Love for the Elementary Counselor

Not only is this a great lesson to wrap up the year and allows time for end of year classroom discussions, but the teacher report cards also doubles as a gift from the students to their homeroom teacher. So many teachers thanked me for having the students fill those out and so many laughs came from the sweet and silly comments the students had for their teacher.

Lesson Title: End of Year Wrap Up Lesson Plan

Grade(s): K-5

ASCA Standards:

PS:A1.10 Identify personal strengths and assets

PS:A1.4 Understand change is a part of growth

Learning Objectives:

• Students will be able to identify strengths in themselves and their teachers

Materials:

• 2 handouts per student

Lesson:
Begin by asking students what their favorite lessons in guidance were, what they liked about school, their favorite subjects, what was difficult, what their friendships taught them, etc. Provide a wrap up/summary of what students learned this year. Include the special things you have learned about students and their class. Describe things that the students may have taught you. Explore how change (going to another grade level) is an exciting and important step to growing as a person. Consider exploring the differences they may experience when they go into the next grade level (more independence, responsibility, etc.). Next, explain that you are going to provide students two handouts. One is a student reflection that allows students to consider the highlights of their year and reflect on their time in their current grade level. K-1 can color this worksheet. Next, explain that just like teachers make report cards for students, we are also going to make report cards for our teachers! We want to make teachers feel special and loved, just like they have made us feel. Handout out the 2 handouts to each student and allow them to complete them. You can collect the teacher report cards to give to the teachers at the end of class or on the last day of school.

The two free handouts can be found here:

Self Reflection: https://www.teacherspayteachers.com/Product/Student-Reflections-Page-Great-for-Report-Card-time-1460065

Teacher Report Card: https://www.teacherspayteachers.com/Product/Teacher-Report-Card-4417584

ASCA Standards:

• A:A1.5 Identify attitudes and behaviors that lead to successful learning
• PS:A1.6 Distinguish between appropriate and inappropriate behavior
• PS:A1.8 Understand the need for self-control and how to practice it

Learning Objectives:

• Students will understand the importance of self-control
• Students can show self-control and refrain from blurting

Materials:

• My Mouth is a Volcano book by Julia Cook OR technology to present the book’s read aloud: https://www.youtube.com/watch?v=9KeIS4z5IoE

Lesson:

Begin by exploring the definition of self-control and why it is important. Do this by asking students if they know what self-control is. Call on a few students, but when they share their ideas loudly interrupt them. Loudly announce that you are thirsty and need water or that you are tired and need to stretch (again, be loud and obnoxious). Students, I may have just been acting very silly. You may have never seen me act like this, but have you seen anyone act this way before? Maybe in your class? I know I have seen people act this way before! Sometimes self-control is difficult, but it’s so important! Self-control is remaining in control of your body (this includes the sounds you make, words you say, and what your body is doing). Self-control can even mean keeping control of your mind and focusing on the topic at hand. When are some of the times we are expected to use self-control and give me an example?

• During class time at school (not blurting, raising hand to talk or to ask for help, waiting to use the bathroom or get out of my seat until I have permission)
• In the car (remaining in my seatbelt)
• During sports (doing what I am supposed to do without getting distracted)
• In the hallway (walking straight and quiet with my class)
• On the playground (playing safely/appropriately, staying in the area I’m supposed to be in, being kind to others)
• On the bus (remaining seated, following the rules, being kind and respectful no matter what)

Great examples! Why do you think it is important that we use self-control?

• So it’s not too loud or wild
• To keep everyone safe
• So that everyone can learn
• So everyone gets a turn
• So that you’re doing the right thing
• To keep your friends and teacher happy

Thank you for sharing your ideas! Let’s read the book called My Mouth is a Volcano by Julia Cook so that we can see what happens when we don’t use self-control and we will learn some strategies to help us use self-control!

Read the book My Mouth is a Volcano by Julia Cook or use this free read aloud: https://www.youtube.com/watch?v=9KeIS4z5IoE

Explore strategies to use self-control. One strategy that they used in the book was to bite down hard whenever your words want to come out during a time that it would be blurting/interrupting. Then breath all of your words out and let them just float outside of your body, waiting until it is time for you to talk. Then you can breath them all back in when you are ready to use them! Let’s all practice this…

Great job! Now I want each of you to turn to the person closest to you to be your partner. The partner with the shortest hair goes first. The first partner is going to share a story about their favorite family vacation. The second partner is going to listen to their partner’s story. They will also use self-control by keeping their mouths quiet, body still, keeping eye contact with their partner, facing their partner, and thinking of three questions that they can ask their partner once they are finished with their story. Once you’re finished, you may switch.

Here are several free activities you may utilize from TPT to accompany this lesson. Consider using a different worksheet depending on grade level.

https://www.teacherspayteachers.com/Product/My-Mouth-is-a-Volcano-Interrupting-Lesson-Character-Education-572732

https://www.teacherspayteachers.com/Product/My-Mouth-Is-A-Volcano-Activities-4080428

https://www.teacherspayteachers.com/Product/My-Mouth-is-a-Volcano-Activity-1805669

https://www.teacherspayteachers.com/Product/My-Mouth-is-a-Volcano-Writing-4296215

https://www.teacherspayteachers.com/Product/My-Mouth-is-a-Volcano-Resources-3411849

Lesson Title: The Jelly Donut Difference – Kindness

Grade(s): K-5

ASCA Standards:

• PS:A1.2 Identify values, attitudes and beliefs
• PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences
• PS:A1.9 Demonstrate cooperative behavior in groups

Learning Objectives:

• Students will understand the importance of kindness in their family and community
• Students will be able to describe at least three ways that they can be kind to others

Materials:

• The Jelly Donut Difference by Maria Dismondy
• Printouts from https://www.teacherspayteachers.com/Product/Sprinkle-Kindness-Donut-a-FREE-character-building-craftivity-3184528

Lesson:

Begin by explaining what an act of kindness is. Ask your students to predict as a small group how they think a jelly donut can make a difference.

Read The Jelly Donut Difference book.

Discussion:

• How do you think Ms. Marvis feels having her family live far away?
• How did the mama and papa show kindness?
• How did Leah and Dexter show kindness? How can you show kindness to your neighbors?

Use the following Teachers Pay Teachers activity to make donuts and to discuss kindness.

https://www.teacherspayteachers.com/Product/Sprinkle-Kindness-Donut-a-FREE-character-building-craftivity-3184528

Your students will love being silly as they act out different conflict management skills with their classmates! They love turning the wheel to discover the different conflict management strategies and will definitely use them later on in life. Even my 5th graders enjoyed this activity as they could compete with other tables to guess the most conflict resolution strategies before the other tables.

Lesson Title: Conflict Resolution

Grade(s): K-5

ASCA Standards:

• A:A3.1 Take responsibility for their actions
• PS:A1.8 Understand the need for self-control and how to practice it
• PS:A1.9 Demonstrate cooperative behavior in groups
• PS:A2.2 Respect alternative points of view
• PS:A2.6 Use effective communications skills
• PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior
• PS:A2.8 Learn how to make and keep friend
• PS:B1.3 Identify alternative solutions to a problem
• PS:B1.4 Develop effective coping skills for dealing with problems
• PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions
• PS:B1.6 Know how to apply conflict resolution skills

Learning Objectives:

• Students will be able to identify at least 3 conflict resolution skills and how to use them.
• Students will be able to identify why conflict resolution skills are important
• Students will know how to identify mistakes from poorly managing conflict and how to fix/apologize for them.

Materials:

• Paper plates (6-10)
• Paper fasteners (3-5)
• White board

Lesson:

• Start by reading the following story (Conflict Resolution: Positive Actions):

Chelsea and Kyle both wanted to hold Freddy, the frog who lived in a terrarium in the corner of the classroom. But only one student was allowed to hold Freddy at a time.

Chelsea said, “Let’s play rock, paper, scissors to see who can hold Freddy first.”

“Good idea,” said Kyle.

They played the game and Chelsea won. She picked up Freddy. Kyle felt frustrated. He wanted to hold Freddy right now. But he knew he lost the game fair and square, so he would have to wait.

He thought, I can be mad, but that doesn’t feel good. Instead, while I wait, I can find something else to do. Maybe I can draw a picture of Freddy, talk to Chelsea about Freddy while she holds him, read a book until it’s my turn, or ask if I can hold Ronald, the class rabbit.

Discussion:

• How did Chelsea and Kyle decide who should go first?
• Did they decide in a fair way?
• When you are mad, what does that feel like?
• Why does it feel good to be fair?
• How did Kyle feel when he had to wait?
• How did he manage his feelings?

Address the importance of solving problems in a positive, calm manner. For example, if the kids in the example above didn’t handle that situation well, the frog may have been hurt in the conflict! When we grow up we have to learn how to handle conflict with our bosses well, or we might be fired. We have to handle conflict with our friends well or we may never have many friendships. Explore with students some other ideas of what we should do when we have a conflict:

• Rock Paper Scissors
• Eeny-meeny miney moe
• Evens & odds (shoot)
• Traffic light
  • Draw a traffic light on the white board with the three circles stating “STOP”, “THINK”, “SPEAK”. “What might this look like when trying to deal with a conflict? When you’re mad, maybe you can stop and pretend you’re a traffic light and imagine the light switching to different colors as you complete each task – stop, then think, then speak.”
• Counting backwards
• Taking big breaths
• Feeling like an ice cube
  • Freeze, then slowly relax/melt each part of your body and mind
• Using words instead of hands (I-messages: “I feel frustrated when I am interrupted” instead of “you are rude”)

Explain that no one is perfect, so sometimes we do struggle with conflict. If a conflict occurred that ended badly or wasn’t managed, this is how we might try to fix it. Copy the bolded text below on the board and explain that if we practice thinking this way we can learn from our mistakes and help mitigate our conflicts to heal relationships.

• What happened?
• What were you thinking & feeling at the time?
• Who has been harmed by what you have done?
• What can you do to make things right?

Emphasize the connection between self-control and conflict management in order to find effective solutions to problems that are appropriate and not harmful.

Now we are going to practice some strategies using a conflict resolution wheel and some scenarios. Pretend these scenarios are real: https://www.teacherspayteachers.com/Product/Free-Social-Problem-Solving-Task-Cards-2026178.

Explain that each student will practice one conflict resolution skill from the wheel (turn the wheel one notch only) and act out what it might look like using that strategies. Challenge your students to see if they can guess the conflict management skill being acted out by each student. Let the students know when they will switch scenarios with another table. The next student will turn the wheel one notch and try a different strategy than the student before them. After a few minutes, have students trade plate wheels with another table to try out new strategies.

• Make several conflict-resolution wheels for students to work in groups on this activity. You can make these conflict resolution wheels by copying strategies on a plate and use a paper fastener to attach another plate with a small cut out piece (to display one strategy at a time) to the front of the other plate. I made sure each plate had different strategies so that when groups switched plates, they were able to practice different strategies. The following is an example:
  • https://www.teacherspayteachers.com/Product/The-Wheel-of-Choice-A-Conflict-Resolution-Tool-2103865

Close out discussion: ask students to share their favorite conflict resolution skill with their group or as a class.

This is a great lesson for students to explore their favorite coping skills in a variety of categories. This is a great resource for students to have to look back on during difficult times. I reference it in individual counseling often!

Lesson Title: Coping Survival Skills

Grade(s): K-5

ASCA Standards:

• PS:B1.4 Develop effective coping skills for dealing with problems

Learning Objectives:

• Students will be able to identify several coping skills that help them to deal with their big feelings and difficult situations.

Materials:

• Pencils, crayons (optional)
• Coping Survival Skills handout (1 per student)

Lesson:

Opening Discussion:

• Are feelings bad?
  • No. You cannot get in trouble for simply feeling mad, sad, or happy.
• Are people bad?
  • No, I believe that people are generally good, but they may make good or bad choices.
• Can the way people handle their feelings be bad?’
  • Yes! If you’re mad and calm your body, you won’t get in trouble, but if you hurt a person or a thing you will likely get in trouble or face some sort of negative consequence.

Explore different examples of good and bad responses with feelings. Ask students to share some negative and positive emotions and their actions to these emotions.

Explore how using coping skills can help students to manage their feelings: “Remember that coping skills are skills and strategies that we can use to help us get through tricky emotions/feelings and situations. Coping skills help us to manage our emotions, to find something to do to help cheer us up, or to distract us from our big feelings until we can better deal with them.”

On the white board, go over the following Coping Survival Strategies (with accompanyinghandout) and provide examples. It may also be helpful to provide the 100 coping skills and 101 positive affirmations handouts found here to each table/desk to help the students come up with ideas:

https://www.teacherspayteachers.com/Product/100-Free-Coping-Strategies-2955800

https://www.teacherspayteachers.com/Product/101-Positive-Thinking-Affirmations-3104765

People who support me: mom, dad, grandma, grandpa, teacher, school counselor, friends, cousins, neighbors…

What makes me smile and laugh: dogs/puppies, animals, crafting, pictures, music, sports, comedy, television, texting friends, video games, gardening, hiking, riding bike, designing, coding…

Best listener and/or hug giver: friend, mom, dad, aunt, uncle, grandma, grandpa, teacher, neighbor…

Best ways to get moving: Biking, skateboarding, yoga, playing games (kickball), sports, walking, hiking…

Chill Out/Mindfulness: yoga, deep breathing, mindful visualization, mindful listening, mindful walking…

Positive Affirmation:

• Today, I am brimming with energy and overflowing with joy.
• My body is healthy; my mind is brilliant; my soul is tranquil.
• I am superior to negative thoughts and low actions.
• I forgive those who have harmed me in my past and peacefully detach from them.
• A river of compassion washes away my anger and replaces it with love.
• I possess the qualities needed to be extremely successful.
• Creative energy surges through me and leads me to new and brilliant ideas.
• Happiness is a choice. I base my happiness on my own accomplishments and the blessings I’ve been given.
• My ability to conquer my challenges is limitless; my potential to succeed is infinite.
• I am courageous and I stand up for myself.
• My thoughts are filled with positivity and my life is plentiful with prosperity.
• Today, I abandon my old habits and take up new, more positive ones.
• Many people look up to me and recognize my worth; I am admired.
• Everything that is happening now is happening for my ultimate good.
• Though these times are difficult, they are only a short phase of life.
• My fears of tomorrow are simply melting away.
• My life is just beginning.

