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10/28/15
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SPARKLE IV!
More Prac)cal, Ready-‐to-‐Use K-‐5 Lessons that Engage and Inspire!
Julie Ford, School Counselor
Oregon City Schools
Why Incorporate Literature? • Provides background knowledge, experience
and context for lesson topic
• Organizes discussion
• Teaches problem-‐solving, decision-‐making and coping skills
• Helps develop compassion, empathy and perspecJve-‐taking
• Encourages changes in aLtude and behavior
• Shows students they are not alone or “different”
Why Incorporate Art? • Encourages self-‐expression and creaJvity
• Allows for personalizaJon of informaJon
• Assists in recall of informaJon
• Provides a safe way of sharing ideas, interests, goals and dreams
• Requires parJcipaJon and acJon
• Provides insight into thoughts, feelings and experiences
• Serves as an evaluaJon tool
• Promotes the school counseling program
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Lesson Design 1. AcJvate or Provide Prior
Knowledge/Experience
2. Prepare for Learning (targets)
3. Book, Skit, Clip or Video
4. Discussion and Processing
5. ApplicaJon of New Knowledge or Skill
6. Review, EvaluaJon and Closure
Data Collec)on • Teacher ObservaJon • Checklists or RaJng Scale • Response Cards • Group Assignment • Exit Slip • Post-‐It • Work Sample • Pre/Post Survey • Thumbs Up/Down/Side • Sides of Room • Line on Floor • Four Fingers (1,2,3,4) • Clickers/SmartBoard
What Stuck with You Ideas
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Lesson Tips • Be prepared and organized.
• SJck to the schedule.
• Reschedule missed lessons.
• Leave something behind. (poster, chart, picture, artwork)
• Communicate with families. (parent lecer, school newslecer, website)
• Provide data to principal and school board.
Previous SPARKLE! Lessons • Aliens in Underpants Save the World • Berenstein Bears and the Big Red Kite • Big Orange Splot • Biggest, Best Snowman • Career Day • Cat and Dog • Charlie the Caterpillar • Cloudy with a Chance of Meatballs (video) • Cupcake • Crazy Hair Day • The Dot • Duck and Goose • Elmer • Falling for Rapunzel • The Feelings Book • The Giving Tree • Go Away, Big Green Monster • Help! A Story of Friendship • Hero in the Hallway (video) • Howard B Wigglebocom Learns About Bullies • The InterrupJng Chicken • It’s Okay to be Different • It’s Okay to Make Mistakes • Jump, Frog, Jump • Lacy Walker, Non-‐Stop Talker • The Legend of Spookley, the Square Pumpkin • Leon the Chameleon
• Licle Red Hen Makes a Pizza • Listen Buddy • Lucy and the Bully • The Micen Tree • Mouse’s First Halloween • Mr. Peabody’s Apples • No Zombies Allowed • Oh, Bother! Someone’s Fibbing! • The Penguin Who Wanted to Fly • Pet Boy • Pigsty • Pillow War • Regina’s Big Mistake • Salt in His Shoes • Scaredy Squirrel Makes a Friend • Swimmy • Three Bags Full • The Very Busy Spider • They Very Lazy Ladybug • Those Shoes • Who’s Tools are Those? • Wizard, the Fairy and the Magic Chicken
SPARKLE IV! Lessons Respect Do Unto Ocers Diversity The Licle White Owl Responsibility/Behavior/Listening Clark the Shark Fairness You Get What You Get Bullying/Exclusion/Ignoring Leave Me Alone: A Tale of What Happens When You Stand Up to a Bully The Invisible Boy
Friendship SJck and Stone Teamwork/Coopera)on/ Problem-‐Solving The GiganJc Turnip Mistakes/Effort/Perseverance/ Posi)ve ARtude BeauJful Oops! The Most Magnificent Thing Goals/Careers Surfer Chick Oh, the Places You’ll Go
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Do Unto OUers • Grade Level: 2-‐5 • Topics: respect, manners, behavior • Mindsets and Behaviors: Create
posiJve and supporJve relaJonships with other students.
