Advisory Lessons

April 30th
All grades will complete the same lesson.

AA.PSD.7.8.12  Students will be able to research helpful community resources.

Activity Statements:

Students will identify helpful community resources and categorize them according to the services they provide.  The activity will engage the students in connecting interests to resources.  They will also recognize that the school community is part of the broader community.

Materilas: one summer snowflake brochure for the class to use and chrome books

Procedure: Students will first play a game and then complete research on the chrome book. 

Say: Today, we are going to talk about your interests and then complete some research on community resources related to your interests.

Say: First, we will play a game. We will start with everyone in a seat and as I call out an activity that you enjoy doing, please stand. You can stand for more than one activity. Let's do one example, if you love eating pizza, stand at this time. (allow time for students to stand and take note of how many love pizza. You could even have a student record on the board the number of students who are standing for each item you read.

Continue the activity by naming off several additional interests listed below.


  1. Football
  2. Video Games
  3. Movies
  4. Reading
  5. Running
  6. Martial Arts
  7. Math
  8. Community Service
  9. Collecting
  10. Baseball
  11. Theme Parks
  12. building/ working with tools
  13. theater/acting
  14. singing
  15. building robots
  16. doing science experiments
  17. training animals
  18. cooking
  19. decorating
  20. designing video games

Say: It is important to understand that your community has many resources related to the interests we just reviewed. This summer is a great time to look into the community resources here in Morgantown and research your opportunities coming up to spend more time on your interests. The summer snowflakes program is one opportunity provided by our schools, which is a community resource.

Say: I would now like each of you to take one of your interests and find a community resource in our area on the web.  For example, if you said you like taking care of animals, find the website of one of the shelters in our area and research any opportunities you could have this summer with that community resource. Can you volunteer there? Could you hold a donation drive in your neighborhood for items the shelter needs? 

Say: You could also use the Mon. County Schools site to research "Summer Snowflakes" to see if there are classes you are interested in.

Say: Take 10 minutes now and find at least one community resource to tell the class about. Be sure to tell us why you are interested in this topic. 

If time allows, have students stand and share their interest and the community resource they found aloud with the class. 

You could also show the students a community resource that you support, volunteer with, or are interested in. 

April 24th- 8th graders only

8th graders will complete the following survey about the Get a Life program.

April 24th- 6th and 7th grade only

Activity Statements: Students will engage in a brainstorming session on risk-taking.


Story:  Thin Ice! (see below)

Piece of notebook paper for each student and pencil. 
(optional) A prize for the winner of the game


1.  Say: Today we are going to talk about risky behaviors that often have negative consequences. We are going to first listen to a story and discuss and then play a game at the end. 

2. Read aloud to the students or ask for a volunteer to read the following story:


Caution:  Thin Ice!

The wind whistled by as he ran down the hill toward the lake.  An early morning snowfall meant no school for the day, and he was anxious to join his friends for an afternoon of fun.  He noticed a small dusting of snow covered the surface of the lake, and he quickly read a sign that said “DANGER:  Thin ice!”   Surely that was for spring, he thought, it’s safe now.   After all, everyone else was out on the lake on the other side.  Everyone else was doing it, so it had to be safe.

Gingerly, he stepped out onto the lake.  For a moment he reconsidered.  He remembered his father’s warnings about the lake’s quick thaws, he remembered the sign…  “Hey, Jimmy! Hurry up!”  he heard from across the lake. 

He saw his friends motioning him over.  To turn back now would mean having to face the taunts of the other guys.  No way was he going through that!

A few steps later he knew he was in trouble.   Lines of ice severed in all directions.  He couldn’t go back.  He couldn’t go forward…..

2.  Say: "What did you think of the story? What was the main idea?  Did you hear some unsafe practices in the story?" Allow time for answers and discussion. 

3.  Say: "At this time, I want you to number your paper 1 to 20. When I say Go, you will make a list of unsafe or risk taking behaviors on your own piece of paper without sharing your answers. You will have only three minutes to make your list. We are going to play a game with your list and it is important that other students don't take you answers, so do not shout out or share your answers." 

Time the students and give them three minutes to write their own list quietly.

Say: "Now I am going to read a list of unsafe or risky behaviors and I want you to cross off these items if they are on your list."

