This document outlines 9 intentional strategies for counseling clients: 1. Creating Awareness - Support clients in becoming aware of emotions, behaviors, and thoughts that may hinder them. 2. Allowing Catharsis - Allow clients to vent emotions but do not let them escalate. Appropriate for clients who cannot express emotions rather than those whose feelings are out of control. 3. Providing Support - Affirm that clients' reactions are common rather than normal. Never support intentions to harm self or others. 4. Promoting Expansion - Help clients open up their "tunnel vision" of crisis. 5. Emphasizing Focus - Assist clients to compartmentalize crisis into specific manageable components

1. Nine intentional strategies
- Creating Awareness
Support the client in becoming cognizant of their emotions,
behaviors, and thoughts that may hinder mobility.
- Allowing Catharsis
Allow the client to vent but do not let them escalate.
Appropriate for a client who is not able to express their
emotions rather than a client whose feelings are already out of
control.
- Providing Support
Affirm that the client’s reactions are “common” instead of
“normal.”
NEVER support a client’s intentions to harm self or others.
- Promoting Expansion
Help the client open up their tunnel vision of the crisis.
- Emphasizing Focus
Assist the client to compartmentalize the crisis into specific
manageable components.
- Providing Guidance
Offer education and referral information to the client.
- Promoting Mobilization
Help the client to develop coping and problem solving skills.
- Implementing Order
Aid the client to organize and prioritize problems.
- Providing Protection
Protect the client from engaging in psychological or physical
harm to self or others.
ELA Unit Plan
Part 1: Unit Plan
Grade: Kindergarten
Week 1

2. Monday
Tuesday
Wednesday
Thursday
Friday
Lesson Title
Parts of a Flower: Strategic Questioning / Answers / Vocabulary
Parts of a Flower: Retelling Parts of a Flower / Speaking
Clearly
Parts of a Flower: Sorting into categories and exploring world
relationships
Parts of a Flower: Sight Words
Parts of a Flower: Writing Prompt
State ELA Standards
RL.K.1. With prompting and support, ask and answer questions
about key details in a text
RL.K.4. Ask and answer questions about unknown words in a
text.
RL.K.2. With prompting and support, retell key details (e.g.,
who, what, where, when, why, how).
CCSS.ELA.LITERACY.SL. K.6 – Speak audibly and express
thoughts, feelings, and ideas clearly
L.K.5. With guidance and support from adults, explore word
relationships and nuances in word meanings.
A. Sort common objects into categories (e.g., shapes, foods) to
gain a sense of the concepts the categories represent.
RF.K.3.
Read high-frequency and sight words with automaticity
L.K.2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
A. Capitalize the first word in a sentence and the pronoun I.

3. B. Recognize and name end punctuation. C. Write a letter or
letters for most consonant and short-vowel sounds (phonemes).
D. Spell simple words phonetically, drawing on knowledge of
sound-letter relationship
E. Re-read their writing and make edits with the help of others
Learning Objectives
Students will read Parts of a Flower by Candice F. Ransom.
Students will be able to ask and answer questions regarding key
details of the text. By the end of the lesson students will be able
to label and name parts of a flower. Students will be exposed to
new key vocabulary and be expected to be knowledgeable of the
terms.
The goal for the learning objectives are for students to be able
to retell key details of what they have read or listened to
regarding Parts of a Flower. Students must be able to express
their ideas clearly.
Students will be able to sort items into the correct categories
and rationalize why they placed a certain item in the given
category.
Students will be able to identify sight words
Students will re-read their writing and make edits with the help
of others on their writing piece about flowers.
Instructional Strategies
Whole Group Instruction
Shared Reading
Teacher Modeling
Cooperative Learning
Independent Study

4. Technology / Visuals
Independent Study
Video
Hands On
Direct Instruction
Living Thing / Non-Living Thing Game
Hands on Learning
Cooperative Learning
Show and Tell (Whole Group)
Independent Study
Visuals
Cooperative Learning
Whole Group
Teacher Modeling
Teacher Modeling
One to One instruction
Feedback
Interactive learning

5. Summary of Instruction
Before reading Parts of a Flower the instructor will form a KWL
chart for the class. All unanswered questions in the “W” will be
answered and go to “L” chart as learned. After reading the
book, whole group discussion will be open for the class. During,
this time students can reevaluate their original want to know
questions, and any unanswered questions they may have to
ensure comprehension. The teacher will go over the “W” and
make sure the original unanswered questions are answered. The
class will also go over key terms in the text that are newly
introduced to students and students will be expected to know
the vocabulary for an upcoming vocabulary test throughout the
week. The key terms are the process of a flower such as stem,
leaves, petals, seed etc. The key terms will be reviewed when
the class goes over parts of a flower. Students then have a
choice to work with a friend or independently to label parts of a
flower in an assigned worksheet.
*Smartboard visual students will see via projector when
instructor and class go over parts of a flower. The smartboard
will then shut off when parts of a flower labeling worksheet is
handed out and students are expected to label the parts. This
will ensure students unanswered questions of parts of a flower
are answered and understood with the exposure of new key
terms. *
Students will complete a sequential story board retelling the
parts of how a flower grows. Students will then share with the
instructor one by one how a flower grows. Students will be
graded on how they verbally express the flower process clearly

