Sevastia Moundros

Lesson Plans

Mercy College

Updated, June 2021

 Lesson Plan 1
School Sevastia Moundros
Counselor:
Lesson Plan Title: Assessing Self Concept
 Single Classroom Lesson
 Unit of Classroom Lessons: Lesson _____ of _____
 Small-Group Session Lessons: Lesson _____ of _____
Target Audience: 9th Grade

Evidence Base:
 Best Practice (commonly used and believed to be of high quality)
 Action Research (individual investigates own practice to improve content/delivery)
 Research-Informed (a review of research provides foundation for content/delivery)
 Evidence-Based (highest level of evidence, results published in peer-reviewed journal)

ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write
targeted group and goal: or select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
B-SM 1 Responsibility for self and actions Student(s) will:
1. Students will acquire the knowledge,
B-SS 8 Advocacy skills for self and others attitude and interpersonal skills to help
and ability to assert self, when them understand and respect self and
necessary others.
2. Students will make decisions, set goals
Enter ASCA Mindsets & Behaviors Belief and take necessary action to achieve
M1 in development of whole self, including a goals.
healthy balance of mental, social/emotional 3. Participate in a class discussion about the
and physical well-being.
consequences of maintaining a negative
view of self in contrast to the benefits of
ASCA National Standards
maintaining a positive self-concept; and
will identify at least two ways to improve
A:A1.1 Articulate feelings of competence and or maintain his/her self-concept.
confidence as learners 4. Students will identify their own strengths.
A:A1.5 5. Students will identify ways to help build
Identify attitudes and behaviors that their self-confidence.
lead to successful learning

Updated, June 2021

 NYSSEL Benchmarks
1A.3b.
Apply strategies to manage stress and to
motivate oneself to constructively
address challenges.
1A.4b.
Generate ways to develop more positive
attitudes.

Materials:
Clear container filled with water

1 medium size rock

1 small sponge/foam

Smart Board

Paper/Pen

Describe how you will:

Introduce Lesson Students who feel good about themselves have the confidence to try new
Topic/Focus: things and are more likely to try their best.
They feel proud of what they can do. Self-esteem helps students cope with
mistakes. It helps student try again, even if they fail
at first. As a result, self-esteem helps kids do better at school, at home,
and with friends.

Display the container where all the students can see it.
What will happen if I drop this rock into the water?
What about the sponge?
How could this be compared to a person’s self-concept?
Volunteers will share responses.

The purpose of this lesson is to help students recognize how both high and
low self-esteem impact the school environment and therefore, the level of
student success.
Communicate the Discuss the consequences of maintaining a negative view of self in
Lesson Objective: contrast to the benefits of maintaining a positive self-concept; and we will
identify at least two ways to improve or maintain our self-concept.
Teach Content:  What is self-esteem? What is self-confidence? Can we change
self-esteem and self-confidence? Why is it important for teenagers
to have a positive self-concept? How do you think self-esteem and

Updated, June 2021

 confidence go together?

The idea of sinking and floating can definitely be compared to a person’s

self-concept. Just like the rock, negative thoughts, comments, activities,
and situations can weigh down a person’s self-concept; and make them
feel like they are sinking/drowning. On the other hand, positive thoughts,
comments, activities, and situations can lift a person’s spirit, making them
feel as if they are floating on air.
What is a positive self-concept? It is a growing belief about yourself that
helps you to cope successfully with the events in your life. In turn, this
can lead to you making a positive impact on others.
Keep in mind that for every negative view a person has of themselves, can
be canceled out by positive self-talk and affirmations.

Practice Content: On the smart board we are going to list ways that we can improve self-
concept. Do students have a positive attitude, how can we have a positive
attitude? What are some ways we can express our feelings and thoughts
accurately to others? How do we develop good relationships with others?
What is positive self-talk? How do we take care of ourselves physically
and emotionally?

Summarize/Close: Reflection: Set two personal goals that you will practice daily that will
improve or maintain your self-concept. Write these goals down in your
paper or planner. After discussing responses, explain that there are ways
to improve their self-concept as well as maintain it.

As a class we have discussed the consequences of maintaining a negative

view of self in contrast to the benefits of maintaining a positive self-
concept; and we identified at least two ways to improve or maintain our
self-concept.

