Waterford Public Schools
K–12 School
Counseling Curriculum
Created 2013
TABLE OF CONTENTS
Committee Members .................................................................................................................................... 1
Introduction .................................................................................................................................................. 2
Program Foundation ..................................................................................................................................... 2
Standard 1: Mission and Philosophy ........................................................................................................ 2
Standard 2: Goals ..................................................................................................................................... 3
Standard 3: Student Competencies ......................................................................................................... 3
Standard 4: Policies and Procedures........................................................................................................ 4
Program Delivery System .............................................................................................................................. 5
Standard 5: Curriculum ............................................................................................................................ 5
Standard 6: Individual Planning ............................................................................................................... 5
Standard 7: Responsive Services .............................................................................................................. 5
Standard 8: Collaboration Within and Outside the School Community .................................................. 6
Program Management .................................................................................................................................. 6
Standard 9: Program Management and Maintenance ............................................................................ 6
Program Accountability ................................................................................................................................ 7
Standard 10: Program Evaluation and Accountability ............................................................................. 7
Elementary School ........................................................................................................................................ 8
Overview ................................................................................................................................................... 8
Scope and Sequence ................................................................................................................................. 9
Checklists ................................................................................................................................................ 10
Book Options........................................................................................................................................... 17
Student Planner ...................................................................................................................................... 19
Goal 1: Skills for Learning ........................................................................................................................ 26
Goal 3: Academics to Life Success .......................................................................................................... 31
Goal 4: Investigate Careers ..................................................................................................................... 37
Goal 5: Career Success ............................................................................................................................ 47
Goal 7: Respect for Self and Others ........................................................................................................ 68
Goal 8: Goal Setting and Attainment Skills ............................................................................................. 84
Goal 9: Survival and Safety Skills............................................................................................................. 89
K–12 School Counseling Curriculum
COMMITTEE MEMBERS
The following staff made significant contributions to the development of the Waterford Public Schools
K‐12 School Counseling Curriculum:
Jason Adler
School Counselor, Waterford High School
Paul Almeida
School Counselor, Clark Lane Middle School
Rebecca Amanti
Assistant Principal, Waterford High School
Yuan-Yuan Chen
School Counselor, Waterford High School
Stephanie DiNatali
School Counselor, Waterford High School
Bree Dolce
School Counselor Intern, Clark Lane Middle School
Kristina Kenyon
School Psychologist, Quaker Hill Elementary School
Pat Landers
School Counseling Consultant
Brian Lynch
School Counselor, Clark Lane Middle School
Isabella Podeszwa
School Psychologist, Oswegatchie Elementary School
Craig Powers
Assistant Superintendent
Kelly Shannon
School Counselor, Waterford High School
Sally Swanson
School Counseling Consultant
Waterford Public Schools
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K–12 School Counseling Curriculum
INTRODUCTION
The Waterford School Counseling Program developed by the counseling staff, K-12, is an integral part of
the educational process and addresses the academic, career, and personal/social needs of all students.
The program, which is collaborative in nature, is delivered primarily through a counseling curriculum,
but also includes individual planning sessions, management and accountability components.
PROGRAM FOUNDATION
Standard 1: Mission and Philosophy
Mission Statement
To provide all students with a comprehensive developmental school counseling program designed to
support their individualized academic, personal/social and career goals.
Philosophy
The School Counseling Program at Waterford Public Schools is founded on the belief that all students
are unique. The delivery of our program is differentiated in order to support students in reaching their
fullest potential in both their educational and career development. This is achieved by giving all
students the opportunity to participate in educational and occupational exploration in an environment
that is safe, caring and encouraging. School counselors foster collaboration between all stakeholders in
this endeavor: students, staff, faculty, family and community. In doing so, school counselors establish a
support system that ensures all students are equipped with the knowledge and the skills to become lifelong learners and productive members of society.
The School Counselors of Waterford Public Schools provide services to students, parents, school staff
and the community through:
 School counseling core curriculum: This curriculum consists of structured lessons designed to
help students attain the desired competencies and to provide all students with the knowledge,
attitudes and skills appropriate for their developmental level. The school counseling core
curriculum is delivered systematically by school counselors in classroom and group activities.
 Individual student planning: School counselors coordinate ongoing systemic activities designed
to assist students in establishing personal goals and developing future plans.
 Responsive services: Responsive services are activities designed to meet students’ immediate
needs and concerns. Responsive services may include counseling in individual or small-group
settings or crisis response.
 Indirect Student Services: Indirect services are provided on behalf of students as a result of the
school counselors’ interactions with others including referrals for additional assistance,
consultation and collaboration with parents, teachers, other educators and community
organizations.
Adapted from the American School Counselor Association National Model
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Waterford Public Schools
K–12 School Counseling Curriculum
Standard 2: Goals
Goals address the general outcomes to which the Waterford School Counseling Program is committed:
Academic Development
1. Skills for Learning: Students will acquire the attitudes, knowledge and skills that contribute to
effective learning in school and across the life span.
2. School Success: Students will employ strategies to achieve success in school.
3. Academics to Life Success: Students will understand the relationship of academics to the
world of work, and to life at home and in the community.
The focus for academic development is on acquiring skills for improving learning and achieving school
success, identifying educational goals, and developing a plan to achieve them, and relating school to life
experiences.
Career Development
4. Investigate Careers: Students will acquire the skills to investigate the world of work in relation
to knowledge of self and to make appropriate career decisions.
5. Career Success: Students will employ strategies to achieve future career success and
satisfaction.
6. Relationship Between School and Work: Students will understand the relationship between
personal qualities, education and training, and the world of work.
The career content area focuses on developing career awareness, employment readiness, acquiring
knowledge to identify career goals, and on the acquisition and application of information and skills to
achieve career goals.
Personal/Social Development
7. Respect for Self and Others: Students will acquire the attitudes, knowledge and interpersonal
skills to help them understand and respect self and others.
8. Goal Setting and Attainment Skills: Students will make decisions, set goals and take
appropriate action to achieve goals.
9. Survival and Safety Skills: Students will understand safety and survival skills.
The personal/social area addresses the issues of acquiring self-knowledge, interpersonal and personal
safety skills, and the application of self-knowledge to career and educational planning, and life roles and
events.
Standard 3: Student Competencies
Student competencies for the Waterford Counseling Curriculum are based on a formal needs
assessment of the school and district stakeholders, which was conducted to focus the program on
specific areas of knowledge, attitudes and skills that provide a foundation for students to become
productive 21st century learners. The competencies for the Waterford Program are based on the nine
ASCA standards, the Connecticut program goals and the individual needs identified for their district. A
Waterford Public Schools
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K–12 School Counseling Curriculum
written format of goals and competencies serves as a guide for delivering the curriculum across grade
levels.
Competencies identify:
 Clear, specific skills to be achieved by the student
 Attitudes and attributes for students to acquire
 A balance among the three domains of student development, academic, career, and
personal/social
Standard 4: Policies and Procedures
The Waterford school counseling program requires that regulations and procedures are in place, clearly
defined, and communicated to stakeholders to ensure compliance with Board of Education policies and
Administrative guidelines. They include the following:
 Academic Course Placement/Requests
 Add/Drop Procedures
 Advanced Placement
 Appointment with the school counselor
 Child Abuse, Suicide Ideation, and Self-Injurious Behavior
 College Career Pathways
 Confidentiality
 Course/Schedule Changes
 Credit Recovery
 Crisis Response Team.
 Early College Experience
 Grading Expectations
 Homebound Instruction
 Maintenance of Student Records
 New Student Registration
 Outside Coursework Evaluation
 Scientific Research Based Interventions (SRBI) Support
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Waterford Public Schools
K–12 School Counseling Curriculum
PROGRAM DELIVERY SYSTEM
Standard 5: Curriculum
The school counseling curriculum is based on a needs assessment of the student population served by
the school counseling program. The curriculum is delivered to all students and supports the goals of the
district’s strategic plan for student academic improvement. There is a written curriculum of the school
counseling instructional program delivered and/or coordinated by school counselors, which is integrated
across the content areas – academic, career, and personal social development. The curriculum
component:
 is planned;
 ongoing and systematic in delivery;
 includes a clear explanation of the scope and sequence of its units of instruction;
 clearly outlines the goals and competencies students will achieve at each grade level; and
 indicates the methods and time lines for delivery of units of instruction to each grade.
