2nd Grade Social Skills Group

Group Counseling Curriculum
CSP 670
Spring 2016
Created by Brigitte Brikho, Ana Resendiz-Castillo & Tiffany Yang
1
Table of Content
Small Group Action Plan 3

Overview / Outlines 4
Permission Slips 5
Pre / Post Test 7
Lessons and Pre/Post Tests
1. Getting Acquainted 10
2. Making Friends / How to be a Good Friend 12
Making Friends / How to be a Good Friend Pre/Post Test 14
3. Listening Skills 15
Listening Skills Pre/Post Test 17
4. Calming Down 18
Calming Down Pre/Post Test 20
5. Dealing with Anger 21
Dealing with Anger Pre/Post Test 23
6. Problem Solving / Conflict Resolution 24
Problem Solving / Conflict Resolution Pre/Post Test 26
7. Accepting Differences (Tolerance) 27
Accepting Differences (Tolerance) Pre/Post Test 29
8. Empathy 30
Empathy Pre/Post Test 32
Small Group Results Report 33
Appendix 34
2
3
Overview
This Social Skills Small Group Counseling Curriculum teaches 2nd grade children positive social
skills and behaviors. Teaching about friendship, solving conflicts with peers, and positive social
skills is extremely important; these skills will empower students to effectively deal with
aggression and conflicts.
Goals
o Teach students social skills they could utilize in the classroom, with their peers, and at
home.
o Decrease number of discipline slips to enhance learning environment for all.
Requirements
Teacher/parent referral and students with at least 3 discipline slips in the previous school year
were invited to join the social skills group.
Evaluation
o Pre/Post Test
o Behavior slips
o Citizenship grade compared to previous progress report.
Materials Needed
o Space to hold the group

o Poster
o Construction Paper
o Markers
o Bubbles
o Its Okay to be Different By Todd Parr
Curriculum Implementation
The lessons here are designed to be sequential. The lessons here refer to the previous lessons.
In addition, due to the academic levels of the 2nd grade students, we recommend reading out
loud the pre/post-test for the students.
4
2nd Grade Social Skills Small Group
Empresa Elementary School Counseling Program
September 17, 2015
Dear Parent/Guardian,
My name is ___________________, I am the School Counselor for Empresa Elementary School.

Your student has been invited to participate in the 2nd Grade Social Skills Small Group at Empresa
Elementary School. This group has been created to provide students with extra time to learn social
skills with a small group of peers. Students have been referred by their teachers because they feel
your child would benefit from having more of an opportunity to learn about making friends, keeping
friends, effective communication, conflict resolution, tolerance, listening skills, and positive decision
making. The small group will meet for 9 weeks every Thursday for 45 minutes. Students will eat lunch
together in the counseling office. Please sign the parent permission form on the next page to let me
know if you do or do not give permission for your child to participate in this small group. Please give
this permission slip to your teacher. Thank you. If you have any questions, please contact me at
__________________. Below are some questions and answers about small groups:
What are counseling groups?
Counseling groups offer children the opportunity to learn and practice social skills in a small structured
setting.
How are they formed?
Groups are based on childrens needs. Once the groups are formed, lessons are structured around the
needs of the group.
Why small counseling groups?
These groups provide an opportunity to learn and practice specific social skills in a non-threatening
environment.
Who can join?
Counseling groups are for all children and they are intended for children who need to practice social
skills or would benefit from social and emotional support.
Sincerely,
___________________
5
2nd Grade Social Skills Small Group
Empresa Elementary School Counseling Program
Student: _________________________________
Teacher: _________________________________
________ Yes, I give permission for my child to participate in the 2nd
grade Social Skills small group with the school counselor.
________ No, I do not give permission for my child to participate in the
2nd grade Social Skills small group with the school counselor.
Parent/Guardian Signature: ___________________
Date: _________________
6
2nd Grade Social Skills Small Group Pre/Post Test
1) Write down the three steps to make friends?
a.
b.
c.
2) What do you say to someone when they hurt your feelings?

a. It makes me feel________ when you_________. Please stop.
b. Youre a meanie.
c. I dont want to be your friend anymore.
3) Write down three good ways to calm down?
a.
b.
c.
4) I say sorry to others when I have done something bad.
No Yes
7
5) Lizzy is playing on the playground and Joe ran into her. Lizzy fell to the ground and was
really mad at Joe for bumping into her and making her fall. She wanted to push Joe back
because she was hurt. What should Lizzy do?
a. Lizzy should push Joe back
b. Lizzy should pretend shes a

stoplight to STOP, THINK, and then
PICK the best solution so that she is
able to make a safe and good
decision.
c. Lizzy should not say anything
6) What does Empathy mean?