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the
Participation Data Plan: 
Anticipated number 25- in four different 9th grade classes: (100 total)
of students:
Planned length of 40 minutes
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment
aligned with the selected ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are:
1. feel good about myself Scale: rarely, sometimes, usually
2. Pre: What is one thing that you will be able to use daily from our lesson – Short Answer

Updated, June 2021

3. Pre Check in- What is one thing you hope to learn from our self-concept lesson – Short
Answer
4. I am satisfied with myself (1-10)

Outcome Data Plan: (choose one and describe specific data point to compare)
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery
of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer
conflict first quarter with second quarter
 Achievement (describe): Students will be more confident in their day to day lives.
Students who feel good about themselves are able to present themselves in better ways
while they are at school and in their academics. Self-esteem and perceived competence
are necessary for students to take risks in their learning and to bounce back after
failure or adversity.
School counselor will compare assessment results in the next month after meeting.

 Attendance (describe):

 Discipline (describe):

Follow-Up Plans
Explain your plan for students who missed the lesson.

Students that missed the lesson will be provide with an opportunity to participate in a lunch
group to receive the lesson content:

 Recap discussion on What is self-esteem? What is self-confidence? Can we change self-

esteem and self-confidence? Why is it important for teenagers to have a positive self-
concept? Allow students two set personal goals that you will practice daily that will
improve or maintain their self-concept.

Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of
student standards (M&B)/student learning objectives.

 For students who did not demonstrate mastery on the pre/post assessments allow them to
come to the counseling office to further discuss self-esteem and self-concept. We will go
further in-depth on how we can boost self-esteem, and why it is important for not only
academics but day to day life.

Updated, June 2021

 Narrative

In our lesson Assessing Self Concept, we discussed questions such as- What is self-

esteem? What is self-confidence? Can we change self-esteem and self-confidence? Positive self-

esteem is a factor in determining academic achievement in all students, regardless of gender.

Students with high self-esteem generally scored higher in school. Low self-esteem can present

itself in a variety of ways, including a noticeable social withdrawal from others, self-criticism,

signs of regression, or quitting easily. 

An important role of the school counselor is to remove barriers to students’ success. Self-

concept includes how the child perceives and understands themselves, as well as the child’s

perception of how others see him or her (Uszynska-Jarmoc, 2007). Self-esteem is necessary for

students to take risks in their learning and to bounce back after failure or adversity. Low self-

esteem or lack of confidence leaves students doubting their ability to succeed, making them

hesitant to engage in learning or take appropriate academic growth risks (Kolar, & McBride,

2011). Researchers have found that children with a poor self-concept are more likely to perform

poorly in school (Parker, 2010). When self-esteem increases, there is an improvement in

academic performance, which then enhances a child’s overall self-concept.

According to Uszynska-Jarmoc (2007), research shows that the relationship between

stress and self-esteem is linked and that self-esteem can affect many areas of life, including

academic and professional success. The reason this lesson was based on creating personal goals

is because the key to improving self-esteem among students is to support them in adopting goals

that look towards something larger than themselves. Self-esteem helps students feel more

empowered and thus they are capable of reaching their highest potential when it comes to their

Updated, June 2021

education. The positive correlation between healthy self-concept and academic achievement

cannot be ignored.

References

Kolar, D. W., & McBride, C. A. (2011). Mentoring at‐risk youth in schools: Can small doses

make a big change? Mentoring & Tutoring: Partnership in Learning, 19, 125–138.

doi:10.1080/13611267.2011.564347

Parker, A. (2010). A longitudinal investigation of young adolescents’ self-concepts in the middle

grades. Research in Middle Level Education (RMLE) Online, 33(10), 1– 13.

Uszynska-Jarmoc, J. (2007). Self-esteem and different forms of thinking in seven and nine year

olds. Early Child Development and Care, 177, 337–348.

doi:10.1080/03004430500504336

Updated, June 2021

 Lesson Plan 2
School Counselor: Sevastia Moundros
Lesson Plan Title: Ready, Set, Work!

