Unit Plan 27 (Grade K Counselor): Keep Trying When It Is Hard

Focus: Strengthen perseverance and school confidence. Students hear or act out a situation where a child struggles with a task, feels frustrated, and then tries again with help or a new strategy. The counselor connects perseverance to real Kindergarten tasks like writing a name, solving a puzzle, tying shoes, learning letters, or sharing with others.

Grade Level: K

Subject Area: School Counseling (Perseverance • Goal Setting • Calming Strategies)

Total Unit Duration: 1–2 weeks, 30 minutes per session

I. Introduction

This Kindergarten counseling lesson helps students understand that learning can feel hard sometimes, and that mistakes are part of growing. Students learn that everyone has moments when a task feels tricky, frustrating, confusing, or too big, but they can use calming tools, ask for help, try a new strategy, and keep practicing.

The counselor uses a story, puppet scenario, picture cards, and simple school examples to show how perseverance works in real Kindergarten situations. Students connect “keep trying” to tasks like writing a name, solving a puzzle, learning letters, tying shoes, cleaning up, waiting for a turn, or sharing with others. The goal is for students to build confidence by learning that they do not have to be perfect; they can take one small step, try again, and grow.

Essential Questions

• What does it mean to keep trying?
• Why can learning feel hard sometimes?
• What can students do when they feel frustrated?
• How can a small goal help students keep practicing?
• Who or what can help students try again when something is hard?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Explain that learning takes practice and mistakes are part of growing.
2. Identify common Kindergarten tasks that may feel hard at first, such as writing a name, solving a puzzle, learning letters, tying shoes, or sharing with others.
3. Practice saying perseverance phrases such as “I can try again,” “I am still learning,” and “I can ask for help.”
4. Use a simple calming strategy when frustration feels big.
5. Name one small school goal related to learning, behavior, friendship, or responsibility.
6. Choose a new strategy, ask for help, or take one small step when a task is difficult.
7. (Optional Session) Apply perseverance skills through puppet practice, problem cards, goal-setting prompts, calming tool practice, try-again scripts, or a reflection page.

Standards Alignment — Grade K (ASCA-based Custom)

• C:S5.Kb — Keep Trying When Learning Is Hard
  • Understand that learning takes practice and that mistakes are part of growing.
  • Example: A student says, “I can try again,” after struggling with a puzzle or task.
• C:S5.Kc — Set a Simple School Goal
  • Name one small goal related to behavior, learning, friendship, or responsibility.
  • Example: A student says, “My goal is to raise my hand before I talk.”
• C:S2.Kb — Use Simple Calming Strategies
  • Practice simple calming tools such as breathing, counting, taking a break, using words, or asking for help.
  • Example: A student practices “smell the flower, blow the candle” breathing after feeling frustrated.

Success Criteria — Student Language

• I can keep trying when something is hard.
• I can remember that mistakes help me learn.
• I can say, “I can try again.”
• I can use a calming tool when I feel frustrated.
• I can ask for help.
• I can choose one small school goal.
• I can take one small step.