a. To be able to read minds.
b. Putting ourselves in someone elses shoes so that we may know how theyre
feeling.
c. To be tired.
8
7) Circle the parts of our bodies do we use when we are good listeners?
8) I believe I am a good friend
Yes Maybe No
9) When my teacher talks, I can show I am listening by ___________________________

________________________________________________________________________
________________________________________________________________________
10) A consequence is
a. A new video game
b. A math problem
c. Something that happens after you make a choice
d. A punishment for a choice
e. type of dinosaur
9
Week 1 Getting Acquainted
School Counselor: School Counselor

Date: September 24th
Activity: Getting Acquainted
Grade(s): 2nd
Time Frame: 45 minutes
ASCA National Standards for Students:
o PS:A2.6 Use effective communications skills

o PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior
o PS:A1.4 Understand change is a part of growth
Learning Objective(s) (aligns with Competency):
o To welcome students
o To go over appropriate group rules
o To allow students to feel more comfortable in the group setting
Materials:
o Poster for Group Rules

o Markers
Procedure / Outline of Group Lesson:
o Get all the students

o Go to the small group counseling meeting space
o Introduce yourself and your role as the school counselor.
o Discuss the purpose of the group, number of meetings, time of meeting, place of meeting and
goals.
o Let students know the purpose of this group is to be a good friend, find solutions to
problems, how to choose a solution, and make good choices.
o Ask students How do you feel when you are mad at your friends? and How do you think
this group can help you?
o Give the group the Pre-Test
o After the pre-test, create group rules. Ask the group members: What rules do we need to make
our group happy and safe? Write down all the rules.
o Confidentiality
o Respect
o Right to pass
o One person speaks at a time
10
o No put-downs
o Ask group members to come up with a group name
o Icebreaker I love my neighbor who...
o Arrange the group in a circle with one person in the middle. Behind each person is a marker.
The person in the middle says, "My name is ____________. I Love my Neighbor who [insert
description, e.g. loves to eat ice cream]." Then everybody in the circle who loves to eat ice
cream gets up and moves to another spot where there is a marker. The person who does not
find a spot to stand is in the middle.
o End the group asking the students the purpose of the group, how many meetings, and share one
thing they are looking forward to for the following week.
o Ask group members if they have any questions.
o Let the students know what the next group meeting will be about.
Plan for Evaluation:
o Check for understanding

o Name one group rule?
o Why are we meeting?
11
Week 2 How to Make Friends / Be a Good Friend

Date: October 1st
Activity: How to Make Friends / Be a Good Friend
Grade(s): 2nd
o PS:A2.8 Learn how to make and keep friends

o PS:A2.6 Use effective communications skills
o PS:A1.6 Distinguish between appropriate and inappropriate behavior
o To discuss about how to make new friends

o To understand how to start a conversation
o To understand how to appropriately talk with others
Materials:
o Group Rules Poster

o How to Make Friends Worksheet
o Friendship Tree Poster
o 25 Leaf Cut Outs
o Tape / Glue
o Markers

o Attendance
o Check-in
o Ask students what is one good thing that happened outside of school and one good thing
that happened in school
o Review the group rules and the purpose of the group.
o Introduce the new lesson by telling students we will be learning how to make friends and how to be
a good friend.
o Ask students if they know how to make a friend.
o Let students think about it for a minute, then ask them to share.
12
o Show the students How to Make Friends Worksheet. Explain to students how to make a
friend.
o Have each student role play with a partner. Have each pair demonstrate.
o Ask students if they know what it mean to be a good friend.
o Get three volunteers to share
o Explain to students what friend means (two people who like each other and enjoy each
other) and what it means to be a good friend (someone who is nice, shares.
o Do friendship tree activity. Tell the students: "We are going to make a 'friendship tree.' I will give
everyone three leaves and I want you to write down qualities you would want a friend to have and
ways you can be a good friend. What do you think is important to keep a friends? When you are
done, put your leaf at the tree branches."
o Closure and questions
o Check for Understanding

o Check in with students next week to see if they were being a good friend
o Pre/Post Test
13
How to Make Friends / Be a Good Friend Test
1) What should your face look like when you meet someone? Circle
2) Can you show me the three steps to make a friend?
3) I believe I can make friends.
Yes Maybe No
4) Which of the following is a question you can ask someone?
a. What is your favorite food?

