Lesson Plan

School Counselor: Lyba Waraich

Other School
Personnel:
Lesson Plan Title: Close Up into Our Notes

□ Single Classroom Lesson

□ Unit of Classroom Lessons: Lesson _____ of _____
□ Small-Group Session Lessons: Lesson __5___ of ___6__

Target Audience: Grade 9 students who have low academic performance and low grades in at
least 3 or more classes.

Evidence Base: select one Best

Best Practice (commonly used and believed to be of high quality)
Action Research (individual investigates own practice to improve content/delivery)
⬜ Research-Informed (a review of research provides foundation for content/delivery)
⬜ Evidence-Based (highest level of evidence, results published in peer-reviewed journal)

ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write or
targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
Goal: For students to understand Students will discuss and demonstrate how to
how to use notes as a study use classroom, textbook and assigned reading
method. notes to prepare for a test.

B-SS 1. Effective oral and written

communication

B-LS 3. Time-management,
organizational and study skills
Domain:

____Academic Development ___College & Career Readiness ___Social-Emotional Development

NYS Next Generation Standards: written skills
(listening, speaking, communication skills, etc.)

Materials:
“Desert Island” icebreaker
“Study from Notes” worksheet
Pens/pencil
Color pencils

Introduce Lesson Start with icebreaker “Desert Island,” each person pretends they are
Topic/Focus: trapped on an island and thinks of 3 things they would take with them
if they lived on the island. They can write or draw the items on the
island worksheet.

Counselor will introduce topic by saying last week we learned about

various study skills. Now we are going to learn more in depth about
how notes can help you study.

Communicate the In a small group, students sit in a circle and the counselor briefly
Lesson Objective: review lesson 4 and goes over the group norms and expectations.

Then the school counselor will communicate the lesson objectives by

discussing different ways to effectively use notes to study. These will
be verbal descriptions.

Students will evaluate their own personal plan to use notes while
studying.
Teach Content: Today I am here to talk to you about the importance of taking notes.

Ask students “Why do you think it is important to take effective

notes?”
Then counselor will state it is important to have a plan for taking a
test, but it is also important to be well prepared for a test.
 The school counselor will ask the question:
“When you are taking notes in class, how can you tell what is
important and might be on a test?”

Each student will brainstorm and write down a list of ideas. Then
ask for volunteers to share their top ideas.

Then distribute the “Study from Notes” (Career Guidance Washington)

worksheet and review some of the suggestions.

Practice Content:
Summarize/Close:
Students will work independently to come up with personal ideas of
using their notes by writing them at the bottom of the “Study from
Notes” worksheet (Career Guidance Washington) based on the group
discussion. Students are encouraged to share responses.
Summarize by stating today we went over classroom notes and
suggestions on how to decide what information can be important to
study for a test.

Ask students as a closing question:

What suggestion from the handout will they use going forward when
writing classroom notes?

State for homework look through old notes that you’ve written and
have identify ways they could use them to study for a test.

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number 7 9th grade students
of students:
Planned length of 30 mins
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment aligned with the selected
ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are: questions 1-4 are statements on a scale from 1 rarely to 4
almost all the time
1. I believe it is important to understand study skills to be successful.
2. I know at least 3 study skill strategies for a test.
3. I understand the value of setting an academic goal.
4. I follow a test taking attack plan.
5. Explain what a smart goal is and give an example of a smart goal.
Outcome Data Plan: (choose one and describe specific data point to compare)

Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict first quarter
with second quarter
⬜ Achievement (describe): School counselor will compare grades of students before and after
delivery of small group lesson plans.

⬜ Attendance (describe):

⬜ Discipline (describe):

Follow-Up Plans
Explain your plan for students who missed the lesson.
The counselor will individually meet with student to discuss the lesson missed.
Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment
of student standards (M&B)/student learning objectives.
The counselor will do short-term individual counseling with the student to provide more
support.

Source:
 Study From Notes

When you study for a test, you can make your job easier by relying on the clues that
are in your notes and your textbooks or assigned reading. Here are a few tips on
using your notes and readings effectively to prepare for a test. Add your own tips,
then use this guide to help you organize your test prep.

STUDYING FROM CLASSROOM NOTES

Information from your notes is likely to be on the test if:

– Your teacher has repeated it.

– Your teacher has written it on the board or screen.

– Your teacher has included it in a handout or homework assignment.

– It’s also in your textbook.

STUDYING FROM TEXTBOOKS AND ASSIGNED READING

Information from your textbook or assigned reading is likely to be on the test if:

– It is highlighted in some way (it’s in bold or italic type, for instance).

– It is included in the textbook’s review questions.

– Your teacher has written it on the board or screen.

– Your teacher has included it in a handout or homework assignment.

Write your own tips for using your notes effectively to prepare for a test:

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