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Lesson Plan

School Counselor: Lisa Moore


Lesson Plan Title: Everyday Matters-

Single Classroom Lesson


 Unit of Classroom Lessons: Lesson _____ of _____
 Small-Group Session Lessons: Lesson _____ of _____
Target Audience: 7th Grade- Adaptable for 9-12
Evidence Base:
 Best Practice (commonly used and believed to be of high quality)
 Action Research (individual investigates own practice to improve content/delivery)
Research-Informed (a review of research provides foundation for content/delivery)
 Evidence-Based (highest level of evidence, results published in peer-reviewed journal)

ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write or
targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
Student(s) will:

M 1. Positive attitude toward work and 1. Define chronic absenteeism.


learning. 2. Understand the connection between
B-LS 4. Self-motivation and self-direction attendance and long term academic and
for learning. professional success.
B-LS 10 Participation in enrichment and 3. Identify how attendance is impacted by
extracurricular activities. participation in extracurricular activities
B- SMS 1. Responsibility for self and actions. and learn current options for
B- SMS 6. Ability to identify and overcome participation.
barriers. 4. Recognize barriers to attendance.
B- SS 3. Positive relationships with adults to 5. Recognize potential solutions to
support success. attendance barriers.
6. Identify staff available to share
attendance barriers with.
7. Acknowledge ways individuals can take
ownership and improve attendance.

Updated, June 2021


Materials:
• Laptop and projection to display Google Slides Cherry Lane Attendance Lesson
Slideshow
• Pre and post assessment copies and google form link sent to students.
Cherry Lane Attendance Lesson Pre-Assessment Form
Cherry Lane Attendance Lesson Post-Assessment Form
• Sometimes/Always/Never Icebreaker sheets for placement throughout the room,
Sometimes/Always/Never Signs
• Group activity task cards Cherry Lane Attendance Lesson Group Activity Task Cards. Pre-
cut and laminated and placed into 4 groups. 1 card from each category into each group.
• Blank ½ sheets of paper
• Pens and pencils
• Clubs and organizations list Cherry Lane Clubs and Organizations List

Describe how you will:


Introduce Lesson • Introduction of lesson will be a short discussion about school
Topic/Focus: transition and expectations for Cherry Lane School regarding
attendance.
• Completion of a pre-assessment using google forms. For students
without devices or who prefer handwritten documents, paper
forms will be provided. Cherry Lane Attendance Lesson Pre-
Assessment Form
• Complete short ice breaker activity. 3 signs will be placed around
the classroom identifying “Sometimes, Always, Never.” Students
will then be asked a series of questions that are also listed on the
PowerPoint presentation and asked to identify their feelings
about the question as sometimes, always, never. If the room
permits, students will walk to the designated area to answer the
question. If not they will remain in their seats and if they select
“never” they will stay seated, “sometimes” will stand, and
“always” stand with their hands raised in the air.
Sometimes/Always/Never Signs
Communicate the Students will learn school attendance definitions and the importance of
Lesson Objective: regular attendance, understanding the connection between attendance
and academic performance. They will identify and begin to problem
solve barriers to attendance and understand the importance of school
engagement and extra-curricular activity options at Cherry Lane.
Teach Content: Google slides will be presented to teach content. Definition of various
attendance terms will be reviewed as well as the impacts of attendance
performance. Barriers to attendance and the value of school

Updated, June 2021


engagement will also be reviewed. Transition into practical application of
these ideas. Cherry Lane Attendance Lesson Slideshow

Practice Content: • Students will be placed into 4 groups to complete group activity,
desks organized as such if possible. Each group will be given 5
cards to complete during the activity; 1 card from each category
(Act it out, imagine if, sketch it out, discuss, and true false).
Provide 8-10 minutes for group to answer and discuss every card.
Rotate cards with another group depending on time allotment,
ideally 2-3 rotations. Place blank half sheets of paper and pens on
desks.
Cherry Lane Attendance Lesson Group Activity Task Cards.
• Counselor will rotate throughout the groups asking questions and
prompting engagement as needed.
• Students return to seats and debrief activity.
• Suggestion if needed: teacher will read cards to group members,
groups will be placed in circles on the floor instead of at a desk,
remove or eliminate specific task cards that do not fit the needs
of the group.
Summarize/Close: • Review of concepts and discussion of tips and tricks to improve
attendance. Focus on reaching out to staff and faculty for help as
well as joining groups for engagement.
• Hand out list of current clubs and organizations. Cherry Lane
Clubs and Organizations List
• Complete post-assessment google form. Cherry Lane Attendance
Lesson Post-Assessment Form

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number All 7th grade students, estimated 142
of students:
Planned length of 30-45 mins.
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment aligned with the selected
ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are:
1. School attendance impacts the way students perform on tests and their grades.
a. True
b. false
2. How many days does a month does a student need to miss to be chronically absent?

Updated, June 2021


a. 2
b. 3
c. 4
d. 5
3. What are some barriers to attendance that students may encounter throughout the
school year?
4. Participating in a school club or organization can help improve attendance.
a. True
b. false
5. I feel comfortable going to a teacher or staff member to help me problem solve barriers
to attendance and get caught up when I miss school.
a. Agree
b. Disagree

Students will leave lesson with an understanding of what chronic absenteeism is and how it
impacts performance. They will identify barriers to attendance and begin to problem solve
them as well as identify individuals who can help them and organizations, they can engage in.
Outcome Data Plan: (choose one and describe specific data point to compare)
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict first quarter
with second quarter
 Achievement (describe):
Attendance (describe): By May 2023, 7th grade chronic absenteeism will be reduced by 5%
and club participation will increase by 10%. Minority student chronic absenteeism for 7th grade
students will reduce by 10%. As students matriculate, continued impact on attendance will
improve school wide chronic absentee data.
Discipline (describe):
Follow-Up Plans
Explain your plan for students who missed the lesson.
We will provide the lesson during 7th grade resource class to ensure access to all. For those
who miss, an online version of the course will be available with videos for viewing in addition to
the group activity information. The lesson will be posted on the students online learning
platform to ensure students and families have access. It may also be shared with other grades
as requested or needed.

Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment
of student standards (M&B)/student learning objectives.
After reviewing pre/post data results outliers will be identified and additional support
determined on a case-by-case basis. Students may be referred to the Attendance Check in
Small Group or individual counseling. Additional courses in overcoming barriers and self-
awareness, self-advocacy and diversity/inclusion may also be provided.

Updated, June 2021


Updated, June 2021

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