Unit Plan 17 (Grade 2 Counselor): Setting a Goal and Naming an Action Step
Teach Grade 2 students to set realistic goals, name action steps, connect strengths to growth areas, and build responsibility.
Focus: Teach students how to set a simple, realistic goal and name one action step. Goals may connect to learning, friendship, coping, responsibility, or behavior. The counselor models examples like “I will use kind words when frustrated” or “I will ask for help before giving up,” and students create a short goal card or drawing.
Grade Level: 2
Subject Area: School Counseling (Goal Setting • Responsibility • Growth Areas)
Total Unit Duration: 1–2 weeks, 30 minutes per session
I. Introduction
This Grade 2 counseling lesson helps students understand that a goal is something they are working toward. Students learn that goals should be realistic, specific, and connected to something they want to improve. The counselor emphasizes that goals do not have to be huge; a strong Grade 2 goal can focus on one behavior, habit, friendship skill, coping tool, or learning strategy.
Students connect goals to strengths, interests, and areas for growth. For example, a student who is good at helping others may set a goal to be a better teammate, while a student working on frustration may set a goal to use kind words or ask for help before giving up. The goal is for students to choose one simple goal and name one clear action step they can practice.
Essential Questions
- What is a goal?
- How can students choose a simple and realistic goal?
- How can strengths and growth areas help students pick a goal?
- What is an action step?
- How can attention, participation, and responsibility help students work toward goals?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Explain that a goal is something a student is working toward.
- Choose a realistic goal related to learning, behavior, friendship, coping, or responsibility.
- Name one action step that can help them work toward the goal.
- Connect a goal to a strength, interest, or area for growth.
- Identify school-success behaviors that support goals, such as listening, following directions, participating, completing routines, and managing materials.
- Create a short goal card, drawing, or reflection naming one goal and one action step.
- (Optional Session) Practice goal-setting through scenario examples, action-step matching, or a goal check-in activity.
Standards Alignment — Grade 2 (ASCA-based Custom)
- C:S5.2c — Set and Work Toward a Simple Goal
- Choose a realistic goal related to learning, behavior, friendship, coping, or responsibility and name one action step.
- Example: A student says, “My goal is to use kind words when I feel frustrated. I will practice saying, ‘Can we take turns?’”
- C:S5.2a — Practice Attention, Participation, and Responsibility
- Use school-success behaviors such as listening, following directions, participating, completing routines, and managing materials.
- Example: A student listens to directions, gathers the needed materials, and begins the task without extra reminders.
- C:S1.2b — Recognize Strengths, Interests, and Areas for Growth
- Identify personal strengths, interests, and skills they are working to improve.
- Example: A student says, “I am good at helping others, and I am working on staying calm when I lose a game.”
Success Criteria — Student Language
- I can explain what a goal is.
- I can choose one goal that is realistic for me.
- I can name one action step for my goal.
- I can connect my goal to a strength or skill I am working on.
- I can use responsibility behaviors to help me work toward my goal.