b. Please give me your homework?
c. Im going to watch TV
d. Do you want to fight?
5) What is one thing you can do to be a good friend?
14
Week 3 Listening Skills

Date: October 8th
Activity: Listening Skills
Grade(s): 2nd
o A:A2.3 Use communications skills to know when and how to ask for help when needed
o PS:A1.5 Identify and express feelings
o To learn and practice whole body listening skills

o To understand the importance of paying attention
o To ask for help when needed
Materials:

o Whole Body Worksheets

o Take attendance
o Remind everyone about Group Rules
o Icebreaker
o Pair students; one will be student A and the other student B. Student A will share a story of a
time they did something that made them very happy. Student B will do their best at ignoring
Student A by avoiding eye contact, playing with their pencil, walking away, etc. Switch
partners.
Ask students what it felt to share their happy story. What did they feel about the
partner? What made them feel that way?
o Introduce whole body listening handouts. Students popcorn read and demonstrate each line.
15
o What happens when someone does not listen with (insert body part)?
o Practice listening skills with a round of Simon Says. Try making it difficult for students by
calling for them to do more than one thing (for example, touch your nose and hop two
times).
o Discuss what students are doing now to ask for help in the classroom. Give them the
following line to practice.
Excuse me __________________. I dont understand ____________, can you please
help me?
o Discuss appropriate times to ask for help.
o Review the whole body listening handout. Ask students to write on the poster board 3 body
parts they will practice listening with. We will check in next week to see how successful they
were in reaching their goal.
o Closure / Questions
o Check in with students next week and ask how many practiced the 3 skills they identified
o Check in with teachers
o Post test
16
Listening Skills Pre/Post Test
1) What body part do you need to listen?
a. Shoulders
b. Nose
c. Eyes
d. Knees
2) One way I use my hands to listen is ________________________________.
3) Being a good listener is important
a. True
b. False
4) When my teacher talks, I can show I am listening by ________________________________
5) I believe I am a good listener
17
Week 4 Calming Down

Date: October 15th
Activity: Calming Down
Grade(s): 2nd
o A:A1.2 Display a positive interest in learning

o PS:A1.8 Understand the need for self-control and how to practice it
o To learn and talk about stressors

o To identify signs of stress
o To identify calming methods
Materials:

o What Bugs Me Worksheet
o Calming Down Cards Worksheet
o Poster paper
o Laptop / Internet for Video

o Take attendance
o Icebreaker/Energizer: Start by playing a round of Simon Says to review their listening skills.
o Hand out the worksheet, What Bugs Me. Have students draw and color what bugs them.
o Introduce calming down cards. Have students add one idea, not on the card already.
o As a group, discuss:
o How does your body feels when it is calm?
o What happens when you make choices feeling this calm?
o Why is it important to know how to calm our bodies down?
o Practice: On slips of paper, prepare problems that students face in school or at home. Each student
will draw a slip of paper; have students act out or explain how they would calm down.
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o Do a 3-5-minute muscle relaxation video.
o Students take their cards and share with someone at home.
o Pre/Post test
o Behavior slips
o Citizenship grade
19
Calming Down Pre/Post Test
1) Two things that make me mad are
a.
b.
2) Circle the best way to calm down

a. Kick someone
b. Yell mean things at people
c. Slowly count to 10
d. Throw myself on the floor
e. Throw others on the floor
3) Calming down is important
4) You are in the playground and someone did something that stressed you, list what you would do to
calm down.
5) When I am calm I can make better ____________________
a. Friends
b. Choices
c. Gifts
d. Jokes
e. Songs
20
Week 5 Dealing with Anger

