Young Men’s Group

Week #1: Introductions (to the group and each other)

Domain: Academic, Personal/Social

Standard: Sense of belonging in the school environment

Group Size: 6-8 Students

Duration: 30-40 minutes

● Materials Needed: N/A

● Lesson Objective (s): Students will be able to identify the details

of group counseling confidentiality as well as the limitations of
group counseling confidentiality. Students will be able to explain
the purpose the group and vaguely list the topics that will be
covered in the group.

● (5 mins) Opening/Icebreaker: Students and I will circle up. I’ll

explain that we will go around our circle and all answer the
following questions: What is your name? What grade are you in? What
extracurricular activities do you plan on participating in? If money
wasn’t an option, what one location would you like to visit for a
week? As we go around the circle, I’ll provide donuts and students
will grab one when it’s their turn to speak.

● ( 8-10 mins ) Instruction: For introductory purposes, I will give a

short lecture or explanation of the group confidentiality guidelines
and limitations, the group norms, and briefly describe the topics
that’ll be covered in the next six weeks. I’ll explain that we are
all here to grow, including me, and become better versions of
ourselves.

● ( 8-10 mins ) Description of Activity & Purpose: During this portion

of the session, I’ll go around the circle and ask the group to answer
why they think they were referred to the group.

● ( 8-10 mins ) Connection/Closing Statement: I’ll ask them to recap

the information given in the instruction portion of the group. As the
group members give me information, I’ll record it on the whiteboard.

● Outside Practice (if any): N/A

● ( 5 mins ) Student outcomes/Evaluation component: All individuals

will be required to tell the group something about themselves they
would like to see grow or change for the better. This will act as an
exitting activity.
 Young Men’s Group

Week #2: Communication

Domain: Academic, Personal/Social

Standard: -​Demonstrate critical-thinking skills to make informed decisions

-Create positive & supportive relationships with other students
-Create relationships with adults that support success.

Size: 6-8 Students

Duration: 30-40 minutes

● Materials Needed: N/A

● Lesson Objective(s): Students will be able to understand the

different forms of communicating a message as well as the expression
“place and time.”

● (5 mins) Opening/Icebreaker: Students will be seated at one table.

Refreshments of some sort will be provided in exchange for an answer
to the warm-up question. The warm-up question I’ll ask the group to
answer is: Quickly tell me what enters your mind about the word
communication? I’ll transcribe their answers on the whiteboard. I’ll
praise them for their answers and connect them to the short lecture
on communication.

● ( 10 mins ) Instruction: I will give a short lecture explaining the

four different forms of communication: nonverbal, verbal, written,
and visual. I’ll discuss these topics in relation to school and
academic performance. Next, I’ll discuss the appropriate times to
code switch in relation to the expression “time and place.” I will
highlight key points on the whiteboard as I speak.

● ( 10 mins ) Description of Activity & Purpose: During this portion of

the session, the students will do roleplay. I’ll present different
situations to the students and ask them how they would respond. Once
they’re done, I’ll ask the group their opinions about their peer’s
response.

● ( 10 mins ) Connection/Closing Statement: I’ll ask the group how can

the information covered today aid them in their school and personal
lives?

● Outside Practice (if any): N/A

● ( 5 mins ) Student outcomes/Evaluation component: I’ll ask the group

to explain the key topics of this session such as the four different
forms of communication, code switching, and “time and place.” I’ll
record their responses on the whiteboard. This will act as an
exitting activity.
 Young Men’s Group

Week #3: Reality Check

Domain: Career

Standard: -​Set high quality of standards

-Apply self-motivation and self-direction to learning
-Gather evidence and consider multiple perspectives to make
informed decisions

Size: 6-8 Students

Duration: 30-40 minutes

● Materials Needed: I’ll provide each student with a chromebook

● Lesson Objective(s): Students will be able to identify the amount of

money they’ll need to survive on their own. This session is meant to
give these students a reality check.

● (3-5 mins) Opening/Icebreaker: Students will be seated at one table.

Refreshments of some sort will be provided in exchange for an answer
to the warm-up question. The warm-up question I’ll ask the group to
answer is: How much money per month do you believe you’ll need to be
self-sufficient? I’ll explain that this means living on your own and
paying for your needs and wants yourself. I’ll transcribe their
answers on the whiteboard, and we’ll look back at them towards the
end of this session.

