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School Counseling from the Heart

Gossip - 4th & 5th grade

7/11/2017

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Objectives:
  • Understand how spreading rumors is hurtful
  • Understand that both positive and negative rumors can be hurtful
  • State one way to stop the spread of rumors
Standards:
  • Sense of belonging in the school environment
  • Create positive and supportive relationships with other students
  • Demonstrate empathy
  • Demonstrate ethical decision-making and social responsibility
  • Demonstrate advocacy skills and ability to assert self, when necessary
  • Demonstrate social maturity and behaviors appropriate to the situation and environment
Materials:
  • Mr Peabody’s Apple by Madonna
  • Two Truths and a Lie
  • Blank Paper
two_truths_and_a_lie.pdf
File Size: 26 kb
File Type: pdf
Download File

Picture
Directions:
Read story
Discuss story
Ask students why might people spread gossip? (to get attention, revenge, to draw attention away from something they did, etc.)

Two Truths and a Lie (celebrity) [the lies do not have periods at the end of the sentences, all info was gotten off IMDb]
Talk about how even flattering rumors can still hurt someone. (if you got a new video game and I told everyone, it would take away from your joy of telling people)
Talk about how spreading embarrassing truths can also hurt someone. 
Talk about ways to stop/decrease spreading of rumors (ask students what they think they can do to stop the spread of rumors?)
Have students fold a paper in half for every time they agree with a statement.
  • Have you ever been hurt by gossip
  • Have you ever had a friend hurt by gossip
  • Have you ever shared something true about someone else that hurt their feelings
  • Has someone shared something true about you that hurt your feelings
  • Have you ever shared something that you weren't sure whether it was true
  • Have you ever shared something you knew wasn't true
Then have them try to smooth out the wrinkles. The paper is damaged just like our relationships and it takes a lot of patience and effort to restore the relationship to a decent place.
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Conflict Resolution Animal Style - 5th grade

7/11/2017

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​Objectives:
  • Define conflict
  • Understand how conflict can be positive and negative
  • Identify what conflict style they are
Standards:
  • Positive attitude towards work and learning
  • Demonstrates critical-thinking skills to make informed decisions
  • Demonstrate creativity
  • Gather evidence and consider multiple perspectives to make informed decisions
  • Demonstrate empathy
  • Use effective collaboration and cooperation skills
Materials:
  • Multiple Fairy Tale story books
  • Conflict Style Powerpoint
  • KidsHealth Conflict Resolution Grades 3-5 Fairy Tale Conflict Lesson & worksheet
conflict_resolution.pptx
File Size: 3577 kb
File Type: pptx
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Directions:
Define Conflict:     A struggle or clash between opposing forces;
Incompatibility or interference, as of one idea, desire, event, or activity with another;
Mental struggle resulting from incompatible or opposing needs, drives, wishes, or external or internal demands;

Ask students for examples of conflict
Ask is conflict always a bad thing
Discuss how conflict is neutral and the way we hand conflict can be both a positive and negative
Discuss how we all have a style of how we prefer to handle conflict
Help students Identify their conflict style
Have students complete the Fairy Tale Conflict worksheet, Ask students to think about how they solve the conflict in the fairy tale and how that aligns with their conflict style
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Social Skills for School group - 2nd grade