Standard 6: Individual Planning
The school counseling program provides ongoing systematic activities and services to help all students in
developing, monitoring and evaluating their own academic personal and career goals. There is a
systematic delivery of individual student planning sessions on an annual basis beginning in grade 6 and
continuing through the high school years. These sessions, which begin in the middle school, result in
Student Success Plans for each student through the collaborative efforts of school counselors, the
advisor-advisee system, parents, teachers, and administrators.
Standard 7: Responsive Services
The procedures, activities and services of the Waterford school counseling program ensure appropriate
and timely response to immediate needs of students.
 Intervention services are delivered through individual and/or group counseling.
 Prevention and intervention services are delivered in collaboration with teachers,
administrators, and student services staff.
 The consultation process is used by school counselors to share and exchange information to
help students succeed in their academic, career and personal/social development.
 Participation on school based teams with other specialists and/or community professionals used
by school counselors to identify services for students in need.
Waterford Public Schools
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K–12 School Counseling Curriculum
Standard 8: Collaboration Within and Outside the School Community
The school counselor conducts informational and skill building workshops for parents/guardians that
complement the school counseling curriculum. School counselors contribute to the school community
through the following activities:
 Delivery of a school counseling program that supports the school’s mission and goals of
improvement;
 School counselors collaborate with community leaders to identify resources for student
development and interventions;
 School counselors consult with teachers, administrators, and parents regarding student needs;
 School counselors provide professional development and information to faculty and staff on
student related issues;
 School counselors provide workshops and information sessions for parents;
 School counselors have a plan to communicate program goals, outcomes, activities and services
to all constituents served by the school counseling program.
PROGRAM MANAGEMENT
Standard 9: Program Management and Maintenance
The administration and management of a comprehensive school counseling program require an ongoing
support system. This component consists of management activities that establish, maintain, and
enhance the total school counseling program with evidence of the following:
 School counselor role and function statement
 Supervision and evaluation of school counselor performance
 Role statement for the supervisor of the school counseling program
 The establishment of an advisory council
 Professional development activities
 Management tasks that support the implementation of the comprehensive school counseling
program
 Demonstration of professionalism by working within the ethical standards of the state and
national school counselor associations
 Method to determine that all aspects of the school counseling program are being implemented
on a consistent basis by the counselors, i.e., weekly schedule and monthly summary report
 Pacing guides that determine the schedule for implementation of curriculum and individual
planning
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Waterford Public Schools
K–12 School Counseling Curriculum
PROGRAM ACCOUNTABILITY
Standard 10: Program Evaluation and Accountability
Accountability is central to the Waterford School Counseling Program. The school counseling staff will
implement the following accountability measures to ensure the implementation, integrity and
effectiveness of the program.
 Individual planning sessions for all students will be conducted by school counselors on an annual
basis, 6-12, to include parent involvement in grade 11;
 Self-studies will be completed on an annual basis to ensure that the ten program standards are
being implemented;
 Periodic needs assessments will be conducted to determine relevant student needs for the
purpose of updating the school counseling curriculum; and
 Surveys will be conducted periodically to obtain feedback from stakeholders regarding program
effectiveness.
Waterford Public Schools
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School Counseling Curriculum for Elementary School
OVERVIEW
The comprehensive school counseling curriculum consists of structured developmental experiences
presented systematically to all students through classroom and group activities that address the three
primary domains of human development; academic, career, and personal/social development. These
three domains form the content of the school counseling curriculum.
The focus for academic development is on acquiring skills for improving learning and achieving, school
success, identifying educational goals and developing a plan to achieve them, and relating school to life
experiences. The career content area focuses on developing career awareness and employment
readiness. Acquiring knowledge to identify career goals, and on the acquisition and application of
information and skills to achieve career goals. The personal/social area addresses the issues of acquiring
self-knowledge, interpersonal and personal safety skills, and the application of self-knowledge to career
and educational planning, and life roles and events.
Classroom teachers may choose to cover these school counseling topics during the curriculum of other
areas of instruction such as social studies, language arts and/or health. This curriculum gives many book
options and lessons which could be incorporated into the language arts instructional block.
Collaboration between classroom teachers, school social workers, and school psychologists can be
utilized to address school counseling curriculum items needing additional support or specific focus.
Topics to Be Covered
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Career Paths in my Community
Activities/Interests to Careers
Linking Academic Skills to Career Paths
Workers and Their Importance
Similar and Different
Respecting Difference
How are we alike and different?
Feelings of Others
Engaging Active Listening
Decision Making
Books Options for Elementary School Counseling Curriculum
Waterford Public Schools
School Counseling Curriculum for Elementary School
SCOPE AND SEQUENCE
Goals
Goal 1: Skills for Learning
Following directions
Follow classroom and school rules
Active listening
Goal 2: School Success
Working successfully with supervision
Identify good study habits
Identify the responsibility of the learner
Ability to set short-term educational goals
Goal 3: Academics to Life Success
Decision making
Ability to share and work with others
Working independently
Ability to set short-term educational goals
Goal 4: Investigate Careers
Identify jobs found at school and in the home
List reasons why people work
Goal 5: Career Success
Relate interests, hobbies and talents to career
Explores the skills, training and personal qualities needed in career
of interest
Goal 6: Relationship Between School and Work
Identify what it means to be a good citizen
Identify the work and responsibilities of a student
Describe importance of personal qualities to getting and keeping a
job (i.e. dependability, promptness, cooperation)
Investigate what is needed to get into college and postsecondary
schools
Goal 7: Respect for Self and Others
Identify and express feelings
Identify and illustrate positive characteristics about themselves and
others
Name things that they like about their friends
Demonstrate ability to share and work with others
Show an understanding and respect for differences
Goal 8: Goal Setting and Attainment Skills
List situations that would require them to get help from an adult
Demonstrate how to ask for help
Identify sources and effects of peer pressure
Goal 9: Survival Skills and Safety
Describe appropriate and inappropriate physical contact
How to use 911
Identify resources in the school/community
Demonstrates coping skills in resolving conflicts
Identify sources and effects of peer pressure
Waterford Public Schools
Implemented via
K
1
2
3
4
5
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Grade 2 curriculum/ Lessons
Grade 2 curriculum/ Career
Development Packet
X
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Lesson
X
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Book options
Book options
Book options/ Lesson
Book options
Lesson
Book options (K-3)
Book options
X
Lesson/Interest Inventory
Book option
X
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Book option
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Book option/ Lesson
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Lesson
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Book option (K-3)
Book option/ Lesson
Challenge program
Lesson (K-2)/ 5th grade
challenge
Fire safety
Book option/ Lesson
Challenge program
X
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School Counseling Curriculum for Elementary School
GRADES K–5 SCHOOL COUNSELING CURRICULUM CHECKLISTS
The following checklists serve as means to highlight the school counseling curriculum items to be
addressed at each grade level. In addition, space has been provided to note when the item has been
completed. Space has also been provided to note the means the curricula items was addressed (i.e.,
book option, school counseling curriculum lesson, or lesson from a different area of the curriculum).
This checklist then becomes the classroom teacher’s data to support the implementation of the
curriculum for the year.