Date: October 22nd
Activity: Dealing with Anger
Grade(s): 2nd
o PS:A1.7 Recognize personal boundaries, rights and privacy needs

o PS:A1.8 Understand the need for self-control and how to practice it
o PS:B1.4 Develop effective coping skills for dealing with problems
o To discuss feeling bugged (anger and annoyance)

o To let others know they bugging us
o To deal with someone being angry at us and how to deal with being angry at others
Materials:

o How I Bug Others Worksheets
o When something is bugging me, I can say Poster
o Markers
o Color Pencils or Crayons

o Take attendance
o Check-in
o Ask students to share one good thing that happened at school and one good thing that
happened outside of school
o Recap from previous week about what bugs them and different calming down methods.
o When we are angry, what are ways that we can calm down?
o Ask the students, what does it mean to feel bugged/angry/annoyed?
o Discussion Questions
o After we calm down, how do you let other know they are bugging you? Let them share.
Use "When something is bugging me, I can say" Poster
21
Use I Messages
I feel _____________ when ___________________.
I wish ______ instead of __________.
I would like _______________.
o Hand out the worksheet, How I Bug Others have students draw and color how they bug other
people. Have students pair share.
o Ask discussion question
o What do you do that bugs others?
o How can you tell they are angry or annoyed by you?
Facial expressions they look angry because their mouth is frowning
They say mean things back
o What are things you can do with someone who is angry with you?
o Listen to find out why they are mad.
o Apologize.
o Incorporate from previous session: How can they tell you are being a good listener?
o Closure / Question
o Check in with teachers and students

o Post test
22
Dealing with Anger Pre/Post Test
1) Michael is angry at Jordan (his friend) for taking his toys without asking. What is an I Message
Michael should say to Jordan?
2) I believe when someone is angry at me, I need to listen.
3) I know what to say to my friends when they bug me.
4) When someone is making me angry, what is one way to calm down?
5) What do you think these kids are feeling? How can you tell?
23
Week 6 Problem Solving / Conflict Resolution
Date: October 29th
Activity: Problem Solving/ Conflict Resolution
Grade(s): 2nd
o PS:B1.1 Use a decision-making and problem-solving model

o PS:B1.2 Understand consequences of decisions and choices
o PS:B1.3 Identify alternative solutions to a problem
o PS:B1.4 Develop effective coping skills for dealing with problems
o PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions
o PS:B1.6 Know how to apply conflict resolution skills
o To develop strategies to deal with challenges and obstacles

o To work with others in a respectful manner
o To communicate effectively
Materials:

o Bubbles for each student

o Take attendance
o Check in: Students share a rose (good that happened since last session) and a thorn (bad thing that
happened since last session). Talk about how they handled the negativity. Remember to celebrate
their success.
o Introduce STEPS. Popcorn read with students.
o S: Stop, say the problem. Without blame
o T: Think of solutions. Safe and respectful
o Explore Consequences. What could happen if...
o P: Pick the best solution. Make your plan.
o Practice using steps. Have students solve example problems following STEPS.
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o Example Problems: Feel free to add your own examples
o You are in the playground and there is only 1 swing available. You and your friend want to
use it. How do you solve the problem.
o You want to play video games but you were asked to clean your room first. What do you do?
o Your friend calls you a mean name, what do you do?
o Closing: Finish the following sentence.
o The most interesting thing I learned today was ________.
o I feel __________ about solving my problems.
o Inhale one deep breath through your nose, exhale slowly to blow a bubble.

o Pre/Post Test
25
Problem Solving / Conflict Resolution Pre/Post Test
1) One STEP to problem solve is
a. Call people names

b. Yell to get your way
c. Say the problem
d. Walk away
e. Do nothing
2) I feel confident in solving my problems
3) Circle all that are true. Problem solving with STEPS can be done in
a. My classroom
b. No where
c. The playground
d. Home
e. Lunch area
4) A consequence is
a. A new video game

b. A math problem
c. Something that happens after you make a choice
d. A punishment for a choice
e. A type of dinosaur
5) When making a decision I have to think about Exploring __________.
a. Cubby
b. Places
c. Consequences
d. Outside
e. Space
26
Week 7 Teaching Tolerance / Accepting Differences
Date: November 5th
Activity: Teaching Tolerance / Accepting Differences
Grade(s): 2nd
o PS:A2.2 Respect alternative points of view

o PS:A2.3 Recognize, accept, respect and appreciate individual differences
o PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity
o To recognize similarities and differences that exist between individuals.

