben isn't sure what he is supposed to be doing in class: what should he do?" After whole class practice, students will play a game called "What should they do." Ms. Bailey will read an example of a problem and the student who presses the buzzer the fastest will answer with a problem solving strategy!
1: Lesson 1:Ms. Bailey teaches students how to be Problem Solving Detectives. Problem Solving Detectives know how to spot big problems and small problems. Big problems are unsafe and can be dangerous. We need to ask an adult for help to solve them. Small problems are no big deal! They can make us feel a little sad, mad, or disappointed. Small problems happen all the time and I can solve them by myself! Ms. Bailey will read a story called Big Problems and Little Problems by Ben Feller. A story about how a father and son learn how to problem solve daily challenges that pop up in their day. Students will use their problem solving detective skills to spot big and small problems in provided scenarios. Examples include: a student cuts you in line, someone is playing to rough at recess, etc.
Lesson 2: Ms. Bailey reviews Big Problems and Small Problems and how to spot the size of the problem. Students will watch We'll Solve The Problem Ourselves Video. Ms. Bailey will explain 3 steps to solving Small Problems Independently: 1) Stop to think. 2) Think how to solve it. 3) Choose a safe and smart action. Students will practice their problem solving skills by answering the question "what should I do" in a series of problem examples. Some examples include: "Sunny was working when her pencil tip broke. She needs a pencil to finish her work: what should she do?" and "Ben isn't sure what he is supposed to be doing in class: what should he do?" After whole class practice, students will play a game called "What should they do." Ms. Bailey will read an example of a problem and the student who presses the buzzer the fastest will answer with a problem solving strategy!
2: Ms. Bailey teaches students how to be Problem Solving Detectives. Problem Solving Detectives know how to spot big problems and small problems. Big problems are unsafe and can be dangerous. We need to ask an adult for help to solve them. Small problems are no big deal! They can makes us feel a little sad, mad, or disappointed. Small problems happen all the time, and I can solve them all by myself! Ms. Bailey will explain the 3 steps to solving small problems independently: 1) Stop to think. 2) Think how to solve it. 3) Choose a safe and smart action. Students will practice their problem solving skills by answering the question "what should I do" in a series of problem solving examples. After whole class practice, students will play a game called "What should they do." Ms. Bailey will read an example of a problem and the student who presses the buzzer the fastest will answer with a problem solving strategy!
ASCA Mindset: M 1. Belief in development of whole self, including a healthy balance of mental, social/ emotional and physical well-being.
ASCA Behaviors: B-SMS 6. Ability to identify and overcome barriers; B-SMS 7. Effective coping skills.
3: Mrs. Layne teaches about the brain using a hand model to represent where parts of the brain are located and what each part does ("PFC" prefrontal cortex (wise owl - thinking/problem solving), hippocampus (filing cabinet - stores memories), and amygdala (guard dog - senses danger/big feelings). Mrs. Layne explains the concept of fight, flight, or freeze and how mindfulness (paying attention, on purpose, to what is happening right now) can be a calming strategy that can help keep the PFC/logical thinking part of our brain active so we can make smart and safe choices. Students view and discuss a video clip Thought Bubbles. Students complete a Color by Coping Skill handout (copyrighted).
4: Mrs. Layne reviews self care concepts including taking care of physical health, mental/emotional health, and social health. Mrs. Layne explains how mindfulness (paying attention, on purpose, to what is happening right now) can be a calming strategy. The class practices a grounding strategy (using our senses to connect with the world around us - sight, sound, touch, smell, and taste) and practices mindfulness with a video clip Guided Mindfulness Practice. Students complete a "cup of peace" handout (copyrighted) to identify things that bring feelings of peace.
5: Mrs. Layne reviews self care concepts including taking care of physical health, mental/emotional health, and social health. Mrs. Layne explains how mindfulness (paying attention, on purpose, to what is happening right now) can be a calming strategy. The class practices mindfulness with a video clip Everyday Mindfulness. Students complete either a Color by Coping Skill handout (copyrighted) or practice Mindfulness Break Breathing Activities via a Google Slideshow (Copyrighted).
November
ASCA Mindset: M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment.
ASCA Behaviors: B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them. B-SS 4. Empathy.
