School Counselor: Jeff Williams
Integrated Lesson Plan
Background Information
Learning Targets
Focus Learners
Academic:
 CCSS.ELA-LITERACY.SL.7.1.A: Come to discussions prepared,
having read or researched material under study; explicitly draw on
that preparation before referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
 CCSS.ELA-LITERACY.SL.7.1.C: Pose questions that elicit
elaboration and respond to others’ questions and comments with
relevant observations and ideas that bring the discussion back on
topic as needed.
 CCSS.ELA-LITERACY.SL.7.1.D: Acknowledge new
information expressed by others and, when warranted, modify their
own views.
Counseling: PS: A2 Acquire Interpersonal Skills
 PS.A2.2: Respect alternative points of views
 PS.A2.3: Recognize, accept, respects, and appreciate individual
differences
 PS.A2.4: Recognize, accept and appreciate ethnic and cultural
diversity
Inclusive Language Arts Classroom (7th Grade)
Group
Composition
27, 7th grade students
Academic
Vocabulary
Various vocabulary from The Giver
Perspective
Diversity
Baggage (in relation to the suitcase activity)
Lesson Objectives
Assessment Tools
Assessment
Through an integrated curriculum (Language Arts and counseling),
students will work to gain new perspective of their classmate by respecting
and honoring individual diversity and culture. In turn students will become
increasingly aware of this new perspective, which will better contribute to
a more accepting classroom environment and decrease levels of peer
harassment within the school.
The next working class day (the day after the last integrated lesson),
students will complete their weekly journal entry on their new awareness
for individual diversity; how this can lead to less peer harassment within
the school environments; and what their new perspective can do for them
in their daily lives.
School Counselor: Jeff Williams
Integrated Lesson Plan
Explicit Instructional Procedures
Lessons Map
Day #1
1. Introductions/Welcoming
2. Demonstrate to the students the objective of the integrated lesson:
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Through the next two days and the activities planned, students will work to
gain new perspective of their classmate.
Mention it will be learned by examining Jonas, from The Giver
Respecting and honoring individual diversity and culture
Become increasingly aware of this new perspective
Will better contribute to a more accepting classroom environment
Decrease levels of peer harassment within the school
3. Activity: Character Suitcase (Jonas)
Teacher will explain the suitcase activity (instructions are listed on handout) along
with expectations of the students.
Student expectations:
 To value the different opinions of their peers
 To listen and modify their own work based upon new perspectives given
from their peers
 Accept and value each others baggage
Pass out to students the Suitcase Activity Packet (directions included in packets)
Teacher will review the character Jonas from The Giver
The students will think about all the things Jonas carries around on a daily basis (i.e.,
his “baggage”). This baggage can include his thoughts, feelings, emotions, and
culture. Basically, what make Jonas…Jonas (using text as evidence)? A character's
suitcase is unique to them and is up for many diverse, interpretations based upon the
perspective of the reader.
4. Students will participate in the teaching technique: Think-Pair-Share
Think: Students will individually follow the suitcase activity handout based off their
perspective from the novel/character.
Pair: Students will then pair up with their assigned groups and discuss similarities
and differences in their designed suitcases for Jonas by following student
expectations at the beginning of the lesson.
School Counselor: Jeff Williams
Integrated Lesson Plan
Share: The class will come together in a giant circle and share their perspective on
what they believe makes up Jonas’ suitcase (counselor lead initiative).
5. Share: Counselor will model (and bring to light) and promote a group
discussion of the following (move the class into a giant circle):
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How there are different perspectives in the class
How there are so many things stuffed inside Jonas’ suitcase
What it was like listening and gaining a different perspective from your
classmate
What did you modify with your suitcase after listening to others
How did you gain new perspective with the help of your classmates
How students can relate to Jonas
Any further questions which present themselves in the moment of the group
discussion
6. Wrap up discussion and allow students to pose any questions, comment
and/or concerns
Day #2
1. Introductions/Welcoming
2. Review of previous days lesson
3. Review student expectations/objectives of the lesson
4. Activity: Student Suitcases
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Counselor will explain rules and expectations for constructing individual
suitcases (following all similar guidelines when constructing Jonas’
suitcase).
Students are only permitted to include items they would be comfortable
sharing with the whole class.
5. Think-Pair-Share (like the previous day)
Pass out blank suitcase worksheet along with directions from suitcase activity (for
students to follow)
Think: Students will individually follow the suitcase activity handout based off their
perspective from their own lives. Students should consider what makes up their
suitcase (reminder to students to put what they are only comfortable sharing in their
suitcase)
Pair: Students will then pair up with their assigned groups and discuss similarities
and differences in their designed suitcases by following student expectations at the
School Counselor: Jeff Williams
Integrated Lesson Plan
beginning of the lesson.
6. Share: The class will come together in a giant circle and share their
perspective on what makes up their own suitcase (counselor lead initiative).
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Counselor will pose to the class what was difficult and/or rewarding about
being able to share your suitcase with your classmates
Bring to light how we can’t always see what is in each others suitcase
“Taking a step back” and gaining perspective before differences result in peer
harassment and/or violence
What would it be like if you could see the baggage your peers carrying,
would we be more accepting?
Any further questions which present themselves in the moment of the group
discussion
7. Wrap up discussion and allow students to pose any questions, comment
and/or concerns
Day #3
(supplementary
activityassessment tool)
The next working class day (the day after the last integrated lesson), students will
complete their weekly journal entry on their new awareness for individual diversity;
how this can lead to less peer harassment within the school environments; and what
their new perspective can do for them in their daily lives.
Instructional and Support Materials
Materials List
Attachments
Suitcase Activity (handout)
Suitcase Template (handout)
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