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Waterford Public Schools
School Counseling Curriculum for Elementary School
GRADE K SCHOOL COUNSELING CURRICULUM CHECKLIST
Goals
Goal 1: Skills for Learning
Completed
Notes
Following Directions
Follow Classroom and School Rules
Active Listening
Goal 2: School Success
Working successfully with supervision
Goal 3: Academics to Life Success
Decision Making
Ability to share and work with others
Goal 4: Investigate Careers
Identify jobs found at school and in the home
Goal 5: Career Success
Relate interests, hobbies and talents to career
Goal 6: Relationship between school and work
Identify what it means to be a good citizen
Goal 7: Respect for self and others
Identify and express feelings
Identify and illustrate positive characteristics
about themselves and others
Name the things that they like about their
friends
Demonstrate ability to share and work with
others
Goal 8: Goal Setting, Goal Attainment Skills
Demonstrate how to ask for help
Goal 9: Survival and Safety Skills
Describe appropriate and inappropriate
physical contact
How to use 911
Identify resources in the school/community
Demonstrates coping skills in resolving
conflicts
Waterford Public Schools
11
School Counseling Curriculum for Elementary School
GRADE 1 SCHOOL COUNSELING CURRICULUM CHECKLIST
Goals
Goal 1: Skills for Learning
Following Directions
Completed
Notes
Follow Classroom and School Rules
Active Listening
Goal 2: School Success
Working successfully with supervision
Goal 3: Academics to Life Success
Decision Making
Ability to share and work with others
Working Independently
Goal 4: Investigate Careers
Identify jobs found at school and in the home
Goal 5: Career Success
Relate interests, hobbies and talents to career
Goal 6: Relationship between school and work
Identify what it means to be a good citizen
Goal 7: Respect for self and others
Identify and express feelings
Identify and illustrate positive characteristics
about themselves and others
Name the things that they like about their
friends
Demonstrate ability to share and work with
others
Goal 8: Goal Setting, Goal Attainment Skills
List situations that would require them to get
help from an adult
Demonstrate how to ask for help
Goal 9: Survival and Safety Skills
Describe appropriate and inappropriate
physical contact
How to use 911
Identify resources in the school/community
Demonstrates coping skills in resolving
conflicts
12
Waterford Public Schools
School Counseling Curriculum for Elementary School
GRADE 2 SCHOOL COUNSELING CURRICULUM CHECKLIST
Goals
Completed
Goal 1: Skills for Learning
Following Directions
Follow Classroom and School Rules
Active Listening
Goal 2: School Success
Working successfully with supervision
Identify good study habits
Goal 3: Academics to Life Success
Decision Making
Ability to share and work with others
Working Independently
Goal 4: Investigate Careers
Identify jobs found at school and in the home
List reasons why people work
Goal 5: Career Success
Relate interests, hobbies and talents to career
Goal 6: Relationship between school and work
Identify what it means to be a good citizen
Goal 7: Respect for self and others
Identify and express feelings
Identify and illustrate positive characteristics
about themselves and others
Name the things that they like about their
friends
Demonstrate ability to share and work with
others
Show an understanding and respect for
differences
Goal 8: Goal Setting, Goal Attainment Skills
List situations that would require them to get
help from an adult
Demonstrate how to ask for help
Goal 9: Survival and Safety Skills
Describe appropriate and inappropriate
physical contact
How to use 911
Identify resources in the school/community
Demonstrates coping skills in resolving
conflicts
Waterford Public Schools
Notes
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School Counseling Curriculum for Elementary School
GRADE 3 SCHOOL COUNSELING CURRICULUM CHECKLIST
Goals
Completed
Goal 1: Skills for Learning
Following Directions
Follow Classroom and School Rules
Active Listening
Goal 2: School Success
Working successfully with supervision
Identify good study habits
Identify the responsibility of the learner
Ability to set short-term educational goals
Goal 3: Academics to Life Success
Decision Making
Ability to share and work with others
Working Independently
Ability to set short-term educational goals
Goal 4: Investigate Careers
List reasons why people work
Goal 5: Career Success
Relate interests, hobbies and talents to career
Goal 6: Relationship between school and work
Identify what it means to be a good citizen
Identify the work and responsibilities of a
student
Describe importance of personal qualities to
getting and keeping a job
Goal 7: Respect for self and others
Identify and express feelings
Identify and illustrate positive characteristics
about themselves and others
Name the things that they like about their
friends
Demonstrate ability to share and work with
others
Show an understanding and respect for
differences
Goal 8: Goal Setting, Goal Attainment Skills
List situations that would require them to get
help from an adult
Goal 9: Survival and Safety Skills
Describe appropriate and inappropriate
physical contact
How to use 911
Identify resources in the school/community
Demonstrates coping skills in resolving
conflicts
14
Notes
Waterford Public Schools
School Counseling Curriculum for Elementary School
GRADE 4 SCHOOL COUNSELING CURRICULUM CHECKLIST
Goals
Completed
Goal 1: Skills for Learning
Following Directions
Follow Classroom and School Rules
Active Listening
Goal 2: School Success
Working successfully with supervision
Identify good study habits
Identify the responsibility of the learner
Ability to set short-term educational goals
Goal 3: Academics to Life Success
Decision Making
Ability to share and work with others
Working Independently
Ability to set short-term educational goals
Goal 4: Investigate Careers
List reasons why people work
Goal 5: Career Success
Relate interests, hobbies and talents to career
Goal 6: Relationship between school and work
Identify what it means to be a good citizen
Identify the work and responsibilities of a
student
Describe importance of personal qualities to
getting and keeping a job
Goal 7: Respect for self and others
Identify and express feelings
Identify and illustrate positive characteristics
about themselves and others
Name the things that they like about their
friends
Demonstrate ability to share and work with
others
Show an understanding and respect for
differences
Goal 8: Goal Setting, Goal Attainment Skills
List situations that would require them to get
help from an adult
Goal 9: Survival and Safety Skills
Describe appropriate and inappropriate
physical contact
How to use 911
Identify resources in the school/community
Demonstrates coping skills in resolving
conflicts
Waterford Public Schools
Notes
15
School Counseling Curriculum for Elementary School
GRADE 5 SCHOOL COUNSELING CURRICULUM CHECKLIST
Goals
Goal 1: Skills for Learning
Following Directions
Follow Classroom and School Rules
Active Listening
Goal 2: School Success
Working successfully with supervision
Identify good study habits
Identify the responsibility of the learner
Ability to set short-term educational goals
Goal 3: Academics to Life Success
Decision Making
Ability to share and work with others
Working Independently
Ability to set short-term educational goals
Goal 4: Investigate Careers
List reasons why people work
Goal 5: Career Success
Relate interests, hobbies and talents to career
Explore the skills, training and personal qualities
needed in career interest
Goal 6: Relationship between school and work
Identify what it means to be a good citizen
Identify the work and responsibilities of a
student
Describe importance of personal qualities to
getting and keeping a job
Investigate what is needed to get into college
and postsecondary schools
Goal 7: Respect for self and others
Identify and express feelings
Identify and illustrate positive characteristics
about themselves and others
Name the things that they like about their
friends
Demonstrate ability to share and work with
others
Show an understanding and respect for
differences
Goal 8: Goal Setting, Goal Attainment Skills
List situations that would require them to get
help from an adult
Identify sources and effects of peer pressure
Goal 9: Survival and Safety Skills
Describe appropriate and inappropriate physical
contact
How to use 911
Identify resources in the school/community
Demonstrates coping skills in resolving conflicts
16
Completed
Notes
Waterford Public Schools
School Counseling Curriculum for Elementary School
BOOK OPTIONS
Goal 1: Skills for Learning

Following directions/rules
o Howard B. Wigglebottom Learns to Listen by Howard Binkow (www.wedolisten.org)
o The Worst Day of My Life Ever by Julia Cook
o My Mouth is a Volcano by Julia Cook
Goal 2: School Success

Ability to set short-term educational goals
o Salt in His Shoes by Deloris and Roslyn Jordan
Goal 3: Academics to Life Success

Ability to share and work with others
o Dumpy the Dump Truck by Julie Andrews Edwards & Emma Walton Hamilton
Goal 4: Investigate Careers

Identify jobs found at school and in the home
o LMNO Peas by Keith Baker
Goal 6: Relationship Between School and Work
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Identify what it means to be a good citizen
o Papa Piccolo by LInda Talley and Itoko Maeno
o The Helping Hands Handbook: A Guidebook for Kids Who Want to Help People, Animals,
and the World we Live in by Patricia Adams and Jean Marzollo
o The Giving Tree by Shel Silverstein
o The Lorax by Dr. Seuss
Identify the work and responsibilities of a student
o Bea’s Own Good By Linda Talley and Andra Chase
o The Berenstain Bears and the School Scandal Sheet by Stan and Jan Berenstain
Goal 7: Respect for Self and Others
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Identify and express feelings
o Glad Monster, Sad Monster: A Book About Feelings by Ed Emberley and Anne Miranda
o Today I Feel Silly and Other Moods That Make My Day by Jamie Lee Curtis
Show an understanding and respect for differences
o Odd Velvet by Mary E. Whitcomb
o Big Al by Andrew Clements and Yoshi
o Spoon by Amy Krouse Rosenthal
o Chrysanthemum by Kevin Henkes
o A Bad Case of Stripes by David Shannon
o Me I Am! By Jack Prelutsky
Waterford Public Schools
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School Counseling Curriculum for Elementary School
Goal 8: Goal Setting and Attainment Skills
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List situations that would require them to get help from an adult
o A Bad Case of Tattle Tongue by Julia Cook
o Don't Squeal Unless It's a Big Deal: A Tale of Tattletales by Jeanie Franz Ransom
Goal setting
o Salt in His Shoes by Deloris and Roslyn Jordan
Goal 9: Survival and Safety Skills
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Describe appropriate and inappropriate physical contact
o Personal Space Camp by Julia Cook
Demonstrates coping skills in resolving conflicts
o Shack and Back by Crowley, Michael
o Thank You Mr. Faulker by Patricia Polacco
Waterford Public Schools
School Counseling Curriculum for Elementary School
Waterford Public Schools
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School Counseling Curriculum for Elementary School
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Waterford Public Schools
School Counseling Curriculum for Elementary School
Waterford Public Schools
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School Counseling Curriculum for Elementary School
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Waterford Public Schools
School Counseling Curriculum for Elementary School
Waterford Public Schools
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School Counseling Curriculum for Elementary School
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Waterford Public Schools
School Counseling Curriculum for Elementary School
Waterford Public Schools
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School Counseling Curriculum for Elementary School
Goal 1:
Skills for Learning
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Waterford Public Schools
School Counseling Curriculum for Elementary School
GRADES K–5
Lesson Title: Engaging Active Listening
CSCA/ASCA Content Standard:
 Goal 1: Skills for Learning
Domain: Academic
Time needed: 30 minutes
Students will:
 Share what they already know about a topic.