7/8/2017

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I used this group with a group of second grade boys. They really enjoyed having stories read to them and spending time talking about what was happening in their world. I think it is always valuable to learn what students' perceptions of a situation is. For the most part, the students didn't understand why they were getting in trouble with their teachers. Some students need social skills taught in an explicit way. Social stories are a great way to introduce skills to students.
What is the Social Skills for School group?
  1. Talk about what group is
  2. Establish group rules
  3. Establish a reward
  4. Topic Game to help students learn to focus and stay on topic.
  • Play a game with the alphabet where every letter has to be the beginning of a word in a theme such as fruit or vegetable: A…apple, B…banana, C…carrot
Howard B WiggleBottom learns to Listen by Howard Binkow (listening skills)
  1. Whole body listening
  2. Talk about controlling our behaviors
  3. Color in the parts of the bunny we use for whole body listening.
  4. Red Light, Green Light or Simon Says (controlling our body games)
My Mouth is a Volcano by Julia Cook (controlling our voice)
  1. Brainstorm Things we can do when we feel like we might erupt (wait until they’re finished, be polite, close your mouth, be thinking, raise your hand, take a breath, wait your turn)
  2. Volcano WS color (got this from the workbook) and write what you will do when you are about to erupt.
Howard B Wigglebottom Learns it is Okay to Back Away by Howard Binkow (managing anger)
  1. Discuss the coping skills Howard uses when he is mad and what things you do to calm down when you’re upset
  2. Create a list of coping skills we can use at school & at home.
  3. Coping skills fortune teller. 
  4. Have each student create their own flashcard coping skills and place on a ring.
I just don’t like the Sound of No by Julia Cook (accepting no)
  1. Discuss a time you struggled with being told no and a time when you accepted no
  2. Use visuals to create a reminder of the steps (sunglasses - to look at the person, Letters O & K - to say okay, Bubbles - to help us calm down, Timer - wait until later)
  3. Have students decorate their own star
The worst day of my life ever by Julia Cook (listening and following instructions)
  1. Color the dog by following my direction. Tail is green polka-dot, head is purple stripes, etc
Wrap-Up Group
  1. Review skills learned
  2. Play board games and other games to practice skills
  3. Remind students that we can continue to support each other; one-on-one, students helping each other in the classroom, etc.
sound_of_no_ws.pdf
File Size: 146 kb
File Type: pdf
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social_skills_survey.pdf
File Size: 103 kb
File Type: pdf
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social_skills_pretest.pdf
File Size: 61 kb
File Type: pdf
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Feelings - Kindergarten

7/3/2017

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This lesson is similar to the 1st - 2nd grade lesson but with it simplified to the four main feelings.
​Objectives:
  • Explore a variety of emotions
  • Match facial features to an emotion
Standards:
  • Demonstrate critical thinking skills to make informed decisions
  • Demonstrate creativity
  • Demonstrate ability to work independently
Materials:
  • The Way I Feel by Janan Cain
  • Feelings pumpkin worksheet (linked below)
  • Pumpkin Feelings cards
Directions:
Read the story The Way I Feel. 
Discuss how we have lots of feelings and how they are constantly changing. Remind students that it is okay to have any feeling, how we show those feelings needs to be done in a safe manner.
Show pumpkin emotion cards and have students guess what emotion they are. 
Have students draw their own pumpkin faces for happy, sad, silly, and mad.
kindergarten_-_feelings.docx
File Size: 76 kb
File Type: docx
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Digital Citizenship - 4th & 5th grade

7/3/2017

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Digital Citizenship - 4th grade

For my digital citizenship lesson, I used a lesson I found at Eagle Digital Citizenship. I did change what video I used. I liked this video from Common Sense Education better for my students.  Here are some examples from my students. This lesson taught about so much more than digital citizenship as students explored interests and hobbies, identified college and career goals, and personal aspirations. 
Picture
Picture

Digital Citizenship - 5th grade

For the 5th graders, I used The Power of Words lesson plan by Common Sense Media
Here are the links to all the resources. I adapted the lesson slightly to fit what I thought would benefit my students.
​Power of Words Lesson
In the lesson, I only used Words Can Hurt and the Talk & Take Action worksheets.
Discussion Questions
Family Tip Sheet
The students had a blast making their own comics and sharing them on the overhead with the whole class. 
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Empathy - 3rd grade