3: Appreciating Diversity: Mrs. Layne explains that appreciating diversity means appreciating our differences and accepting, respecting, supporting, and including others who may be different than them. It also means accepting and respecting our unique selves. She discusses the importance of using kind words and actions, even when teachers and other grown ups are not nearby. Students read and discuss the book, The Circles All Around Us by Brad Montague. Students discuss "Why is it important to include those who are different from us in their circles?” and “What can we do each day to create little ripples of love and care for others?” Students complete a Circles All Around Us handout (copyrighted) to show how they can be caring in each of their circles (myself, immediate family, extended family, friends, and community).
4: Appreciating Diversity: Mrs. Layne explains that appreciating diversity means appreciating our differences and accepting, respecting, supporting, and including others who may be different from them. It also means accepting and respecting our unique selves. She discusses the importance of using kind words and actions, even when teachers and other grown ups are not nearby. Students read and discuss the book, The Circles All Around Us by Brad Montague. Students discuss "Why is it important to include those who are different from us in their circles?” and “What can we do each day to create little ripples of love and care for others?” Students complete a Circles All Around Us handout (copyrighted) to show how they can be caring in each of their circles (myself, immediate family, extended family, friends, and community).
5: Appreciating Diversity: Mrs. Layne explains that appreciating diversity means appreciating our differences and accepting, respecting, supporting, and including others who may be different than them. It also means accepting and respecting our unique selves. She discusses the importance of using kind words and actions, even when teachers and other grown ups are not nearby. Students read and discuss the book, The Circles All Around Us by Brad Montague. Students discuss "Why is it important to include those who are different from us in their circles?” and “What can we do each day to create little ripples of love and care for others?” Students complete a Circles All Around Us handout (copyrighted) to show how they can be caring in each of their circles (myself, immediate family, extended family, friends, and community).
December
ASCA Mindset: M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.
ASCA Behaviors: B-SMS 9. Personal safety skills; B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary.
K: Personal Safety: Ms. Bailey discuss the importance of keeping yourself safe, including what to do if someone should ever touch you in a way that is inappropriate or makes you feel uncomfortable. She reviews safe and unsafe touches, and reminds students that they can and should say "No" to unsafe touches. She explains the "Touching Rule" which is that no one should ever touch your private parts (parts covered by your bathing suit) unless they are helping you to stay healthy. She explains that if someone breaks the touching rule, that is considered to be an unsafe touch and that you should never keep that a secret-even if someone tells you to. The only exception to the no touching/looking rule is a doctor trying to keep us healthy and parents helping us stay healthy and clean. Students listen to My Body Belongs To Me. Students then learn and sing a safety song to help students remember what to do if someone was to break the no touching rule.: " My body is my body and it belongs to me. No one can touch it no one but me. If they try, I'm gonna yell STOP! And run and run as fast as I can and tell and tell again and AGAIN!" If time allows, students will listen and sing along to the song: It's a Boundary.
1: Personal Safety: Ms. Bailey discuss the importance of keeping yourself safe, including what to do if someone should ever touch you in a way that is inappropriate or makes you feel uncomfortable. She reviews safe and unsafe touches, and reminds students that they can and should say "No" to unsafe touches. She explains the "Touching Rule" which is that no one should ever touch your private parts (parts covered by your bathing suit) unless they are helping you to stay healthy. She explains that if someone breaks the touching rule, that is considered to be an unsafe touch and that you should never keep that a secret-even if someone tells you to. The only exception to the no touching/looking rule is a doctor trying to keep us healthy and parents helping us stay healthy and clean. Students listen to My Body Belongs To Me. Students then learn and sing a safety song to help students remember what to do if someone was to break the no touching rule.: "My body is my body and it belongs to me. No one can touch it no one but me. If they try, I'm gonna yell STOP! And run and run as fast as I can and tell and tell again and AGAIN!" If time allows, students will listen and sing along to the song: It's a Boundary.
2: Personal Safety: Ms. Bailey discuss the importance of keeping yourself safe, including what to do if someone should ever touch you in a way that is inappropriate or makes you feel uncomfortable. She reviews safe and unsafe touches, and reminds students that they can and should say "No" to unsafe touches. She explains the "Touching Rule" which is that no one should ever touch your private parts (parts covered by your bathing suit) unless they are helping you to stay healthy. She explains that if someone breaks the touching rule, that is considered to be an unsafe touch and that you should never keep that a secret-even if someone tells you to. The only exception to the no touching/looking rule is a doctor trying to keep us healthy and parents helping us stay healthy and clean. Students read and discuss From My Head To My Toes I Say What Goes. Students then learn and sing a safety song to help students remember what to do if someone was to break the no touching rule.: "My body is my body and it belongs to me. No one can touch it no one but me. If they try, I'm gonna yell STOP! And run and run as fast as I can and tell and tell again and AGAIN!" If time allows, students will listen and sing along to the song: It's a Boundary.