Make/Create/Play/Build: woodwork, crafts, sewing, knitting, scrapbooking, writing, journaling…

Top 3 Coping Tools: have students pick 3 favorites out of those mentioned

My favorite part of this lesson is that students can support one another in discussing their worries and that students can utilize coping skills to help them manage their feelings. I hope that teaching students how to effectively manage their worries now will be a proactive effort to reduce future anxiety and worry surrounding bigger problems (applying to college, big tests, interviews, etc.).

Lesson Title: Wilma Jean the Worry Machine

Grade(s): K-5

ASCA Standards:

• PS:A1.5 Identify and express feelings
• PS:B1.1 Use a decision-making and problem-solving model
• PS:B1.4 Develop effective coping skills for dealing with problems
• PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions

Learning Objectives:

• Students will be able to recognize worry and identify 3 solutions or coping skills to their worries

Materials:

• Book: Wilma Jean the Worry Machine

Or

• Technology to play Wilma Jean the Worry Machine https://www.youtube.com/watch?v=gpAijfP99Ng
• Papers
• Pencils

Lesson:

          Discussion:

• Have you ever worried about something? What was your worry?
• What did it feel like when you worried?

Read the book Wilma Jean the Worry Machine by Julia Cook or play online: https://www.youtube.com/watch?v=gpAijfP99Ng

Activity:

Hand out pieces of paper and pencils to each student. Explain that we are going to make a list like Wilma Jean’s teacher did. Ask students to write a line down the middle of the paper. Label the left side as Worries. Label the right side Unworries. Give students several minutes to write down (grades 2-5) or draw a picture of (grades K-1) their worries on the left side. Provide an example on the board:

When completed, separate students into groups. Ask students to share their worries with their peers and to brainstorm solutions/unworries for the worries. Explain that sometimes we have worries we can’t control, like the weather, so we need to use coping skills to deal with these worries. Explain that coping skills are things that we can do to help us deal with difficult things. Provide an example: when I am scared or upset, I like to talk to a friend or read a book to calm down. Wilma Jean used a hat that she imagined can take away all her worries as her coping skill. Add to your previous example by demonstrating an “unworry”.

Print a copy of 100 Coping Skills for each table to use as they brainstorm: https://www.teacherspayteachers.com/Product/100-Free-Coping-Strategies-2955800

Discussion:

• Does anyone want to share a worry that they have and an unworry or coping skill they use to solve their worry?
• Does worrying help us solve our problems?
• How can we help others when they are worried?

This year we focused on healthy choices, decision making, consequences, and moderation! I hope the lesson plan and powerpoint help you as you plan your Red Ribbon Week with your elementary students as well!

Check out this wonderful lesson plan I found for FREE on Teachers Pay Teachers regarding character traits that make up a good friend. My students loved this quiz that described the traits that they value in friends and matching them up with their peers. I think this was especially helpful for students to explore what traits they want to develop and work on in order to be a good friend to others.

I shared the Powerpoint that was included and printed pages 2-3 (front & back) on the handout for the students to use for the friendship quiz.

https://www.teacherspayteachers.com/Product/What-Makes-A-Good-Friend-5372301

Lesson Title: Move Your Mood – How Exercise Keeps Us Healthy Inside & Out

Grade(s): K-5

ASCA Standards:

• PS:A1.2 Identify values, attitudes and beliefs
• PS:A1.5 Identify and express feelings
• PS:B1.4 Develop effective coping skills for dealing with problems

Learning Objectives:

• Students will understand what a mood is and what can help put you in a good or bad mood
• Students will understand the benefits of movement to improve mood

Materials:

• Technology to play videos and to read 2 articles online
• Large pieces of paper and writing utensils for group work
• Move Your Mood book by Brenda S. Miles and Colleen A. Patterson

Lesson:

Introduce the lesson. “Have you ever been in a bad mood? I know I have! Sometimes I wake up in a bad mood for no apparent reason, sometimes I am running late and it puts me in a bad mood, or something happens to me that gets me in a bad mood – like being left out or getting a ticket. I have also had good moods for no apparent reason or because I got to eat my favorite type of cereal in the morning or because the weather is nice outside. Moods are similar to feelings or attitudes, it’s the way that we feel because of what is going on around us or inside of us.”

Discussion:

• What gets you in a good mood?
• What gets you in a bad mood?
• Can you control what type of mood you are in?
• Are we responsible for our mood? How about the actions that we take because of our mood?

K-1: “Today we are going to read a book called Move Your Mood! to explore how movement can help us to be in a better move!” Read Move Your Mood by Brenda S. Miles and Colleen A. Patterson.

2-5: “Today we are going to watch a short video that explores how movement or exercise can help us to be in a better mood!”

Read some of the following articles with students to learn about the benefits of movement and mental/emotional health:

https://www.betterhealth.vic.gov.au/health/HealthyLiving/exercise-and-mood

K-5: “One thing that is especially helpful for helping us to get in a better mood is to keep our bodies moving!”

K-1: “We are going to practice moving our bodies to help us get into a good mood!”

Use a Gonoodle.com video to guide students in movement or use the following video (and the videos that follow): https://www.youtube.com/watch?v=vfJZ-RntM2k

At the end of class, poll students on how many of them are in a better mood than when they started class. Ask students to share how they will use movement to get in a better mood this week.

2-5: Group students together in groups of 3-5 and provide each group 1 large piece of paper. Ask students to make a list of things that they can do to help them to get in a better mood. Provide some examples:

• Movement/Exercise
• Art/crafts
• Reading a book
• Talking to a friend
• Journaling
• Getting a hug
• Eating a snack
• Sensory activities (Slime, playdough, pottery, etc.)
• Listening to upbeat music
• Going for a walk outside
• Watching funny videos

Next, ask students to make a list of things of things that can get them in a bad mood that they should try to avoid. For example:

• Too much technology
• Staying inside too much
• Spending time with other people who are in a bad mood
• Getting in trouble
• Eating too much unhealthy food
• Working too much without a break

K-5 Closing Discussion:

• Why is it important that we try to improve our mood?
• What are some ways that we can improve our mood?
• What should we stay away from as it may put us in a bad mood?
• Why are we responsible for the actions we make, even if we are in a bad mood?

At the bottom of this post is a power point that you may download to utilize during Red Ribbon Week, an awareness and prevention campaign for alcohol, drugs, tobacco, and violence. This is intended to work for grades K-5 but can be adapted to work for other age ranges. This power point explores topics such as what is Red Ribbon Week, how to make healthy choices, what are healthy vs. unhealthy choices, potential consequences of unhealthy choices, and more. Below are free handouts that you might consider using to accompany the power point for Red Ribbon Week.

https://www.teacherspayteachers.com/Product/Red-Ribbon-Week-Certificate-2163554

https://www.teacherspayteachers.com/Product/Red-Ribbon-Week-Activity-No-Prep-FREEBIE-4394565

https://www.teacherspayteachers.com/Product/Red-Ribbon-Week-Word-Search-376074

https://www.teacherspayteachers.com/Product/FREE-Red-Ribbon-Week-Activities-4910205

Lesson Title: Liking Myself

Grade(s): K-5

ASCA Standards:

• A:A1.4 Accept mistakes as essential to the learning process
• PS:C1.11 Learn coping skills for managing life events
• PS:A1.5 Identify and express feelings
• PS:A1.1 Develop positive attitudes toward self as a unique and worthy person

Learning Objectives:

• Students will learn to like, appreciate, and respect themselves
• Students will be able to identify and manage emotions
• Students will gain social, emotional, and personality self-awareness

Materials:

• Liking Myself book by Pat Palmer
• Liking Myself Workbook

Lesson:

Read the book Liking Myself and stop at the parts of the book that are mentioned in the workbook for students to write their answers. This activity will likely take several class periods. Ask students to share their answers with small groups or the class. Be sure to normalize feelings and to provide positive insight in healthy ways to learn about oneself and to manage emotions, behaviors, etc. Remind students to use these skills so that they might use these at home and at school in the future.

Lesson Title: I Can’t Believe You Said That – Social Filters

Grade(s): K-5

ASCA Standards:

• PS:C1.11 Learn coping skills for managing life events
• PS:A2.6 Use effective communications skills
• PS:A1.8 Understand the need for self-control and how to practice it

Learning Objectives:

• Define what a social filter is and why it is important

Materials:

• I Can’t Believe You Said That by Julia Cook
• Social Filter PowerPoint

Lesson:

Beginning discussion:

• Have you ever said something that you regretted?
• Has someone ever said something to you that hurt your feelings?

For those of you who have raised your hand, you have experienced what happens when you or someone else doesn’t use their social filter! A social filter is a way that we can decide what we should or should not say. We’re going to read a book called I Can’t Believe You Said That by Julia Cook to learn more about social filters.

Read I Can’t Believe You Just Said That.

Explore the importance of using a social filter and how to practice using this skill with the following PowerPoint:

https://www.teacherspayteachers.com/Product/Social-Filter-Interactive-PowerPoint-2142127

Discussion:

• How can you practice using a social filter at school? Home? Community?
• Why is this important?
• What would happen if everyone used a social filter?

Lesson Title: I’m Trying to Love Math – Letters of Encouragement

Grade(s): K-5

ASCA Standards:

• A:A1.2 Display a positive interest in learning
• A:A2.2 Demonstrate how effort and persistence positively affect learning
• A:A3.5 Share knowledge
• A:B2.6 Understand the relationship between classroom performance and success in school
• A:C1.6 Understand how school success and academic achievement enhance future career and vocational opportunities

Learning Objectives:

• Students will understand the importance of learning math and its effect on their future
• Students will be able to simplify and share their knowledge on the importance of math and its impact on success with a student that is younger than them
• Students will be able to use encouraging words to help others

Materials:

• Worksheet from https://www.teacherspayteachers.com/Product/Friendly-Letter-Template-702225

Lesson:

This lesson is best for older students, such as grades 3-5. Begin by introducing and reading the book I’m Trying to Love Math by Bethany Barton.

Discussion:

• Why is it important to learn math?
• Why is it important to learn things, even if it is difficult and challenging?
• What impact does math have on our future?

Ask students if they remember learning something difficult for the first time.

• Why is something difficult the first time you try to learn/practice it?
• What kinds of things help you when something is difficult?
• asking for help
• using resources (teachers, friends, parents, internet, textbook, etc.)
• paying attention
• taking notes
• taking a deep breath or other relaxation techniques
• breaking problems into small pieces
• memorization (multiplication, formulas, and ways to solve problems)
• taking a break
• getting enough sleep
• eating a healthy meal
• perseverance
• encouragement

Explore different ways to encourage people and why encouraging words are important. Share that older students are role models for the younger students in the school and showing that they were able to learn math might help younger students to know that they will be able to learn it too. Ask students to write encouraging words on a paper. Provide an example and remind students what the format of the letter should be (beginning with To a student in ____’s class, introduction, main point, supporting evidence, words of encourage, wrap up/summary, closing).

Share the letters with K-2 classes.

Lesson Title: What If Everybody Did That – Integrity

Grade(s): K-5

ASCA Standards:

• PS:A1.2 Identify values, attitudes and beliefs
• PS:A2.1 Recognize that everyone has rights and responsibilities
• PS:B1.2 Understand consequences of decisions and choices

Learning Objectives:

• Learn the importance of working together for the common good
• Define integrity as a character trait and describe its importance
• Identify a personal goal to pursue integrity

Materials:

• What If Everybody Did That Worksheet
• Pencils
• The book What If Everybody Did That by Ellen Javernick

Lesson:

Discussion:

• What are some things that really bother you? For example, littering, name calling, etc.
• Have you ever wondered what it would be like if everybody did that?

Today we are going to read a story that talks about just that!

Read What If Everbody Did That?

Discussion:

• What would it be like if everybody did whatever they wanted?
• What kind of problems might we have?
• What does the word integrity mean and how does it pertain to this book?
• Why do we have rules and laws?

Hand out a worksheet (see link below) to each student and ask them to complete it based off its prompt. After students complete their worksheet, separate students into groups based on those with the same paper. Ask students to compare answers and when they have an even larger compilation of answers to take turns presenting their ideas to the class.

https://www.teacherspayteachers.com/Product/What-If-Everybody-Did-That-Back-to-School-BTS-Book-Project-2472776

Closing discussion:

• Share an experience where someone did something that frustrated you.
• What it would be like if everybody did that
• Why do you think that they made that choice?
• What should they have done instead.

Ask students to consider something that they do that might bother someone else or might not be the best choice, how they are going to intentionally change their behavior, and why this change is important. They can share this in small groups. Example: when people throw their trash out the window it really bothers me. I suppose they did it because they didn’t want to wait to find a trash can. Instead, they should throw their trash in the garbage, even if they have to be patient. If everybody threw their trash on the ground, our world would be covered in garbage and would be an ugly, unhealthy place to live. I am going to work hard on not blurting out in class. If everybody did this, we would never be able to learn because it would be too loud. I will work on this by reminding myself to raise my hand and to practice self-control until I master it. This change is important because it will help my classmates and I to learn better, and my teacher and I might have a better relationship because I will be more respectful by not interrupting..

Kids love the bird video that is used in this lesson as it’s super silly, and yet it also has a deep lesson embedded within – the importance of respecting those who are different from us. This lesson can also support the general education curriculum use of comparing/contrasting, writing and the use of poems.