Read the following list to students....

Risky Behaviors:   
cheating on a test   
drinking alcohol 
taking drugs 
stealing  /shoplifting 
tobacco usage 
malicious gossip   
skipping school
lying to parents     
riding with someone who is drunk or high    
meeting face-to-face with someone from the Internet 
sending inappropriate pictures of myself or others
forging my parent's signature on a school document

Say: "Now, count up the number of unsafe or risky behaviors that are on your list that are not crossed off." The student with the highest number is the winner. If you have a prize, you could give it at this time.                             

If time allows:
Discussion Questions...

1.  Is all risk-taking behavior negative? 

2.  Are there any risks that can be seen as positive?  Brainstorm a list of positive risk-taking (asking for help on an assignment, trying out for a team, joining an organization, learning a new sport or hobby, making a new friend)

3.  How do you make a decision when there is a risky behavior involved?

4.  How can you make decisions and avoid risky behaviors that may have negative consequences?

April 16th

Needed: Paper and a pen or pencil

Objectives: Students will discuss methods to improve test scores and write goals.

Say: We all know that testing is coming up in May and this year our testing week has the theme.... "GAMES, Goals and Motivation Equal Success" Today we will be discussing how to improve test scores. We will be taking the benchmark assessment this week to prepare for the general summative assessment starting in May.

Take out your own piece of paper and pen and write down four test taking strategies that you have heard in the past. (Give students time to write and share them with the class if time allows.)
Say: If you did not remember or write down any strategies to improve your scores, today you will learn four strategies to help you improve your scores from last year.

Say: First we are going to set goals because the G in Games, stands for Goals.
Remember what you scored on the assessment last year? Your number would have been between 1 to 4 with 4 being the highest possible. We encourage each of you to push yourself towards a higher score this year. Maybe you usually score higher in Math than Reading or you score higher in Reading than Math. Whichever is your lowest area, write a goal statement now including the score you want to reach this year. For example: Last year I scored a ___(1 to 4) in ____ (Math/Reading)  and this year I want to improve my score and reach a ____. (1 to 4)

Have everyone take time to write the above statement on their paper. 

Say:  Raise your hand if your statement is about your reading score? Now, raise your hand if your statement is about your math score?

The M in GAMES stands for Motivation, let's talk about that for a moment. Not everyone has the same motivators. Some of you are competitive and want a higher score because you are always striving to do better. Some of you know that this testing will prepare you for other tests in your future, such as the ACT or SAT which are tests that must be taken to get into college. We are also awarding HERD points through PBIS during benchmark and GSA testing. You will be entered into raffles for items with your points. 

During testing you can earn points for the following reasons: attendance, on time, chromebook charged, has chromebook, effort on the test, and quiet/well behaved. You have the chance to earn 10 points per day of testing. 

Say: In order to be more successful in meeting your goal, let's discuss test taking strategies that are helpful in all tests.

1. Read all the directions and questions carefully in order to find the right answer to the question.
2. Take your time when answering the question and review your answer to make sure you marked the answer you wanted to mark. 
3. Find evidence in the text to support your answer when available and eliminate answers that you know are not correct in order to narrow down the choices and better select the correct answer. 
4. Before reading a long passage, read through the questions to know what answers you are looking for in the passage. 

Say: To review: We want you to go into testing with a goal in mind to improve your scores and earn your best score ever. We hope you come prepared each day of testing so you can earn all the points listed above. 

 April 9th

Piece of paper for each student and a pencil or pen.

Say: "You are preparing to take the standardized tests soon and today's lesson will focus on how to get ready for the test."

Say: "Answer this first question on your own piece of paper and then we will discuss the answers."
1. Why do we take the test?
(While students are writing, walk around the room and find a few students with answers that you want to have shared with the class. Ask these students to share their answers with everyone.)

Say: "Now please answer this question on your own paper."
2. What three things can you the night before and day of the test to get ready for the test?
Ask students to share: possible answers might include: eat breakfast, put away all technology at night in order to sleep well the night before the test, gather a quiet activity to bring to testing, set a goal for how I want to do on the test, charge my chrome book, or practice slow breathing to decrease any anxiety about taking the test. 

