GUIDANCE CURRICULUM

GUIDANCE :: ELEMENTARY PERSONAL/SOCIAL DEVELOPMENT

ELEMENTARY PERSONAL/SOCIAL DEVELOPMENT

Acquire the attitudes, knowledge and interpersonal skills to help understand and respect self and others.

Competency Areas

• Acquire Self-Knowledge
• Acquire Interpersonal Skills

Make decisions, set goals, and take appropriate action to achieve goals.

Competency Areas

• Self-Knowledge Applications

Understand safety and survival skills.

Competency Areas

• Acquire Personal Safety Skills

Key Connections:

Character Education, Senate Bill 1139, 1996

Service Learning: A Goals 2000 initiative of the National Governor's Association

SCANS Foundation Skills: Personal Qualities: individual responsibility, self-esteem, sociability, self-management, and integrity

SCANS Functional Skills: Interpersonal skills: working on teams, teaching others, serving customers, leading, negotiating, and working with people from culturally diverse backgrounds

NC Education Standards and Accountability Commission Competencies: communication, problem-solving, teamwork

Safe Schools Act: Ensures a plan of safety within the School Improvement Plan.

BENCHMARKS

Competency Area: ____Academic ____Career ____Personal/Social

Establish a benchmark for a specific student objective. In collaboration with your planning team design benchmarks that support your school
improvement/safe schools plan.

Competency:

Student Objective:	Benchmark: End of Grade 2	Benchmark: End of Grade 3	Benchmark: End of Grade 5

LESSONS

CURRICULUM: SCHOOL COUNSELING
AREA: PERSONAL/SOCIAL DEVELOPMENT

007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.01 Develop a positive attitude toward self as a unique and worthy person.

2-3

Provide students with an opportunity through play to express individual characteristics and personality traits through play.

Adapted from Worzbyt and O'Rourke, Elementary School Counseling (Self-Concept Development Activity No. 21)
Materials needed: Large pieces of construction paper, crayons, markers, paste, jar, old magazines, scissors, glitter, etc.

TEACHER/

"ME" Shirt

1. Discuss T-Shirts. They usually have a picture or some type of special decoration on them. Provide a few minutes for the children to tell the class about their favorite T-Shirt.
2. Explain to the students that they are going to make a "me" shirt to tell the class about themselves. Some of the things they may want to draw on their "me" shirt include:
   1. family members
   2. pets
   3. A favorite place to visit, and/or
3. Favorite food, sport, color, TV show, etc.
4. Give each child a large piece of construction paper and instruct them to draw a large T-shirt on the paper and cut it out.
5. Provide ample time for students to complete the decorations on their "me" shirt to show things about themselves.
6. Display the "me" shirt on a classroom clothesline.

Support your child's positive growth and development. Display school work.

Invite a Chamber of Commerce employee to share logos about the community that promote positive images of the students' community.

Students can express positive statements about self.

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.01 Develop a positive attitude toward self as a unique and worthy person.

3

Provide children with an opportunity through play to express individual characteristics and personality traits.

ACTIVITIES/STRATEGIES: Adapted from Worzbyt and O'Rourke, Elementary School Counseling

TEACHER/

Name Game:

1. Instruct children to make a large seasonal object from construction paper. (pumpkin, tree, flower, heart, shamrock, etc.)
2. Have each child spell his/her name vertically down the left side of the paper.
3. Have each child write a word or short phrase beginning with that letter to describe him/herself.
   Examples:
   L istens carefully
   E asy to get along with
   S ays nice things to people
   L ikeable
   I intelligent
   E ager to get good grades
   C heerful and friendly
   A rtistic
   R eady to work
   O ften shares pencils
   L ikes to play kickball
4. Provide time for the children to share their name characteristics with the class.
5. Utilize the project to make an attractive bulletin board.

Display child's work; support student's positive statements about self.

Provide display space in children's section of public library, a restaurant, etc.

Student can list positive characteristics about self.

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.02 Communicate the goal setting process.

5

Provide an opportunity for students to express their dreams, goals, and aspirations for the future.

ACTIVITIES/STRATEGIES:

RESOURCES: Construction paper circles 12 inches in diameter, markers, and crayons.

TEACHER/

1. Discuss crystal balls and their use; that future tellers might use one to predict the future.
2. Ask the children to think about their futures. What might you be doing 5 years from now, 10 years from now? 20 years from now?
3. Provide a large paper circle for each student and instruct them to divide with lines the circle into three parts. Label one section 5 years, one section 10 years, and one section 20 years.
4. Have students draw a picture or write words to tell what he/she might be doing during each time period in his/her life.
5. Remind students to think of current interests and strengths and how they might be predictors of their futures.
6. Have students make a construction paper base for their crystal ball and place it on the bulletin board under a caption such as "What is in your future?"