• Learning Target: I can idenJfy respeclul and disrespeclul behaviors.
• Materials: book by Laurie Keller, worksheet, card sort, scenarios, speech bubbles, art supplies
Do Unto OUers 1. Ask students why the Jtle of the book funny and what it means to “do unto others” (as you would want others to do unto you). Read book.
2. Brainstorm ways to show respect on, and write ideas on poster. Discuss why showing respect is important. Share examples of when students have both shown and given respect and how it made them feel.
3. Have students complete a “respeclul”/“disrespeclul” behavior card sort to check for understanding and to provide more discussion. VariaJon: give groups of students scenarios and have groups idenJfy ways to show respect for students in the scenarios. (new student, classmate is moving, classmate is in hospital, student isn’t following the rules, student’s pet dies, etc.)
4. Create ocers using construcJon paper, scissors, markers and glue. Give each student a speech bubble on which they will write a way to show respect. Display ocers with speech bubbles to remind students of respeclul behavior.
5. Extension: Take photos of students modeling respect and use photos to make respect posters for the hallway. Make a video of students role-‐playing respect to teach younger students. Write about experiences or create stories about respect which could be read to younger students and/or compile stories into a book for the library.
EvaluaJon: students’ card sorts, bubbles, thumbs up/down, wriJng
Do Unto OUers
CARD SORT IDEAS “Thanks for playing with me!” “It’s your turn.” “We don’t want you to play with us.” “No fair!” “You cheated!” “Good game. That was fun!” “You’re not my friend.” “CongratulaJons on winning the game.” “Get out of my way!” “Give me that!” “No thank you.” Roll your eyes. Talk while someone else is talking. Play with a pencil while a classmate is talking.
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The LiUle White Owl • Grade Level: K-‐2 • Topics: diversity, respect,
self-‐esteem, differences • Mindsets and Behaviors: Create
posiJve and supporJve relaJonships with other students.
• Learning Target: I can idenJfy ways people are different. I can idenJfy ways to show respect for differences. I can idenJfy my own unique qualiJes.
• Materials: book by Tracey Corderoy, art supplies, worksheet
The LiUle White Owl 1. Ask students what they know about owls. Ask students to listen for how the owls change from the beginning of the story unJl the end. Read book.
2. Talk about what the owls learned – accepJng others, making new friends, not judging, etc. Ask students to share Jmes they have judged others or leo others out. Students can also share examples of when they have felt leo out or unwelcome.
3. Brainstorm ways to help others feel accepted, included and welcome. List on poster.
4. Make owl artwork depicJng differences. Display with poster.
5. Extension: Students complete a wriJng prompt to display with owls (topic -‐ accepJng others, their own unique qualiJes, etc.) Create a guessing game to help students learn about each other. Each student makes an owl and writes a short descripJon of self. Class tries to guess who the person is based on qualiJes, interests, etc. (Write descripJon inside folded wings or under belly, place descripJon beside owl on bulleJn board…other ideas?)
EvaluaJon: wriJng prompt, thumbs up/down, line on floor
The LiUle White Owl
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Clark the Shark • Grade Level: K-‐2 • Topics: listening, behavior, self-‐ control,
school success, following rules, self-‐discipline, responsibility
• Mindsets and Behaviors: Demonstrate self-‐discipline and self-‐control. Demonstrate ability to assume responsibility. Demonstrate ability to delay immediate graJficaJon for long-‐term rewards. Use effecJve oral and wricen communicaJon and listening skills.
• Learning Target: I can idenJfy behaviors that lead to learning. I can explain and use self-‐control. I can idenJfy and use good listening skills.
• Materials: book by Bruce Hale, worksheet, art supplies
Clark the Shark 1. Predict what problems a shark might have in school. Ask students to listen for Clark’s behaviors at the beginning of the story and how he changes the behaviors by the end of the story. Read book.
