Christena Magyk-Bey

SWK 6600
Topic 8 (Final)

SEL Lesson Plan

Success Plan

Overview The target students for this group will be for students in grades 11 and 12 that are academically struggling due to
chronic absences. They will begin the thought process of what the future looks like for their next school year and after
graduation. They will analyze what they are presently doing that would hinder their progress and what changes or
adjustments they need to do to prepare for their future. They will create a plan of success through establishing what
actions steps are needed to create smart (specific, measurable, achievable, relevant, time-bound) goals. Also, an
alternative plan for the unforeseen roadblocks that may come.
Goal  Student will identify their hindrances,
 Learn skills to counteract their hindrances,
 Define a support system for accountability
 Establish individual action plans (for 11 graders plan will include senior year and 4-year postgraduates. 12
graders plan will be a post-graduation 5-year plan.)
Benchmar Students will learn how to demonstrate skills related to achieving personal and academic goals.
k/Objectiv
e1

Benchmar
k/Objectiv Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
e2 technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a
text (e.g., how Madison defines faction in Federalist No. 10). (CC.11-12.R.I.4 Craft and Structure)

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 Benchmar Students will learn skills to functional skills regulate life occurrences.
k/Objectiv
e3

Instruction Vision boards

al Strategy - visual representation students 5-year plan.
SEL Vocabulary word bank
- Definition and proper usage of social-emotional words and terminology
Interactive goal planning groups
- 1-year, 3-year, and 5-year (short term and long term).

Skill(s) Ain this activity students will learn accountability to maintain progress to according to a set time frame. They will
Taught discover their individual likes and dislikes, what is important to them.
Students will learn the meaning and how to create a create SMART goals (specific, measurable, achievable, relevant,
time bound) They will begin the learning phase of understanding the importance of having a support system. They
will also be introduced to tools and the skills needed to handle difficult situations that will occur during the planned
time frame.

Materials/ Individual SEL goal planning workbooks

Supplies Vocabulary words for word bank
Needed Purpose (likes, dislikes) worksheets
Goal sheets (1-year, 3-year, 5-year)
Discovering Me worksheets
Support tree identifiers worksheet
Tangible motivators

Assessmen Students’ success plans will be assessed verbally and visually weekly throughout first quarter. Students’ progress will
t/Evaluatio be determined through scaled progress by which year of goal setting they have completed. Students’ final assessment
n will be evaluated by a presentation to the group at the end of first semester.

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 Describe Stage 1 – student will learn what is important to them, what are their interests, and where they see themselves after
Lesson graduation. Students will acknowledge possible hinderances and areas of improvements for themselves.
Plan Stage 2 – Students will create a success plan along with an action plan so that they are able to begin the process of
– implantation. They will complete the lesson plan by referencing the self-reflections over the semester, literature that
Beginning was read over the semester, and based on assessments that were completed with peers and instructor.
Stage 3 – Students would have identified areas of improvement with the assistance of instructor. They would have
-Middle completed the beginning of their action plan relevant to the school year. Lastly, student will feel confident with the
tools and skills that they have learned to complete their goals along with the help of their identified support system.
-End

Adaptation
s/Modifica Students will use instructors and identified supports to assist them through unforeseen incidents, adjustments needed
tions to be successful, and for identifying outside resources. Students will be assessed at the end of the first quarter to
determine progress with their self-reflections. There will be a scaling questionnaire that will be used to formally track
the progress. The results of the questionnaire will be used to determine the progress that has been made and or the
adjustments that are needed.
Resources https://academics.umw.edu/academicservices/files/2016/08/ica.SMARTGoalWorksheet.doc

https://assets.savvas.com/asset_mgr/current/20214/wordsoftheweek_Cards.pdf?
_gl=1*14h3qrt*_ga*MTg5MTQyNDE5OC4xNjU0ODE0Mzk0*_ga_79FVM8Y0G4*MTY1NDgxNDM5My4xLjAu
MTY1NDgxNDM5My42MA..&_ga=2.99819550.1643214921.1654814394-1891424198.1654814394

https://www.developgoodhabits.com/wp-content/uploads/2017/04/Goal-Execution-Plan-3-1024x819.jpg

https://www.isbe.net/Documents/ELA_common_core_standards.pdf

School counselors, teachers, fellow social workers, parents, community resources, and college admission advisors.

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