Group Lesson Plan

Facilitator(s) Name Lydia Yun

Group Title: Organizational Skills (Self-Awareness & Self-regulation)

Target Group (Grade, # of 10th - 12th, 6-8 students

students, ability level):
Length of time: 40
Overall Group Objective: Students will learn and understand the importance of
self-awareness and self-regulation through discussions and critically
thinking through scenarios.
Lesson 1 Of 6

Learning Objective(s)/Competency for Group intervention lesson

Group will: M 2. Self-confidence in ability to succeed
B-SMS 2. Demonstrate self-discipline and self-control
B-SMS 4. Demonstrate ability to delay immediate gratification for long
term rewards
Group will: Students will learn to identify their strengths and their challenges.
Group will: Students will learn to identify what helps them succeed through their
own thoughts, feelings, and behaviors.
Lesson Procedure
: Describe each in detail.
Overview of Plan Students will be welcomed to the first group session and engage in
(provide a brief summary of overall activities that will allow students to get to know one another. Group
lesson for session)
will be guided through establishing group rules and will be informed
of expectations regarding confidentiality.
The counselor will share the importance of self-awareness and how
that supports one’s ability to self regulate their emotions, thinking,
and behaviors. Students will identify their strengths and challenges;
and will be given scenarios to discuss different ways to navigate
through difficult situations. Students will be encouraged to complete
the “About Me” worksheet to reinforce their self-awareness.
Introduction/ (5 mins) Welcome students to the first session. Inform students of the
Ice Breaker Activity agenda using the Pear Deck presentation before giving any
(Include instructions, materials, instructions to the ice breaker and creating group rules. Inform
procedures)
students that materials are not required for session one, but if they
would like to take notes they can grab writing material close by.
Next, counselor will provide confidentiality terms:
 Confidentiality statement:
- Before we jump into our activities, it’s important that
everyone understands that during each session we will have
discussions and share our thoughts on various topics. We
want to encourage everyone to share, but it can be hard if we
feel uncomfortable or judged. So it's absolutely important that
we, as a group, create a space that is safe and respectful to
one another. Most importantly we want to make sure we
create a space of comfort and trust, so I’d like us to
acknowledge and agree to confidentiality. This means that
anything that is said or shared in groups by our peers will not
be shared outside the group. As your counselor, your safety is
very important, so there are limits to confidentiality. For
example, if you share that someone is hurting you or you want
to harm yourself or others, I will have to break confidentiality
and report concerning circumstances. Does anyone have any
questions regarding this? With that being said, could I get a
thumbs up, indicating that you acknowledge and agree to the
confidentiality terms?

(5-7 min) Students will then be asked to complete the pre-evaluation

form to their best abilities. The counselor will reassure students that
it’ll take about 5-7 minutes to complete and it’s okay if they do not
know the answer because we will be going over it in groups and will
have the opportunity to test their knowledge with the same
questions on the last day of groups.

(5-7 mins) To begin the ice breaker activity, students will be instructed
to share a little about themselves. Students will be prompted to share
their names, grade level, favorite food/snack, favorite holiday, and a
special talent/skill. Prompts will be listed in the chat for reference
(available on presentation slide).

(5 mins) Once every student has shared, the counselor will transition
into establishing the importance of expectations and provide basic
group rules for students to discuss and add to. Reminder students
that confidentiality will be a staple to our class rules.If student need
more time, they can email the counselor with their suggestions.

Material:
Pear Deck Presentation -
https://docs.google.com/presentation/d/1d-dpaKdi2LRrod-EUQ4aQb
U9rBtlxHdluGlLtbR5cKA/edit#slide=id.gc57dbfae2c_0_240
Pre evaluation google form - https://forms.gle/thkk4uRRHymBMPVn9
Procedure and Lesson: (15 mins) Lesson will be facilitated through identifying student’s
strengths and challenges. The counselor will briefly discuss what
 self-awareness means and why it is important (refer to presentation).
To reinforce identifying their strengths, students will be informed to
anonymously respond to the question, “What are your strengths? List
3.” The counselor can highlight and point out a few strengths.
Students will then review what self-regulation is and how it can be
practiced in their day-to-day lives. Students will learn how
self-regulation requires self-awareness through scenarios:
1. Larry has a huge test coming up, but his friends want to come
over and play video games the night before the test. Larry
really wants to hang out with his friends, but he really wants a
good grade to maintain his B in class. What is Larry’s
strength? What are his challenges? What can he do?
2. Monica is feeling overwhelmed by all her schoolwork and
soccer tournaments she has to play. She can’t seem to keep
track of all her work so she’s missing a couple assignments.
What is Monica’s strength? What can Monica do to reduce her
stress and remember her assignments?
3. Mark has a large family and has a hard time finding a quiet
space to get his work done. Although his grades are good, he
has a hard time focusing on his school work at home. His
friends have noticed that he easily gets upset about small
things and immediately feels bad. What are Mark’s strengths
and challenges? What is one thing that can help Mark in his
situation?