2. Ask students to idenJfy Clark’s inappropriate behavior (too loud, ate friend’s lunch, rough at recess.) Ask students if they have had problems at school like Clark – blurJng, geLng out of seat, not keeping hands to self, etc. Invite students to share their behavior challenges. Discuss problems these behaviors can cause.*Can do self-‐evaluaJon, too.
3. Discuss how Clark’s behaviors changed and how he made those changes. Ask students to share what becer choices they could make. Brainstorm good behaviors at school – specific if needed (classroom, lunchroom, recess, restroom.) Role-‐play appropriate behaviors. *Could also do a card sort or T-‐chart of appropriate/inappropriate.
4. Ask students what could help them make becer choices like Clark. (rhyme for appropriate behavior like Clark, self-‐talk, behavior chart, visual reminder, count to 10, etc.)
5. Ask each student to pick a behavior that could be improved, then write about it. Students make sharks to display with their behavior goals. (Could come from earlier evaluaJon.)
6. Extension: Make a classroom book of good behaviors which students could read to younger students or donate to the library. Make a video of students role-‐playing good behaviors to show younger students.
EvaluaJon: students’ goals, card sort, observaJon, thumbs up/down, move to corners or sides of room, evaluJon
Clark the Shark
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You Get What You Get • Grade Level: K-‐2 • Topics: listening, behavior, self-‐
control, problem-‐solving, fairness
• Mindsets and Behaviors: Demonstrate self-‐discipline and self-‐control.
• Learning Target: I can explain the meaning of fair and unfair. I can idenJfy ways to deal with disappointment. I can use self-‐control when I don’t get what I want to get.
• Materials: book by Julie Gassman, band-‐aids, scenarios
You Get What You Get 1. Ask students if anyone has told them, “you get what you get.” Discuss what the phrase means. Read book.
2. Brainstorm what fairness means. List on poster in one color. (Most students will think it means everyone gets the same thing.) Then tell students you are going to challenge their understanding of “fairness.”
3. Ask students to share Jmes they were hurt. Talk about any hurts they have currently, like a bruised arm, sore throat or hurt foot. Tell students you want to be “fair” so give each student the same treatment – a band-‐aide on the back of hand. Ask the class if this is “fair” and why or why not.
4. Discuss how fairness doesn’t mean everyone get the same thing… it means everyone gets what they need. This means someJmes different students will receive different things. (small group for test, behavior plan, breaks, extra math pracJce, etc.)
5. Divide class into groups, and give each group a scenario. Have each group decide if scenario is fair or unfair. Share and discuss. Anther opJon is having students read statements, check if the situaJon is fair or unfair. If it is unfair, ask how students could make it fair. Finish by making changes to students’ definiJon of “fairness” in a different color.
6. Extension: Talk about how students deal with disappointment or frustraJon when they may perceive something is unfair. (coping skills)
EvaluaJon: definiJon of fair, scenario discussions, thumbs up/down, corners, line
You Get What You Get TEACHINGTOLERANCE
A PROJECT OF THE SOUTHERN POVERTY LAW CENTERWWW.TOLERANCE.ORG
UPPER ELEMENTARY ACTIVITY
K 1 2 3 4 5 6 7 8 9 10 11 12
Fair or Unfair?Read the situations below. With your group, decide which ones you think are “fair” and which are “unfair.” For each that is “unfair,” come up with a way that you think it could become fair.
Today all students who are wearing blue will have no homework.
Two of every 100 U.S. children are homeless.
In many countries, girls are not allowed to go to school but boys are.
For the next test, the boys will get an answer key to help them study.
It is estimated that 27 million people are held as slaves in the world today, many of them children.
Many putt-putt courses, community pools and parks do not have accessibility for kids with wheelchairs.
Some kids’ parents will buy them cell phones and others won’t.
I have four tickets to the Justin Beiber concert and the four tallest students can have them.