7/3/2017

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​Objectives:
  • Understand the meaning of empathy
  • Learn to use empathy to solve problems
Standards:
  • Demonstrate empathy
  • Demonstrate critical thinking skills to make informed decisions
  • Create positive and supportive relationships with other students
Materials:
  • Stand in My Shoes by Bob Sornson
  • Sesame video to define empathy 
  • List of scenarios from Cheerful Counseling
Directions:
Read the story Stand in My Shoes.
Ask Students to define empathy. (Empathy - the ability to understand and care about how another person is feeling.)
Watch the Sesame street video if students need further clarification.
Talk about the Five Steps of Empathy:
  • Watch & Listen
    • How is the person acting
    • What is the person saying
  • Remember
    • When did you feel the same way
  • Imagine
    • How would you feel in the same situation
  • Ask
    • Find out how the person is doing
    • How are they feeling
  • Show you care
    • Let the person know you care through your actions and words.
Discuss/act out scenarios and how you can show empathy.
4 Heart: I let the students decide if they wanted to talk through the scenarios or act them out.  I loved watching the students come up with clever ways to show empathy when they acted out the scenes. The classes that choose to act out vs talking had better responses to the scenarios. 
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October feelings with zones (1-2)

7/3/2017

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Picture
Picture
Picture
​Objectives:
  • Learn about various feelings
  • Identify what zone a feeling belongs in
Standards:
  • Demonstrate social maturity and behaviors appropriate to the situation and environment
  • Demonstrate critical thinking skills to make informed decisions
  • Demonstrate creativity
  • Demonstrate ability to work independently
​Materials:
  • The Way I Feel by Janan Cain
  • Feelings Pumpkin worksheet
  • Pumpkin Feelings cards
  • Zones of Regulation Poster
Picture
feelings_pumpkin_ws.docx
File Size: 74 kb
File Type: docx
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pumpkin faces 1.jpg
File Size: 399 kb
File Type: jpg
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pumpkin faces 2.jpg
File Size: 399 kb
File Type: jpg
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pumpkin faces 3.jpg
File Size: 407 kb
File Type: jpg
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Directions:
Explain that today we’re going to learn about feelings. We’re going to learn how to sort feelings into 4 different categories based on how your brain and body feel.
Blue - body is running slow, not much energy, tired, sick, sad, or bored
Green - body feels good to go, like a green light, happy, calm, focused
Yellow - caution and slow down, body is starting to lose control, feel silly, wiggly, excited, worried, anxious, surprised
Red - out of control and need to stop, extreme feelings like anger, extreme nervous
Read the story The Way I Feel.
Show Pumpkin emotion cards and have students guess what emotion they are and what zone they are in. Ask students what parts of the face helped you decide what emotion it is? Point out eyebrows, eyes, mouth, cheeks and how we use those to help us understand how others are feeling.
Have students draw their own pumpkin faces for each zones.
4 Heart: I was careful with this lesson to not reference the well-known holiday. I talked about fall for the use of pumpkin shapes because it is funner then drawing on circles. The students quickly picked up on the idea of sorting feelings into the four Zones of Regulation. My talented daughter drew the faces on the pumpkins.
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You be you (diversity) - Kindergarten

7/1/2017

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Objectives:
  • Increase awareness of self
  • Increase awareness of differences
 Standards:
  • Sense of belonging in the school environment
  • Demonstrate creativity
  • Demonstrate ability to work independently
 Materials:
  • Book: You Be You by Linda Kranz
  • Fish template p.4 (and other great ideas by Linda Kranz)
  • Construction/colored/plain paper
  • Large blue bulletin paper
  • Crayons
  • Tape/glue
Directions:
Read the story You Be You. 
As you are reading point out how the fish are all swimming but in different directions. Ask students what differences they saw. Talk about how we are like the fish in the book and we are all different but maybe we look or do something like someone else. But we are still unique. 
Have students create their own rock fish and attach to the ocean (blue bulletin paper). 
4Heart: The students loved being creative with designing their fish and how they swam in the ocean. Their ocean hung in the hall most of the year.
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    Hi, I'm Christi; a School Counselor in Ohio. Please see the About page for more details.

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