Allow students to give their own answer and discuss them as a class. 

Let students know any other information that is important for testing such as cell phone policy, smart watches,  bathroom breaks, and materials allowed in the testing space. 

April 2nd

Needed: Students will need their Chromebooks and the South Middle website to fill out a survey. 

Say: The counselors would like to have some data concerning the types of careers you are interested in at this time. They know that your career choices might change each year, but please answer the following survey based on one career that you are most interested in today.

Please go to the South page on your Chromebooks and go under Resources and then Guidance and Counseling and then Advisory Lesson to find the link for the survey. Please fill out the survey quietly, you do no need to discuss your answers with anyone.

Discussion Questions:
How many of you found it hard to focus on one career?
How many of you were unsure of the training or education needed for the career you selected?
How many of you were unsure of the salary that is connected to the career you selected?

Say: If you need to find out more information about the career you selected, please take time now to find out more info on the web. 

March 26th

Say: "Today, we are going to review the Chromebook policy.
Recently, we have had a lot of damage to the chromebooks and we have had many that were grounded due to misuse. We are going to review the contract describing how to use chromebooks."

Please read through the power point presentation with your students. They can take turns reading the pages aloud.

March 19th

Advisory Lesson

Say: How many of you know someone who is an anxious person, maybe you or someone you know? (Let students raise hands) Now how many of you think you know someone who suffers from panic attacks? (raise hands)

Say: In today's lesson, we are going to hear from a celebrity you may have seen on the news who suffers from panic attacks. If you or someone you know suffers from anxiety and panic attacks and they are not getting help, I would encourage you to see one of our counselors, or tell a parent so that they can help you help your friend or family member.
Let's watch this video and discuss it afterwards.

One of the best ways you can help a friend who has panic attacks or suffers from anxiety is to encourage them to get help from a professional. You may need to encourage a peer to tell their parent or guardian that they need help. 

Some of the things you should not do include:
don't minimize their feelings
don't be judgmental or critical
don't help them avoid the trigger that makes them anxious, putting it off may make it worse

March 12th
Advisory Lesson

Say: "Today we are going to discuss talking to a stranger. Raise your if you have heard never to talk to strangers.
Now raise your hand if you know someone who talks to everyone even if they are a stranger."
In the TED talk we will watch today. The speaker lists the advantages of talking to a stranger or having a "beautiful interruption" as she calls it. After the video, we will discuss some of her points. Please be listening to some statements you agree with in the talk and other statements you do not agree with in the talk."

Discuss: what were some of her points that you agree with?
What did you think about her idea of giving someone a compliment, like their shoes, in order to notice someone?
Do you agree that it is easier to talk to a stranger about personal matters because you tell them more and assume less. We often expect our friends and family to know us without giving them all the needed information. Do you find that to be true in your life? 
What statements in the video did you disagree with? 
Do you think you could take her challenge and start noticing more of your peers who are strangers? 

 February 19th

Types of Learners

Have students find this lesson on their Chrome books and complete the survey linked below to take a 20 question quiz to find out what type of learner they are.

Today we are going to talk about the 3 types of learners. If I gave you a list of 6 items, how would you try to remember them? Raise your hand if you would write them down to remember them later. Raise your hand if you would picture each item in your head to remember them. Raise your hand if you would say the items over and over until you had them memorized.
You are going to complete a 20 question survey now to find out what type of learner you are. After you complete the survey, you should read the information about yourself provided to see how you might best learn new material in a classroom setting. 
Take the following survey quietly to yourself and review the results provided.

If time allows, ask students to raise their hands and answer the following...
How many of you were auditory learners?
How many of you were visual learners?
How many of you were tactile learners?

Video that describes types of learners.

February 12th

Say "Last week we talked about the No One Eats Alone Event that will happen this Friday in the lunch room. The event's purpose is to make everyone feel included and not isolated. Today we will watch a video about another school's mission to make to everyone feel included, especially at lunch time."


Why do you think the students in the club went out of their way to make others feel welcome?
What do you think you could do to make others feel included during lunch?

Say: "Some simple ways to start a conversation with someone you don't know includes: Give someone a compliment, introduce yourself and ask them their name, ask about their interest in shows, games, sports, or music." 