Reference:
Cahill, S. (2008). Teaching Organizational Skills Through
Self-Regulated Learning Strategies.
Teaching Exceptional Children Plus, 5 (1). Retrieved from
https://files.eric.ed.gov/fulltext/EJ967731.pdf

Closing: (5 mins) In close, students will discuss key points about

self-awareness and self-regulation:
1. Why is self-awareness important?
2. How can we self-regulate our thoughts, emotions, and
actions?
Students will be tasked to complete an “About me” worksheet to
reinforce their self-awareness. For next week, the counselors will
remind students how many sessions are left and share next week’s
topic: Focus and Organization.
Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data: 
Anticipated number of 6-8 Students
students:
Planned length of 40 minutes
lesson(s):
How will you measure the effectiveness of your discussion? What data will you collect?
Effectiveness will be measured by the review questions that were discussed at the end of the
sessions (e.g., Why is self-awareness important?, How can we self-regulate our thoughts,
emotions, and actions?). Data will be college through their response through Peardeck and
through the post-evaluation.
 Group Lesson Plan
Facilitator(s) Name Lydia Yun

Group Title: Organizational Skills (Focus & Organization)

Target Group (Grade, # of 10th - 12th, 6-8 students

students, ability level):
Length of time: 40
Overall Group Objective: Students will focus their thoughts on a task and organize them into
categories.
Lesson 2 Of 6

Learning Objective(s)/Competency for Group intervention lesson

Group will: M 6. Positive attitude toward work and learning
B-LS 3. Use time-management, organizational and study skills
B-SMS 6. Demonstrate ability to overcome barriers to learning
Group will: Students will be able to focus their eyes and thoughts on a task and
identify distractions and the importance of taking breaks to help
them focus.
Group will: Students will demonstrate how to organize their tasks and school
assignments.
Lesson Procedure
: Describe each in detail.
Overview of Plan Students will be welcomed back and check in on how it was like filling
(provide a brief summary of overall out their “About Me” worksheet from last week. The counselor will
lesson for session)
review the group rules and expectations regarding confidentiality.
Students will engage in activities that support focus and staying on
task. Discussions on identifying distractions and strategies to refocus
will be opened to the class. The counselor will then bridge the topic
of how categorizing our thoughts can help focus and organize other
areas in our lives in and out of school. To practice, students will
categorize a list of tasks (refer to procedure and lesson) provided by
the counselor and discuss how it can help us. At the end of the
session, students will be given 5 minutes to list their personal list of
tasks and school assignments and categorize their list.
Introduction/ (5-7 mins) Students will watch 3-4 puzzles from a video of hidden
Ice Breaker Activity items and try to solve the puzzles
(Include instructions, materials, (https://www.youtube.com/watch?v=SAY8a-ymOZU).
procedures)
After each puzzle, counselors will ask:
 1. How many people found it before time ran out?
2. What did you notice?
3. What was distracting you to keep you from finding the items?
4. How were you able to organize your thoughts to change your
behavior or strategy?
5. What strategies helped or didn’t help you find the items?
Students will then be asked to take out a piece of paper or open a
blank Word doc or notepad.
Procedure and Lesson: (10 mins) The counselor will facilitate a discussion on how
distractions can really make it difficult to focus and organize ourselves
to accomplish what we need to get done in real life. What can help us
focus our attention on what matters?
1. Get rid of distractions (Ex. find a quiet place, silence your
phone and leave it in another room for 1 hour)
2. Take breaks and refocus (Ex. stretch, grab a snack, take a 5
min. walk)
3. Talk yourself through doing the next right thing (Ex. the next
math problem, read the next chapter)
Students will be instructed to use their writing material and create a
To-do list of their own, that will not be shared. This can include school
work, chores, activities, sports, performances. Ask the following:
1. How many people have 3 things on their list? Does anyone
have more than 5 items? more than 7?
(10 -15 mins) If at any time we have a long list of things we need to
accomplish, one way to get rid of distractions is to organize our list by
categorizing our list. Say, “Together, let’s take a look at a To-do list and
see how we can categorize this individual’s list.”
● Geometry Homework due tomorrow
● Lab assignment for Chem
● Soccer Tryouts
● Art collage group project
● Get a haircut
● Submit workbook assignment
● Read Chapter 5-7 for English
● Friend’s Birthday Party this weekend
● Feed the dog
● Laundry
● Buy art supplies
● Clean out the storage unit
● Throw out the trash
● Study for Unit 2 test coming up next week
● Book review paper
● Grocery shopping
● Shop for friend’s birthday gift
Open the discussion to students to share how we can categorize the
list above. Provide an example. -- need/want; now/later;
 school/home; easy/difficult (see what the students can come up
with). Then ask, what’s the first thing you would from this list and
why? (There are no wrong answers). After the discussion, instruct
students to take their To-do list and categorize their items by one of
the examples provided (e.g., need/want; now/later; school/home;
easy/difficult). Ask students to share it in the chat which categories
they decided to use for their list.