Lesson Title: Respect – It’s for the Birds

Grade(s): K-5

ASCA Standards:

• PS:A1.2 Identify values, attitudes and beliefs
• PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences

Learning Objectives:

• Students will be able to define respect and provide examples for how they may show respect for things, places, and people

Materials:

• Printout of the following worksheet:
  • https://www.teacherspayteachers.com/Product/Character-Education-Respect-Activity-Pack-1476820
• Technology to present the following videos:
  • https://www.youtube.com/watch?v=vZYAHGwS3mA&list=PLzGejHq9VR95pyj1FoPoI8WPq71eeph4C&index=20
  • https://www.youtube.com/watch?v=GOzrAK4gOSo

Lesson:

Begin by sharing the following video with students:

Discussion questions:

• Were the small birds respectful to the big bird or disrespectful?
  • Disrespectful
• How were the small birds disrespectful to the big bird?
  • By not letting him sit with them and laughing at him/making fun of him
• How do you think that made the big bird feel?
  • Sad, hurt, frustrated, left out
• Why do you think the little birds treated the big bird this way?
  • Because he looked/was different from them, trying to be funny, to seem cool, maybe they didn’t know how it would make the big bird feel or haven’t learned the importance of respect

Share the following: Today we are going to talk about respect. Does anyone know what respect means? [Call on students] Respect is a way that you think or treat something or someone. Respecting others means that you think well of them, behave in a positive way around them, and that you treat them the way you want to be treated.

We can respect Places, Things, and People! Draw two lines to create three different spaces on a white board. Label one spot Places, one Things, and the last People. Ask students to share different ways we can be respectful in each category and provide examples. The following video shows a counselor doing a good job of providing examples: https://www.youtube.com/watch?v=DmqRNu_Wzbc&list=PLAP-GCgBucFnuYfJ4z-EDunmM65NkMfdG&index=3

Closing Discussion:

• How can we make the world a better place by respecting people, places, and things?
• How can we show respect to people who look/act different or believe different things from us?
• Is it ever difficult to be respectful?
• Why is it important that we show respect?

The following worksheet allows students to explore respect. This first link (optional) can be used to help students to reference examples of respect or to hang up in your classroom. The second link is a worksheet you may provide to each student. I printed page 6: This is Me Showing Respect for K-1, page 7: Acrostic Poem about Respect for grades 4-5, and page 5: What It Means To Me for grades 2-3. If time allows, students may color/decorate or present their papers to the class.

https://www.teacherspayteachers.com/Product/Ways-to-Show-Respect-314359

https://www.teacherspayteachers.com/Product/Character-Education-Respect-Activity-Pack-1476820

End the activity by allowing students K-2 to watch the following segment on Respect from Sesame Street: https://www.youtube.com/watch?v=GOzrAK4gOSo

This lesson provides a unique experience for students to gain a perspective on how other students view them. This is especially powerful for the older students, who often wonder what their peers think of them. I hope that this lesson increases student self-esteem, in addition to developing friendships and a more cohesive classroom.

Lesson Title: Character Traits That Describes You

Grade(s): K-5

ASCA Standards:

• PS:A1.3 Learn the goal-setting process
• PS:A1.4 Understand change is a part of growth
• PS:A1.1 Develop positive attitudes toward self as a unique and worthy person
• PS:A1.10 Identify personal strengths and assets

Learning Objectives:

• Students will be able to describe character traits and adjectives used to describe others
• Students will be able to list several adjectives and character traits that others used to describe them, furthering their understanding of how others perceive them
• Students can develop goals and a plan to accomplish goals

Materials:

• Blank Paper (One per student)
• Pencils

Lesson:

K-5: Begin by asking students to share character traits and adjectives that can describe people – who they are, how they act, etc. A few examples include funny, kind, nice, honest, generous, friendly, outgoing, respectful, hardworking, smart, etc. Write these words on the board for students to reference.

2-5: Next, provide a blank piece of paper to each student. Ask students to write their name in the middle of their paper, leaving plenty of room for more writing. Explain to students that they are going to move from their seat to the seat next to theirs. Ask them to write a positive character trait or describing word about the person whose name is on the paper. When you play music, they may sit or stand to think of a word and write it on the person’s paper. Remind them of the importance of being both honest and kind at the same time. When you stop the music, have them switch to the spot next to them, and keep switching until you’ve made it around the room.

Once everyone has finished writing on all of their classmates’ paper, ask students to return to their student. Allow students to review their paper and allow students to take turns sharing with their class the most surprising or their favorite word/trait mentioned on their paper.

Discussion questions:

1. How did you feel writing character traits for other people?
2. Was it hard to describe some people?
3. Why is it important to write the positive traits of others here?
4. How did you feel knowing other people were working on your paper?
5. How did you feel reading your paper?

Ask students to flip their papers over. On the back, ask them to write the following:

• List the top 3 character traits that you think describe you (use some of the words that were written on your paper)
• List the top 3 character traits that you want to work on/need to improve on. Include the following for each trait as you make a plan:
  • WHAT trait you need to improve on?
  • WHEN you will practice it?
  • WHERE are the hardest and easiest places to practice this trait?
  • HOW will you practice this trait? How will you overcome challenges and obstacles?
  • WHY is it important for you to gain this trait?
  • What will it look like when you succeed in becoming proficient at this trait? How will your life be different? How will we know you’ve gained this trait?

K-1: Ask students to get in small groups of 5. Ask students to consider the character traits and describing words that your class generated earlier, and to think of which of these positive traits describe which of the people in the small group. Ask them to take turns sharing words for their peers. Remind them of the importance of sharing kind, honest, and positive traits only.

Discussion questions:

1.  How did you feel as you told your classmates the character traits that describe them?
2. Was it hard to describe some people?
3. Why is it important to share the positive traits of others here?
4. How did you feel knowing other people were going to share the traits that describe you?
5. How did you feel hearing the traits that your peers said described you?

Ask students to share and brainstorm their answers to the following questions as a group:

• WHAT trait you need to improve on?
  • WHEN you will practice it?
  • WHERE are the hardest and easiest places to practice this trait?
  • HOW will you practice this trait? How will you overcome challenges and obstacles?
  • WHY is it important for you to gain this trait?
  • What will it look like when you succeed in becoming proficient at this trait? How will your life be different? How will we know you’ve gained this trait?

With student council elections right around the corner, I used this lesson to accompany the information I provided students on student council at our school. This lesson actually took two classes and the posters are great to display in the hallway! If you have a hard time printing the pages from the website, you can use the ones I included in the word document at the bottom of this post.

Lesson Title: Leadership – Historical Figure Poster

Grade(s): K-5

ASCA Standards:

• A:A3.5 Share knowledge
• A:B1.5 Organize and apply academic information from a variety of Sources
• PS:A1.2 Identify values, attitudes and beliefs

Learning Objectives:

• Identify leadership traits through one leader’s life.
• Explore leadership character traits and apply those traits and skills to real life scenarios
• Express their opinions about leadership traits in discussion.

Materials:

• Poster paper
• Markers/crayons/colored pencils/pencils
• Printed biographies from historical leaders

Lesson:
Warm-up
Today we will be discussing leadership. As a class, we will start by creating a list of people with positive leadership skills. Encourage students to consider leaders from a wide range of fields, including government, business, entertainment, philanthropy, and sports. For younger students, they may also include people like parents, teachers, friends, siblings, principals, etc. Ask how we know these individuals are leaders? What kind of behaviors do they exhibit showing us that they are good leaders?

Whole Group
As a class, brainstorm aspects of leadership. Ask, “Based on what we already know about each leader in the list we created, what are some traits that leaders possess?” On a white board, compile a list of leadership traits. Some traits might include honesty, vision, humility, competence, ability to inspire, intelligence, persistence, charisma, passion, emotional intelligence, curiosity, empathy, open-mindedness, empowerment, patience, diplomacy, and creativity.

Small Group
Work as a class or break into groups to explore thoughts/opinions on the following questions and scenarios listed on the table discussion cards below.

Assignment:

Grades K-1: Explain that students are going to make a poster about their favorite leader. Ask students to write the name of this person, draw a picture of this person, and to include words and pictures that show how this person is a leader.

Grades 2-5: Explain what a biography is to students – A biography is a collection of information shared to tell about a person’s life and their accomplishments. Tell your students that they are going to learn about leaders from history and that they will then make a poster about this individual. Ask students to include the following in their poster: name, information about this individual’s life, character traits that made this person a good leader, behaviors that prove this person is a good leader, interesting facts about this person and his/her contributions, and one way that we can show similar leadership skills in our own lives. Students may work individually or in small groups. Provide poster paper, markers/crayons/colored pencils/pencils to complete this project.

Have students work alone or work in small groups Provide a separate printout for each student/group of several of the biographies found at the following website or at the bottom of this lesson plan: https://www.ducksters.com/biography/

Closing Discussion
Ask one member of each group to share what they learned. As a class, discuss:

• Do leaders have to demonstrate all the leadership traits to be a good leader? Why or why not?
• Which of the leadership traits do you possess? How might you use these leadership traits in your future career?

For any class that thrives off of group work, this is the lesson for you! My students love coming up with ideas as a group and being given the opportunity to present them to the class, not to mention their love for any lesson with a lot of classroom discussion. If you end up with extra time at the end, feel free to do some art therapy and let the students color their puzzle pieces or to cut the pieces out and use them on a bulletin board!

Lesson Title: School Success – Puzzle Pieces

Grade(s): K-5

ASCA Standards:

• A:A1.5 Identify attitudes and behaviors that lead to successful learning
• A:A3.5 Share knowledge
• A:B2.6 Understand the relationship between classroom performance and success in school

Learning Objectives:

• Students will be able to define success
• Students will be able to identify behaviors that make a person successful
• Students will understand the relationship between success as an elementary school student and as an adult

Materials:

• Puzzle piece handout (1 per small group of students)

Lesson:

Begin the lesson by asking students to describe what a successful person looks like. Sketch their ideas on the white board or ask another student to sketch for you. Students may describe someone in a suit with a briefcase, someone with glasses, someone with a lot of money, etc. Ask students what kind of behavior successful people have and sketch those ideas around this person.

Explore the accuracy of the ideas students had. For example, glasses don’t make someone smart or successful, dressing professionally is a behavior of a successful person, but doesn’t make the person successful, and so on. Emphasize that many of these ideas don’t define success, but instead may be qualities of some successful people. Transition to exploring what success actually is, looks like, and what behaviors accompany success.

Discussion Questions:

• What does it mean to be successful? (definition: accomplishing a goal or aim)
• Do you consider yourself to be “successful” right now? Why or why not?
• How does a person become successful?
• What do you need to do in elementary school to become successful?
• What does that look like?
• Who are some people in your life who help you to become successful?
• How can elementary school success lead to success as an adult?
• What kind of goals do you have or will you have that you would like to gain success in?

Break students up into several groups to brainstorm the following question:

“what do you think the top 10 pieces of becoming successful are?”

Ask students to write each piece of success that they came up with into a puzzle piece. Allow students to present their ideas and to share their ideas with the class. Compare and contrast ideas.

Potential ideas/examples:

• Eating healthy
• Getting enough sleep
• Studying
• Find a role model
• Do your best and to work hard (perseverance, self-discipline)
• Completing homework
• Asking for help when needed
• Paying attention to the teacher when he/she is talking
• Break big jobs/tasks into small pieces
• Follow instructions
• Taking notes so you don’t have to try to remember everything (this is impossible)
• Participating in class
• Making to-do lists
• Thinking positive
• Staying organized
• Make goals

Discuss how getting enough sleep, eating healthy, being organized, etc. can help you to be successful. Ask students what this might look like. Provide an opportunity for students to share their tips and tricks for these pieces of success. Lastly, explore/summarize with students how success as an elementary schooler can lead to success in middle school, high school, college, and in their career and home life.

This is one of my favorite lessons that I received from the school counselor I interned under. I couldn’t wait for the day that I could do this at my own school with my own students, and I hope that this might be a great lesson for you too as you begin the new school year! I do this lesson each year for the kindergarteners to explain my role and to begin talking about emotions and coping skills.

Lesson Title: First Day of School – Mixed Up Feelings

Grade(s): K-5

ASCA Standards:

• PS:A1.5 Identify and express feelings
• PS:A1.6 Distinguish between appropriate and inappropriate behavior
• PS:B1.4 Develop effective coping skills for dealing with problems

Learning Objectives:

• Students will be able to identify feelings that are associated with different experiences
• Students will be able to identify coping skills to help soothe their uncomfortable emotions
• Students know who the school counselor is, their role, and how they can be a resource to them

Materials:

• Bleach
• 4 colors of food coloring
• 6 clear cups/jars
• water

Lesson:

This lesson is best to use on your first class when going to a new school and with kindergarteners when they have their first guidance lesson. This lesson can illustrate the job of the school counselor, to explore how talking about your feelings can help you to feel better, and to explore how feelings are not bad, only what you do with them may be bad.

