COUNSELOR LESSON PLAN

Topic:  Sophomore Handbook
D Duration: 50-60 Minutes
Grade Level: 10th 
				
ASCA COUNSELING STANDARDS 				

Mindset Standards:  
# 4 -Understanding that post secondary education and life-long learning are necessary for long-term career goals.
Behavior Standards:
●	Learning Strategies (#1, 3, 4, 5, 7, 8)
●	Self-Management Skills (#2, 4, 5, 10)
●	Social Skills:  (#1,2, 3, 6, 7, 9)				
OBJECTIVES/ESSENTIAL QUESTION		TERMINOLOGY		

1.  SWBAT work collaboratively on reviewing information about  sophomore year tasks, responsibilities, and general information through the sophomore handbook. 

2.  SWBAT research graduation information, college, scholarship, financial aid information, military, and career information, as well as any personal assistance resources through the DVHS Counselor LEARN page.

		
Handbook:  A book of guidance or instruction.
Website:  World wide web page (Information) made available electronically.
LEARN Page:  Web page (SUSD) designed by school counselor to provide pertinent information for parents and students to assist in Academic, Career, and social emotional needs.		

INTRODUCTION TO LESSON				
Students have completed the most difficult year of high school in terms of transitioning from middle school to high school.  This lesson allows sophomores to work collaboratively and easily share information that may not be known freshman year.  Students will be placed in “home groups” and then broken up to “expert” groups to research various topics within the sophomore handbook and the DVHS LEARN page.  This is an easy way for students to share what they have learned within their “expert groups” and report back to their “home group”.				

                         CONTENT KNOWLEDGE | INSTRUCTIONAL DESIGN               				
TEACHER ACTIONS		STUDENT ACTIONS		
*Give each student a card (heart, spade, club, diamond) to get into their “home group”.

Bell work:  Give each student a “post it” to write down a question for the in-coming school year or about any information they might have about testing, college, scholarships, military, or employment.  

*Have students place their questions in “the parking lot” while computers are being logged in.  “Parking Lot” should be hung up in front of the class prior to the lesson.		●	Students will go to “home group” based on suit group.

●	 Student will write down any questions they have for the counselor.  Then all “post its” will be placed in “The Parking Lot”.

●	Students turn computer on and log in.

1.	 Students will number off in “home group”. (#1 - 4).  This will dictate students as to which “expert group” they will be working in.  		●	Student’s number off.		
2.  Directions will be given to explain what and why students will be doing today and how it is easier to work together than separately.		●	Students will actively listen to directions in order to know where they will be learning.		
3.  Advise student to break  into their “expert groups”.  Group of #1’s, #2’s, #3’s, and #4’s. Indicate the location for each number group to meet.		●	Students will go to their “expert group” to work collaboratively in researching a topic.		
4.  Give each group a set of information they must research and share out to their “home groups”.  Provide paper cornell notes so students can take notes if they choose to.		●	Students will be given topics to explore and paper to take notes in order to share back with their “home group”.		
              5.    
A:  Advise students to go to the following web page.   www.learn.susd12.org

B:  Model how to access the DVHS Counseling LEARN page.
		●	Students will go to website shown on screen.
●	Students will observe counselor on how to access the DVHS Counseling LEARN page and then do it themselves.		
            6.  Review the different section titles and show students where to find the sophomore handbook.		●	Students may observe counselor or follow along on their own computers.

            7.  Allow students time to work collaboratively. Approximately 20 minutes.  		
●	Students work collaboratively in researching the items.  Student can take notes to ensure the share out of information.		
           8.  After sufficient time, “expert groups” will return to their “home groups”.		●	Students will return to “home group”. 

		
          9.  Within the “home group”  students will demonstrate with their lap-tops the information they learned in their “expert group”.  The “home group” is then versed in all material learned.		●	Each student in “home group” will share out information they learned in their “expert group”.  Students will learn about all information available through sophomore handbook & DVHS Counselor LEARN page.		

CLOSURE|CHECK FOR UNDERSTANDING				

Counselor will go to “the parking lot” and ask the students questions on the “post its”.  Students will answer the questions based on the research the whole class has done.  If the question was not answered through the research conducted, then the counselor will answer the question.				
AVID WICOR STRATEGIES UTILIZED				

Writing: Cornell notes used while researching information to share out with “home group”.
Inquiry: Uncovering one’s understanding of the items that must be research in “expert group” in the sophomore handbook and LEARN page.
Collaboration: Sharing of ideas, information and  supporting the learning of others through inquiry and share out.
Reading:  Reading the research list as well as sophomore handbook and LEARN page to research the items requested for share out with “home group”.
				
RESOURCES				

●	Counselor and student computers
●	Projector connected to counselor lap-top
●	“Parking Lot”  created before presentation on large piece of paper
http://www.ateacherstreasure.com/2012/04/weekly-recap-freebie-friday.html

●	“Post Its” (one or two per student)
●	Deck of playing cards (Putting students into groups - hearts, spades, clubs, diamonds)
●	4 (numbered folders #1,2,3,4) 
Each folder will contain different information research lists,  4 sheets of Cornell note paper, and pens/pencils to take notes.
●	AVID Lesson plan (for teacher clarification use)
●	4 different information lists
●	Cornell Note template (for copies)
Websites:
●	www.learn.susd12.org
●	www.avid.org				
DIFFERENTIATED INSTRUCTION			

●	Auditory (listening with in group as well as review/closure)                                    
●	Verbal  (collaboration, share out & closure)
●	Kinesthetic (Researching sophomore handbook/LEARN page, taking notes)
●	Visual (web page research and notes taken)									

SUPPLEMENTAL LESSON AND RESOURCES			

N/A			

Sophomore Handbook & Learn Page Items

Please research the information requested of your “expert team”.  Take notes in order to share all learned information with “home group”.    Students will be required to share out their research with their “home group”. Good Luck!

TEAM 1:
●	Where and How do you make an appointment with a counselor.
●	What items can be found on the LEARN page (in general).
●	What are 10 good study habits (found in sophomore handbook).
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Sophomore Handbook & Learn Page Items

Please research the information requested of your “expert team”.  Take notes in order to share all learned information with “home group”.    Students will be required to share out their research with their “home group”. Good Luck!

TEAM 2:
●	What items should be done 1st semester & 2nd semester.
●	What is the difference in graduation requirements and AZ. University requirements.
●	What is FAFSA?  How can students benefit from it?
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Sophomore Handbook & Learn Page Items

Please research the information requested of your “expert team”.  Take notes in order to share all learned information with “home group”.    Students will be required to share out their research with their “home group”. Good Luck!

TEAM 3:
●	Explain you figure out your grade point average (GPA)?
●	Explain how students get caught up in credits in they failed classes?
●	What is the PSAT and why should sophomores take it?
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Sophomore Handbook & Learn Page Items

Please research the information requested of your “expert team”.  Take notes in order to share all learned information with “home group”.    Students will be required to share out their research with their “home group”. Good Luck!

TEAM 4:
●	Share the reasons why students should get involved with their high school.
●	There are 4 pathways after high school.  What are they? (only 3 are listed…)
●	What do colleges look for in a student for admissions?
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