Lesson Plan

School Counselor: Brittney Dowell

Lesson Plan Title: Mini Book About Me

 Single Classroom Lesson

 Unit of Classroom Lessons: Lesson _____ of _____
 Small-Group Session Lessons: Lesson _____ of _____
Target Audience: Grades 3-5

Evidence Base:
 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
M4 Self-confidence in ability to succeed Student(s) will:
- Become more self-confident in their
abilities to succeed
- Be able to use positive self-talk

Materials:
- Two sheets of blank paper per student
- Coloring materials (colored pencils, markers, etc.)
- Stapler (not needed, but helpful)
- A children’s book on self esteem (I Am Enough, All the Ways to Be Smart, Where Oliver
Fits)

Describe how you will:

Introduce Lesson This lesson will be about self esteem and how we can build our self
Updated, June 2021
Topic/Focus: confidence.
Communicate the At the end of the lesson, students will become more self-confident in
Lesson Objective: their abilities and be able to use positive self-talk

Teach Content: To begin the lesson, talk about the impacts of and define self-esteem. It
is important the students understand what it means to have high and
low self-esteem.
Then, read the book.

Practice Content: Have students make a mini book about them:

1. Cut a sheet of paper in half. (So that you have 2 pieces that are 8.5” x
5.5”.) Next, fold the two pieces in half to make a booklet. (You’ll end up
with a folded book that is 4.25″ tall and 2.25″ wide”)

2. Stack as many pages as you like and staple together in the middle.

3. Title the front cover with a positive statement such as “I am amazing”

or “What’s Great About Me.”

4. On the inside pages you can provide the following prompts. Then have
kids draw or write about your positive traits, characteristics, skills, and
talents.

 I’m really proud that I…

 I’m great at…
 When I make a mistake I…
 I’m talented at…
 I’m good at…
 People like that I…
 My super power is…
 I want to try…

Summarize/Close: Ask students what they have learned and why self-esteem is important

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number 25
Updated, June 2021
of students:
Planned length of One class period
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:
1. On a scale of 1 to 10, how sure are you that you can finish your schoolwork on time?
2. How often do you use positive words and phrases to encourage yourself when facing hard
things?
3. Do you think having positive thoughts about yourself can help you do better on things you
find hard?
4. How does believing in yourself impact your ability to do well in school?
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 positive self-talk abilities before
and after delivery of lesson.

 Attendance (describe):

 Discipline (describe):

Follow-Up Plans
Explain your plan for students who missed the lesson.
- The school counselor will hold a small group lesson with the students who missed the
class. If not enough students are attending on the same day, school counselor will hold
a lunch and learn lesson with individual or a couple of students.

Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment
of student standards (M&B)/student learning objectives.
- The school counselor will look at comprehension data to determine students learning
abilities and create a new small group lesson for the students who did not demonstrate
mastery. This lesson will include a different learning style from the initial lesson.

Updated, June 2021