Unit Narrative

The lessons in the unit will build upon the previous lesson, beginning with a lesson on study skills, then on time management skills, moving on to choosing class, and finally finishing with creating an annual plan. Students will continue to explore their preferred learning styles and studying techniques. These lessons will draw upon various multiple intelligences in their implementations. The teaching of these guidance lessons will make use of interpersonal, intrapersonal, visual, verbal/linguistic, and kinesthetic/bodily intelligences. Throughout the lessons, students are given the chance to reflect alone (intrapersonal), work in groups (interpersonal), share opinions with the class (verbal/interpersonal), watch instruction on the overhead projector (visual), and come to the front of the room and present their own lessons using the overhead projector (bodily/visual/interpersonal). These lessons will also indirectly incorporate the multiple intelligences the students used in deciding which type of study skills and strategies work best for them in previous guidance lessons. For example, when the students present their annual plan of study documents towards the end of the guidance lesson, a student that chose to study by making up songs for the concepts on biology tests (rhythmic/musical) may demonstrate one of his songs. These lessons will also use multiple classroom management strategies, including incremental behavior corrections, arrangement management, transition management, and clear instructions. The incremental behavior corrections will involve proximity, nonverbal redirection, verbal redirection, and removal. In other words, students will be given three chances to improve behavior before they are removed from the classroom. The lessons will transition in between individual work, class discussion, and small-group discussion to keep students engaged. Because of this frequent change in arrangement, the counselor will establish a method to regain the students attention prior to beginning the lesson. The counselor will likely use whichever technique the regular classroom teacher uses so that the students are already familiar with the technique. The counselor may also use this attention-getter if students are becoming too chatty in between topics. The counselor will give clear instructions and allow students to ask questions prior to releasing them to do group work in attempts at reducing off-topic conversation.