GCU College of Education

School Counseling Lesson Plan Template

Jazmin Quintana

Section 1: Lesson Preparation

Grade Level: Grade 1

Instructional Plan Title: Kindness

Lesson Summary and In 2-3 sentences, summarize the lesson, identifying the central focus based on
Focus: the content and skills you are teaching.

The focus of the lesson is demonstrated ways students can be kind to

others. Students will be able to identify skills/attitudes needed to
demonstrate kindness in class, to their teachers, and on campus. We will
develop and share acts of kindness students can demonstrate by
developing a kindness chart.

Classroom and Student Describe the important factors (demographics and environment) and student
Factors/Grouping: factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and
the effect of those factors on planning, teaching, and assessing students. This
should be limited to 2-3 sentences and the information should inform the
differentiation components of the lesson.

When developing the lesson plan, it is important to consider the topic in

relation to the demographics of the student population which is mainly
Hispanic and Native American, who are of a lower economic status. This
requires a school counselor to consider larger absences from students
ensuring this lesson is one that can be completed at home if students are
missing. A school counselor will also want to ensure the lesson plan can
be altered in the case of student requirements such as online activities
through use of platforms such as google drive.

© 2019. Grand Canyon University. All Rights Reserved.

ASCA and Academic Your goal in this section is to identify the ASCA and the grade level specific
Standards: academic standards that are the focus of the lesson being presented.

Include the standard language in its entirety.

 M.1. Belief in development of whole self, including a healthy

balance of mental, social/emotional, and physical well-being.
 B-SS.2 Create positive and supportive relationships with other
students.
 B-SS.4 Demonstrate Empathy

Specific Learning Learning objectives are designed to identify what the school counselor intends
Target(s)/Objectives: to measure in learning. These must be aligned with the ASCA standards, and
consider the following:

 Who is the audience? The audience is 3 first grade classes.

 What action verb will be measured during instruction/assessment?

o Students will understand the meaning of kindness and

demonstrate the essential skills/attitudes needed to
demonstrate kindness.

o Students will identify ways that they have acted with

kindness and caring towards others.

 What tools or conditions are being used to meet the learning objectives?

o Tools being used will be development of a kindness chart,

kindness sort cards or bingo chart of pictures of kindness
depending on time.
What is being assessed in the lesson must align directly to the objective created.
This should not be a summary of the lesson, but a measurable statement
demonstrating what the student will be assessed on at the completion of the
lesson. For instance, “understand” is not measurable, but “describe” and
“identify” are.

Academic Language In this section, include a bulleted list of the general academic vocabulary and
content-specific vocabulary you need to teach. In a few sentences, describe how
you will teach students those terms in the lesson.

 Kindness
 Compliment
 Random Acts of Kindness
I will teach students these vocabulary terms by first asking if any students
can explain these terms in their own words, I will then provide examples
such as a compliment is if someone tells a person they look nice today. I
will explain the word kindness as an act that is nice towards another
person. A random act of kindness I would use an example such as if you
and your family are waiting in the McDonalds line and the person in front
of you pays for your family’s meal that is a random act of kindness.

© 2019. Grand Canyon University. All Rights Reserved.

 Resources, Materials, List all resources, materials, equipment, and technology you and the students
Equipment, and will use during the lesson. As required by your instructor, add or attach copies of
Technology: ALL printed and online materials at the end of this template. Include links
needed for online resources.

 Book, The Invisible Boy, By Patrice Barton

 Large Poster Board or Poster Paper with Blank Chart
 Markers
 Kindness Sort Cards
 Printed Bingo Kindness Pictures for Each Student
 Dry Erase Markers for Bingo Cards
 Computer

Youtube Reading of The Invisible Boy Link:

https://youtu.be/cNHc2XCultQ

Section 2: Instructional Planning

Anticipatory Set 5 Min

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking
previous learning with what they will be learning in this lesson and gaining student interest for the
lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage
interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any
materials you will need to prepare for the lesson.

 I will start the lesson by having my 1st grade students take a seat on the carpet.
 Have them close their eyes.
 Thank about a time someone did something nice for you.
 Raise your hand to share the moment with the class.

Presentation/Instructional Strategies Time

Needed
Learners perceive and comprehend information differently. Your goal in this section is to explain
10 min
how you would present content in various ways to meet the needs of different learners.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will
use these materials throughout the lesson to support learning. Bold any materials you will need
to prepare for the lesson.