 Single Classroom Lesson

 Unit of Classroom Lessons: Lesson _____ of _____
 Small-Group Session Lessons: Lesson _____ of _____
Target Audience: 10th and 11th Grade

Evidence Base:
 Best Practice (commonly used and believed to be of high quality)
 Action Research (individual investigates own practice to improve content/delivery)
 Research-Informed (a review of research provides foundation for content/delivery)
 Evidence-Based (highest level of evidence, results published in peer-reviewed journal)

ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write or
targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
M3 Positive attitude toward work and learning Student(s) will:
Understanding that postsecondary education
 Learn about the career exploration
M6 process, how to build a career, and
and lifelong learning are necessary for long-
term success complete a career profile worksheet to
gather information about a career they are
B.5a. NYSEL Standard interested in.
Analyze how present decision-making affects  Learn about career planning and different
college and career choices
forms of educational and job training
2C.2b. choices available
Analyze ways to work effectively in groups
 Students explore and compare
2C.1a. postsecondary options to pursue after
Identify ways to work well with others.
high school.
Updated, June 2021
Materials:
Career Goals Handout, Pen

Describe how you will:

Introduce Lesson This activity can begin with an icebreaker where students come up with
Topic/Focus: and share one word that they would use to describe themselves. Follow up
with how might this word be beneficial if you were working in a job?
Would employers look for an employee that has this characteristic.
Then introduce the topic of Careers to class:
 What are my career interests?
 What are your plans for after high school?
 How do your plans connect to your future career?
 Have student volunteers to share responses.

Communicate the The objective of this lesson is that students will be able to:
Lesson Objective:
 Describe their postsecondary options
 Compare several postsecondary options
 Choose one option that fits their interests and describe it in detail

 Present their findings to the class

Students will be able to identify and share personal strengths and

characteristics, as well as correlate how these qualities might impact their
career paths. This will help students begin to think about how interests are
developed and how they might connect these to career and educational
choices.

We will be completing a worksheet, and then having discussion.

Teach Content: Students identify and describe postsecondary options. Students then
choose a postsecondary option, write out their initial steps to pursue their
chosen option, and create and give a presentation based on their research.
Have students identify a couple of interests that they would like to have in
their future job. Ask students which interests they might want to keep as
hobbies.

There are different choices that can help you achieve your goals such as
two and four year colleges, military training, apprenticeships, and on-the-
job training. It is important to understand each one in order to set goals
and take action steps to accomplish your goals.

Updated, June 2021

Practice Content: Students will fill out the “Career Goal” Worksheet. After completing we
will have a discussion. Students identify and describe postsecondary
options. Students then choose a postsecondary option, write out their
initial steps to pursue their chosen option. Student will then present their
career goals to the class.

Summarize/Close: Reflection: Think of at least 2 short-term goals that you can accomplish
within the next 2 weeks to get started or continue with your career
planning process. Write them down in your student planner.
Today we learned about career planning and identifying different post-
secondary options, as well as completing are career goals work sheets. .

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan: 
Anticipated number 100 total- between 9th and 10th graders.
of students:
Planned length of 45 Minutes
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment aligned with the selected
ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are:
1. Students will identify personal life goals for career/job. (Short answer)
2. Students will be able to describe the career of their choice and consider how it fits with
their needs and preferences.
3. Identify post-secondary options consistent with interests, achievement, aptitude and
abilities
4. Explain their awareness of personal abilities, skills, interests and motivations

Outcome Data Plan: (choose one and describe specific data point to compare)
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict first quarter
with second quarter
 Achievement (describe): Improved student achievement. This lesson will allow students to
develop career goals. By this lesson we will rely on data to provide the insight they need to
help students succeed. By doing this we are using perception data to measure students
attitudes, knowledge and skills and how they will be different as a result of our classroom
lesson (ASCA, 2018). In the end we will use outcome data to determine whether the students
learned more about careers- and the strengths of each careers (ASCA, 2021).

 Attendance (describe):

Updated, June 2021

 Discipline (describe):

Follow-Up Plans
Explain your plan for students who missed the lesson.

Let the students complete the worksheet during their lunch period. Have a discussion about their
post secondary options, and their interests.

Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment
of student standards (M&B)/student learning objectives.

Have a individual counseling session with the student to learn more about what they know about
careers and why are they important.

Updated, June 2021

 Narrative

Career exploration lessons are ongoing lessons that we have with each grade level at

Francis Lewis High School. The purpose of these lessons are to allow students to explore and

judge what appeals to them and what does not. In this lesson we spoke about the skills needed to

pursue that careers that our students are interested in. What we are trying to teach in these
Updated, June 2021
lessons are steps that will expand students’ understanding of the world of work, as well teach

them how to conduct career research and better understand details about jobs within various

career fields. We want our student to be able to connect their academic achievements with

potential careers, which is why we focus on strengths. The American School Counselor

Association (2018), suggests teaching academic habit and encouraging growth of soft skills that

employers are seeking.

