Lesson Plan

School Counselor: Lyba Waraich

Other School
Personnel:
Lesson Plan Title: A Day in the Life of….

□ Single Classroom Lesson

□ Unit of Classroom Lessons: Lesson _____ of _____
□ Small-Group Session Lessons: Lesson __4___ of __6___

Target Audience: Grade 7 students who are at risk of anxiety and frequently visit the
counseling office.

Evidence Base: select one Best

Best Practice (commonly used and believed to be of high quality)

Action Research (individual investigates own practice to improve content/delivery)
⬜ Research-Informed (a review of research provides foundation for content/delivery)
⬜ Evidence-Based (highest level of evidence, results published in peer-reviewed journal)

ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for For each of the selected student standards,
this targeted group and goal: write or select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
Goal: For students to understand Students will identify changes to their daily
how anxiety can be linked to routine for better time management
anxiety.
Belief in development of whole
M 1. self, including a healthy balance
of mental, social/emotional and
physical well-being

B-LS 3. Time-management,
organizational and study skills
B-SMS 6. Ability to identify and overcome
barriers

Domain:
____Academic Development ___College & Career Readiness ___Social-Emotional Development
NYS Next Generation Standards: communication skills (students communicate how they will
manage time)
i.e. (listening, speaking, communication skills, etc.)

Materials:
Time management worksheet
Icebreaker “”My Perfect Day” worksheet
Time management tips worksheet
Color pencils
Pen/pencil

Introduce Lesson Start with icebreaker “My perfect Day,” Where would you go? What
Topic/Focus: would you do? In the box, each person will think about what makes
their day perfect, they will draw what their perfect day consists of,
then write a few sentences describing it.

Counselor will introduce topic by stating starting a task can be hard,

especially when it’s a task you don’t feel like doing. Part of being
successful is figuring out how to manage your “I don’t feel like it”
feelings so you can still start a task to be successful. Feelings are
temporary, habits are long term. If you develop habits to help you
start tasks, you are more likely to continue to have task initiation,
even when you don’t feel like it!
Ask students why time management is important
Communicate the In a small group, students sit in a circle and the counselor briefly
Lesson Objective: review lesson 3 and goes over the group norms and expectations.

Then the school counselor will communicate the lesson objectives by

discussing time management linked to anxiety. This will be verbal
descriptions.

Students will identify activities they do each day and what they need
to adjust (worksheet-written).
Teach Content: Today I am here to talk about time management and how it can be
linked to anxiety. If we do not have proper time management, it can
make us have excessive worries everyday and correlate to irrational
thoughts. It can lead us to start procrastinating and building worries.
The counselor will explain to manage our time we must consider
everything that we have to do in a day, and everything we want to do
as well as how much time it takes. State that the icebreaker we did
earlier had us think about our perfect day if our time was managed
perfectly.
Practice Content: Have students fill out the some of the weekdays on the “Time
management,” worksheet to understand how they manage time.
Summarize/Close: Summarize by having the students share what most of their time is
spent on. Ask student when most are setting time aside for
homework. Close by assigning homework of practicing some of the
time management tips at home (therapistaid).

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number 7
of students:
Planned length of 35 minutes
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment
aligned with the selected ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are: questions 1-4 are statements on a scale from 1 rarely to 4
almost all the time
1. I believe understanding our own anxieties is important to be responsible for ourselves.
2. I know 3 coping strategies to deal with anxiety
3. I know what is in my control
4. I follow a time management plan
5. Explain the difference between anxiety and stress as well as how it affects us
physically/brain?
Outcome Data Plan: (choose one and describe specific data point to compare)

Examples:
Achievement: School counselor will compare reading levels of students before and after delivery
of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer
conflict first quarter with second quarter
⬜ Achievement (describe): School counselor will check what percentage of student’s
knowledge and skills about anxiety improved pre and post-test after delivery of unit of
lessons.
⬜ Attendance (describe):

⬜ Discipline (describe):

Follow-Up Plans

Explain your plan for students who missed the lesson.

The counselor will individually meet with student to discuss the lesson missed.

Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment
of student standards (M&B)/student learning objectives.
The counselor will do short-term individual counseling with the student to provide more
support and provide referral if needed.
SOURCE:
Icebreaker: My Perfect Day

My Perfect Day