Guidance Lesson Plan Template

School District: Kingston City School District

School Name: Kingston High School
Contact: Deanna Knapp
New York Student Standards for Guidance Addressed
Standard(s)
addressed:

Academic Development: Standard A












Academic Development: Standard B





Indicator(s)
addressed:

A:A1.5 Identify attitudes and
behaviors that lead to successful
learning
A:A2.1 Apply time-management
and task-management skills
A:A2.2 Demonstrate how effort
and persistence positively affect
learning
A:A2.4 Apply knowledge and
learning styles to positively
influence school performance
A:A3.1 Take responsibility for their
actions
A:A3.2 Demonstrate the ability to
work independently, as well as the
ability to work cooperatively with
other students

A:B1.2 Learn and apply critical-
thinking skills
A:B1.3 Apply the study skills
necessary for academic success at
each level
A:B1.6 Use knowledge of learning
styles to positively influence school
performance












Academic Development: Standard C



Career Development: Standard A











A:B2.1 Establish challenging
academic goals in elementary,
middle/jr. high and high school
A:B2.5 Use problem-solving and
decision-making skills to assess
progress toward educational goals
A:B2.6 Understand the relationship
between classroom performance
and success in school
A:B2.7 Identify post-secondary
options consistent with interests,
achievement, aptitude and abilities

A:C1.1 Demonstrate the ability to
balance school, studies, extra-
curricular activities, leisure time
and family life.


C:A1.5 Learn to make decisions
C:A1.6 Learn how to set goals
C:A1.7 Understand the importance
of planning
C:A1.10 Balance between work
and leisure time
C:A2.9 Utilize time- and task-
management skills







Personal/Social Development:
Standard A
C:C2.1 Demonstrate how interests,
abilities and achievement relate to
achieving personal, social,
educational and career goals

PS:A1.3 Learn the goal-setting
process
PS:B1.2 Understand
consequences of decisions and
choices
Instructional Development
Grade Level(s): 9
th
grade
Title: Where did all of my time go?! (A lesson on making priorities)
Summary:
This lesson focuses on bringing awareness to 9
th
grade students about
setting priorities in their everyday lives. Students will define what a priority
is and use that definition to learn how to make priorities in their daily tasks
so that they can better achieve their goals. Learning how to make
priorities will help students feel more accomplished and help increase
their self-confidence when it comes to their academics/sports/activities
(etc.). Students will learn about examples of the benefits of prioritizing as
well as the consequences of not prioritizing. Students will interact with the
school counselors in the lesson to help gain a solid understanding of
ways to prioritize their schedule. Two small activities will be used to
demonstrate an awareness of making priorities.
Time Frame:


20-25 minutes



Procedure:
-Brief introduction of Ms. Knapp and Ms. Quinones
-Introduction of topic of lesson: defining priorities, recognition of how
prioritizing is beneficial, and learning about consequences of not
prioritizing
-Roles of a school counselor
Question: Does anyone want to share what they think the roles of
a school counselor are?
Discuss- Academic, Social, and Emotional Support
-Introduce general classroom rules for the lesson:
Treat others how you want to be treated
Feel free to participate or pass
Support your classmates
Be open to new ideas
-Identify goals of the lesson:
Define priorities
Develop an understanding of time management
Identify how priorities help us to reach goals
Encouraging each other to set priorities for success
Demonstrate an understanding of the consequences of our
choices
-Have students complete pre-test
-Define a priority: something that is considered more important than
something else; ask class for examples
--Divide students into pairs to discuss ways to make priorities; come
together as a class to write responses on the board
-Describe the ABC method of prioritizing
-Why should we prioritize
Question: Why should we prioritize?
Hear reasons from students
-Consequences
Question: What do you think are some consequences of not
prioritizing?
Hear student responses
-Activity
Hand out Study Skills: Setting Goals worksheet
Have students work on worksheet independently
Review some responses to questions
Have students discuss how it feels to see how they prioritize
-Discussion
Question: What is one important thing that you learned from this
lesson?
-Hand out post-test
Evaluation
How will mastery of the
guidance indicator(s) be
evaluated?

Students will complete the same assessment (a pre and post test) before
and after the lesson. Assessments will be anonymous and will be pre-
marked with a number so that school counselors can assess whether
students developed an understanding of the lesson or not. This
assessment contains four general questions about each students current
knowledge on making priorities.
Learning Resources
Resources needed: e.g.,
technology resources,
media resources, books,
web sites

Technology resources: Computer with Google Presentation and
Presentation Screen
Utensils: White Board with Dry Erase Markers, Pen or Pencil for each
student
Paperwork: Activity Worksheet, Pre and Post Tests, Procedure Packet,
Take-Away Worksheet
Citation(s): You may include
copyrighted materials in
resources needed, but do
not reproduce copyrighted
materials in your lesson
plan. Non-copyrighted
materials need to be
reproduced and included
with your lesson plan. Cite
sources here.
American School Counselor Association (2012). The ASCA National
Model: A Framework for School Counseling Programs, 3
rd
Edition.
Alexandria, VA.
Mount D. L. (2010, October 2). The benefits of prioritizing. Retrieved
February 4, 2014, from http://ezinearticles.com/?The-Benefits-of-
Prioritizing&id=5137921
Scholastic Inc. (2004). Study Skills: Setting Goals Worksheet. Retrieved
from: http://www.scholastic.com/teachers/sites/default/files/asset/file/study-
skills-setting-goals.pdf

Collaborative
Partners:
e.g., advisory
teachers, other
teachers, community
resource people
School Counselor(s), School Teacher (optional), Faculty (optional),
Community members (optional).
Contact information
Telephone:

D. Knapp: (845) 597-5017
E-Mail:

Deanna Knapp: [email protected]