Go the extra mile: Have students use their existing list and split their
list into their categories on a separate piece of paper or new page.

Reference:
Bakunas, B., Holley, W.. (2004). Teaching Organizational Skills. The
Clearing House, 74(3),
151-154. Retrieved from
https://eds-a-ebscohost-com.libproxy.chapman.edu/eds/detail/detail
?vid=17&sid=32c78c81-94d6-4d6f-a168-da2924d281ba%40sessionm
gr4007&bdata=JkF1dGhUeXBlPWlwLHVpZCZzaXRlPWVkcy1saXZl#AN=
edsjsr.30185885&db=edsjsr
D’Arcy, L. (2017).Organize, Focus, Get It Done. Kids Health. Retrieved
from https://kidshealth.org/en/kids/organize-focus.html
Closing: (10 mins) To close, have students take a look at their categorized list
and circle one item they hope to start or complete today. Have them
put it in the chat or private message you. Lastly, praise students for
their participation and sticking with it. Remind them that this exercise
is like learning a new workout routine. At first it feels like a lot of
work, but with repetition it will become part of their process that
helps them focus and organize their stuff, thoughts, and actions.
Next week’s session will be the halfway mark for groups! Inform
students that next week, groups will be going into how to plan and
set short-term and long-term goals.
Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data: 
Anticipated number of 6-8 Students
students:
Planned length of 40 minutes
lesson(s):
How will you measure the effectiveness of your discussion? What data will you collect?
Effectiveness will be measured through the discussions for this session. Students' engagement
regarding identifying distractions and how to organize their tasks will be taken into account.
Students will also receive a post evaluation to measure their knowledge on best practices to
focus and organize their stuff, thoughts, and actions.
 Group Lesson Plan
Facilitator(s) Name Lydia Yun

Group Title: Organizational Skills (Setting Goals)

Target Group (Grade, # of 10th - 12th, 6-8 students

students, ability level):
Length of time: 40
Overall Group Objective: Students will plan short term and long term goals to complete a
task successfully.
Lesson 3 Of 6