● ( 5 mins ) Instruction: I will explain to the group members that

today’s activity is meant to give them a glimpse of the “real world,”
and I’ll also put their short time line to adulthood into
perspective. This will be a short lecture because most of our time
will be focused on the activity.

● ( 15 mins ) Description of Activity & Purpose: During this portion of

the session, I’ll go through the reality check worksheet and advise
them how to find the needed information.

● ( 8-10 mins ) Connection/Closing Statement: I’ll ask them to compare

the number they provided in the warm-up to the final number on their
worksheet. Each individual will share their thoughts about the
comparison with group.

● Outside Practice: Participants need to interview their parent(s) and

answer the categories on the worksheet to further develop their own
idea of the “real world.”
● ( 5 mins ) Student outcomes/Evaluation component: All individuals
will be required to answer the following questions: (1) Was this your
first time doing this sort of activity? (2) Was this activity
helpful? (3) Would you recommend this activity to your peers? Answers
will be recorded on a separate piece of paper and will be their exit
ticket.
 Reality Check Activity

Rent

Electric/Gas

Water/Sewer

Trash

Internet*

Phone

Cable*

Transportation

Car Insurance*

Car Fuel*

Food

Personal Items

Barber*

Entertainment

Savings
Emergency Fund

Misc.

Misc.

Misc.

Misc.

Misc.

Total

Items with an asterisk next to them are optional. Tyrone will explain
this, but please ask questions if necessary.
 Young Men’s Group

Week #4: Reality Check (Cont’d)

Domain: Career

Standard: -​Set high quality of standards

-Apply self-motivation and self-direction to learning
-Demonstrate critical-thinking skills to make informed decisions

Size: 6-8 Students

Duration: 30-40 minutes

● Materials Needed: I’ll provide each student with a chromebook

● Lesson Objective(s): Students will be able to identify the different

aspects and/or qualities of their lives they should consider when
narrowing down possible career paths.

● (5 mins) Opening/Icebreaker: Students will be seated at one table.

Refreshments of some sort will be provided in exchange for an answer
to the warm-up question. The warm-up question I’ll ask the group to
answer is: What do you want to be when you grow up? I’ll tell them to
give a few answers. They’ll record them on a piece of paper as we’ll
refer to these answers later in the unit ( I’ll collect these).

● ( 8 mins ) Instruction: I’ll start by telling them I still don’t know

what I want to be and not to beat themselves up too bad. I’ll explain
that I love what I do but I may want to do something different in ten
years. I’ll emphasize that all people work and because we’ll all
spend the majority of our lives working, a great deal of effort
should be put forth in planning. We’ll watch a two minute minute
video on the different options after high school.

● ( 15 mins ) Description of Activity & Purpose: I’ll have students

answer ten questions provided by collegeboard
https://bigfuture.collegeboard.org/get-started/know-yourself/answer-1
0-questions-and-discover-your-future​. We’ll also review an article
from collegeboard, ​5 Ways to Find Career Ideas​. These two activities
are meant to get the students thinking about life after high school
and possible career paths, but most importantly the activities will
illustrate how to determine which paths to consider for themselves.

● ( 5 mins ) Connection/Closing Statement: I’ll ask a few volunteers to

briefly explain how these questions and categories will assist them
moving forward in their high school academic careers.

● Outside Practice: N/A

 ● ( 5 mins ) Student outcomes/Evaluation component: All individuals
will be required to answer the following question: (1)Which question
or category when narrowing down options stood out to you and why?

Reference
College Board and National Merit Scholarship Corporation. (2017). Answer
10 Questions and Discover Your Future. ​Retrieved from
https://bigfuture.collegeboard.org/get-started/know-yourself/answer-1
0-questions-and-discover-your-future

College Board and National Merit Scholarship Corporation. (2017). 5 Ways

to Find Career Ideas. ​Retrieved from
https://bigfuture.collegeboard.org/get-started/know-yourself/5-ways-t
o-find-career-ideas
 Young Men’s Group

Week #5: Reality Check (Cont’d)

Domain: Career, Academic

Standard: -​Set high quality of standards

-Apply self-motivation and self-direction to learning
-Demonstrate critical-thinking skills to make informed decisions

Size: 6-8 Students

Duration: 30-40 minutes

● Materials Needed: I’ll provide each student with a chromebook

● Lesson Objective(s): Students will be able to understand what their

career path choice will encompass as well as what changes need to be
made in their lives to achieve their goal.

