Luisa Zapata & Lizzie Blair

COUN 516
Classroom Guidance Lesson Plan Outline
Career Guidance Lesson Plan
Grade Level: 9
th
(implement in 9
th
grade English class on a Monday)
Lesson Topic: Time Management
Goals for the Lesson:
1. ASCA Standards:
a) Career Development Standard A C:A1- Develop Career Awareness i) C:A1.7-
Understand the importance of planning & ii) C:A1.10- Balance between work and leisure
time.
b) Career Development Standard A C:A2- Develop employment
readinessC:A2.9- Utilize time and task-management skills.
c) Career Development Standard C C:C2- Apply skills to achieve
career goals C:C2.3- Learn to work cooperatively with others as a team
member.
2. EALRS:
a) WritingEALR 2Component 2.2- Writes for different purposesGLE 2.21-
Demonstrates understanding of different purposes for writing.
b) Writing EALR 3 Component 3.1- Develops ideas and organizes
writing GLE 3.1.2- Analyzes and selects effective organizational structures.
c) Communication EARL 4- The student analyzes and evaluates the
effectiveness of communication Component 4.2- Sets goals for
improvement.
3. Lesson Objective: Identifying strategies to balance work and leisure time that can be applied
to academics and future career paths.

Lesson Rationale: Time management is a key component to academic and professional success.
Therefore teaching students how to use their time more effectively will allow them to be more
successful in accomplishing their daily, weekly, monthly, and yearly tasks and goals.
Materials Needed: White board, dry erase markers, blank paper (25), print out of a weekly calendar
(25), pencils (25), erasers (25), evaluation surveys (25), instruction paper with examples (as needed),
candy.
Lesson Procedures:
1. Include specific directions to carry out the lesson
a) Ice breaker Birthday Lineup (see script)
b) Time management skills You Vs. The Clock introduction.
c) Class Discussion Identifying top Time Wasters
d) Activity Prioritizing- want-tos, have-tos and goals. (goals are what you want to have
accomplished at the end of the day, week, month, year, and how your have-tos and want-
tos contribute or hinder reaching your goal). Have students create their own list of have-
tos, want-tos, and goals.
e) Activity Making a weekly schedule/planner that includes their activities from list they
created.
2. Include a script of what the school counselor should say to the students
a) Ice Breaker Birthday Lineup- Instructions-This is a simple icebreaker that reinforces
important communication issues. Instruct the students that they are to remain silent
during the exercise; i.e., no talking. Their task is to line up by birth date, month and day.
The group members will then try to put themselves in order using non-verbal
communication. Theyll use fingers for counting, and a wide variety of gestures. Allow
the group 5-10 minutes to complete the task. When they have finished, tell them you are
going to do a little quality check. Start from the January end of the line and have each
person tell their month and day of birth. If there were any errors in their positions in the
line, have them switch places. Ask them how they might have better communicated
messages with each other.
b) Time ManagementYou vs. The Clock-Script- School and homework. Activities and
chores. Sleeping and eating. We have so much to fit into a single day. We asked high
school students like you to tell us the one thing they felt they never have enough time for.
Alex, 9 said, "I don't have much time for friends. I wish I could talk to them on the
computer and on the phone more."
Shanol, 11 feels like he never has enough time to relax, and chill and listen to music.
Rebecca, 10 says that she wants more time to sleep.
Sumani, 12 Feels like he never has enough time to finish his homework because he is so
busy with soccer.
Juliana, 10, told us that she never has enough time for herself because she's crammed
with homework and her job.
Wouldn't it all be easier if time were like a DVD that you could slow down, speed up,
fast-forward, or rewind? Or have you wished that time was like an arcade game, and
when your time was up, you could just drop in some change and get more? Well, we
can't change the speed of time or get more. What we CAN do, however, is manage it.
This means that we:
Consider everything we HAVE to do and WANT to do.
Understand how much time each activity in a day will take.
Make a plan that helps us get through the day, week, or month without running
around like a total wacko.
If you learn to tame the time monster, you might be surprised at how much you can get
done. The real reward, however, is that you'll probably feel less stressed and more happy.