1. Start with introducing yourself and explaining what school counselors do: SEL lessons teach students about important things they will need to know for forever, group counseling to help kids who may all be going through a similar event or share a similar problem, and individual counseling for kids who need to talk to the school counselor about a problem. Discuss confidentiality (Everything you say to me will stay between us, unless…). Also share how they can get a hold of you – “If you ever need to talk to me about a problem or you need some help or to keep someone safe, you can ask your teacher to email me (call if it’s an emergency) and I will find a time to meet with you. I can help with problems with friends, grades, your future career, and much more!”
2. Before your class arrives, pour about a half inch of water in 4 of the clear cups. Put one drop of food coloring into each one. Pour one large clear cup full of bleach and leave the last cup empty.
3. Start by explaining to the class that feelings are not bad. “It might not feel good to be angry, but it’s not bad to feel angry. You can’t get in trouble for feeling angry. However, you can get in trouble if you choose to hit someone because you’re angry. You have to choose to handle your emotions in a positive and safe way.“
4. Next, hold up the cup with the red food coloring-water mixture and state that the red water represents anger. Share a few things that might make you angry or ask the class to share things that might make them angry (Brother punched me, I got a D on a test, it rained when I was supposed to have a soccer game, etc.). Put a tiny drop of food coloring until it is all in the empty glass.
5. Do the same with the blue water that represents sadness (I wasn’t invited to a birthday party, my grandma passed away, my dog passed away, etc.), and the green that represents jealousy (my sister got to have a sleepover and I didn’t, my friend got a new bike, my brother went on a fun field trip, etc.), and the yellow that represents guilt (I tripped my friend, I stole money from my mom, I cheated on a test, etc.).
6. The cup that was originally empty should now have all the colors mixed in and should look dark and murky. Explain that it is extra tough when having many feelings at the same time and can be overwhelming and hard to handle. Tell the class that “it’s ok to feel these feelings, but it’s important to find positive ways to handle these feelings. You might read a book or write in your journal or ride your bike, but one easy way to help with your overwhelming feelings is to talk about them”. Share what people you might talk to or ask the students to tell you who they talk to about their problems (school counselor, teacher, friend, mom, dad, sibling, uncle, etc.) and for each person you may pour one drop of bleach into the dark color mixture. The water should lighten up slowly to a yellow/clear color, just like the yellow color of Joy from the movie Inside Out and you now feel much better! Remind the students to talk about their feelings and that you’re there for them should them ever need you, in addition to the other people in their lives.

The first day of each SEL class is always used to get to know the students and for the students to get to know you. This is the perfect time for school counselors to inform students of exactly what they do (all the things!) and to advocate for the counseling program at your school. This is a great lesson for the students to connect with you and learn more about you. I attached my PowerPoint at the bottom of this lesson so that you can see what I included in mine this year.

Lesson Title: Introductions – 1^st Day of School PPT and Icebreaker Bingo

Grade(s): K-5

ASCA Standards:

• A:A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students
• PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior

Learning Objectives:

• Students will be able to introduce themselves to others.
• Students will be able to work together to complete their game.

Materials:

• Meet the Counselor Ppt
• Find Someone Who…. Bingo (1 per student) https://www.teacherspayteachers.com/Product/First-Day-of-School-Cooperative-Learning-Find-Someone-Who–139434

Lesson:

1. Begin by introducing yourself as the counselor. Use a PowerPoint to introduce who you are, your job (individual counseling, group counseling, social-emotional learning classes, other roles, etc.), the rules and procedures of your classroom or office (if needed), how students can be referred to you, and anything else that is important for students to know.
2. Develop Classroom Values together as a class. Write these down. Explain that when you develop these classroom values together that we all must follow these as a team.
3. Ask students if they have any questions, concerns, etc.
4. Follow up with students on how their first few days/week has been going at school. Engage with students by asking the following questions: What have you been most excited about? What has been the scariest part of school? What is different about this year/grade than last year/grade? What do they most look forward to learning in SEL?
5. Explain that students are now going to play a game called Find someone who… To win this game, they must complete all the boxes and have a friend write their name in the boxes that are true for them. Model for students how they can shake hands with each student that they meet, to introduce themselves by sharing their name (they may have forgotten), and to then say the other students name back in a sentence (this helps them to remember their name). Ask students what other things they should be doing when they are talking to someone or getting to know them, such as having their body face them with adequate space between each person, to look into the persons eyes when talking, and to smile when appropriate. Model for students how to play this game and how they might ask another student several questions to find what is true for them.  For example: “Hi! My name is Hannah. What’s your name? It’s nice to meet you Tom! Do you have an older brother or sister? How about your favorite color> What’s your favorite school subject? Math is my favorite too! Can you write your name in this box that says we share the same favorite subject? I can sign yours too if yours is still empty!”.
6. Summarize what you have learned today and the skills that students have practiced. Express your excitement for the upcoming year and all that you will learn together!

Social skills are a great thing to go over in guidance class as it helps to improve the interactions between all students in your school, thus preventing some issues from ever developing. A pre/post test would be a great place to start, in addition to a few lessons I have used from TPT as a social skills series for k-5 classes. Depending on the time you have for guidance, you can combine 2 of these lessons each day.

Day 1: https://www.teacherspayteachers.com/Product/Social-Skills-Lessons-for-Conversations-Free-Lessons-3655470

Day 2: https://www.teacherspayteachers.com/Product/Friendship-Cards-Social-Skills-Prompts-190109

Day 3: https://www.teacherspayteachers.com/Product/Social-Skills-Card-Game-1864928

Day 4 K-2: https://www.teacherspayteachers.com/Product/Social-Skills-Activities-Annoying-Others-1868856

Day 4 3-5: https://www.teacherspayteachers.com/Product/Perspective-Taking-Social-Skills-Lessons-3627307

Day 5: https://www.teacherspayteachers.com/Product/Social-Skills-WHY-BINGO-1971593

Day 6: https://www.teacherspayteachers.com/Product/Social-Skills-Rubrics-Self-Esteem-Pack-Freebie-1164832

Classroom Connection: Share this with teachers and specialists at your school so that they can make the social skills connection that you’re using in your classroom – https://www.teacherspayteachers.com/Product/Social-Skills-Losing-a-game-1067886

I found a great (free) lesson on TPT to accompany the book The Anti-Test Anxiety Society by Julia Cook. I love and use so many of Julia Cook’s books as she does such a great job of exploring issues on the elementary level, and this is no exception. Check it out!

https://www.teacherspayteachers.com/Product/The-Anti-Test-Anxiety-Society-Guided-Notes-FREEBIE-4463097

The teachers at my school thought this activity was super cute and loved hearing what their students thought was important for next year’s students to know (their teacher loves coffee, to listen to direction the FIRST time, to eat school lunch on chicken pasta days, etc.). The students also loved to hear their names and their teachers names in the book when I personalized it as I read. I hope you enjoy this super easy and cute activity for the last week of school!

Lesson Title: Last Day of School – Letter to Students Next Year

Grade(s): K-2

ASCA Standards:

• A:A1.5 Identify attitudes and behaviors that lead to successful learning

Learning Objectives:

• Students will be able to identify skills and information that help students to be successful in the grade that they are in

Materials:

• The Last Day of Kindergarten by Nancy Loewen Illustrated by Sachiko Yoshikawa
• 1 handout per student: https://www.teacherspayteachers.com/Product/End-of-The-Year-Advice-to-Future-Students-FREEBIE-2nd-3rd-4th-5th-4574303
• Pencils
• Coloring materials (optional)

Lesson:

Begin by summarizing what the first day of school was like and what skills students used to be successful this year, or follow the script below:

“Today we are going to reflect on what the first day of (student’s current grade) was like and the skills and tools you used to be successful. What was the first day of school like for you? (call on a few students to share) Some of you may have been excited, or nervous, or you may have experienced many different emotions at a time. The first day of school is a big deal because first impressions, or the first time you meet someone or experience something, is very important! That impacts how you view that person/experience for a long time. We want to be sure that when our classmates and teachers meet us that they can see that we are wonderful people who are excited and ready to learn! It can also be a little scary because each year more is asked of you and you have more responsibility and independence, or doing things with less help and guidance. We are going to read a story about the last day of school and think about everything that you have learned this year, what you are excited for this summer and next year in (next grade), and lastly I want you to think of what it might be good for a student who will be in (teacher’s name)’s class next year to know in order to be successful.

Read The Last Day of Kindergarten by Nancy Loewen and substitute the grade, teacher’s name, and student’s name with relevant names for the class you are teaching. Students love to hear their teacher’s name in the story!

Hand out the Dear Student, Welcome to _____ Grade activity and ask student’s to fill it out with information that might be helpful for a student going into that grade to know. Provide an example to the class. Offer these handouts to the teacher to provide to her students next year or allow the students to bring these home.

With EOG’s coming up I wanted to find a good lesson to provide to students in guidance. I found a couple different free options from Teachers Pay Teachers that I am using that you can check out below. Additionally, I will attach a PowerPoint that you may use. Check out my lesson plan at the bottom of this post to see exactly how I explored this topic the week before EOG’s.

https://www.teacherspayteachers.com/Product/Rock-That-Test-Easing-Testing-Anxiety-Test-Prep-FREEBIE-2481557

https://www.teacherspayteachers.com/Product/Anti-Test-Anxiety-Activity-4446644

https://www.teacherspayteachers.com/Product/Test-Anxiety-Lesson-Plan-3625216

https://www.teacherspayteachers.com/Product/The-Anti-Test-Anxiety-Society-Guided-Notes-FREEBIE-4463097

I try to find free or DIY resources for lessons, but this one from TPT was too good to pass up. My students loved it and it gave several worksheets for longer periods of class time or to provide a different lesson for different grade levels. For 5th grade, I adjusted this lesson to be a student led activity as I explained they will be doing more presenting and projects in middle school, where they may sometimes have to take on a teacher role. They took turns presenting/reading the content/book and reflecting on different skills we have learned throughout the year (coping skills, self-control, affects on others, etc.). Students liked this because watching their peer play the teacher role was both silly and interesting.

Lesson Title: Self Control – Even Superheroes Have Bad Days

Grade(s): K-5

ASCA Standards:

• PS:A1.8 Understand the need for self-control and how to practice it
• PS:A1.6 Distinguish between appropriate and inappropriate behavior

Learning Objectives:

• Students will be able to identify appropriate behaviors to utilize in response to bad days or negative situations

Materials:

• Printed $2 Superhero Worksheets (1 for each student) https://www.teacherspayteachers.com/Product/Superhero-Book-Pack-Even-Superheroes-Have-Bad-Days-3268762

Lesson:

Read the book Even Superheroes Have Bad Days.

Discussion:

• What are some things that might make you have a bad day?
• What are some things that we might want to do in reaction to our bad day? Why is that helpful/not helpful?
• When the superheroes reacted poorly to their bad days, we know that it wreaked havoc on their communities. What would it be like if we all reacted negatively when bad things happened?
• What are some positive reactions or coping skills that you can use in the future when you start having a bad day? How we can use self-control to have positive responses?

Hand out worksheets for students to explore their responses to bad days. I purchased the following TPT pack of worksheets and use different ones for different age groups:

https://www.teacherspayteachers.com/Product/Superhero-Book-Pack-Even-Superheroes-Have-Bad-Days-3268762

It is often difficult to find lessons that will work for kindergartners and 5th graders alike, and although this seems to be too young for 5th grade they actually responded quite positively to this lesson. They liked the abstract aspects of this story and thinking about the differences that others have made in their lives. I think it’s important that we have developmentally appropriate lessons for our older students, but to also remember that our 5th graders can discover advanced insight into most lessons and that they too enjoy lessons like these. Let me know what your older students thought or how you adapted this lesson to work for older levels in the comment section below.

Lesson Title: One

Grade(s): K-5

ASCA Standards:

• PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices
• PS:A1.7 Recognize personal boundaries, rights and privacy needs

Learning Objectives:

• Students will be able to identify negative behaviors and positive responses to those behaviors
• Student’s will recognize their power to affect the lives of others and the affect others have on their lives

Materials:

• The book One or the Technology to play One: https://www.youtube.com/watch?v=FFQB92o9n5I
• One page per student from the following handout:
  https://www.teacherspayteachers.com/Product/Worksheet-Supplement-to-One-by-Kathryn-Otoshi-2295591

Lesson:

Introduce the story about One: “Today we are going to read a story about a dot named One. There is a very special lesson in this simple story that I want you to pay attention to.”

Play/Read One: https://www.youtube.com/watch?v=FFQB92o9n5I

Discussion:

• What lesson do you think I was wanting you to look for in this story?
  • Stand up for yourself and others
  • Be the one that makes a difference in the lives of others
• What did you think about the behavior of Red?
  • Red seems like a bully
  • Red gained power over his friends and they gave in
• What did One do? What do you think this was like for One
  • One stood up for his friends, but still included Red
  • One empowered the other colors to stand up for themselves
  • One may have been scared, but he was brave
• What did you notice about the ending?
  • They still included Red

“I want you to start considering how you might have the impact on someone like One did on his friends. I also want you to be reflecting on who has had an impact on your life like One did on his/her friends. I am going to handout a worksheet for you to write about or draw a picture of these people and experiences. Show the potential impact that these experiences might have on these people and on their futures. For example, if you stood up for a friend and made a difference, how might that change their future for the better?”

Find the worksheet here: https://www.teacherspayteachers.com/Product/Worksheet-Supplement-to-One-by-Kathryn-Otoshi-2295591

It seems that elementary levels never get to focus enough on careers, despite the fact that this is when kids are so creative in their career dreams! I hope that this lesson can set a healthy foundation for career planning and that it gets students excited for all of the opportunities to come for them. There are so many avenues to explore when it comes to careers – please share your thoughts and ideas in the comments below!

Lesson Title: Career Exploration – Jobs in Pawland and My Next Move Lesson Plan

Grade(s): K-5

ASCA Standards:

• A:B2.2 Use assessment results in educational planning
• A:B2.7 Identify post-secondary options consistent with interests, achievement, aptitude and abilities
• C:A1.3. Develop an awareness of personal abilities, skills, interests and Motivations
• C:B1.5 Use research and information resources to obtain career information
• C:B1.6 Learn to use the Internet to access career-planning information

Learning Objectives:

• Students will be able to identify interests and relevant career options from assessment results
• Students can explore career options and describe information relevant to several careers (education needed, salaries, etc.)