 Be able to identify the setting and characters.
 Be able to express what they wonder about before listening.
 Be able to show a non-verbal signal to identify when the students hear specific information.
Essential Question(s):
What does an active listener look like and how do they identify key information in a story?
Engagement (Hook):
Tell the students that today we are going to talk about what we are going to read, come up with
what we know and want to know and make up some non-verbal signals to identify what we want to
know.
Instructional Strategies / Lesson / Activities:
1. Introduce the story by telling the children the title and a brief comment about the topic. To
allow the children to anticipate what will happen in the story, be careful not to summarize.
2. Activate prior knowledge by asking children what they know about the topic.
3. Invite children to interrupt your reading if there are any words they do not understand or ideas
they find puzzling.
4. Read the story expressively. Occasionally react verbally to events or other aspects of the story.
These responses might include showing surprise, asking questions, giving an opinion, expressing
pleasure, or predicting events.
5. Model comprehension strategies in a natural, authentic manner: visualizing, asking questions,
predicting, making connections, clarifying, summarizing.
6. After reading a passage, ask a child to retell it.
7. At the conclusion of the reading session, discuss with the children their reactions: how the story
reminded them of things that have happened to them, what they thought of the story, and what
they liked best about the story.
8. Read the story expressively. Occasionally react verbally to events or other aspects of the story.
These responses might include showing surprise, asking questions, giving an opinion, expressing
pleasure, or predicting events.
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9. Model comprehension strategies in a natural, authentic manner: visualizing, asking questions,
predicting, making connections, clarifying, summarizing.
10. At the conclusion of the reading session, discuss with the children their reactions: how the story
reminded them of things that have happened to them, what they thought of the story, and what
they liked best about the story.
11. After reading a passage, ask a child to retell it.
12. Children can be asked to listen for specific information and asked to show a non-verbal signal
when that passage is read aloud (should be changed according to the story):
a. Scratch your head when you hear a passage that describes a setting.
b. Every time you hear a sensory description, give a thumbs up.
c. When the setting changes, touch your shoulders.
d. If you hear a passage that describes” food”, rub your stomach.
Closure:
1. After reading a passage, ask a child to retell it.
2. At the conclusion of the reading session, discuss with the children their reactions: how the story
reminded them of things that have happened to them, what they thought of the story, and what
they liked best about the story.
Materials / Resources:
Grade appropriate story/book
Assessment Strategy:
1. Students will demonstrate through their non-verbal signals throughout the read aloud their
understanding of the identifying information.
2. Students will be able to complete a developmentally appropriate project (i.e. poster, sequenced
story card, etc.) highlighting the information that they “heard” throughout the story.
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How to Engage Children in Active Listening
Research has shown that children who are read to are more likely to develop the skills they need to read
successfully on their own.
Reading aloud at any age serves multiple purposes:
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Provokes children’s curiosity about text
Conveys an awareness that text has meaning
Demonstrates the various reasons for reading text (for example, to find out about the world
around them, to learn useful new information and new skills, or simply for pleasure)
Exposes children to the “language of literature” which is more complex than the language they
ordinarily use and hear
Provides an opportunity to teach the problem-solving strategies that effective readers employ.
As the children observe the reader interacting with the text, expressing enthusiasm, and
modeling the thinking aloud process, they perceive these as valid responses and begin to
respond to text in similar ways
Models adults’ interest in and enjoyment of reading
General Suggestions for Engaging Active Listening


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
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Introduce the story by telling the children the title and a brief comment about the topic. To
allow the children to anticipate what will happen in the story, be careful not to summarize.
Activate prior knowledge by asking children what they know about the topic.
Invite children to interrupt your reading if there are any words they do not understand or ideas
they find puzzling.
Read the story expressively. Occasionally react verbally to events or other aspects of the story.
These responses might include showing surprise, asking questions, giving an opinion, expressing
pleasure, or predicting events.
Model comprehension strategies in a natural, authentic manner:
visualizing, asking questions, predicting, making connections, clarifying, summarizing.
After reading a passage, ask a child to retell it.
At the conclusion of the reading session, discuss with the children their reactions: how the
story reminded them of things that have happened to them, what they thought of the story, and
what they liked best about the story.
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Open-Ended Questions for Engaging Active Listening
Before reading the story, ask children to listen for the answers to the following questions:

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What do you already know about this topic?
What new information did you hear in this chapter?
What seems especially important? Why do you think so?
What information did you not understand?
What does this story make you wonder about?
What is the genre?
What is the setting?
Which character is most like you…unlike you? Why?
More Ways to Engage Active Listening
Children can be asked to listen for specific information and asked to show a non-verbal signal when that
passage is read aloud:




Scratch your head when you hear a passage that describes a setting.
Every time you hear a sensory description, give a thumbs up.
When the setting changes, touch your shoulders.
If you hear a passage that describes food, rub your stomach.
Source: http://readingtokids.org/ReadingClubs/TipActiveListening.php; written by long-time educator
and Reading to Kids volunteer Susan Thibodeaux.
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Goal 3:
Academics to Life
Success
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GRADES 2–5
Lesson Title: Decision Making
CSCA/ASCA Content Standard:
 Goal 3: Academics to Life Success
Domain: Academic
Time needed: 30 minutes
Students will:
 Demonstrate an understanding of how to define a decision.
 Learn the acronym “SOCS-E” and how it applies to actual situations.
 Work in a small group to solve problems and to make healthy decisions.
 Indicate a difficult decision that they would ask an adult for assistance.
Essential Question(s):
What does healthy decision making look like and what are the steps to get there?
Engagement (Hook):
Tell the students that today we are going to see a power point presentation, talk about how, come
up with what we know and want to know and make up some non-verbal signals to identify what we
want to know.
Instructional Strategies / Lesson / Activities:
1. Introduce the lesson by asking about what a decision is and perhaps provide examples of when
you would make a decision.
2. Show the power point presentation
3. Review the (SOCS-E) acronym and discuss each step:
S = Stop and think or look at the problem calmly
O = Think about all your options
C = Carefully examine the consequences
S = Select the best choice for you
E = Evaluate your decision
4. Introduce different problems and have the students either work in a small group or respond in
the large group using the SOCS-E model.
Examples:
o You forgot your lunch money. What would you do?
o You are at the mall and you get lost. What would you do?
o You just found out your best friend is moving. What would you do?
o Your friend is trying to talk to you while the teacher is giving directions, what can you do?
o You get invited to 2 birthday parties or events, what can you do?
o You get teased about your name or clothes, what can you do?
o Your friend asks you to get into an inappropriate internet sight, what are you going to do?
