Kristy S.

Garner, EdS
1/14/14
Guidance Activities Implementation Project

COUN 7437 Spring 14

Dr. Bergin

Title of Lesson 1: Gifts

TYPE OF INFORMATION
GRADE LEVEL
PURPOSE OF ACTIVITY

Personal / Interpersonal Information

68
Students will learn about positive and good
qualities within themselves and those
around them which will serve as the
foundation for personal and social growth
as students progress through school and
into adulthood.
American School Counselor Association
National Standardd(ASCA):
Personal/Social Development

Standard A: Students will acquire

the knowledge, attitudes and interpersonal skills to help them
understand and respect self and
others.
-

OUTCOMES OF THE ACTIVITY

PARTICIPANTS WITH WHOM THE

ACTIVITY WAS CONDUCTED

SPECIFIC MATERIALS NEEDED

PS:A1 Acquire Self-knowledge

PS:A1.1 Develop positive
attitudes toward self as a unique
and worthy person
- PS:A1.5 Identify and express
feelings
Students will write one positive nontangible characteristic of each classmate.
Students will state which statement meant
the most to them and why.
This activity was conducted in a 6th grade
classroom of 8 students. There were 5
boys and 3 girls in the classroom. The
socio economic status of the students
ranged from poverty to lower class.
Students ability levels ranged from low to
low average.
Colored pencils

PROCEDURES FOR ACTIVITY

A gift page for each student

1) Students are to be seated in their
desks which are arranged in a circle.
2) Have students chose a colored pencil
from the box.
3) Each student will receive a paper with a
picture of a present.
4) Have students write their name at the
top of the page.
5) Have students pass their paper to the
left.
6) Students will write one positive nontangible characteristic of the classmate
whose name is on the paper.
7) Repeat steps 5 and 6 until each
student has written a positive comment on
everyones paper and they have received
their own paper again.
8) Provide a couple of minutes for the
students to read the comments that their
classmates have written.
9) Have the students take turns stating
which statement is their favorite and why.
10) Ask the students, How did it make
you feel to hear your classmates say
something positive? and have each
student answer.
11) Ask the students, How does it make
you feel when you hear someone say
something mean or ugly? and have each

student answer.
12) Challenge the class to begin making
positive comments to one another instead
of teasing and making negative comments.

SUMMARY OF OBSERVED STUDENT RESPONSES TO THE ACTIVITY:

During the gifts activity, the 6th grade students actively participated in the lesson. This
lesson was inspired by the constant negativity my students display towards one another.
I cannot ever remember a time when one of my students simply made a positive
comment towards a classmate and I was saddened by this fact. At first, as I passed out
the papers, they wanted to color and cut out the presents, but I quickly explained that
we would need more room than the present alone would provide.
As I explained the activity, the students were very reluctant to participate. They needed
more explanation on a non-tangible characteristic. I explained that I did not want to
see comments such as, I really like your shoes or Your hair looks good today. I
explained that I wanted more in depth comments such as, You are always a good
listener or You always know how to make me laugh.
I was surprised with how much they actually enjoyed writing positive comments to one
another. The biggest reward for me came when they read their own papers! I
absolutely loved seeing their faces when they read the comments that their friends
wrote them. I could feel the excitement as they could not wait to share what someone
had written to them.
EVALUATION OF THE ACTIVITY:
A)
My students are usually so busy with making fun of one another and putting each
other down that I really did not know if they were going to be willing to participate in their
activity. Also, due to a lack of maturity, I really did not know if they would take the
activity serious or not, so I decided to pass around a present with my name on it as well.
I completed the activity right along with the kids and I think this made it more serious for
them.

They were unsure as to what a non-tangible characteristic was, but as soon as I gave
a few examples, they were good to go. They could not wait to share their favorite
comment with the class and explain why it meant so much. Even my most quiet
students were willing to talk and they took pride in their gifts.
B)
If I were to complete this activity again, there are a couple of alterations that I
would have to make. First off, I would have an example already completed for the
students to see what was expected of them. Secondly, I would have everyone hold
their paper until everyone was done writing a comment and then we would all switch at
the exact same time. There were a couple of times when one particular student got
backed up because they were taking so long to write. I was amazed with how they
struggled with passing the papers to the left when I view the task as something that was
extremely easy to achieve.
C)
As a follow-up, I would have the students tell me about some of the general
negative comments they hear others make and how that makes the person feel. We
could then go into a discussion about peer pressure as well as bullying. I would have
the students create ideas on how they could handle situations when they recognize
bullying taking place.