Materials:

• Laptops
• The following handout (for grades 4 – 5): https://www.onetcenter.org/dl_tools/ipsf/IP_Score_Report_Starter.pdf

Lesson:

Introduce the activity by sharing the following information:

Today we are going to discuss career and education opportunities you will face after you graduate high school. After high school, you will choose between the following three options: finding a job, joining the military, and college. You can be successful doing any of these options! If you want to start working immediately after high school, you can find an entry level job (meaning it doesn’t require any college or experience). You may also choose to be an entrepreneur, meaning you start your own business. Some businesses you may want to start may require money in order to buy the supplies needed for your business (example: a lawncare business requires you to buy a lawn mower, a truck to transport your lawnmower, and other tools), so you may have to work an entry level job to save money before you can start your business. Another option for after you finish college is to join the military. The military pays you for your time serving our country and also provides you the opportunity to receive a free education (college) if you’d like. Another option is to go to college. You may choose to go to a trade school (1-2 years) or a 4 year university (bachelors degree). It is important that you decide which option is best based on the career you want. It’s also important to note that it often costs money to attend college. If you or your parents don’t save money to pay for college, you can apply for financial aid (a way that you can borrow money, but you have to pay it all back with interest – more money than you borrowed). Some people decide to work for a year or two before college so that they can pay for it. There are also scholarships people can apply for (sometimes you earn a scholarship for being good at sports, good grades, community service, etc.). Going to school for longer periods of time sometime result in higher pay, such as if you receive your bachelors degree in a high paying job, or if you go on to receive your masters degree, doctorate degree, or PHD. However, sometimes going to school for a longer period of time does not result in more pay than certain trade school jobs or being an entrepreneur. For example, HVAC careers (people who work with air conditioning and heat) require between 6 months – 2 years of college and average a salary of $50,000 a year. Meanwhile, someone who studies psychology at a 4 year college average a salary of $49,000. Therefore, these two careers differ in schooling required, but pay around the same.

K-2:

Students will explore different careers using the following website: https://pawsm.xap.com/paws-mobile/index.html#/

3-5:

Have students begin by taking the following test to explore their interests. Explain that exploring your interests (what you like) helps you to find a career that they might one day be interested in pursuing. Explain that student’s interests will change over time, and that learning one’s skills (what you’re good at) may also be helpful in determining a career: https://www.mynextmove.org/explore/ip

Once students finish the test, have them record their answer (top interests and career categories) using the following worksheet: https://www.onetcenter.org/dl_tools/ipsf/IP_Score_Report_Starter.pdf

Next, go over the worksheet. This will instruct them to explore careers using one of the websites listed below. They will use the information they find (such as years of education required) to fill out their worksheet:

https://www.mynextmove.org/

OR

https://www.bls.gov/ooh/management/elementary-middle-and-high-school-principals.htm

I hear a lot of my students talk about “bad” kids or “bad” people. I hate to think that any of my students think that they are “bad” if they make bad choices or have bad behavior. This is a great lesson to discuss the topic of good and bad choices and how it can affect who you are as a person. I emphasized that you can decide to turn your day/week/year around and start making good choices. I also wanted to explore the idea that people are mostly “good” to foster hope. I hope this helps your students make the transition to talking about good people and bad choices!

Lesson Title: Bad Seed

Grade(s): K-5

ASCA Standards:

• PS:A1.1 Develop positive attitudes toward self as a unique and worthy person
• A:A1.5 Identify attitudes and behaviors that lead to successful learning

Learning Objectives:

• Students will be able to explain that there is no such thing as a bad person, only people who make poor choices
• Students will be able to provide at least one example of how some bad things can also serve a good purpose or turn into something positive

Materials:

• Book: The Bad Seed by Jory John OR technology to play the read aloud: https://www.youtube.com/watch?v=2d11zEYrYlI
• White boards (1 for each small group)
• Dry erase markers

Lesson:

Consider drawing a picture or showing a picture of a healthy plant and an unhealthy plant. Opening Discussion:

• What does it take for a plant to be healthy?
  • Water, sunshine, nutrients (fertilizer)

“That’s right! So this unhealthy, sad looking plant here is lacking all of those things. This is very similar to people too! Happy, healthy people need certain things too, like kindness, encouragement, love, family, friendships, and more! When they don’t have those things, their inside looks kind of like this unhealthy plant here. We are going to read a book that explores the life of a seed who had some tough stuff happen to him and made him look pretty unhealthy and sad on the inside.”

Read or play the book The Bad Seed

Discussion:

• What was the seed like at the beginning of the book?
• What bad things happened to the seed to make him “bad”?
• Was the bad seed really “bad”?
• Do you think there is such a thing as a bad person or just good people who make bad/poor choices?

Split students up into groups. Introduce the next activity: “Now we are going to do a fun activity. Start by drawing a line down the middle of your whiteboard. Now, I am going to give each group 3 minutes to make a list of bad things to go on one side of the line. For example, on my board I included thunderstorms, tests, bullies, and bees on this side of the line. Leave the other side of the line blank for now. Ready, set, go!”

After several minutes explain: “Now I am going to switch up your boards so you are now using another group’s board. On the other side of the line, you are going to try to find something that is good or something positive that could happen because of this “bad” thing. For example, on the others side of thunderstorms, I wrote that the rain that comes from these storms waters plants. The good thing about tests is that it helps measure how much we know and what we can work on learning. A good thing that could come from bullying is that kids learn to stand up for themselves, it gives other kids the chance to stand up for their classmates, and the bully might learn a lesson about kindness. The good thing about bees is that it helps pollinate our plants! See if you can find something good about each bad thing. Ready, set, go!”

At the end of class, allow each group to share a couple of the bad things and the good that they found in the bad things. Explain that no matter how bad something is, something positive can always come from it!

Finding lesson plans for our older students can definitely be difficult, but this was definitely a favorite for them! They loved using their artistic talents and comparing the likes and posts they made on their “social media”. The younger students also related since many of them have seen their parents on social media and liked being able to make a profile for themselves.

As far as the book goes, many of us have books laying around from counselors before us that talk about integrity. This lesson can be used to accompany any of those books that you might have! I am using this with the Cloud 9 World curriculum that my school has, but I left a Youtube video of a book that you can use if you don’t have anything else that might work for this.

Lesson Title: Cloud 9 World – Integrity Lesson Plan

Grade(s): K-5

ASCA Standards:

• C:A2.8 Understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace

Learning Objectives:

• Students will be able to define integrity and provide an example of using integrity
• Students will be able to explain how one can show integrity online

Materials:

• Free handout found here (1 per student): https://www.teacherspayteachers.com/FreeDownload/Facebook-Template-Introduce-Yourself-Activity-2015428
• Pencils, crayons, etc.
• A book on integrity or the technology to play Tell the Truth, B.B. Wolf by Judy Sierra. https://www.youtube.com/watch?v=ABS4elk3Llg

Lesson:

For this lesson, I used a book that my school has as a part of the Cloud 9 World character development curriculum. Since many schools do not have this, consider using another book that you may have laying around that could be used to teach a lesson on Integrity. Another book that I thought looked great is the Tell the Truth, B.B. Wolf by Judy Sierra. If you’re on a budget, consider checking this book out at the library or use this free read aloud: https://www.youtube.com/watch?v=ABS4elk3Llg

After reading your book, discuss the main points with your class and discuss the topic of integrity.

Discussion:

• What is integrity?
  • the quality of being honest and having strong moral principles; moral uprightness. Morals are doing what is right (some people have different morals, but there are many morals all people share, such as not stealing or harming others).
• What kind of behaviors show that a person has integrity?
  • Honesty
  • Make good choices, even when others aren’t looking
  • Make things right when they make a mistake
  • Stands up for others
  • Post kind things online
  • Don’t write or say anything that is mean or untrue
• Why is it important that we surround ourselves with friends who have integrity?
  • So that they have a good influence on us and don’t encourage us to do things we shouldn’t
  • So that they can be a good friend to us (we would be sad if our friends lied to us)
  • We are more likely to be successful if we surround ourselves with those kinds of friends
  • So that we can trust them

Explain the following: “People with integrity are all around us and we can learn a lot from how they conduct themselves each day in what they do. One popular activity that many people engage in is social media. I want you to consider what kinds of things people with integrity post online. Integrity online is very important because not only do your friends and family see what you post, but your future employers do as well! Most employers check out the profiles of all people that they hire. What kind of stuff would you want those people seeing on your page? Consider the kinds of things you would not want them to see. Those are the kinds of things you shouldn’t post. Now let’s see how much you know about integrity! I am going to give each of you a paper with places to put some of the information that we might put on our social media accounts. We are going to use this to develop a Facebook profile for someone who has great integrity. You are welcome to use yourself and include aspects about you that show integrity. You can also make someone up. For example, where do you live, what are your interests, what kinds of post might you share if you have integrity? Include those!

If time allows, allow students to share some of what they included in their profile.

The facebook handout can be found here: https://www.teacherspayteachers.com/FreeDownload/Facebook-Template-Introduce-Yourself-Activity-2015428

This is a lesson that I love to do near testing time as it allows students to move around and take a brain break during a time of stress and pressure. Students definitely love this game and I hope that it helps our students to rely on one another and improve their group work skills.

Lesson Title: Team work – Mine Field

Grade(s): K-5

ASCA Standards:

• PS:A1.9 Demonstrate cooperative behavior in groups
• PS:A2.6 Use effective communications skills

Learning Objectives:

• Students will be able to identify positive teamwork/group work skills
• Students will be able to participate as a productive team member

Materials:

• Objects to use in minefield game – cones, balls, etc.
• Several blindfolds

Lesson:

Before class, place objects (you can borrow balls or cones from P.E.) throughout a designated area. Place the items so that it will be a bit difficult for students to navigate around with their eyes close.

Introduce the activity: Today we will be playing a game called mine field. In this game, we will break into teams. Each team will be attempting to beat the other teams in a race. Teammates will be taking turns walking through this area without knocking into the items placed here. The tricky part will be that you are navigating this area with your eyes closed! The first person on your team will be on the other end of the area and will be helping you find your way through the obstacle course. The person guiding the next member on their team cannot touch them to guide them but can use words. For example: take a step forwards, walk to the right, stop, walk the opposite way. If the person runs into something, they go back and go to the end of the line. Once someone on you team makes it across, they become the new leader who guides the next classmate in line. The first person who lead but didn’t get to walk will go to the end of the line. The rest of the people who cross will stay on the other side and wait for the rest of their team to make it across successfully.

After each member of a team completes this obstacle course successfully, announce that they won! You may allow other teams to complete their obstacle course, so everyone has a turn.

Discussion:

• What skills did you need to help your team win this game?
  • Patience
  • Teamwork
  • Positive attitude (not to get frustrated by teammates)
• What happened if your team didn’t have good teamwork skills when you were trying to cross the course?
  • We would run into things and have to start over
  • We would lose
• What are qualities of good teamwork?
  • Listening and respect the ideas of others
  • Speaking kindly to others
  • Encouraging others
  • Flexibility
  • Reliable, responsible, committed (don’t give up, you’ll let the team down)
• What are some behaviors or attitudes that hurt teamwork?
  • When someone tries to do it all by themselves
  • When we don’t listen to the ideas of others
  • When we put down others, dismiss their ideas, or exclude them
  • When someone doesn’t participate
• Some people prefer to work as a group, while others prefer to work independently? What are some of the pros and cons of group work?
  • Pros: You can get more work done faster, the project may be better because it has had the input of multiple people, you may enjoy the time you had working with others more, etc.
  • Cons: You may get in disagreements, you may not agree with what the group decided to do, you may think better alone, etc.
• What are some other times that we need good teamwork?
  • At school (completing work)
  • At work (we may someday work on teams with people)
  • At home (completing chores as a family)
  • In our communities (to complete projects, clean up our community, raise funds, etc.)

If time permits, you can allow students to share times they have demonstrated good teamwork or people that they look up to because of their good teamworking skills.

One summer, I was working in my garden when an 8 year old boy from my neighborhood came over to check out what I was doing. I am passionate about gardening and find so much peace when I spend time in nature and get to work with my hands. It is one of my favorite self-care practices! Anyway, when he saw me pulling the carrots out from the dirt, he asked me why I would put my carrots in there. He had no idea that little seeds could grow into carrots in this dirt in my backyard! He had learned about that in school, but without the hands on knowledge he didn’t quite understand. His only experience of eating carrots is after buying them from the grocery store. This motivated me to apply for a grant that would allow me the funds to start a garden at my school so that my students could have the exciting experience of using the knowledge their learning in their classes to our garden! The potential to use this garden for character development is endless – patience, hard-work, persistence, cooperation, confidence, self-care, coping skills, planning and organization, and even health and wellness for mental health!

You can find a great lesson embedded below that I used to accompany our garden project that we are doing at my school. I wanted to use a lesson plant that supported the core curriculum and the character development curriculum at our school. I thought that this one did a good job of doing just that, and will allow us time in each class period to allow students to get their hands dirty in the garden as they work in the garden. My students are so excited to see their seeds and starter plants grow and are amazed that in a few short months we are going to have fruits and vegetables that we can harvest and eat in class!

Here is the lesson plan I used:

Click to access 5-Historical-Citizenship-Contribution.pdf

If you ask my students what their favorite lesson of all time was, I would bet that most of them would say The Marshmallow Test lesson. They loved to see who had self-control and who didn’t, not to mention their love for any lesson that allows them to eat something. Marshmallows are pretty cheap to get in bulk and it is a relatively allergy-friendly food. However, you must check in to ensure that your students are allowed to eat marshmallows since they contain gelatin (Kosher, vegan, and Muslim students often cannot have any food with gelatin). I had a back up candy for students who might not be able to have marshmallows.