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o You don’t understand how to do a math assignment, what are you going to do?
o What would you do if you made a bad grade on a test?
o What would you do if someone cheated during a game?
5. Have the groups share their discussions about these presented problems.
6. Discuss situations that you would need another person to help make a decision.
7. Have the students share who are people they might ask for their help with in making a decision.
Closure:
At the conclusion of the lesson remind the students of the SOCS-E (perhaps hang in your classroom)
and there are healthy choices for all situations. Reinforce to the students you are a person that they
can talk with to help talk through a decision. Have the students bring home a copy of the SOCS-E
acronym and share with their families.
Materials / Resources:
 Power Point presentation
http://www.bluevalleyk12.org/education/components/scrapbook/default.php?sectiondetailid=
40265&PHPSESSID=7bc5a30650fb80b666d9c516e70c1f13
(Clink on Link and scroll down to November and power point presentation is listed)
 A list of the problems to discuss
 A hand-out with the SOCS-E acronym
Assessment Strategy:
1. Students will demonstrate knowledge of what a decision is through discussions with the class
and in a small group.
2. Students will be able to complete a list of presented problems using the SOCS-E acronym and
through discussions will demonstrate the thought process of healthy decision making.
Adapted from:
http://www.bluevalleyk12.org/education/components/scrapbook/default.php?sectiondetailid=40265&P
HPSESSID=7bc5a30650fb80b666d9c516e70c1f13
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Goal 4:
Investigate Careers
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GRADE 1
Lesson Title: Career Paths in My Community
CSCA/ASCA Content Standard:
 Goal 4: Investigate Careers
Domain: Career
Time needed: 30 minutes
Students will:
 Identify workers in the local community related to six career paths.
 Students will understand the relationship between personal qualities, education, training and
the world of work.
Essential Question(s):
Why do we need workers in our community?
Engagement (Hook):
Teacher begins by giving clues of an easily identifiable community job, making sure that each clue
relates back to the descriptors within a career path (i.e., I am a helping person. I like to work with
people. I give medicine to people when they are sick. Who am I?) A job from each career path
should be included.
Instructional Strategies / Lesson / Activities:
1. After the hook activity, teacher/puppets explain that the jobs they just identified are all in
separate career paths. The teacher will post the Career Paths Mini Poster at the front of the
room.
2. The teacher asks students to put on “memory caps” and recall what they remember/know
about the Career Path there are 6 different career paths; there are many jobs in each Career
Path. Teacher/puppets will introduce the six Career Paths using the descriptions on the posters.
3. The teacher asks students, “What skills have you learned since starting school?” The teacher
will write the students’ ideas on the board. “Did you know you started on your career path the
first day you started preschool or Kindergarten?” Teacher explains the connection between
what they are learning/have learned at school and the world of work. When you were in
Kindergarten you learned about strengths and interests. Think about the things on our list you
like or do well….What workers are required to use the skills you like or do well in their work
every day? Ask volunteers to answer. Did you know you can turn your interests into skill
strengths if you want to! Say, “I’d guess that you are better at some of the skills than you are at
others AND that you like to do some of the activities on the list more than you like to do others.
If this is true for you, smile or give a “thumbs-up”.
4. The teacher will divide students into 6 groups. Each group will be given a large piece of paper
and assigned one career path for which they draw pictures of jobs in that Career Path. The
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teacher says, “Today your job is working with a career path company promotes jobs in your
assigned Career Path. You are to work with other people in your company to illustrate in our
assigned career path.” Bonus: Include the importance of each job.
5. Each group will show illustrations to the class to indicate jobs represented in the assigned career
path.
Closure:
Ask students to identify a skill strength required of one worker in one Career Path.
Materials / Resources:
 Career Paths Poster
 Set of puppets (optional)
 Paper, markers, pencils
 Set of six individual Career Path Posters
Assessment Strategy:
Students match community jobs/careers with the appropriate Career Paths.
Adapted from: http://www.missouricareereducation.org/project/guidelsn/acad1
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Goal 5:
Career Success
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GRADE 2
Lesson Title: Connecting the Dots: Activities/Interests to Careers
CSCA/ASCA Content Standard:
 Goal 5: Career Success
Domain: Career
Time needed: 20–30 minutes
Students will:
 Identify new activities and interests to explore.
 Students will understand the relationship between training and the world of work.
Essential Question(s):
Why is it important to know one’s own strengths and interests in regard to a future career?
Engagement (Hook):
Let’s think about Christopher Columbus, the famous explorer. What kinds of interests/activities do
you think he had/liked to do?
Instructional Strategies / Lesson / Activities:
1. Begin by using the “hook”. Ask: What is an explorer?
2. Ask students to reflect on last year’s discussion on their strengths and interests.
3. Teacher will ask for a volunteer to explain what an “interest” is, and what an “activity” is.
Teacher will instruct students that an interest is something you want to learn more about (“I’m
interested in reading.” “I’m interested in building things.”) An activity is something that you
participate in at school, home or in the community. You can do this on your own or in a group
(“I am reading all of the Harry Potter books.” “I am building a log cabin with my Lego’s”). As
appropriate …Say “We can connect our interests and strengths to our choices of activities. For
example, I am reading all of the Harry Potter books (activity) because I’m a good reader (skill
strength) and am curious about wizardry (interest) OR “I’m listening” to all the Harry Potter
books on tape because I’m a slow reading (lack of strength) and am curious about wizardry
(interest).”
4. Teacher will give each student the Activity Sheet “New Things to Learn and Explore.” Teacher
will instruct students to put their thinking caps on and think about what kinds of activities they
might like to learn. Teacher will remind students that a person doesn’t necessarily have to be
good at an activity to learn it. But, it’s important to be interested in learning. Teacher will
instruct students that some examples of activities to learn might include swimming, dancing,
riding a bike or baseball.
5. Teacher will instruct students to complete the first two section of Activity Sheet by writing two
activities and two interests that they will explore.
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6. Teacher will distribute copies of the Career Path Mini-Poster to students. Instruct students to
turn the Activity Sheet over while they review the six career paths. (Students will match each
activity and interest with the appropriate career path.)
Closure:
Teacher will review the lesson by stating, “Being an explorer means trying new things. As you grow
older, you will be learning and trying lots of new things that will lead you to future jobs and careers:
What did you learn today about exploring new things. During our next lesson, we will be connecting
the dots between Academic (School) Skills and Career Paths. Observe workers: look for the School
Skills they use.
Materials / Resources:
 Activity Sheet: New Things to Learn and Explore
 Career Paths Mini-Poster (copy for each student)
Assessment Strategy:
Work Sample and Performance Task: Students will complete the first and second sections of the
Activity Sheet “New Things to Learn and Explore.” Students will then identify the Career Path(s) that
will link them to careers using the link between those activities and interests.
Adapted from: http://www.missouricareereducation.org/project/guidelsn/acad1
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GRADE 2
Lesson Title: Connecting the Dots: Linking Academic Skills to the Career Paths
CSCA/ASCA Content Standard:
 Goal 5: Career Success
Domain: Career
Time needed: 30 minutes
Students will:
 Identify the academic skills necessary for workers in the six (6) career paths.
 Students will understand the relationship between training and the world of work.
Essential Question(s):
Why are certain skills necessary for a person to be successful at certain jobs?
Engagement (Hook):
Teacher discusses what subject/skills she/he learned in elementary school that have helped him/her
to become a good teacher. The teacher will briefly discuss the pertinent subject/skills. Ask students
what Career Path a “teacher” fits. Thank the teacher for his/her participation, and go on with the
lesson.
Instructional Strategies / Lesson / Activities:
1. After the hook, the teacher will remind the students that they are on their path to a career,
saying, “When did you start your career path/journey? What skills and subjects are you learning
now or have learned previously to help you on your career path/journey.” The counselor will
write the list on chart paper.
2. The teacher will review the Career Path Mini Poster with the students and instruct students to
select subjects/skills from the list generated by the students in step 1 and identify the career
path they think these skills/subjects can fit in many of the career paths.
3. The teacher will pass out the Activity Sheet – Connecting School Skills to the Career Paths, and
read the instructions.