c) Class Discussion Identifying Top Time Wasters: We know these things suck up out
time-yet it can be SO hard to keep them under control. What are some top time wasters
for you? (Write down students answers on the board. Have them brainstorm ideas to
control their time wasters). Here are some strategies to make that easier:
TV: Instead of plopping down in front of the tube to watch whatevers on, pick out
which specific shows you want to see and fit those into your schedule. If you need a chill
session and just want to channel surf, set yourself a time limit.
Video Games: Its one thing to play your favorite game for two hours on a Saturday, and
another to make it a daily habit. Limit your gaming time or use it as a reward for getting
other things done, like If I get my math homework finished, I can play my Xbox until
dinner.
The Internet: Like with TV, try to make a habit of only going online for certain things.
For instance, give yourself a daily Facebook-period or let yourself play two rounds of
an online game. If you like to chat with friends online, set aside a specific time for that
and let them know thats when you will be online.
The Phone: Its easy for a five-minute chat or texting sessions with your friend to turn
into a two-hour gossip fest. To avoid this, give yourself a phone call or texting time limit
and ask family members to help you stick to it.
d) Activity Prioritizing- Want-tos, have-tos and goals: What are the things we have to
do in our lives? What are the things we want to do? All of these take TIME!
Have-To's: "Have-To's" need to be a part of almost every day. Whether we like it or not,
we all have to find time to get them done.

Family responsibilities: You know the drill: household chores, helping your little bro
with homework, keeping your room clean.
School and homework: You won't always be a student, but while you are, it's your job
to give time and energy to your education.
Sleep: This may seem like a big "DUH," but it helps to be reminded: Sleep is a must for
our bodies and minds, and doctors agree that young people need at least eight hours every
night. If you think you can squeeze more time into your schedule by cutting back on
Zzzz's, you'll probably find that you're sleepy and sluggish during the day, and wind up
taking longer to do things anyway.

Want-To's: Fortunately, our time isn't just about responsibilities-we get to have some
fun, too! "Want-To's" make our lives a little more fulfilling.
Activities. You might be a violinist, a soccer player, a painter, a poet, or a ballet dancer.
Sports, the arts, and other hobbies are important because they help make us well-rounded
and develop our bodies and minds. Plus, they just plain make us happy.
Chill time. Okay, let's not forget that you also deserve some time to just be you and do
whatever you feel like, whether it's going to the park, hanging out with friends, reading a
book, or being alone with your thoughts.
Goals: Many of our Have-To's and Want-To's get done because we set goals for
ourselves.
Short-term goals are things we want or need to do that can be accomplished in a few
hours or days. Let's say you want to bake a birthday cake for your dad. You might not
think about it, but that's a short-term goal. It'll probably take just an hour or two, but
making that goal and planning to achieve it will result in that yummy cake. Other short-
term goals take longer; for instance, building a skateboard ramp or going through old
boxes in the attic, which might happen over a weekend or more.
Long-term goals are part of the "bigger picture" of our lives- our dreams and
aspirations. Although they may take months or years to accomplish, they still take up
time on a regular basis. These might include teaching yourself to play guitar, writing a
book, becoming a better basketball player, or learning to speak French. Goals like these
can't be achieved by setting aside one big block of time but rather, smaller blocks of time
over a period of days, months, or even years.
e) Activity Weekly Schedule/Planner: Now we will plug all of our have-tos, want-
tos, and goals into a schedule for the week. When you go home today, make sure you put
your schedule somewhere where you can see it everyday. That maybe be the refrigerator,
your bathroom mirror, or inside of your binder. Make sure that your schedule is realistic.
We will meet back again on Friday to see how many plans on your schedule you were
able to accomplish.
Possible Accommodations for ELL, 504 or IEP student needs:
1) Pairing up a student with 504 plans or IEPs with other students to help with work.
2) Preferential seating.
3) Example of activities in small steps.
4) Provide ELL students with directions in their own language.
5) Provide extra materials with examples of activities, either visual or written.
6) Allow extra time and/or assistance as needed.
Evaluation/Assessment: The counselor(s) will come back to the classroom on the following Friday.
Debrief the activity with the classroom, and have discussion questions such as; what did you find
difficult? What worked for you? What didnt work? What strategies did you implement to balance your
time? Counselor(s) will pass out a survey to assess how effectively the students followed the schedules
they created in the lesson from the previous Monday. Counselor(s) can measure how the students did
that week with balancing their leisure time (want-tos) and their work (have-tos).
Additional Reading(s) or Internet Resources for extension of learning:
Time Management Crossword Puzzle:
http://pbskids.org/itsmylife/school/time/print_crossword.html
Choosing Priorities Article: http://pbskids.org/itsmylife/school/time/article4.html

**Parts b-d of this lesson were adapted from pbskids.org