School Counselor Lesson Plan Template

Unit/Topic: Middle School Transition Lesson

Domain: Academic / Social-Emotional
Title of Lesson: A Day in the Life of a 6th Grader

Grade Level: 5th grade

ASCA Standards Addressed:

A:A1.2 Display a positive interest in learning
PS:A1.4 Understand change is a part of growth

Core and/or Indiana Standards Addressed:

5.1.3 Describe ways in which a safe and healthy school and community
environment can promote personal health.
5.2.4 Describe how the school and community can support personal health
practices and behaviors.
Developmental Asset(s) Addressed: According to Eccles and Roeser (2011), the
transition from elementary school to middle school is a challenging time
socially, psychologically, and academically. Puberty, changes in peer and family
relationships, and increases in cognitive and emotional sophistication occur
simultaneously. A holistic transition program is crucial for a smooth elementary-
to-middle school transition.

Differentiated Instruction/ Cultural Awareness:

The Google Slides presentation is created with pictures that represent ALL
children. The lesson will be modified to fit all learning styles and multiple
intelligences.
Collaborative Partners: Elementary school counselors; 5th grade classroom
teachers
Materials Needed:
 Access to a computer
 Google Slides presentation
 pre-test surveys (one per student)
 post-test surveys (one per student)
 writing utensils
 candy
Activity Summary: This is an informational and interactive lesson on the
transition to 6th grade at Franklin Township Middle School – West. The activities
include: presentation, small group discussions, role play, and question/answer.
All activities are surrounded around the topic of the middle school transition
(specifically to Franklin Township Middle School – West) and common issues or
concerns that occur during 6th grade. The instructor (who is generally the 6th
grade school counselor) will cover social/emotional issues as well as academic
issues.

Learning Activities (with time)

 The instructor introduces his or herself to the class (1 minute)
 Ice breaker: The instructor claps a pattern and the students have to
mimic it back. The patterns get more difficult and repeat off of one
another. (3 minutes)
 Instructor asks students to sit quietly and “show” the instructor that each
student is ready to learn (e.g. facing the instructor, making eye contact,
mouths “off,” etc.). (2 minutes)
 Instructor passes out pre-test survey to each student and instructs the
students to fill it out individually. The instructor reads off each question
clearly and follows along with students. (5 minutes)
 Instructor collects survey. (1 minute)
 Attention grabbing strategy: “If you can hear me, clap once…”
 Begin the Google Slides presentation. (5 minutes)
 Brain break: Have students hold up a peace sign with one hand and a
thumbs up with another hand. Ask them to switch the signs from hand to
hand as quickly as they can. (2 minutes)
 Continue with the Google Slides presentation (4 minutes)
 On slide about making friends, pause the presentation and have students
do a small group role play with their (grouping strategy) “elbow partner.”
(2 minutes)
 Invite one pair to share in front of the class for 30 seconds. Instructor
times them. (1 minute)
 Finish the Google Slides presentation (3 minutes)
 Instructor passes out post-test survey to each student and instructs the
students to fill it out individually. This time the instructor does not read
the questions. (3 minutes)
 Instructor collects surveys. (1 minute)
  Closing: Instructor asks three student volunteers, “What is your favorite
thing that you learned about middle school today?”

Evaluation Plan:
 Students will complete a pre-test survey and a post-test survey (identical
- see attached) to measure if the classroom lesson was successful in
reducing students’ stress levels while increasing students’ overall
knowledge on the transition to middle school.
 Instructor will email all elementary school counselors, as well as 5th grade
classroom teachers, to request both positive and negative feedback on
the classroom guidance lesson. The instructor will also gauge whether
there is interest in repeating this lesson to the 5th graders in the following
school year.
Follow-Up Plan:
Instructor will follow up with 5th grade classroom teachers and ask if they’ve
seen any changes in student behavior. The instructor will also monitor those
students as they start 6th grade the following school year and ask them check-in
questions to see if this lesson helped with their transition.
References/ Resources Used:
Eccles, J. S., & Roeser, R. W. (2011) Schools as development contexts during
adolescence. Journal of Research on Adolescence, 21, 225-241.