Lesson Title: Self Control – The Marshmallow Test

Grade(s): K-5

ASCA Standards:

• A:A1.5 Identify attitudes and behaviors that lead to successful learning
• PS:A1.8 Understand the need for self-control and how to practice it

Learning Objectives:

• Students will be able to explain what self control is and how they use it in their life
• Students will understand the short and long term effects of using self-control

Materials:

• Enough Marshmallows for each student to have 2
• Technology to play the following videos:

K-1: https://www.youtube.com/watch?v=QX_oy9614HQ https://www.youtube.com/watch?v=9PnbKL3wuH4

• Optional: Family Connection Self-Control Handout

Lesson:

Begin by explaining the rules of the marshmallow test and passing out one marshmallow to each student.

“This is your marshmallow. You can touch it, smell it, etc. if you choose. You can even eat it. However, if you choose not to eat, lick, or taste the marshmallow, then you can get another marshmallow in a little bit. If you choose to eat the marshmallow now, that’s totally your choice, but you will only get one.”

Play the following videos for the corresponding grade level:

K-1 Play Cookie Monster “Me Want It (But Me Wait)” Video https://www.youtube.com/watch?v=9PnbKL3wuH4

2-5 Play Self Control Video by LearningWorks for Kids https://www.bing.com/videos/search?q=self+control+lessons+for+elementary&&view=detail&mid=172535AD4189BAB3DDE9172535AD4189BAB3DDE9&&FORM=VDRVRV

Discussion:

Imagine riding in a car that is out of control. It can be frightening and very dangerous! This is also true for people who are out of control. They can hurt themselves and other people. Self-control is like having steering and brakes in the journey of life. It means saying “no” to some things in order to say “yes” to something better—something that can help you reach your goals!

• What is self control?
  • Self-Control is “doing what is right, even when I don’t feel like it.”
• You may do a circle of control illustration on the whiteboard to discuss what you do/do not have control of: https://www.google.com/search?q=circle+of+control&rlz=1C1GGRV_enUS792US792&tbm=isch&source=iu&ictx=1&fir=nMfJMKImexqNyM%253A%252CDD6KCWkO_hoQIM%252C_&usg=__ObaZKSEHA3mgPBVYwiQsP2DEHM8%3D&sa=X&ved=0ahUKEwjYwaeD2OLaAhVju1kKHfx1CcQQ9QEIKTAA#imgdii=yT7qGS0pE0QcSM:&imgrc=nMfJMKImexqNyM
• What are some healthy habits that can make you a stronger person?
• Athletes make a lot of sacrifices in order to reach their goals. Can you think of ways athletes show self-control or self-discipline?
• What could happen to someone who has very little self-control?

This is activity that we have been doing is called the marshmallow test. A famous researcher first did this same test with kids younger than you a long time ago. He told the kids that if they waited to eat their marshmallow that they could have another. Do you think the younger kids found it easier or more difficult to wait to eat their marshmallow. More difficult! Little kids typically have less self-control because they’re still gaining their self-control skills. The interesting thing is that the kids who were able to practice self-control and wait for their second marshmallow were found, many years later, to be more successful! The kids who didn’t eat their marshmallow right away were more likely to make good grades, go to college, to make more money, to be healthier, and even to be happier! Does that mean that if you didn’t practice self-control and ate your marshmallow that you will be less successful? No! It just means you need to work hard on your self-control skills so that you can be successful too!

Optional: Ask students to complete the Family Connection Self-Control Handout

End with passing out a second marshmallow to students who did not eat/lick their first marshmallow and share the marshmallow test video: https://www.youtube.com/watch?v=QX_oy9614HQ

This is a great activity with very little prep time and no worksheets, all you have to do is print and cut a couple pieces of paper for the game. Group work is always fun in guidance and my students had a great time acting out the skills. I thought the video would be a little advanced for my younger students, but they actually really enjoyed it too and were very interested in it. It’s extremely helpful to have this lesson to reference back to later when working with students on calming down and managing their feelings and conflicts.

Lesson Title: Managing Emotions – Calming Down Before We Lose Control

Grade(s): K-5

ASCA Standards:

• PS:B1.4 Develop effective coping skills for dealing with problems
• PS:B1.5 Demonstrate when, where and how to seek help for solving

Learning Objectives:

• Students will be able to identify multiple calm down strategies
• Students will be able to practice calm down strategies in response to upsetting situations

Materials:

• Technology to play the Why Do We Lose Control of our Emotions video: https://www.youtube.com/watch?v=3bKuoH8CkFc
• Print out Self Control Charades Game for groups of 3-5 people (1 copy for each group)

Lesson:

1. Start by introducing the lesson: “Today we are going to learn about managing our emotions, even when things get super difficult. We’re going to start by watching a video that explains how our brain helps us deal with big emotions, then we are going to discuss different strategies we use to calm down from difficult situations so that we can calm down before we experience much bigger emotions. We are going to practice some of these calm down strategies by playing a game before you leave today.”
2. Play the Why Do We Lose Control of our Emotions video: https://www.youtube.com/watch?v=3bKuoH8CkFc
3. Write the following strategies on the board that help us manage our emotions and explain how we can use these strategies. Explain that we are all different so different strategies work for different people.
   1. “I Statement”
      1. When __________, I feel ________, because __________.
      2. This helps us keep the problem small by explaining the situation to others in a better way that doesn’t just focus on the negatives. Instead, I statements help others to understand your emotional reactions to what happened.
   2. Replace your negative thoughts with happy ones
      1. Instead of focusing on the situation that made you upset, you can think of thoughts that make you happy. I am super glad that my test is over and I enjoy all of the other activities that we are doing today.
      2. You can also reframe the situation. Even though that situation made me angry, I know my friend only did that because he didn’t know how much that bothers me and he was too angry to think clearly. This might be a great opportunity for him to learn how to handle his anger better, and I can help teach him if I handle this situation well!
   3. Talk about your feelings
      1. Find an adult or a friend to share your feelings with. Sometimes just confiding in someone and letting it all out makes you feel better. They can also remind you to use other strategies to help you relax and calm down or give you advice to help fix the situation.
   4. Deep breathing
      1. Show students how they can imagine they are blowing bubbles or blowing up a balloon to calm down their bodies and emotions.
   5. Visual relaxation
      1. Think of something that makes you happy, such as your favorite place, food, people, animals, etc. Imagine how this happy place/thing smells, what sounds you might hear, the tastes you may have, the feelings you may experience.
   6. Tensing and relaxing muscles
      1. Practice tensing your muscles and relaxing them, everything from your hands to your neck to your legs and toes.
   7. Squish play dough
      1. Squishing something can help us release all of our anger and distract us from our frustration.
   8. Use your energy to do something good
      1. Sometimes doing something positive or helpful will make us feel a lot better, and we can help make other people happy too.
   9. Count to ten or sing a song
      1. Spend some time focusing on something while you calm down, such as counting or singing. I like to sing something that makes me calm or happy.
   10. Take a walk
       1. Taking a walk can help me to focus on what is around me and to calm down from the situation.
4. “We are now going to play a game to practice using these strategies we just learned about. I will provide each group with a pile of scenarios and a pile of calming down strategies. You will each take turns grabbing one scenario and one calm down strategy. You will read your scenario to your group, but do not share your calm down strategy. We are going to play a game called charades. To play charades, you will act something out and the others in your group must guess what it is. After you act out the strategy and someone in your group guesses it, you can discuss with your group whether that calm down strategy might work to help you calm down from that situation or not. Remember, different strategies are good for different people.

*For Kindergarten and first grade, consider doing this game as a whole group. You can read the scenario out and have all kids express the emotions that they would feel. Then read the strategy they can use and have them act it out, or have one student act it out (whisper the skill in their ear to act out) and have the class guess.

Hand out the materials to groups (3-5 people) to allow them to play. Walk around and give clues as needed if any groups need any help.

• If time allows, ask students to share their favorite calm down strategies with the class.

A topic often posed to us as school counselors at the Elementary level is tattling. Tattling takes away from teaching time and robs students of the opportunity to solve their problem themselves! My students loved acting out different scenarios and brought about many laughs during their role plays. I am always so impressed by the creativity of my students in their role plays and in their teamwork when doing role-plays.

Lesson Title: Big Problems and Little Problems

Grade(s): K-5

ASCA Standards:

• A:A2.3 Use communications skills to know when and how to ask for help when needed
• PS:B1.1 Use a decision-making and problem-solving model
• PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices

Learning Objectives:

• Students will be able to differentiate between big and small problems
• Students will be able to determine when to tell an adult and when to solve a problem themselves
• Students will know how to solve a variety of problems themselves and how to ask for help

Materials:

• Role-Play Situation Print Out
• Optional: Printed worksheets
• Book: Of Course It’s A Big Deal OR technology/book to play/read Don’t Squeal Unless It’s A Big Deal

Lesson:

Read Of Course It’s A Big Deal by Bryan Smith

or

Don’t Squeal Unless It’s A Big Deal https://www.youtube.com/watch?v=QWLf_bHRRsI

Discussion:

• What is the difference between a big problem and a small problem?
  • A big problem is when someone is hurt or in danger or when someone is hurting something that doesn’t belong to them.
  • A small problem is a problem that kids can solve without a grown-up’s help
• Why is it important that we solve our small problems ourselves?
  • Tattling takes away learning time and can upset our friends
  • Remind students to always consider whether they can solve their problem themselves before asking for help
• Why is it important that we get help with our big problems?
  • To help keep us safe

Break students up into groups of 3-5 people. Explain that we are now going to practice (role play) solving different kinds of problems. I am going to give a situation to each group. Each group will have to act out their situation before acting out a potential solution to their problem. After each group presents their situation and solution, discuss with the class whether the problem was a big problem or a small problem. Ask students to share other solutions they may have considered.

Here are a few worksheets that you can use instead of or in addition to acting situations out if you like to have a worksheet with your lesson. Some kindergartners may find acting out a bit difficult, and the Report Vs. Tattle Sort is a nice activity to do with younger student to test their knowledge and allow them to practice their fine motor skills.

https://www.teacherspayteachers.com/Product/Dont-Squeal-Unless-Its-a-Big-Deal-A-Lesson-About-Tattling-FREE-285083

https://www.teacherspayteachers.com/Product/Report-vs-Tattle-Sort-2688010

https://www.teacherspayteachers.com/Product/How-Big-is-My-Problem-Task-Cards-Free-Sampler-2169630

I LOVED the lesson that is found in the Zootopia movie, and since Dolly Parton might be a little outdated for some of our young students (as much as I hate to say that), I thought tying characters that our students may know a little better would take this lesson even further. I hope the templates in this lesson plan make preparing for lessons easier for you so that you have more time for all of the other duties that you have as a school counselor!

Lesson Title: Stereotypes and Judging – The Coat of Many Colors

Grade(s): K-5

ASCA Standards:

• PS:A1.1 Develop positive attitudes toward self as a unique and worthy person
• PS:A2.3 Recognize, accept, respect and appreciate individual differences
• PS:B1.4 Develop effective coping skills for dealing with problems

Learning Objectives:

• Students can define the word stereotype and provide an example of this behavior.
• Students will be able to explain why judging someone based off the way they look is wrong, hurtful, and often inaccurate.
• Students will be able to list three things that make them unique and special.

Materials:

• Printed Zootopia stereotype printouts
• Materials to write and color
• Printed Coat of Many Colors template for each student

Lesson:

Show a picture of different characters from the movie Zootopia found on the Zootopia stereotypes printouts.

Discussion:

• Ask students to tell you what thoughts come to mind when they see pictures of these animals. Which one of them looks the nicest? Which one looks sneaky? How about Gentle? Mean? Smart? Who looks like the good guy/hero? Who looks like the bad guy/villain?

Define the word stereotype – a thought or opinion about someone based off how they look without actually getting to know them. Explain that in the movie Zootopia, the sheep is actually the evil mastermind. People stereotype the fox for being sneaky, when he actually helps save the day. The buffalo looks mean and grumpy, but he is actually a good guy! However, the sheep’s body language makes her look friendly, even though she is very dangerous. Lastly, the rabbit is very smart, motivated, and hard working, even though a lot of people told her at the beginning of the movie that she didn’t have what it takes to be a police officer! The stereotypes we placed on these animals in the filmed tricked us into thinking we know who the bad and good guys really were. However, we now know that we can never tell just by looking at someone!

• Ask students if they judged these animals prematurely – before getting to know them.
• Ask students how it feels to have someone judge you or think things about you before they get to know you.

Explain that you are going to read the lyrics from a song called The Coat of Many Colors:

In this story, many people assume that this girl is poor because of the jacket she wears.

Discussion:

• How did you feel when people judged Dolly from the way she looked?
• Have you ever had someone judge you based on something you wore or the way you looked? How did that feel?
• What would have happened if Dolly Parton stopped wearing her coat and let the teasing bring her down?
• Dolly Parton ended up writing a song about her coat of many colors that helped her become even more famous! How did you deal with being teased or judged? How can we keep that kind of stuff from getting to us (and hurting our feelings or making us change who we are)?
• What do you think Dolly meant when she wrote “one is only poor if they choose to be?”

Print a coat template for each student. Explain that students are now going to make their own “coat of many colors”. Explain that when you look at someone you may not know anything about them, and this coat of many colors is going to show these things that we normally don’t know unless we get to know you. Provide coloring materials so that students can draw different aspects about themselves that are unique, such as sports they like, subjects they enjoy, their family, their style, hobbies, dreams, etc. Allow students to share their ideas with their class for the last few minutes.