o To accept differences that exist between individuals.
o To be able to communicate effectively when someone has said something to offend/upset
individual(s).
Materials:
o Book: Its okay to be Different By Todd Parr
o Construction paper
o Multi-colored markers
o Take attendance
o Review last lesson
o Introduce new lesson by telling students that today we will be learning about accepting differences
and similarities that exist between our group and how to respond to individuals when they may say
something that hurts our feelings.
o Read Its okay to be Different By Todd Parr.
o On a piece of construction paper, draw a venn diagram.
o You will draw as many circles as there are students and make sure to have one area of the venn
diagram where all circles overlap.
o Write the name of each student in or around their circle and label the overlapping circle as all.
27
o Explain to students that you will be asking questions and asking everyone to answer the question. If
a students response is unique then their response goes in only their circle. If two or more students
have the same response, then it goes in the overlapping circle.
o Ask as many questions as you would like. Some sample questions include:
o What color is your hair? Eyes? Skin? Nail polish? Shirt? Shoes?
o What is your favorite color? Food? Game? Sport? Song? Subject in school? Season?
o How many people do you have in your family? Mom(s)? Dad(s)? Brother(s)? Sister(s)? Pet(s)?
o How old are you? What is your birthday month?
o What do you want to be when you grow up?
o Once you have completed asking/answering questions, ask students to point out the similarities
and differences they notice that exist between the group. Tie the activity back to how we all have
differences and similarities and how these different characteristics make us awesome and unique.
o Ask students what they would say/do if someone said something to them that hurt their feelings?
o Ask for a few volunteers to share
o Teach students to use firm and friendly voices to say It makes me feel________ when
you_________. Please stop.
o Tell students that if the other person continues to say hurtful things even after they have asked
them to stop then they need to go to an adult for help.
o Closure / questions
o Pre/Post Test
28
Teaching Tolerance / Accepting Differences Pre/Post Test
o Is it okay to be different?
No Maybe Yes
o What do you say to someone when they hurt your feelings?
a. It makes me feel________ when you_________. Please stop.

b. Youre a meanie.
c. I dont want to be your friend anymore.
o What do you do if someone is saying hurtful things to you and they are not stopping even after you
have asked them to stop in a friendly and firm way?
a. Hit them
b. Yell at them
c. Tell an adult
o Is it okay to say hurtful things to someone else just because they are different than us?
No Maybe Yes
o What does it mean to have differences?
a. Two or more people who have everything in common (For example, likes the same food,
color, sport, etc.)
b. Two or more people who look exactly the same (For example, have the same hair color, eye
color, skin color, etc.)
c. Two or more people who do not have everything in common (For example, one person may
have blonde hair while another person may have brown hair)
29
Week 8 Identifying Feelings / Empathy
Date: November 12th
Activity: Identifying feelings/Empathy
Grade(s): 2nd

o PS:A2.2 Respect alternative points of view
o Recognize how to identify how a person is feeling by looking at their face, body, and situation.
o Learn how to put ourselves in someone elses shoes in order to understand how theyre feeling.
o Be empathetic towards other people
Materials:
o Picture of student who is having a hard time learning how to read
o Picture of student who is finally able to read
o Poster with the word Empathy written on it along with the definition Putting ourselves in
someone elses shoes so that we may know how theyre feeling.
o Take attendance
o Review last lesson
o Introduce new lesson by telling students that today we will be learning about how to identify
feelings so that we may be empathetic.
o Ask students if they know what it means to be empathetic.
o Ask for a few students to give you their definitions.
o Show poster that has the definition of empathy on it and explain.
o Explain to students that in order to be empathetic, we first must know how to tell how someone
may be feeling either by having them tell us or by looking at their face, body, or the situation.
o Show picture of boy (Bobby) who is having a hard time learning to read.
30
o Read description: This is Bobby. He is trying to learn how to read, but it is hard for him.
o How do you think Bobby is feeling? Remember to look at his face, body, and the situation to
help you decide how Bobby may be feeling.
o Ask for a few volunteers to tell you how they think Bobby is feeling and ask them why they
think he may be feeling that way. (Did the point out his face, body, or situation?)
o After the students have gotten to the point where they say he is sad/confused/-- ask them what
they think Bobby can do to not feel sad/confused or how they could help him if he was in their
class?
o Ask for a few volunteers to share what they think Bobby can do.
o Ask them why they think that would make him feel less sad/ confused? (point out how they
are being empathetic because they are putting themselves in Bobbys shoes and thinking of
ways they would like to be helped if they were having a hard time learning how to read)
o Show the picture of Bobby now that he is able to read.
o Read description: After a lot of practice and help from his teacher, Bobby is now able to read well
on his own.
o How do you think Bobby is feeling now? Remember to look at his face, body, and the
situation to help you decide how Bobby may be feeling.
o Ask for a few volunteers to tell you how they think Bobby is feeling and ask them why they
think he may be feeling that way. (Did the point out his face, body, or situation?)
o After the students have gotten to the point where they say he is happy
o Reiterate how we were able to tell how Bobby was feeling at different points by looking at
his face, body, and the situation.
o Reiterate how by knowing how someone is feeling we are able to be empathetic and come
up with ways to help them.
o Pre/Post test
31
Identifying Feelings / Empathy Pre/Post Test
1) What does Empathy mean?
a. To be able to read minds.

