Lesson Plan

School Counselor: Lyba Waraich

Other School English teacher
Personnel:
Lesson Plan Title: My Future Options

□ Single Classroom Lesson

□ Unit of Classroom Lessons: Lesson __1___ of ___2__
□ Small-Group Session Lessons: Lesson _____ of _____

Target Audience: Grade 11

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 identify key topics related to
components of financial aid and higher education and career exploration.
higher education. Students will collaboratively work in teams to
foster positive relationships and communication
B-SS 6. Effective collaboration and among peers.
cooperation skills

M 6. Understanding that
postsecondary education and
lifelong learning are
necessary for long-term success
Domain:
____Academic Development ___College & Career Readiness ___Social-Emotional Development
NYS Next Generation Standards: listening and communication skills (listening, speaking,
communication skills, etc.)

Materials:
Beach ball
Permanent marker
Google slides https://docs.google.com/presentation/d/1pa_6ev3nH4rFvBV9z1i3MgDi-
Sn02Vgp/edit?usp=sharing&ouid=108964400858617737800&rtpof=true&sd=true
Jeopardy game
Projector and screen
“College Planning” Checklist
College key terms- worksheet

Introduce Lesson Start with icebreaker “Beach Ball Facts,” use a permanent marker to
Topic/Focus: write questions all over the beach ball. Some suggested questions:
What is your favorite sport?
• What is your favorite book?
• What is a hobby you enjoy?
• Who is someone you admire?
• If you were stranded on a dessert island, what three items would
you bring?
• What is your favorite TV show?
• What is your favorite movie?
• What is your favorite school subject?
• What is your dream job?
• What is your favorite holiday?
• What’s the best gift you’ve ever received/given?
• Where do you see yourself in 10 years?
• What is your favorite animal?
• Where is your dream vacation destination?
• What is your favorite piece of clothing you own?
• Where is the most interesting place you’ve ever been?
• What city would you most like to live in?
• What are you most likely to become famous for?
• What was the best compliment you’ve ever received?
• If you had to change your name, what would you change it to?
• What’s the best piece of advice you’ve ever received?
• What’s the worst piece of advice you’ve ever received?
• What would your spirit animal be?
 • Do you have any pets? What are their names?
• What did you do last weekend?
• What did you do on your last vacation?
• What three words best describe you?
What’s your favorite number? Why?
• What do you bring with you everywhere you go?
• If you opened a restaurant, what kind of food would you serve?
• What is a goal you have?
• What’s the best thing to do on a hot summer day?
• What’s the best thing to do on a cold winter day?
• What flavor of ice cream do you wish existed?

Counselor will introduce topic by telling students they will learn about
financial aid and higher education.

Then pass out the pre-test and have students take it to see what they
already know about college and career readiness.

Communicate the The counselors will provide both verbal and visual descriptions of the
Lesson Objective: lesson objectives by having pictures and bullet points on the google
slides as well as term sheet.
Teach Content: In class, the counselor will go over the classroom expectations.

Then the school counselor will communicate the lesson objectives by

giving a presentation on the various components of financial aid such
as what is financial aid, the different types of financial aid and who is
eligible. The counselor will also distribute “College Key terms”
worksheet to review (518elevated).

Practice Content: Students will practice content by participating in college and career
jeopardy. They will be divided into groups. The categories will be
“Exploring College Majors,” “Exploring different career fields,” “All
About Career Readiness,” “Exploring Financial Aid,” “Exploring College
Life.”
Summarize/Close: Towards the end, counselors will have the students summarize by
stating one thing they learned.