February 7th
20 minutes


Say: "Friday, February 16th will be No One Eats Alone Day in the cafeteria during your lunch shift. This is a national program to end social isolation."

What are some ways you think students are isolated socially?
Have you ever felt isolated and can you tell the class about it without using names?
How does it feel to be included?
Can you tell us a time when you were invited or included and how you felt about it?

Say: We are going to watch a video that explains why this movement was started many years ago. After the video, you will hear about how we are going to help make everyone feel included here at South on February 16th.

There will be several things you can do at lunch on Friday, the 16th to include others:
themed tables
hot topics table questions
an art installation

If you would like to be a helper on this day, see Mrs. Roberts for more info. 


Jan. 29th 20 Min. Lesson

All students will be completing the same lesson this week.

Materials needed: chrome books and a piece of notebook paper for each student.

Instruct students to go to the South website on their Chrome books, and look under "Resources" and "Guidance and Counseling" to find "Advisory Lessons" and then look at today's lesson with you. They will use the link to read the article. If students do not have their chrome books, you can use the link below to show the article to them in front of the class. 

Say "Today we are going to look at an article that will discuss the best jobs for the next 10 years. In 10 years, you will be out of high school and in college or preparing for a career. You will want to consider some of these careers for your future. After you read the article you will answer the following three questions on your own paper."
Look at the article found at

Say: "Once you have read all the jobs listed, answer these three questions on your own paper."
1. The job that I found most interesting was __________________________.
2. In order to do the job I found most interesting I would need the following training according to the article: ______________________________. 
2. The job that I had never heard of before was called ___________________.

Discuss the answers if time allows. 

Jan. 22nd- 8th grade will do a different lesson but 6th and 7th will do the lesson that is listed below the 8th grade lesson. 

8th grade Lesson- Jan. 22nd

Objectives: Students will review the MHS Scheduling materials online in order to prepare for 9th grade class selections.

Procedures: Say "Soon you will be picking your high school classes for 9th grade and you need to do some research in order to know what classes you want and need."
Open your chrome books and follow these instructions: 

Go to Morgantown High site
Find "Counseling"
then scheduling materils
then MHS Course Description 2017-2018

Review the pages that list: How many credits are needed to graduate and what are those classes required to graduate?
Review the PEP plan page which will be completed with your middle school counselors soon. 
Review page 15 to see classes that are required in order to enroll in a 4 year university.
Review the Course description pages beginning on page 16 and find classes that interest you. 
Think of questions you have for the high school and middle school counselors and write down those questions in your planner. 


Jan. 22nd 6th and 7th Grade
Not Everyone Wins                                      Time Required:  30

Content Standards:  AA.S.9  Personal Safety Skills: Students will understand safety and survival skills and apply coping strategies.

Indicators: AA.PSD.7.9.06 Demonstrate knowledge of coping skill for                                    managing life events.

GOAL:   Students will recognize and apply coping skills for setbacks.


Handout 1 Building Resilience Information Sheet- 1 to show to class

Chrome books, internet

Procedures:Begin the lesson with the following discussion.

1.Say: This lesson is entitled, “Not Everyone Wins.” What does that statement mean to you? Can you relate to that statement? Are there times you don’t win?

(Student responses may include the idea that in an athletic event, someone wins and someone loses. In the game of life, disappointments, setbacks, failure, and problems often present themselves.)

2.Can we always protect ourselves from disappointments, problems, or even crises in our lives?

3.Does it seem there are people who handle disappointments and setbacks better than others?

4.Are you familiar with the word, “resilience?” What does it mean? (The ability to bounce back, adapt, and move forward in spite of failure, disappointment, adversity, or obstacles.


1.Following the discussion above, show Handout 1 found below.
Discuss handout found here:

Not Everyone Wins – Handout 1


Resilience - We can develop resilience as we develop the skills and abilities that will give us a greater sense of purpose, control, and optimism to see us through problems, setbacks, and difficult situations.    

Building resilience is like building a strong wall of defense. Resilient strength, however, is not external but comes from within. Inner abilities like those listed below will develop strengths to help us be more resilient.