FAIR
FAIR
FAIR
FAIR
FAIR
FAIR
FAIR
FAIR
UNFAIR
UNFAIR
UNFAIR
UNFAIR
UNFAIR
UNFAIR
UNFAIR
UNFAIR
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Leave Me Alone • Grade Level: K-‐2 • Topics: bullying, friendship,
teamwork, empathy • Mindsets and Behaviors:
Demonstrate empathy. Create posiJve and supporJve relaJonships with other students. Demonstrate advocacy skills and ability to assert self when necessary.
• Learning Target: I can recognize when a friend needs help with a problem. I can idenJfy ways to help a friend with a problem.
• Materials: book by Patrice Barton, worksheet, art supplies
Leave Me Alone 1.Have you ever wanted to be alone? Why? How do you think the boy is feeling? Read book.
2. Discuss what was happening to the boy and what the animals did to help him. Review three steps: Stop, Walk, Talk, then discuss the term bystander.
3. Brainstorm a list of what bystanders can do to help others when someone is being mean to them. Role-‐play situaJons in which a bystander intervenes.
4. Put students into groups and give each group a scenario. Have groups decide and share what they would do as a bystander in the scenarios.
5. Ask students what they think the phrase, “Take a stand. Lend a hand.” means. Give each student a paper hand. Students will each write one thing they can do to help someone who is being treated meanly. Display hands with the phrase above.
6. Extension: Students write about and illustrate a Jme when they helped another student or when someone helped them. These stories could be made into a book which could be placed in the library or read to younger students. Students could also perform role-‐plays of bystander scenes for younger students.
EvaluaJon: strategies wricen on hands, role-‐plays, wriJng acJvity
Leave Me Alone SOME SCENARIOS -‐What would you do if your friend told you to not play with your other friend? -‐What would you do if you see one student teasing another student? -‐What would you do if someone takes your friend’s snack? -‐What would you do if you see someone on the bus pull a student’s hair? -‐What would you do if you see someone taking a student’s lunch money? -‐What would you do if someone tells you a rumor about a classmate? -‐Two students in your class make friendship bracelets for everyone in your class except one student. What would you do? -‐A classmate goes to sit down at a table in the cafeteria, but another student tells the classmate he cannot sit at the table. What would you do? -‐Every Jme your friend plays basketball, the same player hits her with the ball. You think it is on purpose. What would you do?
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The Invisible Boy • Grade Level: 2-‐5 • Topics: bullying, cliques, exclusion,
acceptance, prejudice • Mindsets and Behaviors: Demonstrate
empathy. Sense of belonging in school environment. Create posiJve and supporJve relaJonships with other students. Demonstrate advocacy skills and ability to assert self when necessary.
• Learning Target: I can recognize inclusion and exclusion. I can idenJfy reasons individuals want to be part of a group. I can idenJfy reasons why individuals are leo out of a group.
• Materials: book by Patrice Barton, worksheet/comic strip, invisible ink supplies
The Invisible Boy 1. Ask students what do they think the book is about. Challenge students to figure out why character feels invisible and what happens to change that feeling. Read book.
2. Discuss why Brian felt invisible. Ask what did students do that caused Brian to feel leo out and why. Students share Jmes when they felt excluded, ignored or invisible and when they have excluded, leo out or ignored others. Describe what happened and why. (prejudice, jealousy, selfishness, paybacks, power, fear, peer pressure) Make a T-‐chart – one side what we do to exclude/other side what we do to include.
3. Discuss what students could do to help someone who might feel invisible. (Could list by locaJon or acJvity, such as lunch, recess, classroom, bus, physical educaJon, etc.)
4. Complete worksheet, including what students in the story could have to help the boy feel visible or create a comic strip about a student feeling invisible and what others did to help. (beginning, middle, end)
5. Give students an invisible ink message that was created earlier, and have students color the paper to reveal the message. (Write a message on paper with lemon juice, sprinkle salt while wet, brush off excess when dry. Rub crayon over paper to reveal message which appears.)