My district does a great job with inclusion, but with this comes many accommodations that some of my students had a hard time understanding. They would say “it’s not fair” and “why do they get to do that?” when certain students were allowed more time to complete tests or allowed to have different seating arrangements in their classroom. Some students felt that they got in trouble with their teacher a lot, but didn’t behave as poorly as one of their peers (who unbeknownst to them has a disability). This got me to thinking of how I might address equity versus equality and to help students understand what disabilities are and to view disabilities in a positive light. I don’t know that this lesson fixed all of the problems at our school surrounding this topic, but many teachers recognized a change in our school and that our kids were more empathetic, patient, and understanding with their peers. I went back and forth on this lesson as I wanted to give this topic the immense respect it deserves and I am by no means an expert, but it is a lesson that I reference back to time and time again. I would love to hear activities and initiatives that are used at your school to celebrate differences, further education on this topic, and support students with disabilities! Please share your ideas in the comment section below!

Lesson Title: Celebrating Differences – Learning About Disabilities (2 day series)

Grade(s): K-5

ASCA Standards:

• PS:A2.3 Recognize, accept, respect and appreciate individual differences
• PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences

Learning Objectives:

• Students will be able to define disability and list three disabilities
• Students will understand equality versus equity
• Students will understand the value of differences and diversity

Materials:

• The Girl Who Thought In Pictures: The Story of Dr. Temple Grandin by Julia Finley Mosca
• Printed handouts found here (Consider picking one or two of the activities/handouts on pages 4-7) https://www.teacherspayteachers.com/Product/The-Girl-Who-Thought-in-Pictures-Different-Not-Less-3332489
• Printed handouts found here (there are 2 to a page): https://elementarycounselorrealitieshome.files.wordpress.com/2019/02/86a3c-celebratecolorlayout.pdf
• Access to technology to present the following book: http://www.udprogram.com/a-little-story-book

Lesson:

Day 1: Start by asking students to raise their hand if the following is true for them and to look around the room to see how many of their peers this is true for:

• You have brown eyes
• You have blue eyes
• You have black hair
• You have blonde hair
• You are good at math
• You are good at science
• You like macaroni and cheese
• You like brussel sprouts

Discussion:

• What would it be like if we were all the same?
  • It would be boring
  • We wouldn’t know each other apart
  • We would have less options (only certain foods at the grocery store, etc.)
• Can being different be fun? How about scary?
  • Being different is fun because you are unique and people pay attention to you
  • Being different can be scary because people may stare at you and you may be afraid that people will make fun of you
• How can we celebrate each other’s differences?
  • Learn about one another and show interest in them
  • Respect each other
  • Not stare at people
  • Recognize people’s strengths and weaknesses

Explain that today we are going to be learning about one kind of difference called a disability. A disability is a physical (body) or mental (brain) condition that limits a person’s movements, senses, or activities. A few examples of disabilities are blindness, deafness, autism, down syndrome, and more! It is important to know that even if two people have the same disability, they may be very different from one another because we are all special and unique people! Sometimes we think that having a disability is a bad thing, but disabilities are actually something that make us different, special, and can even help us think in different ways in a way that is a huge strength.  

Discussion:

• Is having a disability a bad thing?
  • No, having a disability makes us special and unique! Sometimes having a disability requires us to overcome certain things. For example, our friends who are blind need to learn how to use a walking stick or how to use a guide dog. People with deafness may need to learn sign language. And people with a learning disability, which is when learning certain subjects might be extra tricky, may need to learn tricks to help them or they may need to learn things in a different way. When asked if individuals with disabilities would like to live without their disability, many people would say no because it is a part of them and they would not be the same person that they are now!
  • Having a disability can be a strength! For example, some people with disabilities think differently, and therefore they can help solve problems that other people can’t! For example, Albert Einstein is thought to have had a disability called Autism and he had discovered many mathematic and scientific breakthroughs that changed the world. Stephen Hawking had a disability called ALS that left him paralyzed and wheel-chair bound and was both a physicist and a best-selling author.
• Do people with disabilities need help with things?
  • Not necessarily. Everybody needs help with things sometimes, but we don’t want to assume that they need help just because they have a disability. If people assume that you need help, it might make you feel like a baby and that doesn’t make you feel good. Instead, make sure you ask if you think someone might need help! You can ask people with disabilities to help you with things too!
• How can we support our friends with disabilities?
  • Be a good friend to them and include them in your friendship groups and activities
  • If they need help, ask them, but don’t assume that they need help
  • Appreciate and respect their similarities and differences

Explain that today they you will be reading a true story about a girl with Autism who overcame many obstacles and became a famous scientist and researcher.

Read: The Girl Who Thought In Pictures: The Story of Dr. Temple Grandin by Julia Finley Mosca.

Afterward, ask students to complete one or two of the following activities found here:

https://www.teacherspayteachers.com/Product/The-Girl-Who-Thought-in-Pictures-Different-Not-Less-3332489

Day 2:

Ask several students to share what they learned during the previous guidance lesson with the class.

Remind students that disabilities are just one of many differences that make us special and unique. Explain that not all differences are disabilities. For example, dwarfism is not a disability, although people with dwarfism may have health issues that ARE disabilities. Note: A teacher at my school gave me permission to use her disability as an example, but please do not use an example at your school without asking this person’s permission. You are welcome to use my example. I shared with students that one teacher at our school has a disability, but that many of us would never know unless she told us! Explain that it was important that I asked for her permission before sharing this because she must respect the privacy of others and let those people share that information if/when they choose to. One difference this teacher has is albinism, but that this is only a difference and not a disability. However, people with albinism are often blind, which is a disability. This teacher is legally blind, but she can see well enough to do most things at school without any help, with the exception of reading small print.

Explain that like this teacher, some people with disabilities need a little extra help in order to do the same things that the rest of the teachers do at school. For example, when this teacher was little she was allowed to have special tools and special books that allowed her to read at school. Some students with disabilities are allowed to take longer to finish tests or have certain things in class that help them to pay attention that other students may not be allowed to have.

• Is it fair for students with disabilities to get extra time on a test or special opportunities that other students don’t get?
  • Yes! This allows students to have a level playing field where they are able to have just as much of a chance as other kids
  • Consider using the following image to help illustrate equality vs. equity: https://www.google.com/search?q=equality+vs+equity&rlz=1C1GGRV_enUS792US792&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiijZXJgN_gAhWDnFkKHWIzAL0Q_AUIDigB&biw=1024&bih=576#imgrc=5FCd5q8ddoChKM:

Tell students that you are going to explore a variety of differences in a book called Not Too Big, Not Too Small.

Read the following online book: http://www.udprogram.com/a-little-story-book

Pass out the following worksheet (link found below) to each student. Explain that all people share similarities and differences with every person on Earth. Ask students to think about what makes them unique and have them include those traits on their paper. When they are finished drawing themselves, allow them to color all the people on their paper. If time allows, ask students to share their drawing and what makes them different. https://elementarycounselorrealitieshome.files.wordpress.com/2019/02/86a3c-celebratecolorlayout.pdf

Of course kids love any activity that involves candy, especially sour patch kids! I was able to secure a very large bag on Amazon for about $20 which left me with more than enough for the 450 or so students I serve at my school. It is so helpful for our students to have a basic understanding of perseverance for us to later reference when we are discussing hard work, school success, college readiness, etc.

Lesson Title: Perseverance

Grade(s): K-5

ASCA Standards:

• A:B2.6 Understand the relationship between classroom performance and success in school
• PS:A1.3 Learn the goal-setting process
• PS:B1.10 Identify alternative ways of achieving goals
• PS:B1.11 Use persistence and perseverance in acquiring knowledge and skills

Learning Objectives:

• Students will be able to define perseverance and list three ways they can use perseverance to successfully reach a goal

Materials:

• Sour Patch Kids Candy (enough for each child to have 1)
• Technology to show the following video: https://www.youtube.com/watch?v=pWp6kkz-pnQ
• Printable Handouts:

Grades K-1: https://www.teacherspayteachers.com/Product/Dont-Give-Up-Sesame-Street-Bruno-Mars-2295552

Grades 2-5:
https://www.sunnydayfamily.com/2018/02/persistence-activities.html

Lesson:

Start by handing out 1 sour patch kid candy to each student. Tell them not to eat them until you say. Ask them if they know what happens when they eat a sour patch kid. Call on them until someone says “First it is sour, then it is sweet.” Then tell them to pay attention to what happens when they eat one. After they eat it and say how sour it is, explain that stuff in their lives is very similar. Many things start off very sour or difficult, but the reward is so sweet and worthwhile.

This week we are learning about Perseverance.

Define perseverance: Trying over and over even when it is difficult.

Show students the following video on perseverance and tell them to pay attention to some of the ways Bruno Mars tells us that we can practice perseverance: https://www.youtube.com/watch?v=pWp6kkz-pnQ

          Discussion:

• How can we use perseverance to succeed?
  • Studying for tests to get good grades
  • Getting good grades to graduate high school and college
  • Working out to become strong
  • Climbing a mountain to see the top
  • Practicing a sport to get good at it
• Why should we use perseverance?
  • So that we don’t give up
  • So that we can succeed
  • To be a good role model
• How can we get better at using perseverance?
  • Stay positive (happy thoughts)
  • Positive self-talk
  • Encouraging others
  • Set small goals within a big goal
  • Give ourselves rewards
  • Compete with our past self or others (when helpful and done with kindness)
  • Ask someone to help us stay accountable
  • Asking others for help
  • Don’t let failures get us down

Grades: K-1: Hand out the following worksheet to each student: https://www.teacherspayteachers.com/Product/Dont-Give-Up-Sesame-Street-Bruno-Mars-2295552

Ask students to think of at least one thing that requires them to have perseverance in order for them to reach their goals.

At the end of class, ask students if they would like to share what they wrote/drew.

Grades 2-5: Hand out the following worksheet (Page 1 of the pdf) to each student (you can access this worksheet (Perseverance Activity Pack) found near the bottom of the page by adding it to your cart and checking out, but it is totally free):

https://www.sunnydayfamily.com/2018/02/persistence-activities.html

At the end of class, ask students if they would like to share what they wrote/drew.

This is a great lesson to do in February during Black History Month! The story used in this lesson really moved many of my students and the papers my students produced pulled big time on my heart strings. Many students wrote about the impact that their teachers, family, and friends have on the world and it was very encouraging for me to see the difference being made and the work being done to make our world a better place.

Lesson Title: Change Agents

Grade(s): K-5

ASCA Standards:

• PS:A1.4 Understand change is a part of growth
• PS:A2.1 Recognize that everyone has rights and responsibilities
• PS:A2.3 Recognize, accept, respect and appreciate individual differences
• PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity

Learning Objectives:

• Students will be able to define what a change agent is
• Students will be able to identify a change agent is in their life and why change is important
• Students will be able to explain why we must appreciate and respect differences

Materials:

• Technology to read Henry’s Freedom Box https://www.youtube.com/watch?v=yZ2FAzDjK-o
• Papers
• Pencils

Lesson:

Discussion:

• Why do we learn about history?
  • It’s important that we learn about history so that we can ensure that we never repeat the history over again.
• Why do we learn about important people in history?
  • Because they were “change agents” and they changed history
  • So that we can learn how to gain some of the positive qualities of being a change agent

Watch/Read Henry’s Freedom Box by Ellen Levine. https://www.youtube.com/watch?v=yZ2FAzDjK-o

Ask students to share their thoughts and feelings after reading/playing this story.

Discussion:

• Who in this story stood up for Henry and for equality/freedom for all people?
• Who could have stood up for Henry and for all other black people but didn’t?
• What makes people decide to stand up for something?
• Why do people choose to not stand up for important things?
• Is standing up for what we believe in easy? Important? Why?

Explain that there are many ways that we can show bravery and stand up for something. Ask students to think about ways that they can stand up for something in their lives. Allow them to discuss ways to stand up for something in a group.

Ask students to share their ideas (consider writing these on the board):

• Stand up for bullying by helping kids avoid bullies, get help from an adult, and stand up to bullies.
• To tell the truth when someone lies.
• Peaceful protests and movements
• To join student council or make/join another group that helps make positive changes.
• Tell students that what they are doing/saying is not kind.
• If there is a negative trend in your family to break this trend. For example: being the first to graduate high school.

Activity:

Grades K-1:

Ask students to think of one person that they know and admire who is a change agent, meaning that they have stood for what is right and made positive changes in this world! Tell them that they are going to draw a person that they admire and who is a role model to them. They will draw the following:

1. A picture of a person who is a change agent
2. A picture of that person doing something that can/did change the world

Grades 2-5:

Ask students to think of one person that they know and admire who is a change agent, meaning that they have stood for what is right and made positive changes in this world! Tell them that they are going to write about a person that they admire and who is a role model to them. Ask the students not to write about a historical figure or celebrity, but someone they know personally. They will include the following:

1. The person I admire who is a change agent is _________.
2. What “change agent” qualities does this person have?
3. How can/did this person change history?
4. How might this person motivate/help you to be a change agent?

Consider writing these points on the board to help the students as they write and give an example.

Closing discussion:

• What are some of the qualities of people you admire?
• How do these people act in difficult situations?
• How can you be like the people you wrote about and make change?

This is by far one of my favorite lessons of all time. Students are always so excited to read the next book since we split this series up into 3 days. I was able to witness a group of students fall in love with this series during my internship under an amazing school counselor who inspired me immensely in my journey of becoming a school counselor, so this lesson has a special spot in my heart. I hope your students love it as much as ours!

Lesson Title: Anti Bullying Series – Weird!, Dare!, & Tough! books

Grade(s): K-5

ASCA Standards:

• PS:B1.4 Develop effective coping skills for dealing with problems
• PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions
• PS:B1.6 Know how to apply conflict resolution skills
• PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences
• PS:B1.8 Know when peer pressure is influencing a decision
• PS:C1.2 Learn about the relationship between rules, laws, safety and the protection of rights of the individual
• PS:C1.5 Differentiate between situations requiring peer support and situations requiring adult professional help
• PS:C1.6 Identify resource people in the school and community, and know how to seek their help

Learning Objectives:

• Students will be able to identify what is and is not bullying behavior
• Students will be able to list at least 3 ways to avoid or handle bullying situations

Materials:

• Weird!, Dare!, and Tough! book series by Erin Frankel

Lesson:

Day 1: Explore what bullying is and isn’t on the board. Write:

Emphasize that bullying is REPEATED, UNWANTED, AGGRESSIVE, AND HAS AN INBALANCE OF POWER.