3: Personal Safety: Mrs. Layne discusses the importance of keeping yourself safe, including what to do if someone should ever touch you in a way that is inappropriate or makes you feel uncomfortable. She reviews safe and unsafe touches, and friends students that they can and should say "No” to unsafe touches. She explains the “Touching Rule” which is that no one should ever touch your private parts (parts covered by your bathing suit) unless they are helping you to stay healthy. She explains that if someone breaks the touching rule, that is considered to be an unsafe touch and that you should never keep that a secret – even if someone tells you to. Students read and discuss the book Some Secrets Should Never Be Kept by Janeen Sanders. This story helps students recognize the differences between safe secrets and unsafe secrets and what they can do if someone ever asks them to keep an unsafe secret. Students then read and discuss Sticky Situations (copyrighted) as a whole class activity and identify if the choice or decision made in the situation is safe or unsafe. Sticky situations which are situations that can be a little bit dangerous or unsafe, but where it’s not super clear or obvious what to do. Students complete a Trusted Adult Handout (copyrighted) to identify four adults then can talk to if they find themselves in a sticky situation. Students listen and sing along to the song It’s a Boundary.
4: Personal Safety: Mrs. Layne discusses the importance of keeping yourself safe, including what to do if someone should ever touch you in a way that is inappropriate or makes you feel uncomfortable. She reviews safe and unsafe touches, and friends students that they can and should say "No” to unsafe touches. She explains the “Touching Rule” which is that no one should ever touch your private parts (parts covered by your bathing suit) unless they are helping you to stay healthy. She explains that if someone breaks the touching rule, that is considered to be an unsafe touch and that you should never keep that a secret – even if someone tells you to. Students read and discuss the book Not in Room 204 by Shannon Riggs. This story helps students recognize the differences between safe secrets and unsafe secrets and what they can do if someone ever asks them to keep an unsafe secret. Mrs. Layne reviews the concept of sticky situations which are situations that can be a little bit dangerous or unsafe, but where it’s not super clear or obvious what to do. Students complete a Trusted Adult Handout (copyrighted) to identify four adults then can talk to if they find themselves in a sticky situation. Students listen and sing along to the song It’s a Boundary.
5: Personal Safety: Mrs. Layne discusses the importance of keeping yourself safe, including what to do if someone should ever touch you in a way that is inappropriate or makes you feel uncomfortable. She reviews safe and unsafe touches, and friends students that they can and should say "No” to unsafe touches. She explains the “Touching Rule” which is that no one should ever touch your private parts (parts covered by your bathing suit) unless they are helping you to stay healthy. She explains that if someone breaks the touching rule, that is considered to be an unsafe touch and that you should never keep that a secret – even if someone tells you to. Students read and discuss the book The Kid Trapper by Julia Cook. This story helped students learn to identify tricks that a person might use to keep a kid from telling an unsafe secret. These tricks are referred to as “grooming”. Students learn how to recognize these tricks, trust their “gut” feeling, and to get help by telling a trusted adult. Students then read and discuss Sticky Situations (copyrighted) as a whole class activity and identify if the choice or decision made in the situation is safe or unsafe. Students complete a Trusted Adult Handout (copyrighted) to identify four adults then can talk to if they find themselves in a sticky situation. Students listen and sing along to the song It’s a Boundary.
January
ASCA Mindsets: M 4. Self-confidence in ability to succeed; M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.
ASCA Behaviors: B-LS 4. Self-motivation and self-direction for learning; B-SMS 5. Perseverance to achieve long- and short-term goals.
K: Growth Mindset:
1: Growth Mindset:
2: Growth Mindset:
3: Positive Self-Talk: Mrs. Layne discusses the importance of using positive self-talk or listening to your "inner coach" (speaking to yourself as you would to a friend or someone you care about). She explains that negative self talk or listening to your "inner critic" as speaking to yourself in a way that is unhelpful or hurtful. She explains how the way we think impacts the way we feel, and the way we feel impacts how we act. Students read and discuss the book The Positive Ninja by Mary Nhin. Students complete digital activities on Positive Self Talk (copyrighted).