5. Extension: Students make posters on ways to include others. Hold a Mix It Up Lunch, friendship treasure hunt, or other acJvity to help students get to know others and meet new friends. EvaluaJon: worksheet, posters, messages, discussion, thumbs up/down
The Invisible Boy
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S)ck and Stone • Grade Level: K-‐2 • Topics: friendship, • Mindsets and Behaviors: Create
posiJve and supporJve relaJonships with other students. Use effecJve collaboraJon and cooperaJon skills.
• Learning Target: I can idenJfy qualiJes of a good friend. (share, take turns, listen, be nice, be helpful)
• Materials: book by Beth Ferry and Tom Lichtenheld, art supplies, friendship qualiJes on paper/popsicle sJcks/stones
S)ck and Stone 1.Ask students if they think sJck and stone could be friends and why or why not. Read book. hcps://www.youtube.com/watch?v=OsgBILWhk18&spfreload=10)
2. Discuss how characters acted like good friend. Make a T-‐chart lisJng friendly and unfriendly qualiJes. (or make poster of good friendship qualiJes) *Unfriendly quality acJvity: water in a pie plate, sprinkle pepper all over, then add a drop of dish soap.
3. Pair students up and let each group pick a popsicle sJck or rock which lists a friendship quality. Pairs take turns acJng out the quality while the class guesses the quality.
4. Pair then illustrates the quality on a square paper. Combine all pictures together to form a friendship collaboraJve mural or classroom book.
5. Students make a friendship bookmark out of a popsicle sJck using markers and ribbon.
6. Extension: Complete a friendship scavenger hunt as a way for students to get to know more about each other. Complete worksheet idenJfying good and poor friendship acJons.
EvaluaJon: observaJon, role-‐plays, illustraJons, worksheet, pre/post friendship qualiJes
S)ck and Stone
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The Gigan)c Turnip • Grade Level: K-‐2 • Topics: teamwork, cooperaJon,
problem-‐solving • Mindsets and Behaviors: Use
effecJve collaboraJon and cooperaJon skills. Use leadership and teamwork skills to work effecJvely in diverse teams. Use effecJve oral and wricen communicaJon skills and listening skills.
• Learning Target: I can idenJfy teamwork skills. (share, take turns, be nice, do your part, help, listen, compromise)
• Materials: book by Aleksei Tolstoy and Niamh Sharkey, worksheet, materials for partner acJvity,
The Gigan)c Turnip 1. Ask students what they know about turnips. Describe what they look like, how they grow, and how they are harvested. Brainstorm ways they could get the turnip out of the ground if it was stuck. Read book.
2. Students share Jmes they have used teamwork, why and the result. Discuss why teamwork is important and what can happen when we do not cooperate.
3. IdenJfy teamwork strategies using graphic organizer or poster. (share, take turns, be nice, do your part, help, listen, compromise)
4. Complete a teamwork acJvity. Ideas: -‐ Several students pull object with rope. Pull in opposite direcJons (does not work) then
same direcJon (works!) -‐ Sequence pictures of the events from the story with a partner. -‐ Turnip hide and seek (student A closes eyes, student B hides turnip, student C gives
direcJons to help student A find turnip) -‐ Partners or group draw a picture of teamwork (extra: each person only has certain colors) -‐ Partner walk with turnip in between students (try to keep turnip from falling without
using hands) -‐ Partners put turnip puzzle together (cut up picture of turnip for each pair)
5. Extension: Hold a drive/collecJon to see what happens when we use teamwork. Have a high school athlete talk about teamwork.
EvaluaJon: pre/post list teamwork skills, observaJon of partner/group work, journal
The Gigan)c Turnip
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Beau)ful Oops! • Grade Level: K-‐5 • Topics: effort, mistakes, perseverance,
posiJve aLtude, goals, coping skills, problem-‐solving
• Mindsets and Behaviors: Demonstrate perseverance to achieve long-‐ and short-‐term goals. Demonstrate effecJve coping skills when faced with a problem. Develop posiJve aLtude toward work and learning. Self-‐confidence in ability to succeed. Demonstrate creaJvity.
