Achievement Gap: According to the 6th grade ELA scores from 2009-2010, 0% of ELL's scored in the 3-4 range.

Academic Lesson #1: Miss Ehrlich School Counseling Intern Study Skills Lesson Plan 1. Objectives: For students to learn effective study skill strategies to improve academic performance 2. Materials: Powerpoint (counselor generated), white boards, dry erase markers, pre/post tests, prizes 3. Time Frame: 30 minutes presentation + 10 minutes incidental time (pre/post administration, questions & answers) 4. ASCA National Standards: a. Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. i. A:A2 Acquire Skills for Improving Learning th 5. Grade Level: 6 grade 6. Assessment opportunities: a. Increase in perception data (post test) b. Homework completion rates c. Grade Point average 7. Procedures: a. Setting the stage i. Introductions: of ourselves and brief description of the lesson we will be administering b. Norms/expectations i. Explain importance of group norms (reiterate already established norms by teacher). ii. Ask the question to the group: What do we want to achieve here today? iii. What are some model behaviors we can agree to as a group that we will all use today? (offer suggestion/model if children are stuck). iv. Ask for volunteers and write down on the board as students come up with suggestions. c. Administer pre-test question: What are effective study skill strategies to help improve your academic performance? d. Icebreaker Supply Scavenger Hunt i. Within their table groups, students will designate a spokesperson ii. The facilitators will display a picture of a school supply on the screen iii. Students will search for the school supply without leaving their seat. iv. Once the item is located, it will be passed around the group and all members must hold the item before it can be passed to the spokesperson

v. After all members have held the item, the spokesperson will hold the item in the air. vi. The first team to raise each item in the air will earn a point for their team vii. The team with the most points will win a prize viii. Facilitators will model the exercise the activity first e. Organization i. Large Group discussion What do you think of when you hear the word organization? 1. If need be.Instructional Vocabulary (giving a heads up on the vocab we will be using) ii. Small group discussion 1. Students will break into table groups 2. Facilitators will pass out one white board to each group 3. Facilitators will define each of 4 roles within the group 4. Students will choose roles a. All students must have a role b. For groups with more than 4 people, students can choose two people to play a role 5. Facilitators will display discussion prompts on the screen 6. Students will discuss answers to the prompts and the recorder will write down the groups ideas on white board 7. Facilitators will then ask each group to share one of the ideas they came up with to the rest of the class f. Organization Tips i. Use your agenda writing down priorities, homework assignments, deadlines, after school activities, etc. ii. Making to-do lists writing down then things you need to do today and check them off once completed iii. Using binder with dividers keeping all of your schoolwork in one organized binder. It makes things easier to find later iv. Having friends help you plan create study groups and help each other with homework. Remind each other of important due dates v. Staying onTRAC (lead in to next section) g. Staying on TRAC i. Think Whats important right now? 1. Things to remember, goals to work on, random great ideas 2. In the agenda: for each week, space in the think section along the left side is where you can write down goals, projects and ideas ii. Record Writing down whats important and when to do it 1. Assignments, tests, projects and deadlines 2. In the agenda: Each day has a top section where you can record to-dos for that day. You can also write down assignments on the dates they are due. iii. Act Scheduling your time in and out of school

h. i.

j.

k. l.

1. Practices, appointments, meetings, hanging out with friends 2. In the agenda: Each day at the bottom page, you can plan your after school priorities iv. Check Did you actually do what you planned? 1. Assess your progress and how you did. Look back at the things you accomplished 2. In the agenda: At the end of each week, there is the check section in the bottom right corner that asks you Did I finish my weekly goals and tasks and encourages you to transfer any unfinished tasks to the next week *NOTE: have students find each section in the planner as we talk and explain why it is important (pg. 6 in teacher edition)* Homework/Studying i. Small Group discussion 1. Students will break into table groups 2. Facilitators will define each of 4 roles within the group 3. Students will choose roles a. All students must have a role b. For groups with more than 4 people, students can choose two people to play a role 4. Facilitators will display discussion prompts on the screen 5. Students will discuss answers to the prompts and the recorder will write down the groups ideas on white board 6. Facilitators will then ask each group to share one of the ideas they came up with to the rest of the class How to do your homework best i. Time, location, snack Find a time and place that works best you. Eat an occasional snack to keep you focused and energized ii. Group vs. individual work Sometimes it is better to study with a group so you can all help each other out. Other times, it is better that you study alone so you are not distracted iii. Asking an adult for help Dont be afraid to ask for help. You may be surprised by how much adults know. They have been in your shoes before iv. Taking short breaks Like 5-10 minutes. Grab a snack, go outside, stretch, take a short walk, etc. v. Get it done earlyDont procrastinate! Questions/Comments Administer post-test question: What are effective study skill strategies to help improve your academic performance?

