Name of Lesson ____Truancy: Emma Donnan MS_______________

Counselor(s) __________ Lindsey Moosey, Briana Anderson, Dr. Brandie Oliver__

UNIT/TOPIC:
(If unit, note how
many lessons in
unit):

Topic: Truancy

DOMAIN:
(academic, career,
personal/social)

Personal/Social

GRADE LEVEL(S):

7th & 8th

GUIDANCE
STANDARD(S):
ASCA Standards
Addressed:

PS:A1.1 Develop positive attitudes towards self as a unique and worthy person
PS:A1.3 Learn the goal setting process
PS:A1.10 Identify personal strengths and assets
PS:B1.5 Demonstrate when, where and how to seek help for solving problems and
making decisions
PS:B1.9 Identify long- and short-term goals
PS:B1.12 Develop an action plan to set and achieve realistic goals
PS:C1.6 Identify resource people in the school and community, and know how to seek
their help

INDIANA
STANDARDS
ADDRESSED:
*If this lesson is
crosswalked with other
academic areas,
please list here.

6-8.1.1 Describe strategies for improving ones confidence (e.g., self-talk,

strength lists).
6-8.3.10 Identify their current strengths and weaknesses in the areas of selfmanagement, (e.g., punctuality, attendance, responsibility, dependability,
integrity, effort, focus, and persistence).
6-8.3.11 Monitor a goal in one or more areas of self-management (e.g.,
punctuality, attendance, responsibility, dependability, integrity, effort, focus,
and persistence).
6-8.3.15 Identify appropriate resources available to adolescents to help
them address stressors and conflicts common to adolescents (e.g., parents,
crisis hotlines, school counselors).

DIFFERENTIATED
INSTRUCTION
STRATEGIES: This
section only needs
completed if you have
taken ED 671

Lesson will use interpersonal, intrapersonal, verbal, and bodily-kinesthetic

intelligences. Lesson will include an icebreaker activity, verbal instruction, group
discussion, and classroom discussion.

LEARNING
OBJECTIVES
1.
2.
3.
4.

TIME REQUIRED
MATERIALS NEEDED

Students will identify personal strengths and assets

Students will develop a SMART goal geared towards improving their truant behavior
Students will develop an action plan to achieve their SMART goal
Students will identify a school staff member that will support them

50 75 minutes
SMART goal worksheet, action plan worksheet, and chalk board
Icebreaker Activity, Strengths Activity, Root Cause of Truancy Discussion, SMART Goal

ACTIVITY SUMMARY

and Action Plan Worksheet Completion, Closing

1. Pre-Test (5 minutes)
PROCEDURE

2. Icebreaker Activity (10 minutes)

a. Counselors will lead students in the Cross the Line activity. All students
will stand up in a straight line and take a step forward when the counselors
say a statement that applies to them. Possible statements:
i. I am in the 7th grade.
ii. I am in the 8th grade.
iii. I am looking forward to Christmas break.
iv. Sometimes I am late for school.
v. I dont like school
vi. I am a Colts fan
vii. I like school
viii. Sometimes I do not come to school at all.
ix. Transportation issues keep me from coming to school.
x. I enjoy watching or playing sports.
xi. Drama at school keeps me from coming to school.
xii. I enjoy listening or playing music.
xiii. Sleeping in keeps me from coming to school.
xiv. I plan to go to college.
xv. Family issues keep me from coming to school
3. Root Cause of Truancy Discussion (10 minutes)
a. Based on the icebreaker activity, counselors will lead discussion on what
the students feel causes their truant behavior. Counselors will make a list
on the chalk board. Possible discussion questions:
i. What do you feel are the main causes of missing or being late to

school? (Make a list)

ii. What can you do to better make it to school?
4. Strengths Activity (10 minutes)
a. The counselors will give students 5 minutes to think about some of their
strengths. Next, counselors will lead students in the circle activity. In this
activity, one student will be in the middle. They will share a strength that
they have. Any other students that believe they exhibit this characteristic
will run through the middle to fill in the place of another student. The
student left standing without a spot will become the new middle person.
b. If a student(s) does not participate, you could have them do the name
activity. In this activity, the student would write their name down and come
up with strengths that start with that letter for example. If the students
name is Amy they could say Ambitious, Mindful, and Youthful.
5. SMART Goal & Action Plan Worksheets (15 minutes)
a. Counselors will briefly explain what a SMART goal is
b. Counselors will pass out the worksheet and lead students through
completing it. Counselors will answer any questions the students may
have.
c. Counselors will allow a few students to share their goal and action plan
d. Counselors will give students a homework assignment of sharing their
SMART goal and action plans with their parent(s) or guardian(s).
6. Closing (5 minutes)
a. Counselors will let students know that they will be meeting again the
following week to check-in on their action plans
b. Post-Test

EVALUATION:
What data will you
collect and How will
you collect data to
show:
1. impact on K12 students
2. feedback on

There will be a Pre/Post-test given to assess the following:

1. impact on students
2. feedback on lesson

lesson

FOLLOW-UP PLAN:

Counselors will check-in with students on their action plans the following week.
Counselors will also review the feedback and critique the lesson for improvement.

CITATION(S)
References/Resources
Used:
Cite copyrighted materials,
but do not reproduce
copyrighted materials in your
lesson plan. Noncopyrighted materials must
be reproduced and included
in your lesson plan.

Pre-Test
On a scale of 1-5 rate the statements below:
1: Strongly Disagree 2: Somewhat Disagree 3: Neutral
Agree
5: Strongly Agree
1. Attending school is important to me.

4: Somewhat

2. Attending school is important to my family/guardian.

3. Attending school is important to my teachers.

2
4.

I have a plan to help me attend school.

5. I have at least one person I feel connected to at

school.

6. I know how to make a SMART goal.

7. I can name at least 3 of my strengths.

Post-Test
On a scale of 1-5 rate the statements below:
1: Strongly Disagree 2: Somewhat Disagree 3: Neutral
Agree
5: Strongly Agree
1. Attending school is important to me.

4: Somewhat

2. Attending school is important to my family/guardian.

3. Attending school is important to my teachers.

2
4.

I have a plan to help me attend school.

5. I have at least one person I feel connected to at

school.

6. I know how to make a SMART goal.

7. I can name at least 3 of my strengths.