Small Group Lesson Plan
Lesson Plan for Soul Squad: “Creating a Vision”
School Counselor:
Target Audience: 6th – 8th grade
Mindsets & Behaviors: M.2: Self-confidence in ability to succeed
B.LS7: Identify long- and short-term academic, career and
social/emotional goals
Lesson 1 Of 6
Learning Objective(s)/Competency
Students will: create an academic and long-term goal using effective technique,
relevant descriptive details, and a well-structured event sequence
Materials
Mentors
Goal-setting worksheet
Pencils
Computer, Projector, Internet
Pre-assessment survey
EPOCH Measure of Adolescent Well-being
Participant folders (with most recent grade & disciple data)
“Dear Black Man” video (https://youtu.be/hM0U6_0Bjzc)
Evidence Base
√ Best Practice
√ Action Research
√ Research-Informed
□ Evidence-Based
Procedure
Introduce: Facilitators will remind participants of the purpose of the group.
Facilitators will lead introductions and have participants and mentors
verbalize their reasons for attendance.
Communicate Facilitators will lead discussion on the term “vision” and invite
Lesson Objective: mentors to share their personal vision of their future.
Facilitator will note that a vision starts with a goal and progress must
be measured along the way.
Dr. Eva M. Gibson
Facilitators will pass out participant folders and introduce pre-
assessment data points: survey, EPOCH Measure of Adolescent Well-
being, grades, & discipline data.
Participants will complete survey and EPOCH Measure of Adolescent
Well-being.
Teach Content: Facilitators will ask participants to think of a significant figure in their
life who has successfully achieved a goal despite challenges.
Facilitators and mentors will lead discussion with personal examples.
Participants will present own examples.
Facilitators will ask participants to think about their goals for the
future.
Facilitators will note that effective goals are created in a SMART
format (specific, measurable, attainable, relevant, timely).
Practice Content: Participants will complete the “Soul Squad Goal Sheet” while
facilitators walk around and assist with the process.
Summarize: Facilitators will review the importance of goal-setting and also note
that personal goals also impact the community.
Close: Participants will view “Dear Black Man”
(https://youtu.be/hM0U6_0Bjzc ) and make final comments on
responsibility to the community.
Data Collection Plan
Participation Data:
Anticipated number 6
of students:
Planned length of 40 minutes
lesson(s):
Mindsets & Behaviors Data
Pre-test administered before first lesson
Post-test administered after last group lesson
Pre-/post-assessment attached
Outcome Data:
Discipline: Will review discipline referrals rate pre-group and compare referral rate post-
group for participants.
Dr. Eva M. Gibson
Pre-Assessment
Name: Date: .
Please use the following scale to rate your level of agreement with each statement below:
1 2 3 4 5
Strongly Disagree Agree Moderately Strongly
disagree moderately slightly agree agree
Rating
1 I understand the importance of goal-setting and know how to set appropriate goals.
2 I know what it takes to be successful and how to prepare for my future.
3 I know how to prepare for college.
4 I am aware of the necessary steps to get the job of my dreams.
5 I have set a long-term and short-term goal for myself and work to achieve it.
6 I demonstrate habits of effective and successful people.
7 If I requested a recommendation letter today, my teachers would write positive
comments.
8 I have started documenting my accomplishments to prepare for my future.
9 I believe that training or education after highschool is important for success.
10 I believe that school is important.
11 I use time-management, organizational and study skills
12 I demonstrate self-discipline and self-control.
Dr. Eva M. Gibson
EPOCH Measure of Adolescent Well-being
Name: Date: .
Dr. Eva M. Gibson
Soul Squad
Goal Sheet
Academic Goal
What is your academic How will you measure Why is this important to When will you achieve
goal this year? this? (What does this look you? this?
like?)
Social/emotional Goal
What is your behavior How will you measure Why is this important to When will you achieve
goal this year? this? (What does this look you? this?
like?)
Career Goal
What is your career goal? How will you measure Why is this important to When will you achieve
this? (What does this look you? this?
like?)
Member Date
Dr. Eva M. Gibson
Small Group Lesson Plan
Lesson Plan for Soul Squad: “Support Systems: Find your village”
School Counselor:
Target Audience: 6th – 8th grade
Mindsets & Behaviors: B.SS3: Create relationships with adults that support success
Lesson 2 Of 6
Learning Objective(s)/Competency
Students will: engage effectively in a range of collaborative discussions, in groups, with
diverse partners on the topic of relationships, building on others ideas
and expressing their own clearly.