For the closing activity, students will take the pre-test assessment.
Students will be given a “College Planning” checklist to work on
throughout the year and upcoming year.
Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number A class approximately 25-30 students
of students:
Planned length of 45 minutes
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 know the different options that are available to continue education after high school.
2. I know keys traits/ factors of a positive career/college experience.
3. I believe it is important to choose a career that aligns with yourself.
4. I have a plan for going on into higher education/trades.
5. How do you think understanding the full cost of attending college will impact your
decision-making process and what career/job are you interested in after you complete your
high 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 Counselors will check what percentage of student’s answers
improved from pre-test to post-test about college and career readiness topics after delivery of
lesson.
⬜ 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 and provide referral if needed.
SCHOLARSHIPS- a grant or payment made to support a student's education, awarded
based on academic or other achievement.
STUDENT AID REPORT- Your Student Aid Report (SAR) is an electronic or paper document
that gives you some basic information about your eligibility for federal student aid. It also
includes your answers to the questions on the Free Application for Federal Student Aid
(FAFSA®) form.
DEPARTMENT OF EDUCATION- the agency of the federal government that establishes
policy for, administers and coordinates most federal assistance to education. It assists the
president in executing his education policies for the nation and in implementing laws
enacted by Congress.
FINCIAL NEED- measures what is essential for you to be able to live and work.
AWARD LETTER- the documentation sent from a college or university to the student that
details how much financial support the student is eligible to receive.
FERDERAL PELL GRANT- are awarded only to undergraduate students who display
exceptional financial need and have not earned a bachelor's, graduate, or professional
degree.
UN-SUBSIDIZED FEDERAL STAFFORD LOAN- are a type of federal student loan that are
either subsidized, meaning the government pays the interest while you're in school, or
unsubsidized, meaning you pay all the interest. Stafford loans are a type of loan issued
under the Federal Family Education Loan Program
WORK STUDY- relating to a college program that enables students to work part-time while
attending school for pay.
NET PRICE - the value at the college will cost after all taxes and other costs are added and
all discounts subtracted.
ALTERNATIVE LOAN – available to certain students who are not eligible for financial aid or
who need additional funds to meet educational expenses.
ADJUSTED GROSS INCOME- Your or your family's wages, salaries, interest, dividends, etc.,
minus certain deductions from income as reported on a federal income tax return.
ESTIMATED FINANCIAL AID- is aid that the student will receive for the same period of
enrollment as the loan.
NEED-BASED- is a designation that is based on a student's financial need. For example, a
need-based grant might be awarded based on a student's low income.
MERIT BASED SCHOLARSHIPS- Merit-based means that something is based on a student's
skill or ability. For example, a merit-based scholarship might be awarded based on a
student's high grades.
SUBSIDIZED FEDERAL STAFFORD LOAN- are loans for undergraduate students with
financial need, as determined by your cost of attendance minus expected family
contribution and other financial aid (such as grants or scholarships). Subsidized Loans do
not accrue interest while you are in school at least half-time or during deferment periods.
FEDERAL DIRECT STUDENT LOAN- Direct Subsidized Loans and Direct Unsubsidized Loans
are federal student loans offered by the U.S. Department of Education (ED) to help eligible
students cover the cost of higher education at a four-year college or university, community
college, or trade, career, or technical school.
COST OF ATTENDANCE- the amount it will cost a student to go to school. Most two-year
and four-year colleges calculate their COA to show the total cost for the school year (for
instance, for the fall and spring semesters)
FINANCIAL AID- funds from the government, private organizations and/or from an
educational institution to help students pay for their education.
LOANS- money that is borrowed, especially a sum of money that is expected to be paid
back with interest
GRANT- a sum of money given by a government that you don’t have to pay back and is
given interest free.
GIFT AID- financial aid that does not require repayment, such as student grants and
scholarships.
EXPECTED FAMILY CONTRIBUTION- your EFC is an index number that college financial aid
staff use to determine how much financial aid you would receive if you were to attend their
school. The information you report on your FAFSA form is used to calculate your EFC.
FAFSA- Before each year of college, apply for federal grants, work-study, and loans with
the Free Application for Federal Student Aid (FAFSA®) form. Your college uses your FAFSA
data to determine your federal aid eligibility.
COLLEGE FIT - The degree to which a college meets a student’s academic, social and
financial needs. Research has shown that where students enroll in college can be just as
important as if they enroll.
PELL GRANT - Available to students with high financial need, the Pell grant is a form of
money for college from the federal government that does not need to be paid back.
Because a student’s eligibility for the Pell grant is determined by their income, looking at
the percent of Pell eligible students enrolled in a college can give you a good idea of the
socio-economic diversity of a school.
TUITION AND FEES - Tuition and fees represent the cost of taking classes at a college or
university. There are additional costs associated with attending college, such as housing,
books, and transportation.
AVERAGE DEBT OF GRADUATES - This number represents the average amount of debt
that graduates hold upon completing their degree. This debt typically comes in the form of
loans. Repayment for those loans will typically begin upon a student’s graduation.
FIRST YEAR RETENTION RATE - For community colleges and four-year colleges, this figure
represents the number of students who continued in college after their first year.
SIX YEAR GRADUATION RATE - For four-year colleges, this represents the percentage of
students who have completed their program and graduated within 6 years of enrolling.
AVERAGE LICENSURE EXAM PASS RATE - This number represents the percentage of
students who took their program’s required licensure exam and passed.
JOB PLACEMENT RATE - This number represents the percentage of students who
graduated or completed their program of study and obtained a job in a related field one
academic year after graduation.
OPEN ADMISSIONS - At schools with open admissions or open enrollment, all students
who apply are admitted. However, for certain popular programs, there may be a wait list
and certain majors (ex. Nursing) may have additional academic requirements for admission.
SELECTIVE - At selective institutions, not all students who apply are admitted. Selective
institutions typically have academic requirements, though their grades and score
requirements are not as high as highly selective institutions. Students should research
admissions requirements at selective institutions to determine if they are a good fit
academically.
HIGHLY SELECTIVE - Schools that are highly selective only admit a very small percentage
of their applicants. They typically have very high academic standards and only admit
students with the highest grades and test scores.
COMMUTER - Housing is typically not available on campus for students at commuter
schools. Students usually live off campus and commute to and from their classes.
RESIDENTIAL - Housing is provided on campus for students. On many residential
campuses, the majority of students live on campus and/or there may be a requirement for
students to live on campus during their freshman year.
Name:_________________________