Learning Objective(s)/Competency for Group intervention lesson

Group will: M 2. Self-confidence in ability to succeed
B-LS 1. Demonstrate critical-thinking skills to make informed decisions
B-LS 3. Use time-management, organizational and study skills
Group will: Students will be able to identify short term and long term goals.
Group will: Students will develop skills that will build their confidence to make
timely decisions to set goals.
Lesson Procedure
: Describe each in detail.
Overview of Plan Students will be welcomed back. The counselor will review the group
(provide a brief summary of overall rules and expectations regarding confidentiality (5 mins).
lesson for session)
Students will check in through an ice breaker (7-10 mins).
Lesson on Planning and Goal setting will be reviewed and discussed
through brief presentations on short and long-term goals. Students
will apply their knowledge through an activity and identify their
short-term and long-term goals (20 mins); and Close (5 min).
Introduction/ (7-10 mins) Say, “We are halfway through groups! Way to go.”
Ice Breaker Activity Students will engage in a short ice breaker. Ask the group, “if you can
(Include instructions, materials, invent/create your own ice cream flavor, what would it be and what
procedures)
would you call it?" Students will volunteer and share their answers
until everyone has gone.
Materials: Pear Deck Presentation -
https://docs.google.com/presentation/d/16rDQUdMnK_pAE9AOQzL4
32fsmJKWROyA2sNjz80dQcU/edit?usp=sharing
Procedure and Lesson: (15 mins) Lesson will look at the distinction between short- and
long-term goals by defining each, looking at some differences
between the two, and then analyzing why it is important to have both
in order to be successful.
● Short-term goals:
○ Goals you want to accomplish soon (end of day to a
few months out)
○ Goals are stepping stones to reach a long-term goal
○ Goals are smaller
○ Goals are manageable to make continuous progress
○ Goals build on each other to reach larger and more
complex goals
○ Examples:
■ Complete an ongoing work project at least 24
hours before its deadline
■ Earn an A- or better on an upcoming exam at
school
To reinforce student’s understanding of short-term goals, the
counselor will ask the group to provide other examples of short-term
goals into the Peardeck.
● Long-term goals:
○ Goals you imagine for the future
○ Goals you can’t accomplish tomorrow or next week
○ Goals are you BIG dreams
○ Goals require commitment, hard work, a lot of time,
and careful planning
○ Goals involve multiple steps
○ Examples:
■ Become an Art Director for a advertising
agency
■ Get accepted into my #1 choice of universities
in March of my senior year of high school
(3-5 min) To reinforce student’s understanding of long-term goals, the
counselor will ask the group to provide other examples of short-term
goals into the Peardeck.
Say, “Now it’s your turn” -- The counselor will instruct students to
take 3-5 minutes to share their short-term and long-term goals on
Peardeck.

Resources:
McKenna, B., Finamore, D., Hewitt, E. V., Watson, L., Millam, L. A., &
Reinhardt, M. (2018).
The Effect of a Multifactor Orientation on Student Performance:
Organizational Skills, Goal Setting, Orientation to Classroom, and
Academic Support. Online Learning Journal [OLJ], 22(4), 265+.
Retrieved from
https://link.gale.com/apps/doc/A581024492/AONE?u=chap_main&si
d=AONE&xid=812fbd11
Closing: (5 mins) To close, the group will share one takeaway from the lesson,
how they plan to take the first step to accomplish a short-term goal,
or share how they plan on implementing this new understanding in
their life. All students will be encouraged to activate said goals until
the next session where we will discuss how we prioritize our goals is
to establish our long-term goals.
Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data: 
Anticipated number of 6-8 Students
students:
Planned length of 40 minutes
lesson(s):
How will you measure the effectiveness of your discussion? What data will you collect?
Effectiveness will be measured through the discussions for this session. Students' engagement
and responses in identifying individual’s short-term and long-term goals will be analyzed and
addressed as needed. Students will also receive a post evaluation to measure their knowledge
and understanding of setting goals.
 Group Lesson Plan
Facilitator(s) Name Lydia Yun

Group Title: Organizational Skills (Prioritizing & Making Decisions)

Target Group (Grade, # of 10th - 12th, 6-8 students

students, ability level):
Length of time: 40
Overall Group Objective: Students will prioritize tasks and demonstrate their ability to
prioritize their task list independently.
Lesson 4 Of 6

Learning Objective(s)/Competency for Group intervention lesson

Group will: M 2. Self-confidence in ability to succeed
B-LS 1. Demonstrate critical-thinking skills to make informed decisions
B-SMS 5. Demonstrate perseverance to achieve long- and short-term
goals
Group will: Students will identify low and high level tasks according to
importance and urgency.
Group will: Students will set goals and assign completion dates to best manage
time.
Lesson Procedure
: Describe each in detail.
Overview of Plan Students will be welcomed back and reminded that there are 2 more
(provide a brief summary of overall sessions after today. The counselor may open the floor for any
lesson for session)
questions regarding groups and/or previous sessions. The counselor
will then review the group rules and expectations regarding
confidentiality. Students will check in through an ice breaker to build
connections. Then the counselor will speak into the lesson on
prioritizing tasks and goals by organizing ones time according to the
importance and urgency of the tasks. Counselor will discuss 4
quadrants (e.g., important/urgent, important/not urgent, urgent/not
important, and not urgent/not important) that tasks can fall into and
have students exercise their knowledge through class discussions
(Covey, S., 1989). To close, students will fill out a To-do list, indicate
urgent/important tasks, and assign goal dates. Session will close with
a check out motivational quote to encourage students to keep up the
good work.
Introduction/ (5 mins) Welcome students back and praise them for reaching past
Ice Breaker Activity the halfway point of the group sessions. Counselors will then review
(Include instructions, materials, group rules and expectations regarding confidentiality, followed by
procedures)
praising the students for following the rules and being active
participants. Counselor will check in with students by using a Likert
scale through hand gestures to see how everyone is feeling.
Instructions will be given by the counselor:
1. Hold your hand behind you back
2. Listen to the question
3. With you hand still behind your back, hold your answers by
rating how you feel on a scale of “thumbs up” = good/yes!,
“thumbs sideways” = I’m okay/neutral, or “thumbs down” =
not so good/no.
4. When the counselor counts down “3-2-1”, students will hold
their hand out with their answers; repeat.
Questions:
1. How is your week going?
2. How do you feel about managing your tasks and activities this
week?
3. Are you looking forward to the weekend?