Materials
Mentors
Participant folders (with most recent grade & disciple data)
Pencils
“My Village” worksheet
“Village Appreciation” note
Computer, Projector, Accompanying PowerPoint (Optional)
Evidence Base
√ Best Practice
√ Action Research
√ Research-Informed
□ Evidence-Based
Procedure
Introduce: Facilitators and participants will briefly review highlights from the
previous lesson.
Communicate Facilitators will state lesson topic and ask participants about the
Lesson Objective: meaning of the term “find your village”.
Facilitators will lead discussion on phrase “It takes a village to raise a
child”.
Group will also discuss potential consequences if the “village”
(support systems) are not accessible or utilized.
Teach Content: Facilitators will ask participants about supports present at school.
Dr. Eva M. Gibson
Facilitators will provide additional information as needed on any
supports that are available, but were not identified.
Facilitators will describe necessary steps to access supports at school.
Mentors will share organizational supports that assisted in their
growth.
Mentors will discuss necessary steps to access supports.
Practice Content: Participants will complete the “My Village” worksheet individually
then share out as a group.
Summarize: Participants will share one identified resource from the completed
“Village” worksheet and facilitators will encourage participants to
express appreciation to identified person/organization by completing
and delivering the “Village Appreciation” note.
Close: Facilitator will close by reminding participants that it is also their
responsibility to serve as a resource for others.
Data Collection Plan
Participation Data:
Anticipated number 6
of students:
Planned length of 45 minutes
lesson(s):
Mindsets & Behaviors Data
Pre-test administered before first lesson
Post-test administered after last group lesson
Pre-/post-assessment attached
Outcome Data:
Discipline: Will review discipline referrals rate pre-group and compare referral rate post-
group for participants.
Dr. Eva M. Gibson
Soul Squad
My Village
School
Community
Dr. Eva M. Gibson
Thank you for
being a part of
my village!
Dr. Eva M. Gibson
Small Group Lesson Plan
Lesson Plan for Soul Squad: Leadership Development
School Counselor:
Target Audience: 6th – 8th grade
Mindsets & Behaviors: M.5: Belief in using abilities to their fullest to achieve high-quality
results and outcomes
B.SM3: Demonstrate ability to work independently
B.SS8: Demonstrate advocacy skills and ability to assert self, when
necessary
Lesson 3 Of 6
Learning Objective(s)/Competency
Students will: present claims and findings about how leadership
development, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details.
Materials
Mentors
Participant folders (with most recent grade & disciple data)
Internet for video: https://youtu.be/vmWKXYP2tSI
Pencils
“The Leader in Me” worksheet
Computer, Projector, Accompanying PowerPoint (Optional)
Evidence Base
√ Best Practice
√ Action Research
√ Research-Informed
□ Evidence-Based
Procedure
Introduce: Facilitators and participants will briefly review highlights from the
previous lesson.
Facilitator will introduce the following video:
https://youtu.be/vmWKXYP2tSI
Communicate Facilitators will state lesson topic and ask participants “What does it
Lesson Objective: mean to be a leader?”
Dr. Eva M. Gibson
After soliciting responses, facilitators will state that this session will
leadership traits, examples, and challenges.
Teach Content: Facilitators will ask participants about traits and characteristics of
leaders.
Facilitators will note that leaders follow through, are diverse, and are
found in various settings.
Facilitators will lead discussion on how should a leader should
present oneself.
Mentors will ask participants about perceived ability to lead.
Mentors will discuss types of leaders, distinguishing between positive
and negative models.
Mentors will share personal examples of leadership experiences as
well as challenges.
Practice Content: Participants will complete the “The Leader in Me” worksheet
individually.
Summarize: Participants will share one leadership opportunity from the
completed “The Leader in Me” worksheet and facilitators will
encourage participants to hold one another accountable.
Close: Facilitator will close by reminding participants that it is their
responsibility to be a positive leader to others.
Data Collection Plan
Participation Data:
Anticipated number 6
of students:
Planned length of 45 minutes
lesson(s):
Mindsets & Behaviors Data
Pre-test administered before first lesson
Post-test administered after last group lesson
Pre-/post-assessment attached
Outcome Data:
Discipline: Will review discipline referrals rate pre-group and compare referral rate post-
group for participants.
Dr. Eva M. Gibson
Soul Squad
The Leader in Me
My Leadership
Experiences
Leadership Opportunities
Dr. Eva M. Gibson
Small Group Lesson Plan
Lesson Plan for Soul Squad: Collaborative Problem-Solving
School Counselor:
Target Audience: 6th – 8th grade
Mindsets & Behaviors: B.LS9: Gather evidence and consider multiple perspectives to make
informed decisions
B.SS6: Use effective collaboration and cooperation skills
Lesson 4 Of 6
Learning Objective(s)/Competency
Students will: analyze approaches to conflict resolution and evaluate effectiveness of
various styles.
