Substance Abuse Discussion
Substance Abuse Discussion
School counselors regularly teach entire lessons. As a school counselor, it is important to learn how to create and write effective lesson plans to teach students about prevalent topics taught by school counselors.
Using the “School Counseling Lesson Plan Template,” develop a lesson plan for a specific grade level that focuses on one of the topics addressed in this course (substance abuse, mental health or behavior issues, bullying, etc.), or a topic you observed in your clinical field experience. The lesson plan needs to include an explanation of how you will differentiate the instruction to meet the needs of all students, specifically those with IEPs and 504’s.Substance Abuse Discussion
ORDER NOW FOR ORIGINAL, PLAGIARISM-FREE PAPERS
Substance Abuse Discussion
GCU College of Education
School Counseling Lesson Plan Template
Section 1: Lesson Preparation
| Grade Level:
|
|
| Instructional Plan Title: |
|
| Lesson Summary and Focus: | In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
|
| Classroom and Student Factors/Grouping: | Describe the important factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
|
| ASCA and Academic Standards: | Your goal in this section is to identify the ASCA and the grade level specific academic standards that are the focus of the lesson being presented.
Include the standard language in its entirety.
|
| Specific Learning Target(s)/Objectives: | Learning objectives are designed to identify what the school counselor intends to measure in learning. These must be aligned with the ASCA standards, and consider the following:
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measurable, but “describe” and “identify” are.
|
| Academic Language | In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
|
| Resources, Materials, Equipment, and Technology: | List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
|
Section 2: Instructional Planning
| Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.
|
|
| Presentation/Instructional Strategies
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
|
Time Needed |
| Learning Activities
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.
Explain how you will differentiate activities for each of the following groups: · English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
|
Time Needed |
| Assessment of Learning
Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic.
Explain if you will differentiate assessments for each of the following groups: · English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
|
Time Needed |
Substance Abuse Discussion