Statements Scale
I know the different options that are available to continue education 1 2 3 4
after high school.
I know keys traits/ factors of a positive career/college experience. 1 2 3 4
I believe it is important to choose a career that aligns with yourself. 1 2 3 4
I have a plan for going into higher education/trades. 1 2 3 4
Brief answer question (optional):

How do you think understanding the full cost of attending college will impact your decision-
making process and what career/job are you interested in after you complete your high
school?

1 2 3 4
Rarely Sometimes Most of the time Almost all the time

Plan for evaluation: Pre/post-test

Beach Ball Facts- icebreaker
College and Career Jeopardy- questions

Major Mayhem- Exploring college majors

 Lesson Plan
School Counselor: Lyba Waraich
Other School English teacher
Personnel:
Lesson Plan Title: What are my Options?

□ Single Classroom Lesson

□ Unit of Classroom Lessons: Lesson __2___ of __2___
□ Small-Group Session Lessons: Lesson _____ of _____

Target Audience: Grade 11

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
targeted group and goal:
(Best practice = select one)
M&B# Mindsets & Behaviors
Statement
Goal: For students to discover
different college and career
related options based on the
several options.
B-SMS 3. Independent work.
For each of the selected student standards, write or
select 1–2 learning objectives
Student Learning Objectives
Students will describe their postsecondary
options and compare several postsecondary
options in group discussions.
Students will choose one option that fits their
interests and describe it in detail in written
expression.

This curriculum project is partially supported by funding from the Bill & Melinda Gates
Foundation
B-SS 1. Effective oral and written
communication skills and
listening skills.

CDOS 1- Students will be knowledgeable

Career about the world of work,
Developme explore career options, and
nt relate personal skills, aptitudes,
and abilities to future career
decisions. Analyze skills and
abilities required in a career
option and relate them to their
own skills and abilities.

Domain:
____Academic Development ___College & Career Readiness ___Social-Emotional Development
NYS Next Generation Standards: speaking (listening, speaking, communication skills, etc.)