Materials
Mentors
Participant folders (with most recent grade & disciple data)
Pencils
Everyday Leadership “Managing conflict: What’s my style” worksheet
Computer, Projector, Accompanying PowerPoint (Optional)
Evidence Base
√ Best Practice
√ Action Research
√ Research-Informed
□ Evidence-Based
Procedure
Introduce: As students are coming in, facilitators will ask students to complete
the “Managing Conflict: What’s my style?” worksheet
Facilitators and participants will briefly review highlights from the
previous lesson.
Facilitator will introduce lesson topic and ask students to describe
the following approaches to handle conflict: 1) accommodating, 2)
avoiding, 3) collaborating, 4) competing, 5) compromising.
Communicate Facilitators will state lesson topic and ask participants “What does it
Lesson Objective: mean to solve a problem in a collaborative manner?”
Dr. Eva M. Gibson
After soliciting responses, facilitators will state that this session will
focus on different types of problems and different approaches to
overcome obstacles.
Teach Content: Facilitators will ask participants to share completed worksheet
results.
Mentors will ask “Do you feel these results accurately describe you?”
and “If not, explain why”.
Mentors will ask if their approach appears to be effective.
Mentors will ask “How do you think this information can help you in
the future?”
Mentors will ask “How did you learn how to resolve conflicts?”
Mentors will ask “Is there a particular style that you see more often
than others”?
Mentors will share personal examples of their own approach to
solving problems/conflicts.
Practice Content: Facilitators will present scenarios and ask participants to create a
response that they feel would best resolve the issue.
Summarize: Facilitators will summarize responses and ask participants to identify
general theme/approach responses fall under.
Close: Facilitator will close by reminding participants that while they may
not be able to prevent problems from occurring, they can choose
how they approach issues as they emerge.
Data Collection Plan
Participation Data:
Anticipated number 6
of students:
Planned length of 45 minutes
lesson(s):
Mindsets & Behaviors Data
Pre-test administered before first lesson
Post-test administered after last group lesson
Pre-/post-assessment attached
Outcome Data:
Discipline: Will review discipline referrals rate pre-group and compare referral rate post-
group for participants.
Dr. Eva M. Gibson
Managing Conflict: What’s My Style?
Adapted from Everyday Leadership
Use the number that most accurately describes your behavior
1 = Rarely 2 = Sometimes 3 = Often 4 = Always
I try to meet other’s expectations.
I try to adapt and make room for my family and friends wishes.
I may not get what I want, but it’s a small price to pay for keeping the peace.
ACCOMODATING
I usually say very little or try to leave as soon as possible when I find myself in an argument.
I am uncomfortable with conflict.
I steer clear of creating hard feelings by keeping disagreements with others to myself.
AVOIDING
I explore options with others to find solutions that meet everyone’s needs.
I gather as much information as I can and promote open communication when there is a
disagreement.
I try to see conflicts from both sides by considering what I need, what the other people need,
and what the issues are.
COLLABORATING
I argue my case and am firm about why my point of view is best.
I find conflicts challenging and exciting.
I can figure out what needs to be done and am usually right.
COMPETING
I try to negotiate and use a give-and-take approach to problem situations.
I prefer to find common ground when solving problems and just move on.
I am willing to meet people halfway to resolve a standstill.
COMPROMISING
Dr. Eva M. Gibson
Small Group Lesson Plan
Lesson Plan for Soul Squad: Personal Agency
School Counselor:
Target Audience: 6th – 8th grade
Mindsets & Behaviors: B.SM2: Demonstrate self-discipline and self-control
B.SM7: Demonstrate effective coping skills when faced with a problem
Lesson 5 Of 6
Learning Objective(s)/Competency
Students will: delineate responsibilities for various settings and evaluate perceived self-
discipline and coping strategies in relation to identified goals and
obstacles.
Materials
Mentors
Participant folders (with most recent grade & disciple data)
Pencils
“What kind of man will I be?” worksheet
Internet and video clip: https://youtu.be/TRLbyz7r334
Computer, Projector, Accompanying PowerPoint
Evidence Base
√ Best Practice
√ Action Research
√ Research-Informed
□ Evidence-Based
Procedure
Introduce: Facilitators and participants will briefly review highlights from the
previous lesson.
Facilitator will introduce lesson topic and ask students what they
believe “personal agency” means.
Communicate Facilitators will explain that “personal agency” means “responsibility”
Lesson Objective: and today’s session will focus on responsibilities imposed by others
and self.
Teach Content: Facilitators will ask participants to describe responsibilities at school.
Facilitators will ask participants to describe responsibilities at home.