Material: Urgent & Important quadrant chart - “First Things First”

printout and “Get it Done” to-do list worksheet
Procedure and Lesson: (5 mins) Before jumping into the lesson, briefly review last week's
topic on short-term and long-term goals.
● Short-term goals:
○ Goals you want to accomplish soon (end of day to a
few months out)
○ Goals are stepping stones to reach a long-term goal
○ Goals are smaller
○ Goals are manageable to make continuous progress
○ Goals build on each other to reach larger and more
complex goals
● Long-term goals:
○ Goals you imagine for the future
○ Goals you can’t accomplish tomorrow or next week
○ Goals are you BIG dreams
○ Goals require commitment, hard work, a lot of time,
and careful planning
○ Goals involve multiple steps
(10-15 mins) Counselor will then explain that this session will cover
how to prioritize goals according to their importance and urgency.
Explain that we prioritize our goals to help us complete our tasks in a
timely manner. To transition into the lesson say, “Let’s take a look at
important and urgent tasks” and pass out the Urgent & Important
quadrant chart printout, “First Things First”, to each student (or
 screen share if remote). Counselor will describe each quadrant and
provided examples (Covey, 1989):
1. Quadrant 1 (Manage) is both Important and Urgent. These
items are necessary. Many meetings will fall into this category
such as students' class attendance. Other examples:
Assignment deadlines, pressing problems, preparing for an
exam.
2. Quadrant 2 (Achieve) is where you’d like to spend most of
your time. It is the most effective, proactive space to be. You
can find your long-term goals here because it takes
preparation and focus on tasks related to one’s goals and
values. Other examples: reading ahead, exercising, going to
office hours, asking for letters of recs, attending study groups
and also building relationships.
3. Quadrant 3 (Danger) is where the least amount of time
should be spent. This is the area you want to avoid because of
a lack of preparation. Examples: last minute cramming for
tests and all nighters.
4. Quadrant 4 (Waste) serves a purpose at times, but usually it
takes time away from accomplishing necessary tasks. When
the task is not urgent and not important, there is no planning
involved. Examples: Gaming, binge watching tv shows,
scrolling through social media.
(5-7 mins) To reinforce students' understanding, break them up into 4
groups, assign each group with a quadrant and instruct each group to
come up with 3-5 more examples for their section. Students will have
5- 7 minutes to chat and write down other examples. The counselor
will bring everyone back to the main area and ask each group to
share their examples starting with quadrant 1, 2, 3, then 4 and open
the floor for questions.

Reference/Resource:
Bikic, A., et al. (2017). Meta-analysis of organizational skills
interventions for children and
adolescents with Attention-Deficit/Hyperactivity Disorder. Clinical
Psychology Review, 52, 108-123. Retrieved from
https://www-sciencedirect-com.libproxy.chapman.edu/science/articl
e/pii/S0272735815301847?via%3Dihu
Covey, S. (1989). The 7 habits of highly effective people.
Summaries.com. Retrieved from
https://public.summaries.com/files/8-page-summary/the-7-habits-of-
highly-effective-people.pdf
Closing: (10 mins) To close, students will be given time to apply their
knowledge on prioritizing their to-do list by using the “Get it Done”
to-do list worksheet. The counselor will pass out or send the
worksheet and give students 5 minutes to fill out their top 3 goals and
 assign a goal/completion date to strive for. To check out, the
counselor will ask each student to share one thing they are looking
forward to this weekend. The counselor will call on each student
using the roaster or participant list to make sure that everyone shares
one thing.