PARENTS: Talk to your child about current interests. Discuss plans for the future such as "when you are a little older…" . Display confidence in your child's abilities and futures.

Promote positive adult role models through mentoring programs, career shadowing.

Students will be able to choose one of the three sections and talk briefly about it.

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.03 Manage feelings.

K-2

Students will express their feelings as related to an experience.

ACTIVITIES/STRATEGIES:

RESOURCES: 4 pumpkins, with feeling faces drawn on them with stickers or markers. Music tape or CD player for music.

1. Label four pumpkins with feeling faces
2. Pass them around with a music background.
3. When the music stops, the child who gets the pumpkin will share something they have experienced that make them feel the same as the feeling on the pumpkin. Let students express similar feelings they have experienced. Make the point that it is normal to feel anger or sadness at times. Let students know how they can set up an appointment to see a counselor, either individually or in a group.
   Ask:
   • What kinds of feelings are easiest for you to express?
   • Are some feelings more difficult to talk about?
   • Do you experience certain kinds of feelings more often than others?

Lead small group sessions when appropriate. Take referrals of students who are having difficulty in this area.

Seek help when appropriate. Know signs of stress in your child. Listen to your child.

COMMUNICATION: Make available information about community support programs for students and families.

Students can express feelings. Students know how to get help from a counselor.

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.04 Understand change as a part of growth.

2

Students can identify different feelings from reading about characters in a story.

ACTIVITIES/STRATEGIES:

Book--It's Not Easy Being a Bunny, by M Sadler, or similar story.

Activity

• Read the book It's Not Easy Being a Bunny.
• Discuss with the children how the bunny felt before he left home. Progress through the story.
• Discuss the different emotions and feelings he encountered with each new animal, and the feelings expressed as he shed each life style, eventually returning to the only true choice of being a bunny.
• Have students model different scenarios of expressing likes and dislikes appropriate and inappropriate outcomes.

Conduct information sessions with teachers about developmentally appropriate behavior in children.

Students can verbalize different feelings.

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.05 Differentiate personal boundaries, rights, and privacy needs.

K-2

Students will participate in a body rights curriculum.

Show respect for rights and privacy needs of students by teaching proper line up, keep hands feet and other objects to yourself, etc.

DUSO-Body Rights by American Guidance Services. Follow the outline in the manual presented with the kit. The kit is a good and very inexpensive resource for teaching good and bad touch, privacy rights, and seeking assistance.
As an alternative use the book My Body Belongs to Me by Kristin Baird. Read the book to the class and discuss sections pertaining to good and bad touch, privacy, and seeking help.

• Discuss personal rights with child.
• Provide information on health and safety to parents . Resource www.naesp.org "What's new".

Provide "Child Safe" locations.

• Students can recognize the differences in good and bad touch.
• Students can properly express their right to privacy.

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.05 Differentiate personal boundaries, rights, and privacy needs.

3-5

Students will see how to stand up to bullies.

STRATEGIES/ACTIVITIES:

Show respect for rights and privacy needs of students by teaching proper line up; keep hands, feet and other objects to yourself, etc.

Ask students to define a bully. Let students share when they were bullied without using the bullies' name. Ask each one how they handled the situation. Encourage alternatives by asking what else could he/she have done. View "Bully For Jody," episode 124 from Puzzle Place. Discussion :
1) What does Jody decide to do?
2) What else could he do?
3) What would you have done?

Emphasize your own privacy rights when your children intrude.

Students can verbalize their need for privacy and control when rights are invaded.

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.06 Establish self-control.

K-2

Students will hear a story about self-control and how to show it.

STRATEGIES/ACTIVITIES:

Lessons for Living- Self -Control from The Watchkin Adventures by Scholastic.

Show students the word self-control. Pronounce it together and ask when they have heard it used. Come to a definition together.
Ask:
1) How do you show self-control at home? At school? On the playground? Show the picture of Gus the Goat. Ask students what Gus is doing. Read the story of Gus from the back of the card. View the two minute clip from the video Self-control. Listen to the song Self-control on the tape. Give the students a paper with a picture of a goat and a plate in front of him. Draw what Gus would eat for breakfast since he has learned self-control.

• Students can tell what self-control is.
• Students can tell how to show self-control at school, home, and on the playground.

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.06 Establish self-control.

3-5

Students will hear a story about self-control and how to show it.

STRATEGIES/ACTIVITIES:

Present situations to students. 1. On their way to lunch, two students start arguing about who should be first in line. 2. Carla and Jamie had been best friends. One day Jamie started playing with another girl and Carla felt left out. Carla became angry and started a fight with the other girl. 3. Allison's sister kept wearing her clothes without asking her. This time, she took one of Allison's favorite shirts and accidentally ripped it. Ask what do you do? What could you do differently? Read The Lean Mean Machine by Joy Berry. Discuss the consequences of not controlling yourself.

Give your child opportunities to express feelings.

