TPC Journal-Vol 9- Issue 2-Full-Issue

The Professional Counselor | Volume 9, Issue 2 97 Appendix A Unit Plan for “Belonging in Middle School” (Template adapted from McTighe & Wiggins, 2004, p. 13; Wiggins & McTighe, 2011 pp. 16–17) Stage 1—Unit Learning Goals (Desired Results of Unit) PRE-ESTABLISHED GOALS (ASCA, 2014) • M3: Sense of belonging in the school environment • B-SS 2: Create positive and supportive relationships with other students • B-SS 4: Demonstrate empathy TRANSFER In the long-term, students will be able to independently use their learning to… • create positive and supportive relationships with other students. (B-SS2) • demonstrate empathy. (B-SS4) UNDERSTANDINGS (Us) Students will understand that… • U3: I belong in this school, which is here to help me succeed . (M3) ESSENTIAL QUESTIONS (EQs) Students will keep considering… • EQ3: how do I help myself and my classmates feel like we belong here? KNOWLEDGE (Ks) Students will know… • K1: characteristics of positive/supportive relationships • K2: characteristics of negative/unsupportive relationships • K3: definitions of vocabulary terms: perspective and empathy SKILLS (Ds— what students must be able to Do ) Students will be able to… • D1: classify relationships with others as positive/supportive or negative/unsupportive based on their characteristics (B-SS 2) • D2: listen actively to show respect and gain information about others (B-SS 2, B-SS 4) • D3: interpret cues such as word choice, tone of voice, body language, and facial expressions to identify feelings of others (B-SS 2, B-SS 4) • D4: communicate feelings to others using word choice, tone of voice, body language, and facial expressions (B-SS 2, B-SS 4) • D5: analyze others’ perspectives to understand their feelings and actions (B-SS 4) Stage 2—Unit Assessment Evidence Role play in Lesson 3 followed by written reflection with questions prompting students to explain: • New strategies learned in unit for helping themselves feel like they belong (U1, EQ1) • New strategies learned in unit for helping others feel like they belong (U1, EQ1) • Examples of positive/supportive and negative/unsupportive peer relationships based on the relationships’ characteristics (K1, K2, D1) • Examples of how they listened actively, interpreted cues, communicated feelings, and analyzed another’s perspective in role play—and possible effects of those approaches on their partner’s sense of belonging (K3, D2, D3, D4, D5) Stage 3—Unit Learning Plan • Lesson 1: Self-analysis—past examples of: belonging and not belonging; positive and negative relationships; building feelings of belonging in new context through positive peer relationships (U1, EQ1, K1, K2, D1) • Lesson 2: Case studies—analyze two new classmates’ perspectives, reflect on strategies for building and expressing empathy for classmates (U1, EQ1, K3, D4, D5) • Lesson 3: Role play—take turns portraying fictional classmate from one case study and building positive relationship with classmate to support sense of belonging (U1, EQ1, D2, D3, D4)