● (3-5 mins) Opening/Icebreaker: Students will be seated at one table.

Refreshments of some sort will be provided in exchange for an answer
to the warm-up question. The warm-up question I’ll ask the group to
answer is: What do you want to be when you grow up? I’ll tell them
this week to give me one final answer as we’ll use it for this
session. I’ll record this on whiteboard as we’ll reference it.

● ( 5 mins ) Instruction: I will explain to the group members the how

high school prepares them for life, the next steps in their lives.
I’ll focus on literacy skills, math skills, basic understanding of
subjects. Also, highlight parallels between life and high school such
as the 8 hour day, rules, punctuality, and more.

● ( 15 mins ) Description of Activity & Purpose: They’ll use the

chromebooks to research what their career choices will require of
them.

● ( 5 mins ) Connection/Closing Statement: I’ll remind them of the

purpose of our session today and ask the group why is it important?

● Outside Practice: N/A

● ( 10 mins ) Student outcomes/Evaluation component: I’ll ask them to

reflect on the information they found earlier in the activity portion
of the lesson. All individuals will be required to answer the
following question: (1)What changes will you need to make to be
successful?

Young Men’s Group

Week #6: Resources

Domain: Career, Academic

Standard: -​Set high quality of standards

-Apply self-motivation and self-direction to learning
-Demonstrate critical-thinking skills to make informed decisions

Size: 6-8 Students

Duration: 30-40 minutes

● Materials Needed: N/A

● Lesson Objective(s): Students will be able to identify and understand

credit and the different resources available to them on campus to
assist them in making changes and being successful. This meeting will
also act as a culminating session.

● (3 mins) Opening/Icebreaker: Students will be seated at one table.

Refreshments of some sort will be provided in exchange for an answer
to the warm-up question. The warm-up question I’ll ask the group to
answer is: Would you want to continue our meetings on a monthly
basis? I’ll record this on whiteboard to determine our outcome.

● ( 15 mins ) Instruction: I will start by explaining how school credit

and the consequences of credit deficiency works. Next, I’ll have a
current senior that has experienced these consequences briefly speak
to the group. I’ll share my story with the group as it is a story of
adversity and an unorthodox route to college, life, and a career.

● ( 10 mins ) Description of Activity & Purpose: I’ll ask the group if

they recognize and can explain the following resources: college &
career center, peer tutoring, media center, school loop, and me. I’ll
record this on the whiteboard and add to their responses.

● ( 5 mins ) Connection/Closing Statement: I’ll remind them of the

purpose of our session today and state that these resources are meant
to help them all be successful.

● Outside Practice: N/A

● ( 5 mins ) Student outcomes/Evaluation component: I’ll ask them to

reflect on the information they found earlier in the activity.
portion of the lesson. All individuals will be required to answer the
following question: (1)Which resource is valuable to you and why?
 SMALL GROUP GUIDANCE
PARENT/GUARDIAN PERMISSION FORM

ENCINAL JR. & SR. HIGH SCHOOL

Dear Parent/Guardian,

Your permission is requested for your child to participate in small group

guidance activities. The group will meet six times. Each session will be
about 30 minutes long and will take place during the school day.

The group is titled ​Young Men’s Group​. Your child will have the
opportunity to learn new skills and behaviors that may help their personal
development. The group will provide an opportunity for members to learn
and practice interpersonal skills, discuss feelings, share ideas, practice
new behaviors, and make new friends. Your student will develop an
understanding of the importance of academics and how academics will be
essential in the future.

By signing this form, I give consent for my child to participate in this

small group. Please return this form to the counseling center. If you have
any questions I can be contacted at ​tyrone.robinson@bacr.org​ or
510-748-4023 X 2009.

Thank you for your cooperation.

Sincerely,

Tyrone R. Robinson Jr.

__________________________________ ____________
Name Date

___________________________________ ____________
Parent/Guardian Signature Date