4. When the students have finished, the teacher will facilitate students’ self-assessment of their
work making sure they addressed each career path.
Closure:
The teacher will conclude the lesson by asking the students to state one new idea they learned
about how school subjects/skills relate to Career Paths.
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Materials / Resources:
 Career Path mini poster
 Set of six Career Path Posters
 Activity Sheet – Connecting School Skills to the Career Paths
 Flip chart/markers
Assessment Strategy:
Student Work Sample: Students will complete a worksheet that matches academic skills to
corresponding Career Paths.
Adapted from: http://www.missouricareereducation.org/project/guidelsn/acad1
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GRADE 2
Lesson Title: Connecting the Dots: Workers and Their Importance
CSCA/ASCA Content Standard:
 Goal 5: Career Success
Domain: Career
Time needed: 20–30 minutes
Students will:
 Explain the importance of jobs and workers in the community.
 Students will understand the relationship between training and the world of work.
Essential Question(s):
What would our community look like if there were no people to do the jobs?
Engagement (Hook):
Show the class two contrasting pictures. One picture shows a polluted street and one with a clean
street. Ask the students if they can name the community worker that is not doing his/her job well.
Instructional Strategies / Lesson / Activities:
1. After the hook, the teacher will instruct students to generate of important jobs in their
community. Teacher will write answers on the board.
2. Teacher will facilitate a discussion on the importance of each job (listed) to the community. The
teacher will erase one job and discuss what would happen if this job didn’t exist in the
community.
3. Teachers will facilitate a discussion of why it is important that all workers know how valuable
their work is to the community.
4. The teacher will review the elements of friendly letters. Students will write a thank you letter to
one of the workers on the job list. The letter will also explain why the job is so important to the
community. (The teacher may need to lead a discussion about what words of appreciation
might be included in a thank you letter.) (See “Thank you for helping our community” Activity
Sheet)
5. The teacher will instruct students on how to mail the letter. The teacher will have a phone book
in the room for students to look up addresses. An example of how to complete an envelope will
be available for students. Teacher will arrange for postage and for students to put letters into a
mailbox. (could be a good time to invite a postal worker to talk about job)
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Closure:
The teacher will conclude the lesson by asking the students to state one new idea they learned
about how jobs are essential to the working of our community.
Materials / Resources:
 Pictures of places that depict well-kept vs. not well-kept; jobs done and not done (try to avoid
using pictures of homes and other personal belongings). Examples might be polluted streams
vs. clear streams, littered vs. clean land, clean vs. dirty restaurants.
 Thank You Letter (Thank You For Helping Community!) and pencils
 Envelopes/Stamps
 List of names/addresses of community workers (local phone book)
 Board to use
Assessment Strategy:
Work Sample: Each student will write a friendly letter to a community worker expressing
appreciation of the work they do and their importance to the community.
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Goal 7:
Respect for Self and
Others
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GRADE K
Lesson Title: Feeling Faces
CSCA/ASCA Content Standard:
 Goal 7: Respect for Self and Others
o Identify and Express Feelings
Domain: Personal/Social
Time needed: 30 minutes
Students will:
 Identify feelings of others.
 Acquire the knowledge, attitude, and interpersonal skills to help them understand and respect
self and others.
Essential Question(s):
How can you tell what others are feeling?
Engagement (Hook):
“Today our friend Emo (short for emotions) is going to help us learn a poem about feelings. Listen
to Emo and repeat each line after he says it.” The second time the children say the poem, put up
the feeling cards as the children talk about that feeling in the poem. Say the poem with the children
one more time, pointing to the feeling card as the feeling is discussed.
Instructional Strategies / Lesson / Activities:
1. Instructor says, “Emo is going to pick a friend to come up here. That friend must be sitting
“criss-cross applesauce, spoons in the bowl’ to be chosen.” Emo whispers the name of one of
the children to the instructor. Instructor says, “Emo picked _________ (say name of child) for
sitting so nicely.
2. Instructor says to chosen child, “You are going to reach into this bag and pick out one of these
pieces of paper. On the paper is something that might happen to you.”
3. Instructor says, “Give the paper to me. Emo and I will whisper what it says to you. Keep a
secret and don’t tell!”
4. Instructor says, “Now_____________will act out the feeling he/she would have if the thing that
was written on the paper really happened. Watch his/her face and decide which of these
feelings you see.”
5. Instructor says, “What was he/she feeling? Was he/she (holding up 1 finger) mad? Was he/she
(hold up 2 feelings) sad? Was he/she feeling (hold up 3 feelings) happy? Was he/she feeling
(hold up 4 fingers) afraid?”
6. Instructor says, “__________, act out your feeling again, Class which feeling was it?”
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7. Instructor says, “Yes, the feeling was ______________. The piece of paper said: --------. That
would make most people feel___________. How could you tell he/she was
feeling___________?” Counselor calls on several different children.
8. “Emo wants to know how her/his face told you the feeling he/she was acting out. What clue did
you get?” Instructor calls on several children.
9. Instructor says, “__________________will pick another friend to come and act out the next
feeling. That friend must be sitting ‘criss-cross applesauce, spoons in the bowl’ to be chosen!”
10. Procedure is repeated with all the scenarios on Student Activity Cards (or any you would like to
add). Emphasis should be placed on how the face gives away how people feel.
11. End by having the children say the poem again.
Materials / Resources:
 Puppet
 4 Basic Feeling Faces
 Student Activity Card Strips
 Feelings poem
Assessment Strategy:
Students will complete the basic feelings activity sheet.
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GRADE K
Lesson Title: How We Are Alike and Different
CSCA/ASCA Content Standard:
 Goal 7: Respect for Self and Others
Domain: Personal/Social
Time needed: 30 minutes
Students will:
 Identify similarities and differences between self and others.
 Acquire the knowledge, attitude and interpersonal skills to help them understand and respect
self and others.
Essential Questions:
 How am I like my friends?
 How am I different from my friends?
Engagement (Hook):
“Look at these two glasses. They are the same. Look at this carton. What is inside of it? (Call on
students who have raised their hands to give guesses.) Let’s open this carton and pour what is
inside in this glass. (Demonstrate.) What’s inside? (Milk) Raise your hand if your guess was
correct. Look at this can. What do you think is inside of it? (Call on students who have raised their
hands to give guesses.) Let’s open this can and pour it into the other glass. What was inside?
(Soda) Raise your hand if your guess was correct.”
Instructional Strategies / Lesson / Activities:
1. Instructor says, “Let’s think about how the milk and soda are alike. I am going to draw a glass of
milk here and a glass of soda here. See how they are connecting? (Draw the glasses like a Venn
diagram with space where they connect.) We are going to put a mark here (in connecting
space) for every way we can think of that shows how milk and soda are the same. How are they
the same?” {Possible answers: drinks, tastes good, pour them, they go in glasses, liquids, etc.}
As children give plausible answers, make tally marks in the area the glasses connect.
2. Instructor says, “Now let’s think of way the milk and soda are different.” Instructor writes the
word “DIFFERENT” on the board. “Who can tell me how they are different?” {Possible answers:
milk’s white, soda is brown; milk is not carbonated, soda is; milk has fat, soda has sugar; some
people think milk is healthy for you, most people agree soda is not so healthy for you; milk is
good for your teeth, soda is bad for your teeth; etc.} As the children give plausible differences,
the instructor put tally marks under the word “DIFFERENT” on the board.
3. Look at and discuss how many tally marks were made; how milk and soda are the same in some
way and different in others.
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4. Instructor says, “Now we are going to see how we are the same as each other and how we are
different from each other. Stand up if you like pizza. Look around. Did everybody stand up?
(Say either: “Yes, because we all think pizza is tasty!” OR “No, some people do not like pizza and
that’s ok!”)
5. Instructor says, “If pepperoni pizza if your favorite pizza, sit down. Did everyone sit down?”
(Validate children’s choices.)
6. Instructor says, “If cheese pizza if your favorite pizza, sit down. Did everyone sit down?”
(Validate children’s choices.)
7. Instructor calls on children who are left to tell their favorite pizza, then sit down.
8. Instructor says, “Did we all like pizza? Did we all like the same kind of pizza? Is one pizza better
than another? NO! Some people just like one kind of pizza more and ‘THAT’S OK!’ We are alike
because we like pizza and we are different because we like different types of pizza.”
