GUIDANCE LESSON PLAN
Objective: Students will increase their understanding and application of Personal and Relationship Emotional Bank Accounts.
Standards:
  1. ILLINOIS STATE LEARNING STANDARD (S) (write the goal and how the lesson supports the standard) Social Emotional Learning Standards
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
Why this goal is important: Several key sets of skills and attitudes provide a strong foundation for achieving school and life success. One involves knowing your emotions, how to manage them, and ways to express them constructively. This enables one to handle stress, control impulses, and motivate oneself to persevere in overcoming obstacles to goal achievement. A related set of skills involves accurately assessing your abilities and interests, building strengths, and making effective use of family, school, and community resources. Finally, it is critical for students to be able to establish and monitor their progress toward achieving academic and personal goals.

Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.

Why this goal is important: Building and maintaining positive relationships with self and others is central to success in school and life and require the ability to recognize the thoughts, feelings, and perspectives of others, including those different from one’s own. In addition, establishing positive peer, family, and work relationships requires skills in cooperating, communicating respectfully, and constructively resolving conflicts with others.
Materials:
  • Graphic organizer-one per student
  • Writing utensil
  • PowerPoint
Preparation:
  • Create Graphic Organizer
  • Prepare Emotional Bank Account PowerPoint
  • Write agenda for period on board
  • Set up Blog
Stage One: Awaken Enthusiasm
  • Tell students expectations for learning and behavior (respectful listening and participation)
  • Bell ringer: Give Students Advance Graphic organizer and ask them to think about and write what they think the terms mean-allow five minutes-activates prior knowledge


Stage Two: Focus Attention
  • Ask students to pair and share definitions.
  • They have five minutes to get definitions from five students.
  • Students will return to their seat.
  • Similarities and differences
Stage Three: Direct Experience
  • PowerPoint with discussion
  • Students will summarize the meaning of the terms as they learn them from the PowerPoint.
  • Students will draw a visual memory hook as it comes to them during the PPT.
Stage Four: Share Inspiration
  • Students share experiences with deposits and withdrawals.
  • Reflection-exit pass
  • Homework Application: Enter a blog on http://tagcblog.edublogs.org/2008/02/06/emotional-bank-account/ that explains your thoughts about and application of the Emotional Bank Account Concepts. Read the Weblog Rubric to see how you will be assessed.

Weblog Rubric
When you write your “Blog”, remember that we will be grading it using this rubric. Also, remember that your classmates will be able to read your blog so do your best work.

Score
Characteristics


5

100 – 90 %

·makes an appropriate response to the topic
·highly original and well organized
·shows you know who your audience is
·clear sentence sense, variety and transitions
·shows superior command of language structure and vocabulary
·shows superior grasp of spelling and mechanics



4

89 – 80%

·makes an appropriate response to the topic
·somewhat original
·paragraph generally focused
·some sentence variety; few fragments or run-ons; some transitions
·grade level vocabulary
·some spelling and mechanical errors



3

79 – 71 %

· attempts to make an appropriate response to the topic
·somewhat original
·some paragraph order
·many simple sentences; fragments and run-ons; few transitions
·ordinary vocabulary
·many noticeable spelling and mechanical errors



2

70%

·somewhat attempts to make an appropriate response to the topic
·originality not evident
·limited paragraph development
·simple sentences; many fragments and run-ons, no transitions
·ineffective vocabulary
·mechanics and spelling errors interfere with reading/meaning



1

69 – 59%

·lacks appropriate response to the topic
·originality not evident
·lacks organization and knowledge of audience
·unclear sentence structure
·ineffective vocabulary
·mechanics and spelling errors interfere with reading/meaning


0

·
·If you do not write a blog at all, you will get a grade of Zero!!!
·

Score:

Comments:




bcejan08PLS




7 Habits EMB Vocabulary Name:
For each term, write your explanation, then find another person and ask them what they think it is. Use a different person for each term. Return to your seat when you are finished. The third and fourth column will be filled out during the power point. You have five minutes to accomplish this. (Obj: As a result of what we do today, you will be able to demonstrate an increase in understanding and application of Personal and Relationship Emotional Bank Accounts.)
7 Habits Term What I think it is in my own words
What _ (use 5 different people) thinks it is
Summarize definition & add during PowerPoint
Visual memory hook
to remind you what it is
Write 2 deposit and 2 withdrawal examples from your life below in the correct boxes
Emotional Bank Account




Personal Bank Account




Relationship Bank Account




Deposit



1.



2.
Withdrawal



1.



2.
If you gave more deposits to others and received more deposits, then you would be (adj). Why?

What solution(s) would help you accomplish this?

After you tried your solution(s), what criteria would you use to access whether or not you were ___?

For next time: Try your solution and then post your thoughts about the EMB concepts and your application of them on http://tagcblog.edublogs.org/