School counselors play an important role in preparing and helping students feel prepared

and equipped to enter the workforce upon graduation. School counselors can increase college

readiness opportunities by teaching students guidance lessons focused on careers (Conley,

2010). School counselors help students determine an appropriate post-secondary plan based upon

their strengths and goals (Choi et al.,2015).

References

American School Counselor Association. (2018). Academic habits and college and career

readiness.  Retrieved

from https://www.schoolcounselor.org/school-counselors/professional-development/

2018-webinar-series/webinar-learn-more-pages/academic-habits-and-college-and-career-
Updated, June 2021
 readiness

Choi, Y., Kim, J., & Kim, S. (2015). Career development and school success in adolescents: The

role of career interventions. The Career Development Quarterly, 63(2), 171-

186. https://doi.org/10.1002/cdq.12012

Conley, D. T. (2010). College and career ready: Helping all students succeed beyond high

school. San Francisco, CA: Jossey-Bass. https://doi.org/10.1002/9781118269411

Updated, June 2021

 Lesson Plan 3
School Sevastia Moundros
Counselor:
Lesson Plan Title: Managing Stress for Seniors

 Single Classroom Lesson

 Unit of Classroom Lessons: Lesson _____ of _____
 Small-Group Session Lessons: Lesson _____ of _____
Target Audience: 12th Grade

Evidence Base:
 Best Practice (commonly used and believed to be of high quality)
 Action Research (individual investigates own practice to improve content/delivery)
 Research-Informed (a review of research provides foundation for content/delivery)
 Evidence-Based (highest level of evidence, results published in peer-reviewed journal)

ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write
targeted group and goal: or select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
M5 Belief in using abilities to their fullest to Student(s) will:
achieve high-quality results and outcomes.  Analyze the stress they are experiencing
Time-management, organizational and study
B-LS 3 skills. as high school students and generate

Personal safety skills ideas about how to cope with it.

B-SMS
9
 Understanding how to balance the
B-SMS Ability to manage transitions and adapt to
change
10. demands of life
ASCA Student Standards

Demonstrate the ability to balance school,  Demonstrate an awareness of their own

A:C1.1 studies, extracurricular activities, leisure time
and family life levels of stress, develop an awareness of

their unique stressors, and how to cope

Updated, June 2021
 with stress in healthy ways
NYSSEL Benchmarks
 Identify personal stressors
1A.3a
Analyze factors that create stress or motivate  Demonstrate the ability to practice
successful performance.
health-enhancing behaviors and avoid or
1A.3b.
reduce health risks when dealing with
Apply strategies to manage stress and to
motivate oneself to constructively address
challenges.
stress.

Materials:
Whiteboard
Paper
Pencils

Describe how you will:

Introduce Lesson Students frequently experience high levels of stress especially as high
Topic/Focus: school seniors. The pressure of approaching adulthood, the realities of
leaving home soon, the concerns about money and finances, and the
constant questions about what the students will be doing next year which
may make this stress worse. Let students know that stress is a normal
reaction to the demands of life.

Start the lesson with a deep breathing exercise:  4-7-8 breathing exercise
(inhale for four counts, hold for seven, exhale for eight).

Communicate the Explain to students that today they will be talking about the stress that
Lesson Objective: many seniors tend to feel, as well as how to deal with it in healthy ways.

The objective of this lesson is for the students to have an increased ability
to develop and implement positive coping and problem solving strategies
to reduce the impact of stressors and return to a calm state

Teach Content: School counselor will engage in meaning dialogue with students as a
whole group using the following questions and comments to guide;  

Updated, June 2021

 What is the first thing that pops in your head when you hear the word
"stress"?

We all talk about stress, but what is it? How would you define it?

What are some ways we can reduce stress in a healthy way?

What are some ways we can cope with stress?

How can we identify symptoms of stress?

What do you physically feel when your body is stressed?

What do you emotionally feel when your body is stressed?

How might one act or behave when stressed?

Consider the adult or adults in your life, and how they cope with stress-
what do you think of the way they cope and why do you think they cope
that way?

Practice Content:  Have students brainstorm healthy coping strategies that someone
can do/practice to effectively cope with stress Next, have students
connect coping and resources in our school.
 Ask: Can you think of any stress-coping services at our school? In
other words, where could you get help if you felt stressed. List
some of them.