The ability to analyze the problem or situation rationally -

Sometimes it requires us to step back from the problem to be able to view it more objectively. Feelings can be overwhelming and hinder us from seeing the problem clearly. Stepping back and thinking about the problem more clearly will keep out-of-control feelings under control.

The ability to work toward solving the problem –

Developing the ability to see problems as opportunities will help us work through difficult situations more effectively. Problems can sometimes cause us to feel out-of-control and hopeless. What we feel, however, is often the byproduct of what we are not doing. Actively working toward solving our problem provides us with a sense of hope and control over the outcomes.

The ability to be able to see beyond the problem –

Problems and failures can present themselves like a brick wall that we can’t seem to see beyond. This is a wall that can be torn down if we maintain a sense of the future and the realization that the problem will not last forever. Setting goals for the future will help us to see pass the problem while working toward solutions.

The ability to seek help from those who are able to help us and avoid those who do not –

Talking with an adult, relative, or friend who can help us sort through feelings and thoughts, and help us see the problem from various perspectives is helpful. We need to avoid associations with those who may actually cause the problem to be worse, or at least, seem worse.

The ability to be optimistic and find humor –

Optimism is the sense that we will eventually work through our problem or disappointment and it will be OK. Being able to laugh in the midst of a difficult situation helps us to be more optimistic. 

2.Discuss the information on the handout. Emphasize to the students that some people may seem more resilient than others but we can all develop stronger resilience by developing certain abilities to help us overcome setbacks.

3. Instruct students to work independently and search online to research people from history, present-day heroes, or even people from literature who overcame great adversity without giving up.  These would be people who showed great resilience and bounced back turning disappointments or even tragedies into positive, productive lives. These may include well-known actors or athletes who suffered tragedies. The list may also include great inventors such as Thomas Edison who never gave up. The list may also include peers or adults known to the students who are not famous, but have overcome adversities.

4 Ask each student to write down the name of the person they think is resilient and then write three sentences about the person and his/her struggles. Ask students to share their examples with the class. These names could also be placed on a “Wall of Resilient People” board for the class to leave up for a few weeks.

Jan. 8th

Materials: Each student will need a piece of paper.

Objectives: Students will write a short term and long term goal. Students will write SMART goals.

Say: Last class we watched a video about SMART goals. We will watch a short video now to review what "SMART" means. Today you will be writing your own SMART goals.
Play video: (less than 2 minutes)

Say: Now take out a piece of paper and write a short term goal meaning this goal can be completed within the next 4 weeks. Your goal should be SMART. 

An example might be.... I will exercise three days a week for 20 minutes each day for the next four weeks. This goal is specific, measurable, attainable, realistic and timely. 

Give students 5 minutes to write a short term goal and help them make it SMART.

Say: Now you are going to pick a long term goal meaning it would take several months to a year to complete your goal. These two goals can be related or not related. Please pick a goal that is important to you. 

Give students time to write the long term goal and if time allows, have students share their goals aloud. 

December 19th

 Students will learn how to set SMART goals.
Students will learn about the steps to take in order to reach goals. 

Say: Soon we will hear lots of people talking about making a New Year's Resolution. That simply means someone is setting a new goal. Second semester is also coming up and that is the perfect time to consider how the year is going and set a new goal for the rest of the year. After we watch this video, you will be making a list of areas you
would like to improve, maybe grades, sports or other personal areas of your life. Listen to the video and think of those areas in your life you would like to change.

Students will watch a video about making a SMART goal. (10 minutes)

Next Say: Now take out your own piece of paper, put your first and last name at the top and quietly write down some areas in your life you would like to make a change. If you would like to share, you can share your ideas later in the lesson. I will be collecting these papers at the end of the lesson so we can use them next advisory lesson. We will write goals when we come back from the break. 

After giving students some time to write, discuss the following questions.

1. Looking at your list of things you would like to change, circle the idea that could easily be turned into a SMART goal.  Remember that SMART stands for specific, measurable, attainable, relevant, and timely. 

2. Now put a check mark beside the one area for change you would like to begin with next semester.

3. Write an "S" for the all the statements you wrote that would take a short time to change, for example, less than two months. 

4. Write an "L" for long term goals for those statements that would take a long time to change, for example, 6 months or even years. 