Lastly, the counselor will reiterate that there are only 2 more sessions
to go, next week’s sessions will be on Following Directions. Counselor
will also offer their time after the sessions to answer any questions. If
students would like to speak with the counselor 1:1, the counselor
can step outside, go into a virtual breakout room, or schedule a
meeting as needed.
Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data: 
Anticipated number of 6-8 Students
students:
Planned length of 40 minutes
lesson(s):
How will you measure the effectiveness of your discussion? What data will you collect?
Effectiveness will be measured by student’s group activities and discussion regarding important
and urgent tasks. The counselor will also observe and address and questions that may come up
regarding prioritizing tasks. Students will also receive a post evaluation to measure their
knowledge and understanding of the processing skills of prioritizing their tasks and goals.
 Group Lesson Plan
Facilitator(s) Name Lydia Yun

Group Title: Organizational Skills (Following Directions)

Target Group (Grade, # of 10th - 12th, 6-8 students

students, ability level):
Length of time: 40
Overall Group Objective: Students will be able to follow and provide multi-step directions
independently.
Lesson 5 Of 6

Learning Objective(s)/Competency for Group intervention lesson

Group will: M 4. Understanding that postsecondary education and life-long
learning are necessary for long-term career success
B-SMS 2. Demonstrate self-discipline and self-control
B-LS 3. Use time-management, organizational and study skills
Group will: Students will be able to follow and provide multi-step directions to
complete a task.
Group will: Students will understand how following directions thoroughly and
carefully can help focus their attention on the task.
Lesson Procedure
: Describe each in detail.
Overview of Plan Students will be welcomed back and reminded that next week will be
(provide a brief summary of overall our last session. The counselor may open the floor for any questions
lesson for session)
regarding groups and/or previous sessions. The counselor will then
review the group rules and expectations regarding confidentiality. The
counselor will transition into an ice breaker activity that will test
students ability to follow directions. After the activity the counselor
will explain how following directions allows you to complete a job or
a task.
Introduction/ (5 mins) For the ice breaker, students will receive a “Can You Follow
Ice Breaker Activity Directions” worksheet, faced-down. The counselor will instruct
(Include instructions, materials, students to keep their worksheet face-down until they say “go.” Once
procedures)
everyone has received a worksheet and a writing tool (e.g., pencil,
pen, marker, etc.), the counselor will say “you have 5 minutes. Ready,
set, go!” and students are to complete the worksheet in 5 minutes by
following the directions on them. (Note: this worksheet is to see if the
 students will follow the key instruction, “Carefully read the entire list
before doing anything.”)
- Expect students to miss this key direction and try to attempt
all the tasks on the list. Some will read thoroughly and be
done before the time runs out. Keep it mind, this activity
should be fun. Remind students of the class rules regarding
respect and kindness as needed. Remove any embarrassment
by saying, “Who else fell for this trick, like I did?”
(5-7 mins) Discussion:
1. What was going through your mind while you were doing this
activity?
2. What did you notice about yourself?
3. What did you learn from doing this activity?
Praise students for participating and transition into the lesson on
Following Directions.

Material: Follow Directions worksheet, Draw My Picture images.

board or paper, writing tools
Procedure and Lesson: (15 mins) Lesson: The counselor will explain how following directions
allow us to take steps given to us to complete a task or even a job.
There are times that directions are written, like the activity we just
did, and sometimes they are spoken to us, verbally. For example, our
teachers or coaches will tell us to complete something in a particular
order, or our parents may tell us to load the dishwasher in a specific
way. This lesson will aim to teach the importance of following
directions exactly as they are given in order to work properly.

(10 min) The counselor will lead the students into a discussions by
asking:
1. What are some qualities that we need to give or follow
directions exactly? Answer: Order ( keywords: “first”, “then”,
“after”, “before”, “lastly”), Details (time, count/units,
description, location, etc.)
2. What can make it difficult or even impossible to follow
directions? Answer: If you don’t carefully read the directions,
If you don’t understand a word or phrase, If you don’t listen or
focus on the instructions provided, there are no details or it
doesn’t make sure.
3. What can we do if something is unclear? Answer: Ask for
clarity from a friend, classmate, or teacher. If you didn’t hear
it, respectfully ask them to repeat it.
Counselor will explain how following directions can be very difficult,
or even impossible, if the person receiving directions is not listening
or focused, or has enough information.