Students can list feelings related to the activity

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.07 Demonstrate cooperative behavior in groups

3-5

To help children become more aware of how each member of the class makes an important contribution to the group.
Materials Needed: One 12" x 12" piece of cloth for every member of the class, permanent markers.

Elementary School Counseling
Worzbyt, Ed. D & O'Rourke, Ed. D.
Class Quilt
(Social Development Activity No. 4)

1. Explain how quilts are made-that each piece of material in the quilt has been sewn on in a special way to provide a pattern. In the past, quilts were made from scraps of old material-each piece often had a personal meaning to a family member.
2. Tell children that each of them is going to be asked to prepare a block of the class quilt. They can draw anything they want on the block but must put their name or initials somewhere on their square.
3. When the squares are all completed, have them sewn together to make the class quilt. (Be sure to emphasize the importance of each person's contribution.) To assist the children in making connections, pose a question such as "What would happen if Johnny didn't make a block?"
4. As teacher or counselor, make a block for illustration.
5. Place the quilt on display so that parents, visitors, and others in the school may see it.

Assist with the activity.

Display the quilt in a public place.

The children need to make the connection that each person was an important contributor to the completion of the "class quilt."

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.08 Conclude that everyone has rights and responsibilities.

2-3

Teach about rights and responsibility. Teach the Stop-Think-Practice technique and monitor behavior.

STRATEGIES/ACTIVITIES:

Establish classroom rules and consequences with built in rewards for good behavior.

Introduce the initials S.T.P. Talk to children about what it stands for. Stop. Think. Practice good behavior. Learn the following poem to a rap rhythm.
Following school rules is a good thing to do,
So listen to me and use your S.T.P.
Stop
Think
Practice Good behavior.
Stop
Think
Practice Good Behavior.

Give the students construction paper to make a good behavior book. Leave on the child's desk for two weeks. Emphasize the responsibility to get good marks in the book each day for practicing S.T.P. After the two weeks, have the principal recognize over the intercom students earning at least 8 of 10 good behavior days.
Follow the lesson with viewing the video The Value of Responsibility from the Kid-a-Littles series by N.I.M.C.O.

Arrange ahead of time for the parent to assign a privilege if their child brings home a book with 8 of 10 days of good behavior. Teach parents the importance of children earning rights by being responsible.

Students can be responsible for their behavior by earning 8 good behavior days.

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.09 Consider individual differences.

K-2

Students will talk about differences, hear a story, and verbalize differences.

Point out daily the differences that make all your pupils unique.

Have three students stand in front of the class. Ask the class to tell one thing that is alike in each and one thing that is different in each. Read Pudge Swims Alone from the DUSO storybook.
Review the story by asking
1) Why does Pudge always swim alone?
2) What did DUSO want Pudge to do? Discuss the feelings and behaviors in the story.
1) Why did Pudge think he couldn't be friends with Carrie? Rudy? Sophie? 2) Why didn't he like fish who were different from him?
3) What did he mean he was embarrassed to be seen with fish that were different from him?
4) How did each of Carrie, Rudy and Sophie feel when he told them the reason he could not be their friend?
5) Has this ever happened to you? Activity: Have students paired and give them a hand mirror. Examine themselves in the mirror. Look at their partner. Tell how they are alike and different. Let them name three positive aspects about each other.

• Students can verbalize likeness and difference in people.
• Students can verbalize how it feels to be rejected because of difference.

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.09 Consider individual differences.

3-5

Students will participate in observation and acceptance that all persons have likeness and difference.

Point out daily the differences that make all your pupils unique. Establish a positive, accepting tone.

Choose six individuals with differences in appearance to stand up in front of the group. Instruct the others to observe each person carefully for one minute without speaking. During this observation, ask them to jot down on a piece of paper any differences they observe. Next give them another minute to observe likenesses. Discuss each of these observations with the entire group. Chart them on chart paper.
Discuss these in terms of the ways they affect our acceptance of each other and our getting along.
1) How important are these differences?
2) Do these differences change our relationships?
3) Is it necessary to have likenesses to form relationships?

Celebrate and advocate for multi-cultural events.

• Students can verbalize likeness and difference in people.
• Students can verbalize how it feels to be rejected because of difference.

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007.00 Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

007.10 Consider ethnic and cultural diversity.

K-5

Students will hear a story of diversity and relate differences in cultures.

With your children go through the social studies textbook. Looking at the pictures have students list the ways the people in the pictures are diverse. Read Why Are People Different by B. Hazen. Talk about the ways children know of people being different. Similar stories with diversity themes can be used as well.

Read Elijah's Angel to the class. Discuss the story in relation to the differences in Michael and Elijah (cultural, generational, religious).

Expose children to a diversity of people.

Invite community members representing different cultures into your school.

• Students can name some diverse national origins.
• Students can describe how people are different in language, coloration, etc.

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MORE LESSONS

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