b. Putting ourselves in someone elses shoes so that we may know how theyre feeling.
c. To be tired.
2) What do we need to look at when trying to figure out how someone may be feeling?
a. Face, body, and situation

b. Face, color of their shirt, and shoes
c. Just their face
3) Being empathetic towards someone is a good thing?
4) It is important to be able to tell how other people are feeling.
5) What does it mean to look at the situation?
a. To look at pictures of a person.

b. To solve a problem.
c. To look at/know what is going on to see why a person may be feeling a certain way.
32
33
Appendix A
How to Make Friends / Be a Good Friend How to Make Friends Handout
How to Make Friends

Hello!
My name is
_______________
**Smile**
Ask Questions
What is your favorite food?
Tell them what you think.
Can I be your
friend?
34
Appendix B
How to Make Friends / Be a Good Friend Leaf Cut Outs
35
Appendix C
Listening Skills Lesson Whole Body
36
Appendix D
Calming Down Lesson What Bugs Me
37
Appendix E
Calming Down Lesson Calming Down Cards
38
39
40
Appendix F
Dealing with Anger Lesson Things I Do that Might Bug Others
41
Appendix G
Identifying Feelings / Empathy Lesson Picture of student who is having a hard time learning how to
read
42
Appendix G
Identifying Feelings / Empathy Lesson Picture of student who is finally able to read
43
Appendix H
Identifying Feelings / Empathy Lesson
44

2nd Grade Social Skills Group

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2nd Grade Social Skills Group

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Group Counseling Curriculum

Created by Brigitte Brikho, Ana Resendiz-Castillo & Tiffany Yang

Small Group Action Plan 3

o Decrease number of discipline slips to enhance learning environment for all.

o Space to hold the group

September 17, 2015

My name is ___________________, I am the School Counselor for Empresa Elementary School.

What are counseling groups?

How are they formed?

Why small counseling groups?

Who can join?

________ Yes, I give permission for my child to participate in the 2nd

grade Social Skills small group with the school counselor.

________ No, I do not give permission for my child to participate in the

Parent/Guardian Signature: ___________________

2) What do you say to someone when they hurt your feelings?

3) Write down three good ways to calm down?

4) I say sorry to others when I have done something bad.

a. Lizzy should push Joe back

b. Lizzy should pretend shes a

c. Lizzy should not say anything

6) What does Empathy mean?

8) I believe I am a good friend

9) When my teacher talks, I can show I am listening by ___________________________

School Counselor: School Counselor

ASCA National Standards for Students:

o PS:A2.6 Use effective communications skills

Learning Objective(s) (aligns with Competency):

o Poster for Group Rules

Procedure / Outline of Group Lesson:

o Get all the students

Plan for Evaluation:

o Check for understanding

School Counselor: School Counselor

ASCA National Standards for Students:

o PS:A2.8 Learn how to make and keep friends

Learning Objective(s) (aligns with Competency):

o To discuss about how to make new friends

o Group Rules Poster

Procedure / Outline of Group Lesson:

o Get all the students

o Closure and questions

Plan for Evaluation:

o Check for Understanding

2) Can you show me the three steps to make a friend?

3) I believe I can make friends.

4) Which of the following is a question you can ask someone?

a. What is your favorite food?

5) What is one thing you can do to be a good friend?

School Counselor: School Counselor

ASCA National Standards for Students:

Learning Objective(s) (aligns with Competency):

o To learn and practice whole body listening skills

o Group Rules Poster

Procedure / Outline of Group Lesson:

o Get all the students

Plan for Evaluation:

1) What body part do you need to listen?

2) One way I use my hands to listen is ________________________________.

3) Being a good listener is important

4) When my teacher talks, I can show I am listening by ________________________________

5) I believe I am a good listener

School Counselor: School Counselor

a. It makes me feel when you_. Please stop.