4: Growth Mindset: Mrs. Layne discusses the importance Growth Mindset (believing that your brain can grow and you can learn many new things). She explains that a fixed mindset is quite the opposite - believing that you cannot learn new things. Growth mindset is the thought process that allows students to embrace difficulty, challenges, and their own errors and mistakes which helps them persevere. Students view and discuss a brief video about growth mindset. Mrs. Layne explains there are things to do instead of giving up when learning gets hard such as taking deep breaths, trying different strategies, taking a break, looking back at notes, asking for help, etc. Students read and discuss A Little Spot of Optimism. Students create a Growth Mindset Plan (copyrighted).
5: Growth Mindset: Mrs. Layne discusses the importance Growth Mindset (believing that your brain can grow and you can learn many new things). She explains that a fixed mindset is quite the opposite - believing that you cannot learn new things. Growth mindset is the thought process that allows students to embrace difficulty, challenges, and their own errors and mistakes which helps them persevere. Students view and discuss a brief video about growth mindset. Students work small groups to individually and collaboratively answer questions about growth mindset (copyrighted) then share their group summary with the class.
February
ASCA Mindset: M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment.
ASCA Behaviors: B-SS 2. Positive, respectful and supportive relationships with students who are similar and different from me; B-SS 5. Ethical decision-making and social responsibility; B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary.
K: Bullying Prevention:
1: Bullying Prevention:
2: Bullying Prevention:
3: Bullying Prevention: Mrs. Layne discusses bullying prevention. She explains bullying with the acronym M.O.O. (Mean, On purpose, Over & over again). She discusses the difference between Mean Moments (once or twice, on purpose, hurtful, one-sided), Conflict (occasionally, on purpose, hurtful, both parties involved), and Bullying (repeatedly, on purpose, hurtful, one-sided) because not every mean behavior that's mean is actually bullying. She discusses the four types of bullying including physical, verbal, social, and cyber bullying. While students can often handle mean moments or conflicts on their own using problem solving strategies, she encourages students to report bullying and/or physical incidents to the grown up in charge right away. The students read and complete a book review on one of these three books by Erin Frankel: Weird, Dare, or Tough.
4: Bullying Prevention: Mrs. Layne discusses bullying prevention. She explains bullying with the acronym M.O.O. (Mean, On purpose, Over & over again). She discusses the difference between Mean Moments (once or twice, on purpose, hurtful, one-sided), Conflict (occasionally, on purpose, hurtful, both parties involved), and Bullying (repeatedly, on purpose, hurtful, one-sided) because not every mean behavior that's mean is actually bullying. She discusses the four types of bullying including physical, verbal, social, and cyber bullying. While students can often handle mean moments or conflicts on their own using problem solving strategies, she encourages students to report bullying and/or physical incidents to the grown up in charge right away. The students read and discuss the book Nobody by Erin Frankel and students complete an "Interesting Jar" handout illustrating what makes them unique and interesting.
5: Bullying Prevention: Mrs. Layne discusses bullying prevention. She explains bullying with the acronym M.O.O. (Mean, On purpose, Over & over again). She discusses the difference between Mean Moments (once or twice, on purpose, hurtful, one-sided), Conflict (occasionally, on purpose, hurtful, both parties involved), and Bullying (repeatedly, on purpose, hurtful, one-sided) because not every mean behavior that's mean is actually bullying. She discusses the four types of bullying including physical, verbal, social, and cyber bullying. While students can often handle mean moments or conflicts on their own using problem solving strategies, she encourages students to report bullying and/or physical incidents to the grown up in charge right away. The students read and discuss the book Good-bye Bully Machine by Debbie Fox and students complete a handout (pg 13) with a fill in the blank paragraph and illustration about the bully machine analogy.
March
ASCA Mindset: M 6. Understanding that post secondary education and life-long learning are necessary for long-term career success.
ASCA Behaviors: B-LS 7. Long- and short-term academic, career and social/emotional goals; B-SMS 5. Perseverance to achieve long- and short-term goals.
K: Career Awareness & Exploration:
Lesson 1: Ms. Bailey discuss career exploration. Ms. Bailey reads "When I Grow Up." by Al Yankovic. Students play would you rather where they pick which career they would rather do out of a variety of options. Students play "What career drives that vehicle." In this game they have to work together with their table groups to identify which career drives the special vehicles shown.
Lesson 2: Students received an outline of a person, and they had to decorate the person to match what they want to be when they grow up. After the activity, students got to share their creation with the class and we guessed their future career based on clues they drew.