Reference/Resources:
 Boller, B. (2008). Teaching Organizational Skills in Middle School:
Moving Toward \
Independence. The Clearing House. 81(4), 169-171. Retrieved from
https://www-jstor-org.libproxy.chapman.edu/stable/30189985

Following Directions: A Skill Worth Teacher -

https://www.educationworld.com/a_lesson/lesson/lesson275.shtml
Closing: (5-7 mins) To close, students will be guided through an activity to
apply this knowledge and skill. “So let’s try this…” The counselor will
walk the students through a “Draw My Picture” activity.
- The counselor will ask for a volunteer to DRAW; and the
others will give directions on how to draw an image provided
by the counselor.
- Without looking, the drawer will do their best and the
directional givers will take turns, monitored by the counselor.
Check out question for everyone to answer:
1. What you can do to help yourself listen and follow directions
well in your class?
Lastly, remind students that “we’re almost done!!” Next week will be
our last group session on Flexibility. Praise them for putting in the
effort and doing their best. Students may stay after the session if
there are any questions or would like to chat with the counselor.
Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data: 
Anticipated number of 6-8 Students
students:
Planned length of 40 minutes
lesson(s):
How will you measure the effectiveness of your discussion? What data will you collect?
Effectiveness will be measured by student’s group activities and discussion regarding the
qualities of giving and following directions. The counselor will also observe and address any
questions that may come up regarding any difficulties or barriers. Students will also receive a
post evaluation to measure their knowledge and application to follow directions.
NAME ____________________________ SCORE ______

FOLLOW DIRECTIONS
Directions: You have five minutes to complete this activity. Carefully read the entire
list before doing anything. Good Luck!
 

1. Write today's date—month-day-year in the top right hand corner of your test
paper.
2. Write the answer to the following multiplication problem directly
underneath the date on your test paper--6 X 5 = ?
3. Write the name of the month that begins with the letter "D" in the top left
hand corner of your test paper.
4. Add 15 to the answer you got in #2, and write this new total directly
underneath your answer for #3.
5. In the lower left hand corner of your test paper, write the names of your
favorite singer and your favorite group.
6. Just above your answer to #5, write "This test is very easy."
7. In the lower right hand corner of your test paper, draw a rectangle and inside
the rectangle draw a five pointed star. The size of these drawings is not
important.
8. Directly above your answer to #7, draw a row of three small circles. Once
again, size is not important.
9. Write the name of the first president of the United States on the back of your
test paper anywhere you choose. If you don't know who this is, write your own
name instead.
10.Write the name of any country that begins with the letter "I" directly
underneath you answer to #2.
11.Take the number of dwarfs in the Snow White story and add it to the number of
bears in the Goldilocks story. Divide by 2. Write this total in the approximate
center of your test paper.
12.Think of a number between 1 and 50.  Double that number.  Add 20.  Add 6. 
Subtract 17. Subtract 9. Divide by 2.  Write this number on your test paper
directly underneath your answer to #11.
13.Now that you have finished reading everything, sign your name at the bottom
of this paper to complete the activity! Keep busy so that others will continue to
read without being disturbed. Do not make any sign to give a clue to your
having completed the assigned task.
 DRAW MY PICTURE IMAGES

Select a picture and provide directions in order and in great detail for your classmate
to draw without looking at the image. Your goal is to provide clear instructions so
your classmate’s picture is identical to the one below.

1.) House 2.) Person

3.) Train
 Group Lesson Plan
Facilitator(s) Name Lydia Yun

Group Title: Organizational Skills (Flexibility)

Target Group (Grade, # of 10th - 12th, 6-8 students

students, ability level):
Length of time: 40
Overall Group Objective: Students will be flexible with their thinking.
Lesson 6 Of 6