Read the following situations and have students determine whether or not it is bullying based on the parameters written on the board:

• Someone in your class told you that you can’t play with him/her today.
  • This is NOT bullying, this is rude behavior.
• You and your best friend get into an argument over who gets to play goalie during soccer. Your best friend tells you that he/she won’t be your friend anymore and you tell him/her that he/she is a bad goalie.
  • This is NOT bullying, this is a conflict.
• Stuart trips you every day as you walk to your desk. He yells names at you during recess and spread five untrue rumors about you to the whole school. He has taken items that belong to you two times.
  • This IS bullying.
• Your classmate makes fun of you for wearing new shoes by saying they are ugly. She kicked dirt at your shoes and made them dirty. She later apologized and asked for you to forgive her.
  • This is NOT bullying, this is mean behavior.

Activity:

1. Read the Weird book.
2. Do the activity in the following link in groups of 4: https://www.superteacherworksheets.com/bullying/bullying-story-spelling-test_SPELL.pdf?up=1466611200

Day 2: Discuss and write on board:

Bullying can be:

PHYSICAL: hitting, kicking, tripping…

VERBAL: name calling, mocking, racial comments, rumors, inappropriate remarks…

SOCIAL/RELATIONAL: excluding others, humiliating, graffiti aimed at others, putdowns

CYBER BULLYING: spreading rumors or saying hurtful remarks online or via text

Read: Dare

Activity:

Break class up into 4 groups and provide each group with a form of bullying: physical, verbal, social/relational, and cyberbullying. Ask each group to develop a skit/play that illustrates the type of bullying assigned to them to present to the class. Ask the groups to include a positive solution for the victim to overcome the bullying.

Day 3: Discuss – Why do people become bullies?

• Feeling powerless in one’s own life
• Someone else is bullying them
• Jealousy or frustration
• Lack of understanding or empathy
• Looking for attention
• Mimics behaviors of family
• Bullying behavior gets rewarded
• Inability to regulate emotions

Explain to students that it isn’t just the victim that experiences the problem, but so does the bully! One study found that if we track the lives of both the victim and the bully, both are more likely to have serious, lasting problems than those who were not bullied or a bully.

Read Tough.

Activity:

1. Provide students (grades 2-5) with the following worksheet to measure their understanding of this topic:

https://www.worksheetplace.com/mf_pdf/Down-with-Bullying-Worksheet.pdf

• If time allows, allow students to work in groups to make posters to hang up around the school about bullying. Have the students write a word that goes down (the name of their school or use the words DARE, WEIRD, and TOUGH as listed in the back of the book) and have the students find words that can go horizontally that also use that first letter. This will look similar to a crossword puzzle. Younger grades can simply draw pictures or decorate a poster with an anti-bullying theme.

Providing the opportunity for students to share some of their experiences with other students not only helps develop relationships between students, but it also allows students to put themselves in the place of someone else’s shoes/perspective. I like to use this activity before or after a unit/lesson on bullying as empathy is an important part of preventing and intervening in bullying behaviors.

Lesson Title: Empathy

Grade(s): K-5

ASCA Standards:

• PS:A2.2 Respect alternative points of view
• PS:A2.3 Recognize, accept, respect and appreciate individual differences
• PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior

Learning Objectives:

• Students will be able to describe what empathy is and why it is important

Materials:

• Technology to present the following video(s): https://www.youtube.com/watch?v=9_1Rt1R4xbM
• https://www.youtube.com/watch?v=PT-HBl2TVtI
• https://www.youtube.com/watch?v=ObYLerYbzts

Lesson:

Introduce the lesson by playing the following video from Sesame Street about Empathy: https://www.youtube.com/watch?v=9_1Rt1R4xbM

Define empathy:

• Empathy is the ability to understand someone else’s feelings, experience, etc.
• Putting yourself in someone else’s shoes (explain this saying and that it does not actually mean wearing someone else’s shoes)
• This is kind of like a detective trying to understand someone else’s reasons and motives for something

Discuss why empathy is such an important part of having good relationships and understanding the world

• You will be able to respond better to others and maintain better relationships
• You will understand how to comfort others
• You can better explore other perspectives and ideas

Activities:

Have students sit face to face with a partner.
Let both partners know that they will share a time when they felt scared. Give them 30-60 seconds of quiet time to think about the story they want to share.
Ask each pair to decide on the first speaker and let them know they will have 1-2 minutes to share their story.  Prepare the listeners by reminding them to quiet their bodies, make eye contact, and pay attention to the details that their partner shares.

• Practice cognitive empathy

Ask speakers to share their story. When they are finished, ask the listeners to give their partners their responses to these questions:

• How would you paraphrase (describe in your own words) the situation that your partner is dealing with in this story?
  • What details made this situation so scary?
  • What was the moment in the story when your partner felt most afraid?

Ask the speakers to reflect on their partner’s retelling of their story. Ask them to give their listening partner their responses to these questions:

• Did your listener describe the situation accurately? If not, can you clarify their understanding?
  • Did your listener understand the details that made this situation so scary? If not, can you clarify their understanding?
  • Did your listener understand the moment that most frightened you? If not, can you clarify their understanding?
• Practice emotional empathy
  Confirm that all partnerships have clarified their understanding. Now ask the listeners these self-reflective questions to help them practice emotional empathy:
  • Have you ever felt as scared as the speaker was in their story?
  • How did your fear feel inside your own body at that that time?
  • Can you imagine how the speaker felt inside their body during their story?
  • Can you remember that same feeling and feel it now?
• Practice compassionate empathy
   Lastly, ask these questions of the listeners to help them integrate cognitive and emotional empathy and practice compassionate empathy.
  • Now that you understand your partner’s point of view and can feel how they felt at the time, what might you have done at the time to make them feel better?
  • What could you do now to make them feel better?
  • Do it!

 
Switch roles and repeat!
Once students have completed the pair share, reconvene the class as a circle. In a go-round (using a talking piece, if you have one), invite students to respond to these questions:

• What do you understand about your partner, and his or her life, that you didn’t understand before this activity?
• What did you learn about yourself by doing this activity?
• How can you practice empathy in your own life?

You may also share the following videos to further explore the topic:

Watch: https://www.youtube.com/watch?v=PT-HB12TVtI

Watch: https://www.youtube.com/watch?v=ObYLerYbzts

A kindergarten teacher at my school asked me if I could do a guidance lesson on this topic, as it was coming up again and again in her classroom. It is hard to think of a better lesson than using the Boy Who Cried Wolf story! My class was most excited about the opportunity to act out the different scenerios. My students love acting as it allows them to teach their classmates, to get up out of their seats, and it gives them an opportunity to be a little bit silly and laugh (especially if you ask them to show you what we SHOULD do and show you what we SHOULDN’T do). I hope your classes enjoy this lesson as much as mine did!

Lesson Title: Honesty

Grade(s): K-5

ASCA Standards:

• A:A3.1 Take responsibility for their actions
• PS:A1.2 Identify values, attitudes, and beliefs
• PS:B1.2 Identify consequences of decisions and choices

Learning Objectives:

• Students will be able to define honesty and provide examples of honest and dishonest behavior
• Students will be able to determine honest responses to situations and why honesty is important

Materials:

• Access to the following free read-aloud: https://www.youtube.com/watch?v=QFD4KoyXuu8
• Optional: Printable worksheet (Honesty Family Connection) from the following website: http://characterfirsteducation.com/c/curriculum-detail/1951185

Lesson:

Start by introducing a story called The Boy Who Cried Wolf. Explain that they may have heard this story before, but that it is a very good one for the special topic that we are going to discuss.

The following link is a free read-aloud of the story:

Discussion:

• The boy in this story lied two times because he was bored. What happened when he really needed help the third time?
  • People didn’t trust him and didn’t come to help him.
• What does the word honest mean?
  • Honesty is telling the truth without lying, tricking, or exaggerating.
• Is it easy or difficult to be honest?
  • Easy because it is the right thing to do and you don’t have to try to remember your lies.
  • Difficult because sometimes we will get in trouble if we tell the truth.
• Why is honesty important?
  • We may lose the trust of our friends if we lie.
  • People may stop believing us.
  • We may lose friends, relationships, jobs, etc. if we are not honest.
  • We need to be able to trust people when they say things. For example, we trust that a police officer will help us if we are in trouble. We trust that a doctor will help take care of us if we get hurt or sick.
  • It makes the world a better place.

Activity:

1. Split the students into groups of 3. Explain that each group is going to be presented with a situation for them to act out to the class. Explain that the students must show read the situation to the class, then they must act out the situation with an honest response to each situation.
   1. Your teacher gives you a special prize for getting the best grade on a difficult test. When your teacher hands the tests back, you realizes that she gave you someone else’s test who received the highest score.
   1. You are supposed to wash the dishes on Tuesdays as one of your chores. You want to tell your sister to do them for you.
   1. You forgot to study for your test and you don’t know any of the answers. You can see the answers on the person’s paper next to you.
   1. You find a $20 bill on the floor in your classroom. You really want to keep it because that’s how much a new video game that you want costs.
   1. Your friends tell you that you should download this cool app onto your phone. The app says you must be 13 years old to download it, but you’re too young.
   1. You are buying two toys at the store, but the cashier only charges you for one toy.
   1. Your parents tell you that you must put your phone on the counter every night before bed. Your parents go to bed before you so you know that they won’t check if your phone is put where they asked you to put it.

Discussion:

• How does it feel when someone lies to you?
  • We may feel sad, mad, or betrayed.
  • It makes us worried that we can’t trust them anymore.
• Why are lies so wrong?
  • It hurts friendships and relationships.
  • It can make a big mess of things
  • People might not trust you anymore
  • You may tell one lie, but then have to tell another to cover up that lie, and another and another…
• How can we do what’s right if we already lied?
  • We can tell the person that we hurt that we are very sorry and apologize to that person.
  • We can explain why what we did is wrong and why it won’t ever happen again.
  • We can try to fix the lie by doing what is right. For example, if we took money, we can return the money to the rightful owner. If we told a lie to a friend, we can go tell them the truth.

The following website has several additional activities, including a worksheet that is great to measure and collect data on student’s knowledge of honesty (Honesty Family Connection): http://characterfirsteducation.com/c/curriculum-detail/1951185

This lesson ranks as a favorite of both staff members and students alike! Students have to be patient a LOT, whether they are at home or at school, and student’s often tell me that they are really bad at being patient. This lesson will definitely fill your entire block of time with your students and will leave them with lessons that stick with them. I hope that this lesson helps the patience in your students to flourish! It’s worth a try 😉

Lesson Title: Patience

Grade(s): K-5

ASCA Standard(s):

• A:A1:5 Identify attitudes and behaviors that lead to successful learning

Learning Objectives:

• Students will be able to define, provide examples of, and model patience

Materials:

• 4 – 6 plastic spoons
• Cotton balls (at least 4 but you will likely need extra)
• Access to the following free read-aloud:
  https://www.youtube.com/watch?v=t_bKqYUc-2M

Lesson:

Write the word patience on the white board.

Discussion:

• What does the word patience mean?
  • Patience means waiting while staying calm. It also means that you wait without complaining or asking over and over again.
• Tell me about a time you had to be patient at home
  • Completing chores
  • For family to get ready
  • For dinner to be ready
• Tell me about a time you had to be patient at school
  • For others to complete test
  • To be called on when I raise my hand
  • Waiting in line for lunch
• Why is being patient so difficult?
  • I want something now
  • I don’t like waiting
  • I have to be patient so often
  • I don’t know if it will ever happen

Activities:

1. Start by reading/playing The Carrot Seed or another book about patience https://www.youtube.com/watch?v=t_bKqYUc-2M

Discussion:

• What is the take away of this book?
  • When you work towards something, you have to believe in yourself and be patient.
  • Patience pays off.
• What is it like to have people doubt you? Do you let it stop you?
  • Difficult, no or you will miss out on all potential benefits. If the boy stopped believing in himself and overcome the doubt he would have stopped watering and tending to his plant and it would have never been able to grow into a humongous carrot.
• How did his patience pay off?
  • He grew an extremely large carrot and proved everybody wrong.
• Break up the students into groups of about 5. Tell the students that you are going to test them on their patience. Explain that you will give them a topic to discuss as a group. The students must provide their answer/opinion without interrupting another student. If the teachers sees any two students in a group talk at the same time, they lose.

Topics:

• Favorite color
• Greatest fear
• Favorite joke
• Dream job/career
• Favorite animal
• How many states have you visited

Discuss how patience takes practice and is such an important thing to learn. Explore how we need to be patient in order to get a job (if we interrupt someone who is interviewing us they won’t hire us), to babysit little kids, and with parents in order to have privileges (games, rewards, etc.).

• Tell the students that we will now practice patience using a game they may have played before: The quiet game! Tell the students you will test them to see if they can be patient and quiet for 1 minute. Use a timer that only you can see to further test their patience.
• Tell students that we will practice patience with one more activity. Break up the students in 2 – 3 large groups. Explain that each team will have to take turns walking from one spot to another and back without letting the cotton ball fall off the spoon. If the cotton ball falls off the spoon, that team player must start back at the beginning. This is a race to see which team can have every team player complete this mission.

Closing discussion:

• The team that walked too quickly wasn’t patient had to start over and slowed down their entire team. The patient team that was slow and steady won the race!
• How can we be patient today in our lives? Why is it important
  • In lines, raising hands, playing sports, completing sports, helping kids younger than them, completing homework, etc.
  • We will be more successful and have more positive relationships with those we demonstrate patience with.