1: Career Awareness & Exploration:
Lesson 1: Ms. Bailey discuss career exploration. Ms. Bailey reads "When I Grow Up." by Al Yankovic. Students play would you rather where they pick which career they would rather do out of a variety of options. Students play "What career drives that vehicle." In this game they have to work together with their table groups to identify which career drives the special vehicles shown.
Lesson 2: Students received an outline of a person, and they had to decorate the person to match what they want to be when they grow up. After the activity, students got to share their creation with the class and we guessed their future career based on clues they drew.
2: Career Awareness & Exploration: Ms. Bailey discusses career exploration and how skills they are using right now in 2nd grade are helping them train for their future vocation. Students visit Career Town: www.vaview.net/k5/ and get to explore a variety of careers where they will have to use their skills to complete the necessary tasks required in that careers. These skills include but are not limited to money math, reading, writing, typing, organization, problem solving, art, and more! At the end of the lesson, students shard what careers they enjoyed the most and how what they are learning in 2nd grade can help them in a future career.
3: Career Awareness & Exploration: Mrs. Layne discusses careers and how people determine what career is right for them. There is a class discussion about how your interests, values, and skills play a role in narrowing down career options. Students use their Chromebooks to independently explore Career Exploration Books & Videos. The books and videos are about a variety of careers to promote awareness and allow students to make connections with their own interests, values, and skills.
4: Career Awareness & Exploration: Mrs. Layne discusses careers and how people determine what career is right for them. Students share their ideas for future career options. Mrs. Layne shares a story about person who was very determined to become a veterinarian since he was a young child, however, he did not do any research about his career path or consider any other options nor did he put effort into academics over the years. The class discusses how this person could have done things differently in career planning to ensure he was on a successful career path. Students explore their interests, skills, and passions on a handout (copyrighted).
5: Career Awareness & Exploration: Mrs. Layne discusses careers and how people determine what career is right for them. She explains the Holland Code developed by Dr. John Holland which arranges careers and jobs into six categories (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional). Students use their Chromebooks to complete the Career Interest Profiler to discover their Holland Code. Students explore careers that align with their interest inventory results and record their findings on a handout.
April
ASCA Mindset: M 4. Self-confidence in ability to succeed; M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.
ASCA Behaviors: B-LS 3. Time-management, organization, and study skills; B-LS 6. High-quality standards for tasks and activities.
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3: Test Anxiety and Preparation: Mrs. Layne discusses coping with test anxiety. Test anxiety is a type of performance anxiety. It is a feeling someone might have in a situation where performance really counts or when the pressure's on to do well. She discusses things students can do the night before, the morning of, and during a test to feel confident and do well. Students read and discuss the book The Anti-Test Anxiety Society by Julia Cook and discussed 12 strategies and the importance of a "can do" mindset. Students use their Chromebooks to independently complete digital activities (copyrighted) based on the book.
4: Test Anxiety and Preparation: Mrs. Layne discusses coping with test anxiety. Test anxiety is a type of performance anxiety. It is a feeling someone might have in a situation where performance really counts or when the pressure's on to do well. She discusses things students can do the night before, the morning of, and during a test to feel confident and do well. They have a camp themed discussion about how to make test worries "bug off". Students complete an activity (copyrighted) making paper sleeping bag with descriptions and illustrations of the strategies.
5: Test Anxiety and Preparation: Mrs. Layne discusses coping with test anxiety. Test anxiety is a type of performance anxiety. It is a feeling someone might have in a situation where performance really counts or when the pressure's on to do well. She discusses things students can do the night before, the morning of, and during a test to feel confident and do well. They have a "Donut Stress about Tests" themed discussion. Students decorate a "box of donuts" handout (copyrighted) with positive statements they can say to themselves on test days. The statements can help students feel comfortable and confident when taking tests.
May
ASCA Mindset: M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.
ASCA Behaviors: B-LS 2. Creative approach to learning tasks and problem solving; B-SS 4. Empathy; B-SS 5. Ethical decision-making and social responsibility.
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5: Middle School Transition & End of Year Review: Mrs. Layne discusses middle school transition. Students have the opportunity to express how they feel about the upcoming transition and ask questions about middle school in an anonymous way. A class discussion is had about the differences between elementary and middle school including the opportunity to make new friends, more homework, a larger school building, a schedule to follow, more club opportunities, and more food options in the cafeteria . Tips for middle school success are shared and discussed including staying organized, joining clubs and activities, and asking for help as needed. Students complete a digital activity (copyrighted) that allows them to share their feedback on the KTES school counseling program, complete middle school transition activities, and explore the website for their middle school.