9. Instructor says, “Stand up if you have hair. Does everyone have hair? Sit down if you have dark
colored hair. Did everyone sit down? No! Sit down if you have light colored hair. Did everyone
sit down? Yes! We are all alike because we all have hair. We are all different because our hair
is different colors. Is one color better than another? No! Different is not bad, it’s just
DIFFERENT!”
10. Continue with all choices on the Teacher Activity Sheet.
11. End lesson by summing up how children and alike and different and signing the “Stand Up Sit
Down song.”
Materials / Resources:
 2 clear glasses
 1 half-pint carton of white milk
 1 can of caramel colored soda
 Chart paper and marker
 Teacher Activity Sheet
 Stand Up Sit Down song
Assessment Strategy:
Instructors observe while students line up by their similarities and differences.
Adapted from: http://www.missouricareereducation.org/project/guidelsn/acad1
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GRADE 4
Lesson Title: Similar and Different
CSCA/ASCA Content Standard:
 Goal 7: Respect for Self and Others
Domain: Personal/Social
Time needed: 30 minutes
Students will:
 Recognize and respect diverse groups within the school and community.
 Acquire the knowledge, attitude, and interpersonal skills to help them understand self and
others.
Essential Question(s):
 Why is it important to recognize individual and group similarities and differences in the school?
 Why is important to recognize individual and group similarities and differences in the
community?
 Why is it important to learn to deal with human diversity?
 What is the advantage of emphasizing similarities over differences?
 How could we build community based on our similarities?
Engagement (Hook):
Choose one pair of volunteer students to come to the front of a class and model for a Venn diagram.
Instructional Strategies / Lesson / Activities:
1. Introduce today’s lesson and review/teach vocabulary: empathy, trust, similarities, differences,
stereotype, and antagonistic.
2. Call a pair of students to stand at the front of the class. Draw a Venn diagram on the board.
3. Direct the students to compare and contrast the pair of students, by these 17 guidelines:
a. eye color
b. hair color
c. older/younger
d. tallest/shortest
e. gender
f. favorite food
g. favorite music
h. favorite game
i. favorite movie
j. favorite pet
k. favorite TV program
l. favorite school subject
m. likes getting good grades
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n. loves school
o. likes going to birthday parties
p. dislikes arguments
q. dislikes getting feelings hurt
r. likes humor and peace.
4. Introduce the Maslow’s Hierarchy of Needs (attached below) emphasizing that these needs are
common to all humans everywhere.
5. Teach/review the acronym CARE (which stands for: Collaboration, Acceptance, Respect,
Empathy) as way of dealing with diversity. Discuss as a group.
6. If time allows, another pair of students may be Venn-diagrammed. Alternatively, use the
optional Venn-diagram handout to work in cooperative groups.
Materials / Resources:
 Chart board or paper/markers
 Make a large CARE chart or a mini-poster as follows:
DEALING WITH DIVERSTIY
Collaboration
Acceptance
Respect, and
Empathy
 Abraham Maslow’s Hierarchy of Needs for Kids
 Optional: Venn-diagram handout for students to work in pairs comparing each other.
Assessment Strategy:
1. Students should be able to explain how we are all as similar as we are different.
2. Students should list and describe some evident similarities and differences existing in their
school community.
3. Students will build understanding by discovering each other’s similarities.
Adapted from: http://www.missouricareereducation.org/project/guidelsn/acad1
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GRADE 5
Lesson Title: Respecting Differences
CSCA/ASCA Content Standard:
 Goal 7: Respect for Self and Others
Domain: Personal/Social
Time needed: 30–45 minutes
Students will:
 Demonstrate respect for individuals in diverse groups.
 Students will acquire the knowledge, attitude, and interpersonal skills to help them understand
self and others.
Essential Question(s):
 What does a quality relationship look like when individuals respect each other?
 What does a person need to do to maintain a quality relationship?
Engagement (Hook):
The instructor asks two students to stand up in the room. How are the two students alike and
different? After comparing the instructor asks the class: How much do you really know about your
classmates? Today we are going to find out about our likenesses and differences.
Instructional Strategies / Lesson / Activities:
1. Copy the attached Respect Mixer worksheets for each student. Make sure students have a pen
or pencil.
2. Go over the directions to make sure students understand what they are expected to do.
3. Collect the first five completed sheets and number them in the order received. Stop the signing
of sheets at this point.
4. Call up the first person to turn in a completed signed sheet. Check some of the signatures by
asking the person who signed if this is really true.
5. After processing the five that were turned in, lead a discussion regarding respecting differences
in others.
Materials / Resources:
 Copies of the Respect Mixer worksheet for each student
 Pencils or pens to write with
Assessment Strategy:
Students will identify the similarities and differences they have with their classmates from the
Respect Mixer worksheet.
Adapted from: http://www.missouricareereducation.org/project/guidelsn/acad1
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GRADES 2–5
Lesson Title: Differentiation
CSCA/ASCA Content Standard:
 Goal 7: Respect for Self and Others
o Show an understanding and respect for differences
Domain: Personal/Social
Time needed: 20–30 minutes
Students will:
 Learn about differentiation.
 Show understanding that all students need different things to meet with success.
 Understand that fairness is not about giving everyone the same thing.
Essential Question(s):
 What does fairness mean and look like?
Engagement (Hook):
Tell the students that they are each going to have to come with a pretend injury for the class
meeting.
Instructional Strategies / Lesson / Activities:
1. Gather the students in a circle.
2. Then tell each student to come up with a pretend injury.
3. Then I call each student to the front. As they show their injury, put a band-aid on each of them
in the same exact same spot (upper right arm).
4. When someone replies, "but that wasn't where I was hurt!" tell them that “I am treating you all
fairly”. They usually try to argue so you might say, "Ohhh you want me to give you a bandaid where you NEED it?"
5. After all students have a band-aid, take time to discuss that fair does not mean the same. We
are all different so what we need is not always the same. This is called differentiation.
6. Also discuss with them that when someone has a boo-boo or gets hurt when they are at school,
we would help them and not make fun of them. So if someone has a different activity in class it
is so they will get what they need and we won't make them feel like they aren't as smart as or
smarter than someone else.
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Closure:
This lesson can be referred to all year whenever students say "That isn't fair." Reassure the students
that they will get what they need, not what everyone else needs. Explain to them that this means
that sometimes students will read different books or be doing different activities in class, but
everyone will be learning and having fun in school.
Materials / Resources:
A box of band-aids
Assessment Strategy:
1. Students will demonstrate knowledge of what differentiation is through discussions with the
class and throughout the day.
2. Students will demonstrate their knowledge of this by the teacher seeing a decrease in hearing
the statement “It’s not fair” and by kids not teasing others for having different learning needs.
Adapted from: http://saylorslog.blogspot.com/2011/08/differentiation.html?m=1
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Goal 8:
Goal Setting and
Attainment Skills
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GRADE 3
Lesson Title: My School Goal
CSCA/ASCA Content Standard:
 Goal 8: Goal Setting and Attainment Skills
Domain: Personal/Social
Time needed: 30 minutes
Students will:
Identify and apply the steps to setting short-term and long-term, personal, and educational goals.
Essential Question(s):
 What are some of your accomplishments?
 What is your greatest accomplishment at home or at school?
 How did accomplishing this goal affect you and the people around you?
Engagement (Hook):
“Think about something they want to accomplish and imagine it 5 ft. in front of you.” Take one step
to get to the accomplishment. (They will find they can’t do it. Some students will fall down when
they try to take a really large step.) What happened? Did you reach what you wanted to
accomplish in one step? How would additional and specific directions from me have helped you get
to your accomplishment? “We’re going to talk about how it sometimes takes many steps to
accomplish something in a short or long period of time.”
Instructional Strategies / Lesson / Activities:
1. If you want to accomplish “something, you have to know where you want to GO (Goal) and how
you will get there (steps to your Goal). Divides students into groups of four by counting off. The
instructor explains that the students are going to brainstorm ideas together. Who will explain
what brainstorming means? Brainstorming is when students come up with a variety of ideas to
answer a question.
a. The instructor asks students to brainstorm words to complete the sentence: What is a
goal?
b. Students brainstorm the following: What are ideas for personal goals? What are ideas
for educational goals?