Academic Lesson #2: Miss Ehrlich School Counseling Intern Organization and Time Management Lesson Plan Target Population:

6th graders A small group of 10 students English Language Learners

Materials: Markers Copies of Slice of Life activity Dry erase markers Board paper for group rules 6-7 stress balls

Objectives: The goal of this lesson is to understand how organizational skills and time management contribute to overall student achievement and success

Outcomes: Students will be able to Identify group rules and guidelines to follow when students are in group Establish and build rapport with their fellow peers Demonstrate knowledge of confidentiality and its limitations Examine and identify ways of organizing their school assignments, classes, and each subject area through the use of planners and binders Examine and identify barriers and distractions outside of school that prevent each student from being successful in school Identify strategies to balance school, after-school activities, sports, hobbies, and so on

ASCA Standards: Academic Domain A:A2.1 apply time management and task management skills Time Required: 60 minutes Instructions: 1) Administer pre-test question: What are successful organizational and time management skills that can contribute to your academic success? 2) Explain group rules and guidelines to students. Remind students that there are rules and guidelines to follow when they are in group 3) Go over agenda today and give students a preview of what is to come 4) Start with the Throwing Balls icebreaker. Have students stand in a circle.

Explain to them that facilitators are going to throw a ball to each other. The ball will be thrown in a circle where each student will catch and throw the ball to the person next to them. After the ball goes around 1 time with 1 ball, have students throw the ball again in a circle the second time, but tell them that the facilitators want the process to go faster. See if the group can catch and throw with 2 balls, then start introducing more and more balls into the circle. It is important for student to throw the ball to the same person each time and that they cannot drop the ball. Discuss with students the following questions: Was this activity easier with one ball or with more than one? Why? How did you have to change your strategy when there was more than 1 ball thrown? Tell the students that when there are lots of balls being thrown, we have to concentrate on one thing at a time or we will miss a ball. Explain to the students that instead of watching everyone, we must watch the person who is throwing the ball to us and the person we are throwing it to. Ask students and elicit responses to the following questions: How does this activity of throwing balls relate to life? School? Classes? The purpose of this icebreaker is for students to understand that it can be difficult to balance everything out when there are so many things going on in their life. It can be stressful, but students must find strategies to cope and balance out their life 5) Next, the Organizers activity will entail little preparation before group starts. Write list 1 and 2 on the board and make sure to cover with a big piece of board paper. Uncover list 1 and read each item. Re-cover list 1. After 45 seconds, have students write as many words as they can remember. Uncover list 2 and do the same. Ask students which list they remembered more from and why. Ask students which list was easier to remember and elicit responses from students. Ask them how this applies to organization in class and school 6) If there is time, complete Slice of Life activity. First have students think and write down their answers to the following questions: On a typical weekday, how many hours do you sleep? How many hours are you at school? What do you do after school? How long? How many hours do you spend doing homework? How many hours do you spend eating dinner, watching TV, exercising, hanging out with friends, hobbies, sports, reading, chores, etc? Discuss with students the following questions: Whats missing or what would you like to add to your day? What will you give up to add something else? Do you have more time than you thought you did? Do you have more time for homework than you thought? 7) Administer post-test question: What are successful organizational and time management skills that can contribute to your academic success?

Academic Lesson #3: Miss Ehrlich School Counseling Intern Study Habits and Test Taking Lesson Plan Target Population: 6th graders A small group of 10 students

English Language Learners

Materials: Writing utensils Dry erase markers Board paper for group rules Copies of pop culture test Copies of how to study for tests and test taking strategies

Objectives: The goal of this lesson is to understand the benefits of studying for tests and testtaking strategies that help aid in the process of achieving academic goals and grades needed for each class

Outcomes: Students will be able to Identify group rules and guidelines to follow when students are in group Establish and build rapport with their fellow peers Demonstrate knowledge of confidentiality and its limitations Demonstrate knowledge of various studying and test-taking strategies through the completion of the pop culture test

ASCA Standards: Academic Domain A:A2.4 apply knowledge and learning styles to positively influence school performance Time Required: 60 minutes Instructions: 1) Administer pre-test question: What are successful test-taking strategies that will help you achieve your academic goals and grades needed for each class? 2) Explain group rules and guidelines to students. Remind students that there are rules and guidelines to follow when they are in group 3) Go over agenda today and give students a preview of what is to come 4) Discuss how to study for tests and test-taking strategies for multiple choice, fillin-the-blank, true or false, and essay questions used from a variety of online sources from the following: http://www.ulc.psu.edu/studyskills/test_taking.html http://www.vtaide.com/png/ERIC/Study-for-Tests.htm

http://www.accd.edu/sac/history/keller/ACCDitg/SSTP.htm http://www.kidshealth.org/teen/school_jobs/school/test_terror.html 5) Distribute Popular Culture sample test to students. Allow 5 minutes for students to complete the sample test. After completing the test, discuss and go over how to implement studying and test-taking strategies and relate the concepts into completing tests. 6) Administer post-test question: What are successful test-taking strategies that will help you achieve your academic goals and grades needed for each class?