If time allows, ask students to raise their hand if they would like to share some of the items on the list. 
Jan. 8th
Continuing our lesson on goal setting.

Content Standards:

AA.S.3 Students will understand the relationship of academics to the world of work and to life at home and in the community.

AA.S.6  Students will make decisions, set goals, and take necessary action to achieve goals.


AA.A.6.3.05  Revise organizational plan to achieve academic goals.

AA.PSD.6.8.07 Establish short and long-term goals for the academic year.

GOAL: Students will set short and long-term goals for the remainder of the academic year.


Activity Statements: To encourage goal setting as a way of accomplishing a task related to school and beyond, the students will complete an activity to set both short and long-term goals.  They will develop an understanding of how to develop achievable goals.


1. Handout 1: “Goal Sheet”  

2. Pen/Pencil


1. Begin by discussing the meaning and importance of goal setting.

Say “What is a goal?”

  • A limit
  • A boundary
  • A set place or direction
  • A point of success                                                                                          

2. Say “Why is it important to set goals?”

  • To direct our energies
  • To motivate achievement
  • To determine values
  • To provide direction
  • To have something to work for
  • To stay on track
  • To determine what is really important

3. Ask “What are some obstacles that get in the way of achieving our goals?”

  • Bad habits
  • Misperceptions
  • Fears
  • Assumptions
  • Impatience
  • Resistance to change

4. Ask “What is the criteria for a good goal?”

  • It is conceivable – can be put into works
  • It is possible
  • It is controllable – includes others with permission
  • It is measurable – able to know when it was (wasn’t) accomplished
  • It is definite – no “either-or”

5. Indicate that in this session you are going to work on short- and long-range goals or what we like to call “Big Hairy Audacious Goals – BHAG”.

6. Give out Handout 1: “Goal Sheet” and ask students to complete. Have students discuss their goals with the class when completed. Discuss if the goals are controllable, possible, measurable, conceivable, and definite. If not, have students revise as necessary.

7. After students have had ample time to independently develop some goals, ask students to share short-term and long-term goals, discuss barriers and plans to overcome and reach goals.  This activity may be done in small groups or as a classroom activity.


1. Why is it important to set goals?

2. How does setting goals help you in school? At home?

3. Describe how it feels when you achieve or accomplish a goal?

4. If there are obstacles in your way that interfere with achieving your goal, what can you do?

5. What resources can you use to help achieve your goal?

Collect all goal sheets and turn in to counselors.  

********************************************************************December 11th

Objectives: Students will learn about nonverbal communication skills.

Procedures: We will finish watching the TED talk about communication skills and how actions affect our thoughts and behaviors.

Say: Last week we watched the beginning of our TED talk from Amy Cuddy.
We will finish the video now and then discuss.

Watch: Start the video at 15.20 mark and continue watching til the end. (about 10 minutes left)
1. Amy Cuddy shares an event that happened in her life that changed who she thought she was. What was that event for her?
2. Have you ever had a similar experience and how did you continue to reach for your goals?
3. Amy Cuiddy suggested that you "fake it til you make it" or "fake it til you become it". Can you share a time when you think this idea would have helped you?

December 4th

Objectives: Students will learn about nonverbal communication skills.

Procedures: We will watch a TED Talk and then discuss.

Say: Nonverbal communication is very important and sometimes even more important than the words we use. If I cross my hands in front of me and have a mad look on my face, you will probably understand as a class, that I am not happy with something. WE are going to watch the following TED talk and discuss a few questions afterward. We will not watch all of the video today, but will finish it next Monday.
Play the video until the 15.20 minute mark.

Discuss the following questions:
The speaker says "Our bodies change our minds." How many of you agree with this statement.
She also states that our nonverbals govern how we think and feel about ourselves. Would you agree with this statement? 
Can you give me an example of a time when posing helped you or someone else to change how you were thinking about a situation? 
The speaker said that we are often being evaluated. Can you think of ways that you are being evaluated by your peers or teachers in middle school? (an example might be trying out for a team or playing in a concert)

Say: Next week we will finish the video. 

November 27th                                                                              30 minutes
Content Standards: AA.S.9 Students will understand safety and survival skills and apply coping strategies.
Indicators: AA.PSD.7.9.09 Understand internal and external locus of control.