• Learning Targets: I can use posiJve self-‐talk. I can describe a posiJve aLtude. I can explain the meaning of perseverance. I can use problem-‐solving skills when faced with a problem.
• Materials: book by Barney Saltzberg, art supplies,
Beau)ful Oops! 1. Ask students if they have ever made an “oops.” What do they think the Jtle, “BeauJful Oops” means. Read book.
2. Ask students why they think the author wrote the book and what he wanted students to learn. Share your own mistakes and lessons learned from them. Encourage students to share and reflect on mistakes, too. Remind students of the value of making mistakes and the importance of problem-‐solving and perseverance.
3. Talk about ways to handle mistakes – try again, use posiJve self-‐talk, encourage self and others, etc. Write ideas in thought bubbles.
4. Give students task of creaJng their own “beauJful oops.” Start with an “oops” such as a paper that has a tear, hole, fold, wrinkle, smear or drip. As students are working, hold a gallery walk/art show with small groups walking around while asking quesJons and offering posiJve comments.
4. Extension: students write about their artwork including their thought process, students journal about past mistakes and how they would now fix the mistakes
EvaluaJon: pre/post mistakes survey, journal, observaJons of students fixing mistakes, card sort of posiJve and negaJve aLtudes
Beau)ful Oops!
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The Most Magnificent Thing • Grade Level: 3-‐5 • Topics: effort, mistakes, perseverance,
posiJve aLtude, goals, problem-‐solving • Mindsets and Behaviors: Demonstrate
perseverance to achieve long-‐ and short-‐term goals. Demonstrate effecJve coping skills when faced with a problem. Develop posiJve aLtude toward work and learning. Self-‐confidence in ability to succeed. Demonstrate creaJvity.
• Learning Targets: I can use posiJve self-‐talk. I can describe a posiJve aLtude. I can explain the meaning of perseverance. I can use problem-‐solving skills when faced with a problem.
• Materials: book by Ashley Spires, art supplies,
The Most Magnificent Thing 1. Read book. Then ask, “If you could make a magnificent thing for yourself that is not a toy, something that could help you fix your problems, what would it be?” Students are invited to share out what magnificent thing they would make for themselves and why they would make it.
2. Ask students what are some things at have failed. How did it feel? When the character fails, how does she feel? What does she think or do to get started again? What could you do now to try your goal again?
3. Share a few examples of other people’s failures that turned out to be successes. (Corn Flakes, Velcro, Coca-‐Cola, microwave oven, anesthesia) Could also highlight inventors who persevered even aoer failures and adversity. (Walt Disney, Thomas Edison, Henry Ford, Vincent Van Gogh, Dr. Seuss, etc.)
4. Ask students to choose a goal (behavioral, academic, social) then list barriers to success and strategies for failure. Teach about SMART goals, and have students write down their goals and plans for achieving those goals.
5. Extension: Students writes about magnificent things they would create, including what they would want, why they would want it, and draw a picture of what it would look like. Could also complete a STEM design project.* EvaluaJon: goal and plans, journal, mindsets worksheet, cut and paste
The Most Magnificent Thing
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The Most Magnificent Thing STEM Design Challenge 1. Engage – Challenge students to build a magnificent thing with parameters (materials, size, etc.) 2. Explore – Allow students to explore materials; can provide only one material (like a paper towel roll) or allow students to choose from a variety of materials. Decide what tools students can use, too (like scissors, tape, stapler, gule, etc.) 3. Plan and Create – Brainstorm alone, with a partner or in a group. Sketch and plan. 4. Reflect – Aoer things are made, see what worked, review original plans, decide if changes are needed, etc. Display the magnificent things with signs to explain their uses.
Surfer Chick • Grade Level: K-‐2 • Topics: careers, interests, hobbies,
goal-‐seLng • Mindsets and Behaviors: PosiJve
aLtude towards work and learning. IdenJfy long-‐ and short-‐term academic, career and social/emoJonal goals.