Dr. Eva M. Gibson
Facilitators will state that being responsible also means
demonstrating a commitment to your word.
Facilitators will ask participants to review personal goals previously
identified and evaluate progress.
Facilitators will lead discussion about obstacles to goal achievement
and inquire about relevant strategies to overcome obstacles.
Mentors will lead discussion on how responsibilities change.
Mentors will lead discussion on how individuals may change to adapt
to new responsibilities.
Mentors will lead discussion on responsibilities of the Black Man.
Facilitators will show video “Run, Black Boy Run” and lead discussion
on reactions: https://youtu.be/TRLbyz7r334
Practice Content: Participants will complete the “What kind of man will I be?”
worksheet.
Facilitators will ask participants how this relates to responsibility.
Summarize: Facilitators will summarize responses and identified connections.
Close: Facilitator will close by reminding participants that their
demonstrated commitment to responsibilities is a broader indication
of their character and impacts their development into manhood.
Data Collection Plan
Participation Data:
Anticipated number 6
of students:
Planned length of 45 minutes
lesson(s):
Mindsets & Behaviors Data
Pre-test administered before first lesson
Post-test administered after last group lesson
Pre-/post-assessment attached
Outcome Data:
Discipline: Will review discipline referrals rate pre-group and compare referral rate post-
group for participants.
Dr. Eva M. Gibson
What Kind of Man Will I Be?
List the actions and traits that you hope to embody as a man.
Dr. Eva M. Gibson
Small Group Lesson Plan
Lesson Plan for Soul Squad: Milestones & Achievements
School Counselor:
Target Audience: 6th – 8th grade
Mindsets & Behaviors: B.SS9: Demonstrate social maturity and behaviors appropriate to the
situation and environment.
B.SM5: Demonstrate perseverance to achieve long- and short-term
goals.
Lesson 6 Of 6
Learning Objective(s)/Competency
Students will: summarize key ideas and reflections on the following topics: goal-setting,
support systems, leadership, responsibility, and conflict-management.
Materials
Mentors
Participant folders (with most recent grade & disciple data)
Camera
Pencils
Post-assessment survey
EPOCH Measure of Adolescent Well-being
Certificates
Computer, Projector, Accompanying PowerPoint (optional)
Evidence Base
√ Best Practice
√ Action Research
√ Research-Informed
□ Evidence-Based
Procedure
Introduce: Facilitators will remind participants that this is the final session.
Facilitators will ask participants what they perceive to be
accomplishments.
Communicate Facilitator will state that this session will be used to reflect on
Lesson Objective: milestones and achievements throughout the group experience.
Dr. Eva M. Gibson
Teach Content: Facilitators will remind participants that it is important to track
progress and notate growth.
Facilitators will tell participants that current progress will be
documented via pictures and post-assessment measures.
Facilitators will take individual heads shots of participants while other
members are completing the post-survey and EPOCH Measure of
Adolescent Well-being.
Once all pictures and assessments are complete, facilitators will share
observations of participant progress.
Practice Content: Participants will reflect on personal experiences throughout the group
process and desired next steps.
Summarize: Mentors will reflect on observations and hopes for the future.
Mentors will present participants with certificates of achievement.
Close: Facilitators will acknowledge mentor efforts and engagement.
Facilitators will close by encouraging participants to take home folders
and reminding participants of the expectation of continued growth.
Data Collection Plan
Participation Data:
Anticipated 6
number of
students:
Planned length of 45 minutes
lesson(s):
Mindsets & Behaviors Data
Pre-test administered before first lesson
Post-test administered after last group lesson
Pre-/post-assessment attached
Outcome Data:
Discipline: Will review discipline referrals rate pre-group and compare referral rate post-
group for participants.
Dr. Eva M. Gibson
Post-Assessment
Name: Date: .
Please use the following scale to rate your level of agreement with each statement below:
1 2 3 4 5
Strongly Disagree Agree Moderately Strongly
disagree moderately slightly agree agree
Rating
1 I understand the importance of goal-setting and know how to set appropriate goals.
2 I know what it takes to be successful and how to prepare for my future.
3 I know how to prepare for college.
4 I am aware of the necessary steps to get the job of my dreams.
5 I have set a long-term and short-term goal for myself and work to achieve it.
6 I demonstrate habits of effective and successful people.
7 If I requested a recommendation letter today, my teachers would write positive
comments.
8 I have started documenting my accomplishments to prepare for my future.
9 I believe that training or education after highschool is important for success.
10 I believe that school is important.
11 I use time-management, organizational and study skills
12 I demonstrate self-discipline and self-control.
Dr. Eva M. Gibson
EPOCH Measure of Adolescent Well-being
Name: Date: .
Dr. Eva M. Gibson