Objective: Students will learn the concept of locus of control and apply it to various life examples.

Procedures: Tell the students you are going to share a story with them and they are to pay attention to whether or not the person is taking responsibility for her actions.

Mrs. J.’s Negative Day

            Mrs. J. got into her vehicle after a hectic day at school.  She was driving home when she saw flashing lights behind her.  “Oh, no,” she thought as she pulled over and rolled down her window.

                “Ma’am, do you realize you were going 70 in a 55?” the officer asked.  Mrs. J. responded with a defeated, “No, sir.”  “May I see your license, registration and insurance, please?”  Mrs. J. reached for her purse and quickly realized that her license was in her husband’s wallet from going to dinner two days before.  She told the officer she did not have her license and reached into the glove compartment.  While the officer examined the documents, Mrs. J. became mad at her husband for not giving her back her license. 

                “Ma’am, did you realize that this insurance card is from 6 months ago and your registration is expired?”  As the officer walked to his patrol car to radio in the information, Mrs. J. became more embarrassed and angry with her husband.  “Why he didn’t make sure the  new insurance card was in the truck?  Why is the registration not in here?”  The officer returned with the citation ticket for speeding and explained that he was only issuing a warning citation for the insurance as long as Mrs. J. took proof of insurance to the magistrate within 5 days.  She thanked the officer while getting angrier inside about having to pay for a ticket.  “Wait until I talk with my husband!” she thought.

                When she got home, her husband was in the living room.  As she relayed what had just happened and asked him why he didn’t return her license to her and make sure the insurance and registration were updated, he just sat and listened.  When she paused for a breath, he simply asked, “Who got pulled over for speeding?”

2.  Who was responsible for being pulled over for speeding?  Who did the license belong to? 

3.  Explain that when we mess up, our first impulse is often to look for blame outside of ourselves.  We call this an external locus of control.

4.  An internal locus of control is when we believe we are in control of our lives; that we are responsible for our decisions and most circumstances, not family, friends, judges, teachers, principals, coaches, luck.  This is another key to being a responsible person.  This skill takes lots of practice, just like any other skill we want to strengthen.

5.  End by doing the Internal versus External Locus of Control exercise at the end of the lesson.  Ask students to share out loud the changed statements (from external to internal locus of control).

Discussion: Ask Students....

1.  What is the difference between external and internal locus of control.

2.  Why is it important to know the difference?

3.  What do you have control of in your life?

4.  How do you change a statement and turn if from an external to an internal locus of control statement? 

Designate one side of the room as Internal LOC and the other side of the room as External LOC.  Read each statement and have students move to whichever side of the room they feel is being expressed.  If your room is limited in space, have students stand if they think it is Internal LOC and remain sitting if it is External LOC. Optional bonus:  reward students with a piece of candy or bonus participation points if they can change the External statement to an Internal statement. Read the following statements and ask students to respond by moving. 

STATEMENT                       E or I    Example of changed statement

1.  My teacher gave me detention.    E   I earned detention by being disrespectful.

2.  What I do affects my future.        I

3.  Nobody makes it from where I’m from.    E    I am choosing to make something of myself.

4.  He made me mad so I hit him.   E       I am in control of my temper, not him.

5.  I got an “A;” she probably gave it to me.      E     I earned my grade by working for it.

6. I skipped school because my friends did.      E      I made my own decision to skip school.

7.  I can usually influence how others see me.  I

8. I couldn’t do my math, so I didn’t try.   E When I don’t understand something, I can ask for help.

9. I am able to handle what life gives to me. I

10. I badmouthed her because she flirted with my boyfriend.  E  I can choose to be classy no
matter what happens.

November 20th 30 minutes
Materials: pencil and paper for each student. 

Say: With Thanksgiving coming up next week, today's lesson is about gratitude. What does the word gratitude mean to you? (give time for response) The definition of gratitude is "the quality of being thankful; readiness to show appreciation for and to return kindness." Someone tell me a person you are thankful for. (responses) Someone tell me something you are grateful for. (response) Raise your hand if you think people who are grateful and thankful are happier people in general.