• Learning Target: I can idenJfy and describe a career in which I am interested. I can set a goal and determine the steps needed to reach that goal.
• Materials: book by Kristy Demsey, surxoards, sequencing worksheet
Surfer Chick 1. Discuss “surfer” language and preview some of the words students will hear (gnarly, radical, righteous, etc.) Ask students to enjoy listening to the slang language but to also try to figure out the author’s message/what the character learned.
2. Discuss effort, perseverance, posiJve self-‐talk, goal-‐seLng, etc. Talk about what the character’s goal was and how she acained it. (Could sequence story events at this point, which will help students create their acJon steps later in the lesson.) Discuss the terms “short-‐term” and “long-‐term” goals and brainstorm a list of each.
3. Depending on the goal for the lesson, have each student develop a short-‐ or long-‐term goal. The goal can be academic, behavioral, social, career, etc. Then help students idenJfy at least two things they can do to try to reach that goal.
4. Students write the goal and acJons to take on a surf board and decorate. (Surxoard could have guiding statements such as (My goal is to...” and “Two things I will do to reach my goal are (1) … and (2)…”)
5. Extension: Students write about their goals and display with surxoards. Could use lesson for seLng a classroom goal (academic, behavioral, social, etc.) and then celebrate the achievement of the goal with a “beach” themed treat/acJvity. Another idea is to learn about careers, one of which could be making surxoards. EvaluaJon: goal idenJficaJon/acJon steps, achievement of goals, story sequencing, thumbs up/down for examples of acJon steps to reach a goal
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15
Surfer Chick
Oh, the Places You’ll Go • Grade Level: 3-‐5 • Topics: careers, interests, hobbies,
goal-‐seLng, aLtude, perseverance, self-‐talk
• Mindsets and Behaviors: PosiJve aLtude towards work and learning. Understand that postsecondary educaJon and life-‐long learning are necessary for long-‐term career success. IdenJfy long-‐ and short-‐term academic, career and social/emoJonal goals.
• Learning Target: I can idenJfy careers I might enjoy and that fit my interests, personality and educaJon plans.
• Materials: book by Dr. Seuss, art supplies and/or worksheet
Oh, the Places You’ll Go 1. Students think-‐pair-‐share something they would like to do in their lives and what they think they will be doing in 10 years or when they are out of school. Have a few students share ideas. Could also ask students to raise hands if… they think they will live in a big city… if they think they will live in a different country… etc. Ask students to listen to what happens in the story as the character goes to different places. Read book.
2. Discuss story, including quesJons like (1) Was the “road” easy or challenging for the character? (2) What were some of the “stumbling blocks” the character faced and how did he handle them? (3) What else could the character have done? (4) Thinking about your future, what are some “stumbling blocks” you may encounter and how might you handle them?
3. Compare life to a roller coaster: there will be ups and downs, but with effort and perseverance, students can follow their dreams and accomplish anything they can imagine. Lead into a discussion about goals.
4. Students idenJfy goals for the future in a variety of ways: (1) Create road maps or signs showing different paths students hope to take in life. (2) Make suitcases out of small paper bags with secJons including descripJon of goal, training/educaJon needed, skills/qualiJes needed. (3) Make hot air balloons incorporaJng goals. *This might be an opportunity to discuss SMART goals: specific, measurable, acainable, realisJc and Jme bound.
5. Extension: Complete a careers unit including acJviJes like inventories, resumes, job/college applicaJons, interviews, career day, career videos, career research/reports, etc. Students could even research Dr. Seuss’s career as a starJng point. So many possibiliJes!
EvaluaJon: pre/post careers survey, goals and acJon steps, wriJng acJviJes
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Oh, the Places You’ll Go
Thank you for aUending this session!
Julie Ford, Licensed School Counselor Starr Elementary School
Oregon, Ohio [email protected]
