SCN-610 School Counseling Lesson Plan Template

Section 1: Lesson Preparation

Grade Level: 4th Grade

Instructional Plan Title: Clique Busters

Lesson Summary and In 2-3 sentences, summarize the lesson, identifying the central focus based on
Focus: the content and skills you are teaching.

This lesson aims to help students become aware of the difference between
friendship groups and ‘cliques’ and identify how cliques exclude and are
hurtful to others. The goal of this activity is to motivate students to be
socially inclusive and encourage students to commit to engaging in
socially inclusive behaviors.

Classroom and Student Describe the important factors (demographics and environment) and student
Factors/Grouping: factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and
the effect of those factors on planning, teaching, and assessing students. This
should be limited to 2-3 sentences and the information should inform the
differentiation components of the lesson.

Students who are often excluded due to differences in demographics or

diagnoses may be particularly sensitive to this lesson, as they may be
more subjected to relating to having felt or still feeling socially excluded.
Those who deliver the lesson plans should be specifically aware of the
students known to have felt this way and ensure that all conversations
through activity are motivating and promote social inclusion. All students,
regardless of differences, will be able to equally participate in the activity;
however, some students may demonstrate hesitation or lack of desire to
participate.

ASCA and Academic Your goal in this section is to identify the ASCA and the grade level specific
Standards: academic standards that are the focus of the lesson being presented.

Include the standard language in its entirety.

HE.4.CH.4.1: Choose ways to promote healthy school environments.

HE.4.R.1.1: Consider the perspectives of others.
B-SS 2. Positive, respectful, and supportive relationships with students who are
similar to and different from them.
B-SS 9. Social maturity and behaviors appropriate to the situation and
environment.

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Specific Learning Learning objectives are designed to identify what the school counselor intends
Target(s)/Objectives: to measure in learning. These must be aligned with the ASCA standards, and
consider the following:

 Who is the audience?

 What action verb will be measured during instruction/assessment?

 What tools or conditions are being used to meet the learning objectives?

What is being assessed in the lesson must align directly to the objective created.
This should not be a summary of the lesson, but a measurable statement
demonstrating what the student will be assessed on at the completion of the
lesson. For instance, “understand” is not measurable, but “describe” and
“identify” are.

Students will be able to:

 Identify the difference between friendship groups and cliques.

 Develop conversational skills for new relationships.
 Consider the perspectives of others.
 Discuss methods to address social exclusion in schools.

Academic Language In this section, include a bulleted list of the general academic vocabulary and
content-specific vocabulary you need to teach. In a few sentences, describe how
you will teach students those terms in the lesson.

 Friendship Groups
 Cliques
 Social Exclusion
 Social Inclusion

Resources, Materials, List all resources, materials, equipment, and technology you and the students
Equipment, and will use during the lesson. As required by your instructor, add or attach copies of
Technology: ALL printed and online materials at the end of this template. Include links
needed for online resources.

 Printed Script.
 Printed Script: Visual Aids
 ‘Get to Know You’ Card Prompts
 ‘Get to Know You’ Card Prompts (Large Print)

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Section 2: Instructional Planning

Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking
previous learning with what they will be learning in this lesson and gaining student interest for the
lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage
interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any
materials you will need to prepare for the lesson.

 Over the past few weeks, we have been adjusting to a new school year. How has
everyone felt in their new classroom.
 Do you recall a time where you didn’t feel the greatest at school, or maybe you
remember a time where a friend was upset?
 Can you think of reasons why someone would be upset?
Presentation/Instructional Strategies Time
Needed
Learners perceive and comprehend information differently. Your goal in this section is to explain
how you would present content in various ways to meet the needs of different learners.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will 5 Min.
use these materials throughout the lesson to support learning. Bold any materials you will need
to prepare for the lesson.

Lesson will be presented via a Printed Script to be read by the teacher.

 Visual Aids (Story Characters) will be used during the story to assist visual learners.
 Extra copies of the printed script will be provided to those students who desire to follow
along.
After reading the printed script to the class, the teacher will lead questions regarding how
students would feel if they were the student described. Discussion will be held on ‘friendship
groups’ versus ‘cliques’ and how cliques make others feel excluded.

Explain how you will differentiate materials for each of the following groups:

 English language learners (ELL): Story will be read in English to the whole group.
Copies of the same story in other languages will be available to students in their
home language. Assistance will be given to those who need additional time or help to
read the story in another language.

 Students with special needs: Script will be read along with visual aids (i.e. characters
during script reading, visual story board). Student accommodations will be provided as
necessary, including but not limited to, giving directions in small steps, cue student to
stay on tasks and allow opportunities for movement.