Title of Lesson 2: Budget Activity (High School)

TYPE OF INFORMATION
GRADE LEVEL
PURPOSE OF ACTIVITY

Career Information
9 12
Students will acquire the skills, attitudes
and knowledge that enable students to
make a successful transition from school
to the world of work, and from job to job
across their life span.
American School Counselor Association
National Standardd(ASCA):
Career Development

Standard C: Students will

understand the relationship
between personal qualities,
education, training and the world of
work.
-

C:C1.1 Understand the

relationship between
educational achievement and
career success
C:C1.2 Explain how work can

OUTCOMES OF THE ACTIVITY

PARTICIPANTS WITH WHOM THE
ACTIVITY WAS CONDUCTED

SPECIFIC MATERIALS NEEDED

PROCEDURES FOR ACTIVITY

help to achieve personal

success and satisfaction
- C:C1.3 Identify personal
preferences and interests
influencing career choice and
success
- C:C1.5 Describe the effect of
work on lifestyle
- C:C1.7 Understand that work is
an important and satisfying
means of personal expression
Students will complete the attached page
with 70% accuracy.
This activity was conducted in a 9th grade
classroom of _____ students. There were
_____ girls and _____ boys in the
classroom. The socio economic status of
the students ranged from _____ to ____
class. Students ability levels ranged form
____ to ____.
- Budget activity sheet (attached)
- Pen or pencil
- A computer for each student with internet
access.
- Access to the following website:
http://garnerbudget.weebly.com/
1) Hand each student a Budget Activity
worksheet.
2) The teacher will assign each student to
a particular computer with an assigned
number. This number will coincide with
the job they receive on Module 1.
3) The students will begin with Module 1
and work their way through the entire
website, following the directions on each
page.
4) The students will turn in their papers to
the teacher at the end of class.

Title of Lesson 3: Budget Activity (Elementary School)

TYPE OF INFORMATION
GRADE LEVEL
PURPOSE OF ACTIVITY

Career Information
35
Students will acquire the skills, attitudes
and knowledge that enable students to
make a successful transition from school
to the world of work, and from job to job
across their life span.
American School Counselor Association
National Standardd(ASCA):
Career Development

Standard C: Students will

understand the relationship
between personal qualities,

education, training and the world of

work.
-

OUTCOMES OF THE ACTIVITY

PARTICIPANTS WITH WHOM THE
ACTIVITY WAS CONDUCTED

SPECIFIC MATERIALS NEEDED

PROCEDURES FOR ACTIVITY

C:C1.1 Understand the

relationship between
educational achievement and
career success
- C:C1.2 Explain how work can
help to achieve personal
success and satisfaction
- C:C1.3 Identify personal
preferences and interests
influencing career choice and
success
- C:C1.5 Describe the effect of
work on lifestyle
- C:C1.7 Understand that work is
an important and satisfying
means of personal expression
Students will complete the attached page
with 70% accuracy.
This activity was conducted in a 5th grade
classroom of _____ students. There were
_____ girls and _____ boys in the
classroom. The socio economic status of
the students ranged from _____ to ____
class. Students ability levels ranged form
____ to ____.
- Budget activity sheet (attached)
- Pen or pencil
- A computer for each group with internet
access.
- Access to the following website:
http://garnerbudget.weebly.com/
1) The teacher will place students into
groups of three. Each group will have
three jobs: a recorder (this person writes
everything down for the group), a
calculations specialist (this person uses
the calculator to provide the
computations), and a web-site navigator

(this person clicks the buttons on the

computer).
2) Hand each group a Budget Activity
worksheet.
3) The teacher will assign each group to a
particular computer with an assigned
number. This number will coincide with
the job they receive on Module 1.
4) The students will begin with Module 1
and work their way through the entire
website, following the directions on each
page.
5) The students will turn in their papers to
the teacher at the end of class.