6. and if they retold the process accurately. Once all students are
finished the students will watch a flower fact video regarding
flower processes.
During this lesson students will sort items based on what is
classified as a plant “flower” (living thing) and what is not
classified as a living thing. Sorting items encourages students to
develop language skills as they describe attributes that belongs
to a plant (living thing) such as a flower and what does not.
Students will sort the pictures that determine the best fit for the
category of the item visually assigned. Students will then be
expected to explain why a flower is categorized as living and
why the other pictures are not (ex: a flower vs a chair – why is
the flower categorized as a living thing and why is a chair not
student explains why such as flower needs air, nutrients, water,
sunlight etc.). Students will have a Velcro sheet with pictures to
match in non-living vs living pile and students will then be
expected to explain why a flower is a living thing and what
components make a flower living. Students will work
independently first to match photos. Then students can pair up
with a friend to go over the answers and share to the class as a
group why a flower is living.
Students will play a sight word game. The instructor will review
the sight word list with the class. Students will become familiar
right before they play the game. The instructor will have groups
each have a copy of Parts of the Flower. Each group is to go
through the book and write down all the sight words they see.
The group to identify all the sight words in Parts of a Flower is
the winner. The instructor will go over the answers and book on
smartboard.
Students will practice with the instructor forming sentences and

7. be given examples of sentence structures. The teacher will
model a writing about flowers have students follow along and
then students will be prompted to write about flowers.
Differentiation
Students who need extra support will have a matching guide of
flower label parts next to them and must match the guide to
flower parts worksheet and write the terms on the side of the
paper. Leveled and advance students will not have the matching
guide next to them and are expected to be able to remember the
parts and terms on their own.
For the students who need extra support will first be expected to
match and cut up the retell story board , if placed wrong they
will hear how instructor retells the process and be expected to
then match accurately and retell the process accurately and
clearly.
Students who need extra assistance will watch a video on the
living components of a flower and what makes it a living thing.
Then the students who need extra support will then verbally
express to instructor what makes a flower living and then be
expected to sort the items vs non-living and living. Once
students comprehend, they will share with the class why a
flower is living.
No differentiation needed accessible to all levels in strategic
group work
Students who can not form thoughts to paper on their own will
share their ideas verbally. Instructor will write their ideas and
sentence structures and have them copy paragraph and then
illustrate a picture on top
Materials, Resources, and Technology
Smartboard
Parts of a Flower Labeling Sheet
Pencil / Crayons

8. Vocabulary Key Terms
Storyboard
Pencils
Crayons
Youtube Video
Puzzles
Living / Non-Living Game Sort
Smart board
Flowers: Why they are living things video
Parts of a Flower Book
Paper
Pencil
Smart Board
Flower Pictures (Visuals)
Paper
Pencil
Formative Assessment
The labeling parts of a flower sheet will be graded to ensure
students comprehend parts of a flower and that their original
questions are answered regarding the process and unknown

9. terms are now learned. The vocabulary test will also happen
during the week that was introduced in this lesson.
Students will be graded on how clearly, they can retell and
express their ideas on how a flower grows with match up photos
from storyboard.
The formative assessment is whether students can sort
accurately and distinguish flowers as a real-world relationship
classified as living from other pictures that are non-living.
Students will be observed, and instructor will walk and enter
groups this will serve as participation and natural walk through
formative assessment.
Entering group seeing students write sight words down on paper
hearing conversations ensuring they understand sight words.
Assigned sight work homework to take home for extra practice,
and seeing the homework sent back to grade
Students will hand in their writing assessment on flowers
Summative Assessment
(a short description of the summative assessment)
For the summative assessment students will have an end of unit
test on parts of a flower. On the test students will have
questions regarding what they learned the whole week. Key
vocabulary will be on the test, along with sight words
identification. Students will have to label parts of a flower and
have to write the process of how a flower grows and identify the
classification as it be a living thing and what classifies the plant
as living such as sunlight, water, air, nutrients etc. Students in
the end of unit will also get to take a flower home and in the
class, we will be doing a step a day to see how the flower
grows. Literacy lessons can also coincide with science standards
to have it be collaborative to different subjects. Flowers are
engaging for kindergartners because they see flowers in spring,
give them as gifts to their moms etc.
Part 2: Reflection
In 500 word minimum, summarize and reflect on the process of
creating a unit plan in English language arts. How does your

10. unit plan help students successfully apply their developing
skills to different situations, materials, and ideas? ( Must
mention in the reflection components of the lesson plan I
created – Please mention 2 activities mentioned above and how
it helped children in developing skills such as comprehension ,
writing, speaking, listening, key details etc – has to be specific
to my lesson unit so reading prior to writing is a must).
What challenges did you face when trying to meet the
developmental needs of all students (catering to all levels –
below, at level, or above)?
How can family and community support the instruction and
selected instructional strategies? (Please mention an letter of
introduction of unit being sent home to family with at home
activities that can be done with child to extend learning at
home).
© 2018 Grand Canyon University. All Rights Reserved.