Create a chart on:

 What are some negative ways of dealing with stress?

-Smoking, stopping eating, avoiding the problem

 What are some positive ways of dealing with stress?

-Relaxing, breathing, exercising, sleeping well, speaking to a trusted adult

or friend.

Summarize/Close: This lesson revolves around conversations between students about what
matters to students, and encourages the development of skills. Encourage
all students to take part in discussions, but avoid forcing anyone to
contribute if they are clearly reluctant. Ensure students know their

Updated, June 2021

 feelings and opinions are important and will be respected.

Closing Questions: Why is identifying your stressors important?

Wrap up: Give students a few minutes to write down three or more things
they learned today, and what it means to them personally. School
counselor reminds students that if they are feeling stressed, there is help
available to them at school and to schedule an appointment to speak one
on one.

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the
Participation Data Plan: 
Anticipated number 30 students in four 12th Grade classes
of students: 120 total students
Planned length of 40 minutes
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment
aligned with the selected ASCA Student Standards and student learning objectives.
Pre/Post Assessment items are:
In the last month, how often have you: (Response values: 0=never, 1=almost never,
2=sometimes, 3=fairly often; 4=very often).

1. Been upset because of something that happened unexpectedly?

2. Felt that you were unable to control the important things in your life?
3. Felt nervous and stressed‖?
4. Felt confident about your ability to handle your personal problems?
5. Felt that you were on top of things?

Outcome Data Plan: (choose one and describe specific data point to compare)
Examples:
Achievement: School counselor will compare reading levels of students before and after delivery
of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer
conflict first quarter with second quarter

Achievement (describe): School counselor will check in at the next lesson and record what
percentage of students named one way they demonstrated stress coping skills in past month.

 Attendance (describe):

 Discipline (describe):

Updated, June 2021

Follow-Up Plans
Explain your plan for students who missed the lesson.

Meet with student during lunch period, and go over the lesson main points.

Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of
student standards (M&B)/student learning objectives.

School counselor will monitor and observe student, as well as meet the student for individual
counseling.

Narrative

In the beginning of the year we give out a stress assessment to all high school students at

Francis Lewis High School, and through the assessment we have revealed that the senior class

needed a guidance lesson on how to understand and cope with stress. In the last month we have

noticed our seniors saying that they are stressed out with the SAT’s in October, the regents

coming up in January, college essays and applications being due in November. School

counselors play a critical role in promoting calmness and encouragement to our stressed students.

Stress management skills are necessary at any age, but coping with stress is especially

important for students health. Chronic stress can lead to serious health issues in older adults, so

keeping stress levels in check should be one of our priorities (Centers for Disease Control and

Prevention, 2013). Stress is a natural part of life, but it doesn’t have to affect your well-

being. School is an ideal place to deliver stress lessons since studies show school itself is the “top

stressor” in student’s lives (Adelman & Taylor, 2015). Through the findings of the assessment

we administered, stress about getting good grades, managing a heavy homework load, making

their parents proud, fitting in, having a sense of belonging, being good enough to get into post-

secondary programs, or land a decent job, after graduation are the top reasons why our students

are stressed here at Francis Lewis High School.

Updated, June 2021

 The objective of this lesson is to learn how to handle stress. We want to teach students

that good stress can help get tasks done, meet our goals, keep us safe, and excited to try new

things.  We also have to acknowledge the bad stress, since that is what most students are familiar

with. Identifying and acknowledging the causes of stress and expressing feelings about them are

usually the most effective tools students have to reduce stress, in addition to learning practical

stress reduction skills. One of the most beneficial things we can do for stressed students is to help

them understand their why – not just the surface why, but the deep, underlying reason they are

dealing with stress. It is crucial that students with stress learn positive coping techniques now to

become healthy and productive citizens in the future. The group of this lesson isn’t to eliminate

stress and anxiety but to help students manage it. 

Updated, June 2021

 References

Adelman, H. S., & Taylor, L. (2015). Mental health in schools: Engaging learners, preventing

problems, and improving schools. United States: Skyhorse Publishing

Centers for Disease Control and Prevention (2013). Mental health surveillance among children –

United States, 2005-2011. Retrieved from

http://www.cdc.gov/features/childrensmentalhealth

Updated, June 2021