 Students with gifted abilities: Students with gifted ability will have the option to take notes
on their thoughts during the reading of the story.

 Early finishers (those students who finish early and may need additional
resources/support): Students will have the option to take notes on their thoughts during
the reading of the story.

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 Learning Activities Time
Needed
Your goal for this section is to outline how you will engage students in interacting with the content
and academic language. How will students explore, practice, and apply the content?
15 min.
In a bulleted list, describe the activities you will engage students in to allow them to explore,
practice, and apply the content and academic language. Bold any activities you will use in the
lesson. Also, include formative questioning strategies and higher order thinking questions you
might pose.

Students will be asked to stand up and walk around the room at random. Upon the teacher’s
command, students will be asked to ‘Stop’ and pair up with the person nearest to them. That pair
will then link with another pair of two, making groups of 4. Special attention should be given to
ensure that students are with 4 other students that they are not quite familiar with. In the groups
of 4, students will be asked to get to know each other through using the ‘Get to Know You’ Card
Prompts.

Explain how you will differentiate activities for each of the following groups:
 English language learners (ELL): Instructions and card prompts will be provided in home
language of the student – additional attention will be provided for students who need
assistance in communication with others.

 Students with special needs: Card Prompts Large Print will be provided to those who
need it. Additional student accommodations will be provided as necessary, including but
not limited to, giving directions in small steps, cue student to stay on tasks and allow
opportunities for movement.

 Students with gifted abilities: Students with gifted ability will be asked to brainstorm
additional questions beyond the current card prompts to get to know their classmates
better.

 Early finishers (those students who finish early and may need additional
resources/support): Groups who finish early will be given more card prompts to continue
conversation among their group members.

Assessment of Learning Time

Needed
Learners differ in the ways they navigate a learning environment and express what they know.
Your goal in this section is to explain the various ways in which your students will demonstrate
25 min.
what they have learned. Explain how you will provide alternative means for response, selection,
and composition to accommodate all learners. Will you tier any of these products? Will you offer
students choices to demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge
about the topic.

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After the activity is complete, students will be asked to write a reflection on what they have
learned based on their activity.

Explain if you will differentiate assessments for each of the following groups:
 English language learners (ELL): Instructions will be provided in home language and
students will be allowed to write reflection in bullet point format instead of paragraph.

 Students with special needs: Students will be allowed to write reflection in bullet point
format instead of paragraphs, and the amount of required reflection content can be
limited.

 Students with gifted abilities: Students will be asked to add into their reflection
brainstorming additional paragraph on brainstorming of solution for social inclusion that
can be implemented in the classroom throughout the school year.

 Early finishers (those students who finish early and may need additional
resources/support): Students will be asked to add into their reflection brainstorming
additional paragraph on brainstorming of solution for social inclusion that can be
implemented in the classroom throughout the school year.

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Printed Script:
It’s your first day back to school after summer break. You walk into your new classroom feeling
a bit disappointed because your closest friends are in a different classroom. You sit down at
your desk and look around. You notice the other students talking and laughing with each other,
sharing stories about their summer vacations. Eventually, you see two students whom you sort
of know. You decide to walk up to them and join their conversation. As you approach, they
quickly stop talking and look at you. You introduce yourself and ask them about their summer.
One of them rolls his or her eyes and says in an annoyed voice, “We already talked about our
summer.” The other one snickers, and both of them walk away. You go back to your desk
feeling embarrassed and upset. Throughout the morning, you try to pay attention to the teacher,
but you’re finding it difficult because the two students you tried to talk to keep looking over at
you and laughing. When lunch rolls around, you look for your friends who are in the other
classroom. You feel relieved when you find them sitting together at a table. You plop down at
their table and start telling them how upset you are that you are stuck in the other classroom.
One of your friends quickly interrupts and tells you that you can’t sit with them because they
already promised other students that they can sit there. You feel surprised and ask, “Are you
serious?” They all nod their heads and tell you to find someone in your new classroom to sit with
at lunch. As you get up and walk away, you hear one of your friends make fun of the shirt you
are wearing. When you turn around to see who made the comment, you notice all your friends
looking in your direction, whispering and laughing. You look around the lunchroom and can’t find
anyone to sit with. You finally find a spot at a table with a bunch of students that you don’t know.
You sit down but they continue to talk and laugh with each other and ignore you whenever you
say something. You sit there quietly and eat your lunch – all by yourself. All alone.

- Sanford Harmony Lessons and Activities, 4th Grade, Lesson 5.2: Peer Exclusion Script.

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