 Define the word kindness, compliment, and random act of kindness.

 I will then tell students what they will be learning and the objectives from the lesson.
 I will read The Invisible Boy Book or use the read aloud through YouTube (computer)

© 2019. Grand Canyon University. All Rights Reserved.

 and post it on the promethean board.
 After the video we will focus on completing the kindness chart together as a class.

Explain how you will differentiate materials for each of the following groups:

 English language learners (ELL):

For ELL students I would utilize the YouTube video and utilize the subtitles on the video to allow
for student to be able to read the words as well, I would also work to find a possible dual
language reading online if students needed it translated.

 Students with special needs:

Depending on what the students need I may have the students utilize their own laptops or tablets
with their headphones to listen to the story on their own if they struggle with reading or need
more individual learning. I would also create activities which are short and concise such as
implementing partner work for the kindness sorting cards or bingo cards utilizing the TA for the
students.

 Students with gifted abilities:

For students with gifted abilities, I would ask them to define the vocabulary terms or possibly
explain or answer questions other students may have to challenge them in their learning.

 Early finishers (those students who finish early and may need additional
resources/support):
During this time students most likely would not finish early since it will be read aloud to the class,
but if students did finish the reading early, I would ask them to draw or write a sentence of a time
they experienced kindness or did something kind. Supplies would include (Paper, pencils, and
crayons).

Learning Activities Time

Needed
Your goal for this section is to outline how you will engage students in interacting with the content
10 Mins
and academic language. How will students explore, practice, and apply the content?
In a bulleted list, describe the activities you will engage students in to allow them to explore,
practice, and apply the content and academic language. Bold any activities you will use in the
lesson. Also, include formative questioning strategies and higher order thinking questions you
might pose.

 Poster Paper for Kindness Chart Activities (5 Minutes)

 Markers
 Kindness Picture Sorting Cards
 I would ask student how they can display acts of kindness in their classroom while
students are working on the sorting cards.
 What acts of kindness can they display on the playground or anywhere on campus?
 What acts of kindness can they display at home or towards their family?

Explain how you will differentiate activities for each of the following groups:

© 2019. Grand Canyon University. All Rights Reserved.

  English language learners (ELL):
For ELL students I would inquire on what acts of kindness are displayed in their culture? I would
ask them to share or explain an act of kindness they often see in their culture.

 Students with special needs:

Depending on the students needs if they are nonverbal, I would use the bingo cards or kindness
sort cards to show acts of kindness they have seen. I would also ask their TA to help and ask the
students to point to different acts of kindness on the bingo cards or lift one of the sorting cards to
display an act of kindness.

 Students with gifted abilities:

Students with gifted abilities I would ask them to write a sentence about an act of kindness
someone has done for them, or a kind act they can complete for their teacher or someone on
campus.

 Early finishers (those students who finish early and may need additional
resources/support):
For early finishers I would ask them to draw a picture or pair up with another student who is done
early, and they can play a bingo game.

Assessment of Learning Time

Needed
Learners differ in the ways they navigate a learning environment and express what they know.
5 mins
Your goal in this section is to explain the various ways in which your students will demonstrate
what they have learned. Explain how you will provide alternative means for response, selection,
and composition to accommodate all learners. Will you tier any of these products? Will you offer
students choices to demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge
about the topic.

To demonstrate understanding I will have the 1st graders sit in a sharing circle and verbalize a
kind act they did for someone else.

Explain if you will differentiate assessments for each of the following groups:
 English language learners (ELL):
For ELL students I would ask them to share if they can if they are not able to, I would ask them to
draw me a picture of a kind act they completed for someone else if they do not have enough time
to finish, I would ask them to turn in the paper to their teacher and she can give them to me.

 Students with special needs:

For students with special needs, I would ask them to pick a kindness photo from the sort cards or
circle an act on the bingo card to display the act of kindness they have completed.

 Students with gifted abilities:

For students with gifted abilities, I would ask them to share their time they have completed an act
of kindness, and to pick an act of kindness they can complete for their teacher when they return

© 2019. Grand Canyon University. All Rights Reserved.

to their class, then I would check in with their teacher to see if they completed the act.

 Early finishers (those students who finish early and may need additional
resources/support):
If students finished early, I would ask them to think of time where someone else has done a
kind act for them recently and share with the class or myself before they leave.

© 2019. Grand Canyon University. All Rights Reserved.