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Counseling Through Literature

Counseling Through Literature. Classroom Guidance and Group Lessons Using Children’s Literature Orange County Public Schools Orlando, Florida Debra Robles-Lead Elementary Counselor Lisa Brzakala-School Counselor Whispering Oak Elementary

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Counseling Through Literature

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  1. Counseling Through Literature Classroom Guidance and Group Lessons Using Children’s Literature Orange County Public Schools Orlando, Florida Debra Robles-Lead Elementary Counselor Lisa Brzakala-School Counselor Whispering Oak Elementary Jennifer Frenyea-School Counselor Millennia Elementary Stephanie Phillips-School Counselor Castle Creek Elementary

  2. Why Use Books? Books provide academic support Books reinforce many character traits Books teach through examples It’s interactive, engaging and FUN!!

  3. Books can be used to reinforce reading skills. Choose one or more during the lesson: While reading, stop and ask students to predict what will happen next. Have students identify main idea, author’s purpose Why Use Books?

  4. Why Use Books? • Have students compare and contrast characters, situations • Look for cause and effect, fact and opinion • Ask students to sequence, summarize Remember, you are reinforcing the reading skills, not teaching them.

  5. Our CD:Counseling Through Literature • 100 Lessons based on children’s books • Lessons are organized in topic folders • Lessons cover all elementary grade levels • P = Lessons for Primary grades • I = Lessons for Intermediate grades • PI=Primary and Intermediate grades

  6. Our CD • Lessons can be used as written or adaptations made. • Blank Lesson Plan is included

  7. Lesson Plan Format See HO • LessonTopic • Character Traits • Grade level(s) • Related Curriculum Area(s): • Goal/Objective/Outcome • ASCA Standard/Competency • Materials/Resources • Activity

  8. Lesson Plan Format • Evaluation-Use verbal, written, or observation evaluation to determine how the standard/competency was attained. • Academic Follow-up-Check any follow up that you use or give the teacher to use. • Reading Skills Used-To support academics, twelve reading skills are listed. As you teach the lesson, reinforce some skills and place a check in the box to indicate the ones you used.

  9. Lesson Demonstration The North Star by Peter H. Reynolds Lesson Topic-Setting Goals Character Trait(s): Perseverance, Responsibility, Self Discipline

  10. Where to Find Books • Have the media center order books for you. • Borrow from teachers • Use other books that you have available that fit the topic • Check the public library • Write a grant • Write a request to PTA for funds • Ask other counselors • Purchase bookswww.amazon.com; www.half.com; www.any-book-in-print.com

  11. Bibliography sample-See HO • Banks, Kate (2006). Max’s Words, New York: Frances Foster Books. Attitude • Baylor, B. (1974). Everybody Needs A Rock. New York, NY: Aladdin Paperbacks. Decision Making • Binkow, H. (2005). Howard B. Wigglebottom Learns To Listen. United States of America: Thunderbolt Publishing. Listening, Following Directions • Burnett, K.G. (1999). Simon’s Hook: A Story About Teases And Put-Downs. Felton, CA: GR Publishing. Bullying, Teasing • Cain, J. (2000). The Way I Feel. Seattle, WA: Parenting Press, Inc. Feelings, Citizenship, Caring, Building Character, Responsibility • Clements, A. (1988). Big Al. New York, NY: Scholastic, Inc. Friendship • Couric, K. (2000). The Brand New Kid. New York, NY: Doubleday. Bullying, Teasing, Exclusion

  12. Be prepared with an interactive and involving lesson and needed materials. Teach and use class meetings. Take time to build rapport with the students and make one of your beginning lessons a teambuilding activity. Classroom ManagementSee HO

  13. Classroom Management If warnings don’t suffice, consider “inviting” the child to make a better choice. Ex.-“Stop talking or take a seat away from the group. You choose.”

  14. Use the Universal Signal • When the teacher’s hand goes up, all students do the following: • I raise my hand. • My feet are still. • My eyes are on the teacher. • My mouth is closed. • My ears are listening.

  15. Marketing Classroom Guidance • Match you lessons with your school mission statement and school improvement plan. • Align your curriculum with your district/state initiatives and show how it supports them.

  16. Marketing • Emphasize the need to be proactive, rather than reactive in serving ALL students. Remind admin. and staff that you are teaching universal skills. • Provide statistics to administrators/staff with data that shows the positive impact your program has on student success.

  17. Have fun!!

  18. For information and lessons contact Debra.robles@ocps.net Lisa.brzakala@ocps.net Jennifer.frenyea@ocps.net Stephanie.phillips@ocps.net

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