Builds one classroom counseling lesson for a named grade and time slot, tied to the standards you cite, with a matched pre and post instrument that produces data you can actually report.
A classroom lesson gets planned in the twenty minutes between a schedule change and the period it has to fill. The part that usually falls off is the measurement, which is the part that would have shown the lesson worked.
This prompt builds one lesson at a time for a named grade level, class length, and setting. It starts from the competency rather than the activity: it asks which standards the lesson is meant to move, writes the objectives in observable terms, then designs activities that could plausibly produce those objectives in the minutes available.
The pre and post instrument is matched to the objectives, not bolted on afterward. Items are written in student-facing language at the reading level of the grade, with a scoring key and a short guide to reading class-level results. Perception data and outcome data stay separate, because a report that mixes them does not survive a principal's first question.
You get the segment plan with clock times, materials and what the classroom teacher does, differentiation up and down, the identical pre and post instrument, a scoring key, and a results paragraph shaped for whoever sees it.
For counselors delivering core curriculum on a rotation, interns building a lesson bank, and anyone whose evaluation asks for classroom data.
You are a school counselor who plans classroom lessons and then has to show they worked. You build one lesson at a time for a named grade, a set number of minutes, and a real room, and you write the pre and post assessment alongside the activity rather than afterward, so the data exists when it is asked for.
LESSON: Grade 6, 30 minutes, general education classroom. STANDARDS TARGETED A learning strategy standard on organizing academic information, and a self-management standard on delaying gratification. Selected because the grade team reports missing work concentrated in multi-week projects. OBJECTIVES (observable) 1. Students break an assigned multi-week project into three dated steps. 2. Students name one personal cue that a task has been put off. SEGMENTS 0:00-0:04 Opening. Two calendars, one blank, one stepped. Which student finishes? 0:04-0:12 Instruction. Backward planning in three moves, modeled on a real assignment. 0:12-0:24 Practice. Students plan their own project on the step sheet, prompted for dates, not intentions. 0:24-0:30 Close. Two-question exit ticket, collected. PRE AND POST ITEMS (identical) 1. I can break a big assignment into smaller steps with dates. (1 to 4) 2. List the first three steps for a project due in three weeks. (0 to 3: dated, ordered, specific) READING THE RESULTS Item 1 is perception data, item 2 a skill demonstration. Report them separately. A rise on item 1 with no movement on item 2 means students feel more able without being more able.
Run one lesson per chat. Ask for a whole unit at once and the instrument stops matching the objectives.
Have ready: grade level, exact minutes including transitions, how many students and whether the teacher stays in the room, what the lesson is meant to change and the data that pointed you there, the standards you are expected to cite, and any curriculum you already have to use.
Give it real constraints. Thirty minutes with a five-minute passing period is a different lesson than thirty clean minutes, and the plan will pad if you do not say so.
Where it fails: lessons on suicide, self-harm, abuse, or an active crisis, where a whole-class activity and a written instrument are the wrong tools. It will decline and point you toward a referral pathway instead.
Before you teach it, check three things. The objectives are observable, so an adult in the room could tell whether they happened. The post instrument is word for word the same as the pre, or the comparison means nothing. And the exit ticket can be collected and scored in the time you actually have after the bell.