Personal Goal: A personal goal is something you want to learn or improve on in your
life. Example: I want to improve my basketball skills: free throw shooting and vertical
jump.
Educational Goal: An educational goal is a goal you set to accomplish or improve on in
school. Example: “I learn to say my multiplication facts really fast.”
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2. There are two types of Educational and Personal Goals: Short-Term and Long Term Goals.
Brainstorm in small groups what short and long term goals mean.
a. Short-term goal is a goal that can be accomplished in a short period of time. Example: I
will finish this before recess. Discuss other examples.
b. Long-term goal is a goal that is worked on over an extended period of time. Example:
This science project is due in three weeks. I will start on it by Friday. Discuss other
examples.
3. Introduce the steps in setting goals.
a. Goal - Choose goal
b. Discuss - Discuss the goal with the teacher or friend, if necessary.
c. Plan - The student makes a step-by-step plan and writes it down.
i. How do I start my goal?
ii. What will help me complete it?
iii. What actions will I take to reach my goal?
d. Timeline - Set a timeline (beginning and ending date and time).
e. Self-Assess – How will you check your goal.
f. Evaluate- the students will evaluate their success at the end of the timeline.
4. Students are given an Activity Sheet “The Steps For Setting a Goal” to write the step-by step
process for goal setting.
5. Tell students to discuss in small groups what would happen if one of the steps in the process
were left out.
6. The instructor reviews the Activity Sheet “The Steps For Setting a Goal” and lets students know
they will be completing a Goal Activity Sheet next week. The instructor asks students to think
about a short-term educational goal over the next week that they would like to accomplish for
their next session.
Closure:
The instructor will give the teacher a mini poster on the step-by-step process of goal setting to
review with the students during the week.
Materials / Resources:
 “Step for Setting a Goal” Student Activity Sheet
 “Step for Setting a Goal” Teacher Goal Setting Mini Poster
 Pencil, chalkboard, chalk
Assessment Strategy:
Students will explain, orally and in writing the step-by-step process for goal setting.
Adapted from: http://www.missouricareereducation.org/project/guidelsn/acad1
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Goal 9:
Survival and
Safety Skills
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GRADES K–5
Lesson Title: Personal Space
CSCA/ASCA Content Standard:
Domain: Personal/Social
 Goal 9: Survival and Safety Skills
Time needed: 30 minutes
o Describe appropriate/inappropriate physical contact with others
o Personal Space-Knowing what is okay and what is not
Students will:
 Demonstrate all of the bases of personal space: walking in line, sitting on the rug (instead of
lying on the rug), etc.
 Be able to discuss about touching people, pushing, hitting, etc. and how that is invading other
people’s space.
 Distinguish how everyone has a different amount of personal space that makes them feel
comfortable (our personal space bubble or personal spaceship). Sometimes, we feel OK with
someone getting in our personal space (parents, friends who we give permission to), but most
of the time, we don't like for our personal space bubble to be broken.
 Be able to talk about how part of respect means asking permission to enter someone's personal
space (for a hug or whatever the reason might be).
Essential Question(s):
What is personal space?
Engagement (Hook):
Tell the students that they are going to get to learn the difference between outer space and
personal space like Luis from the story.
Instructional Strategies / Lesson / Activities:
1. Share the term “personal space” and ask your students if they know what that means.
2. Have kids raise their hands and share their examples.
3. Read the story to the students.
4. Discuss the story and what Luis learned from going to “Space Camp”.
5. Ask about the differences in a person’s personal space with different people.
6. Talk about what you can do when your personal space is invaded.
7. Perhaps come up with a non-verbal signal for the class so kids can communicate with each other
that someone is too close.
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Closure:
1. At the conclusion of the lesson review what personal space is and the signal that the class will
use if someone is too close to you.
2. Reinforce that you are a person the students can come to after they have tried some strategies
to solve the personal space problem.
Materials / Resources:
The book Personal Space Camp by Julia Cook
Assessment Strategy:
1. Students will decrease their conflicts around personal space across school settings.
2. Students will show an awareness of others and begin to use the non-verbal sign when their
space is invaded.
Adapted from: http://elemschoolcounselor.blogspot.com/2012/03/personal-space-camp.html
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GRADES K–5
Lesson Title: Personal Space Dance Party!
CSCA/ASCA Content Standard:
Domain: Personal/Social
 Goal 9: Survival and Safety Skills
Time needed: 15–20 minutes
o Describe appropriate/inappropriate physical contact with others
o Personal Space-Knowing what is okay and what is not
Students will:
 Demonstrate all of the bases of personal space: walking in line, sitting on the rug (instead of
lying on the rug), etc.
 Be able to discuss about touching people, pushing, hitting, etc. and how that is invading other
people’s space.
 Distinguish how everyone has a different amount of personal space that makes them feel
comfortable (our personal space bubble). Sometimes, we feel OK with someone getting in our
personal space (parents, friends who we give permission to), but most of the time, we don't like
for our personal space bubble to be broken.
 Be able to talk about how part of respect means asking permission to enter someone's personal
space (for a hug or whatever the reason might be).
Essential Question(s):
What is personal space?
Engagement (Hook):
Tell the students that they are going to get to learn about personal space with a piece of newspaper
and some dance moves.
Instructional Strategies / Lesson / Activities:
1. Share the term “personal space” and ask your students if they know what that means.
2. Have kids raise their hands and share their examples.
3. Hand out a page from the newspaper to each student.
4. Have the students find a place in the room to place the opened newspaper sheet and ask them
to stand on it.
5. Tell the students that the piece of newspaper is their personal dance floor.
6. Establish how to define “dancing” (i.e. moving arms and legs).
7. Play the music for a bit and allow the students to dance within their own space.
8. Stop the music and then have the students fold the paper in half and then start the music again.
9. Continue this process until the paper only fits their feet.
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Closure:
1. At the conclusion of the lesson ask the kids what they noticed with each step of the dance party.
2. Talk about the connection between having a larger personal space is when you feel more
comfortable with a person or in a situation and when your personal space is smaller it is when
you are not as comfortable.
Materials / Resources:
 Newspaper page for each student
 Music
Assessment Strategy:
1. Students will decrease their conflicts around personal space across school settings.
2. Students will show an awareness of others and where their bodies are in space.
Adapted from: http://mrskingrocks.blogspot.com/2010/08/back-to-school-with-newspaperdancing.html
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GRADES 3–5
Lesson Title: The Problem Solving Game
CSCA/ASCA Content Standard:
 Goal 9: Survival Skills and Safety
o Demonstrates coping skills in resolving conflicts
Domain: Personal/Social
Time needed: 30 minutes
Students will:
Acquire the knowledge, attitude and interpersonal skills to help the students understand and
respect self and others.
Essential Question(s):
What would happen if a person did not have the skills to solve a problem?
Engagement (Hook):
Tell students “Today you are an employee at a game factory. You are going to develop and make a
game.” What skills will you need to work together in making the game (creativity, writing skills,
communication skills, cooperation skills and listening skills)?”
Instructional Strategies / Lesson / Activities:
1. Review the STAR steps of problem solving (Stop, Think, Act, Review). The students will review
the steps with the teacher and discuss the strategies to resolve problems and conflicts.
2. Divide the class into small groups of four.
3. Give each group a piece of construction paper and tell them each group must make a board
game with a start, finish, 30 spaces and a problem box.
4. The group must use the problem cards that are provided to play the game.
5. When the board game is complete, the group plays the game. When a problem is appropriately
resolved, the player moves forward 2 spaces. If answered inappropriately, the player must
move 3 spaces backward. The winner is the first player to the finish line, but really everyone
wins!
Closure:
The teacher asks the students to share ideas about how they worked together in developing and
playing the game (what worked…what they would change if they did it again).
Materials / Resources:
 Pencils, markers, 12 x 18 construction paper
 Pre-cut copies of the game card for each group in an envelope
 STAR Problem Solving Poster
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Assessment Strategy:
Use the STAR Problem Solving Strategy in the content areas and allow group times (i.e. indoor
recess/ snack time) for the students to play the game.
Adapted from: http://www.missouricareereducation.org/project/guidelsn/acad1
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