Learning Objective(s)/Competency for Group intervention lesson

Group will: M 2. Self-confidence in ability to succeed
B-LS 3. Use time-management, organizational and study skills
B-LS 1. Demonstrate critical-thinking skills to make informed decisions
Group will: Students will be flexible with their thinking.
Group will: Learn about how obstacles affect everyone, including themselves and
their attitude/perceptions about different situations. This lesson will
revisit themes explored in the first week about being “self-aware.”
Lesson Procedure
: Describe each in detail.
Overview of Plan Students will be welcome the the LAST Session. Counselors will praise
(provide a brief summary of overall them for completing groups and attending all or most of the 6
lesson for session)
sessions. The counselor will then review the group rules and
expectations regarding confidentiality for the last time as a group.
The counselor will open up the floor for students to share one time
they had to follow directions to reinforce last week's session.
Counselor will talk about how flexibility is the willingness to accept
change and the importance of making adjustments to our perspective
and attitude. The counselor will guide students through a discussion
regarding how we can be flexible at school and home, and the
difficulties we face when something does not go our way. After the
discussions, the counselor will explain how we practice this even in
playing a game like UNO. The counselor will review how to play UNO,
and the students will play for about 15 minutes. To close, students
will be asked to share one thing they will do to be flexible in class.
Material: UNO cards
Introduction/ Before jumping into the lesson, the counselor will remind students
Ice Breaker Activity that although groups is coming to an end, the counselor is still
(Include instructions, materials, available during Tutorial (PHS only) on Thursday and Friday at 11:00
procedures)
AM to 11:40 AM if students need support in college/career, financial
aid applications, and other student support needs.
(5 - 7 mins) To connect with the students, the counselor will go
around and ask each student:
1. Share one time you had to follow directions this past week.
Were you able to accomplish what you needed to? -- This will
reinforce last week’s session on following directions.
Procedure and Lesson: (10-15 mins) This lesson, the counselor will guide the discussion on
flexibility. Flexibility of the mind. Some may use the phrase, “go with
the flow”, or “rolling with the punches.” Ultimately, flexibility means
you are willing to accept change and trying to see the situation in a
new way. The level of our flexibility can vary when we look at
short-term goals and long-term goals. For example, a short-term goal
could be to get an A on a test, it’s unlikely for you to change that to a
B while you are preparing for a test. But if you have a long-term goal
to attend your top 3 school in your local neighborhood and you have
to move to the other side of the country. This may change your goal
so you can be somewhere closer to home while getting your
education. Change can happen unexpectedly, so it is important to
exercise flexibility to help us refocus and make decisions. The
counselor will then open discussion to students to volunteer to share
their responses:
1. When do you have to be flexible at school?
2. When do you have to be flexible at home?
3. What are some challenges about being flexible?
(15 mins) After the discussions, the counselor will explain how we can
practice this even in playing a game like UNO. The counselor will
review how to play UNO, and the students will play for about 15
minutes.
1. Everyone received 5 cards to start
2. There is one deck (faced-down) for students to draw from,
and another deck (faced-up) that students will place/discard
their card in when it’s their turn.
3. To start the top card from the face-down deck will be flipped
up; and the first person to start will be the person with the
closest birthday coming up.
4. the player will place down a card with the same number OR
color to end their turn. If the player chooses to put a draw 4
or Wild card the next person (clockwise) must either draw 4
cards or place a colored card of their choosing to end their
turn.
5. To win, player must shout, “UNO” when they have one card
left and end the game by using the card. If they can’t, the
player must draw until they can place a card down and start
the process again.
 While the students are playing, the counselor will remind players to
be flexible since the game is always changing directions, colors, and at
times we lose a turn because we get skipped. “We can be flexible
when things don’t go as planned or how we want it to.”

Close out the games by thanking the students for actively playing and
being flexible. Remind students that flexibility is the willingness to
accept change and put in the effort to see the situation in a new way.
Counselor will ask one last question for everyone to share -- What is
one thing you can do in class to be flexible?

Reference/Resources:
Boller, B. (2008). Teaching Organizational Skills in Middle School:
Moving Toward \
Independence. The Clearing House. 81(4), 169-171. Retrieved from
https://www-jstor-org.libproxy.chapman.edu/stable/30189985
Learning Works for Kids -
https://learningworksforkids.com/playbooks/uno/
Closing: (5 mins) To end the session, the counselor will briefly share that as a
group, we have talked about self-awareness, focus, setting goals,
prioritizing, following directions, and flexibility. Congratulate students
by saying, “Great job, everyone. You did it! Keep practicing these
skills and find what works best for you to stay organized and
motivated. You can do it!” The counselor will then ask all the students
to complete the same form (pre/post evaluation) they completed
during session 1. Once the counselor has received their form,
students will be excused and/or checked off.

Post-evaluation form - https://forms.gle/thkk4uRRHymBMPVn9

Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data: 
Anticipated number of 6-8 Students
students:
Planned length of 40 minutes
lesson(s):
How will you measure the effectiveness of your discussion? What data will you collect?
Effectiveness will be measured by student’s group activities and discussion during the session.
Students ability to work around unexpected or undesired situations will be observed during
group activities. The counselor will address any questions regarding the topic of flexibility.
Students will also receive a post evaluation at the end of this session to measure their
knowledge on flexibility and all the previous lessons.