Materials:
“Career Planning Vocabulary” worksheet
“Post secondary options” worksheet
Chromebook
Pen/pencil
https://www.youtube.com/watch?v=X58Z3z8M_vI (video)
projector and screen

Introduce Lesson Counselor will introduce topic by telling students they will learn about
Topic/Focus: many postsecondary options after high school.
Tell students that there are many different paths they can strive to
achieve.

Communicate the In the class, the counselor will go over the classroom expectations,
Lesson Objective: and tell the students they have the option to pass if they do not want
to share.

This curriculum project is partially supported by funding from the Bill & Melinda Gates
Foundation
 Then the school counselor will communicate the lesson objectives by
discussing the different postsecondary options and giving definition.

This will be verbal descriptions. Students will discuss and identify

different careers for the various options such as apprenticeship or
industry certification.
Teach Content: The counselor will start by having students watch the start up video
and confirm students understand what to expect. Then the counselor
will distribute and review the vocabulary handout. Distribute and
review the Vocabulary handout (California Department of Education).
After the counselor will show different websites to research
careers/colleges on the screen:
https://www.petersons.com/
https://collegestats.org/
https://www.onetonline.org/
https://www.careeronestop.org/

Practice Content: Students will practice content by doing the “Postsecondary Options”
worksheet (California Department of Education). The students will list
the choices under each postsecondary option such as boces or job
corps.

Summarize/Close: Towards the end, counselors will have the students summarize by
stating one thing they learned.

For the closing activity, students will take the post-test assessment.

Then the lesson will conclude with homework: the students will in
collaboration with the English teachers, do a research paper based on
one of the options from the worksheet that they would potentially like
to pursue in the future. This will be a minimum of 3-5 page paper. The
students will explain why this is the best option for them. Describe the
initial steps they can take to pursue the option (skills, education,
training etc.) Research job outlook and interview someone in the field.

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
This curriculum project is partially supported by funding from the Bill & Melinda Gates
Foundation
Participation Data Plan:
Anticipated number A class approximately 25-30 students
of students:
Planned length of 45 minutes
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 know the different options that are available to continue education after high school.
2. I know keys traits/ factors of a positive career/college experience.
3. I believe it is important to choose a career that aligns with yourself.
4. I have a plan for going on into higher education/trades.
5. How do you think understanding the full cost of attending college will impact your
decision-making process and what career/job are you interested in after you complete your
high 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 Counselors will check what percentage of student’s answers
improved from pre-test to post-test about college and career readiness topics after delivery of
lesson.
⬜ 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 and provide referral if needed.
This curriculum project is partially supported by funding from the Bill & Melinda Gates
Foundation
This curriculum project is partially supported by funding from the Bill & Melinda Gates
Foundation
This curriculum project is partially supported by funding from the Bill & Melinda Gates
Foundation
Career Exploration: Research paper
Directions: Based on one of the options from the worksheet that they would potentially like to
pursue in the future. This will be a minimum of 3-5 page paper.

• The students will explain why this is the best option for them.
• Describe the initial steps they can take to pursue the option (skills, education, training
etc.)
• Describe what resources you’ll use to pursue it.
• Research job outlook and interview someone in the field.
• Research job positions and companies/organizations
• Decide what important points you want to make and gather details to support them.
• Create an outline to make sure your content has a logical flow and is relevant to your
topic.

This curriculum project is partially supported by funding from the Bill & Melinda Gates
Foundation
 Name:__________________________________

1 2 3 4
Rarely Sometimes Most of the time Almost all the time

Statements Scale
I know the different options that are available to continue education 1 2 3 4
after high school.
I know keys traits/ factors of a positive career/college experience. 1 2 3 4
I believe it is important to choose a career that aligns with yourself. 1 2 3 4
I have a plan for going on into higher education/trades. 1 2 3 4
Brief answer question (optional):

How do you think understanding the full cost of attending college will impact your decision-
making process and what career/job are you interested in after you complete your high
school?

This curriculum project is partially supported by funding from the Bill & Melinda Gates
Foundation
This curriculum project is partially supported by funding from the Bill & Melinda Gates
Foundation