We are going to watch a video about gratitude. (five minutes)

Say: Now take your paper and fold it into four equal squares. In one box write your name. In another box write the word "people". In another box write the word "places" and in the last box write the word "things". Under each word, write a list to show your gratitude.
Teachers, give them an example of a word you would put in each category. 
Say: If you do not want to make a list, you can draw a picture that fits in each category instead. 

Share some student's work or watch this three minute video from Kid President to wrap up the lesson.


November 6th 30 minutes
Say:This week is College Application/ Career Exploration Week for the state of WV. We will be wearing our favorite colors gear and colors on Tuesday and if our advisory has the most students participating, we will win a reward for the entire class which we will get today. Today we are going to talk about where I went to college. 

Please pull up the website for your college at this time and explore one of the following categories with your students: how to apply to college, financial aid, or activities offered at the school like sports, or arts programs.

Please allow students to ask you appropriate questions about your college experience or answer some of the following if they do not have questions.
What are classes like, did you live on campus, how did you pay for college, did you play sports, what was your first major, did you change majors, do you have any advice for students going off to college next year. 

Say: Thursday is also, Dress for Success Day so wear an outfit for your future career or dress up for an important interview. There will also be a reward for the class who has the most students dressed up on Thursday. 

October 30th Advisory Lesson 30 minutes
Objectives: Students will explore career options using the Occupational Outlook Handbook 
Students will examine specific job requirements and opportunities for progression of career levels from entry level to advanced leadership and develop a personal career growth vision.
Students will explore how personal abilities, skills, interests and values relate to the workplace. 
Materials needed:
1 sheet of notebook paper per student, pencil or pen

Say: "Last week was Red Ribbon Week and our theme was Your Future is Key so Stay Drug Free. Let's watch this recap video from the week's activities."

Please discuss with your students what career you thought you were going to be doing when you were in middle school or high school and if that has happened or did you change your mind. If you changed your mind, why did you change? 

Say: "Next week is Career Exploration/ College Application Week in the state of WV. 
Today we are going to talk about your future careers and look at a website that gives you lots of information about jobs and the future of those jobs. It is called the Occupational Outlook Handbook. I know some of you looked this site with Mrs. Roberts, but now you get to explore careers you would like to know about." 

Please have students open their chromebooks and go to
Please review one career with them by putting "teacher" in the "search handbook" area on the top right. Review the quick facts that come up including: salary, job outlook and training needed for the job of teacher. 

Ask students to look up three jobs they are interested in and write the name of the three jobs on their paper. Then for each job, write the salary, job outlook and training needed for each of those jobs. 

If time allows, discuss the following:

1. "Someone tell me a job they researched that is going to be needed in the future, meaning the "job outlook" is "growing faster than average". "


October 23rd Advisory Lesson 30 to 40 minutes
Content Standards:
AA.S.3 Students will understand the relationship between academic goals and the world including home and community.
AA.S.8 Students will make decisions, make goals, and take necessary action to achieve goals.
Indicators: AA.A.9.3.06 apply effective decision- making strategies to remain drug, alcohol and tobacco free

Materials: movie found at

Procedures: Say: "Last week we discussed using the decision making model in order to achieve your goals. This week is Red Ribbon Week and we will watch a movie about how others made good decisions in order to stay away from drugs and alcohol in order to achieve their goals. Remember Tuesday is PJ Day because thekey to reaching your dreams is staying drug and alcohol free."
Students will watch movie that is 25 minutes

If time allows, discuss the following....
What are some goals you have for your future and how would those goals change if you were abusing or addicted to alcohol or drugs?

October 17th Advisory Lesson 6 - Making Good Decisions                     30 minutes

Content Standards: AA.S.3 Students will understand the relationship of academics to the                      world and to life at home and in the community.

AA.S.8 Students will make decisions, set goals, and take necessary action to achieve goals.

Indicators: AA.A.9.3.06       apply effective decision-making strategies, AA.PSD.6.8.01 use a decision-making and a problem-solving model

GOAL:   Students will review and apply an effective decision-making model.

Activity Statements: Students will learn to use the “decision-making model” by reviewing the “decision making model”, working in groups to list decisions they make on a daily basis and seeing how those decisions work in the model.  Students will then list good and bad decisions they have made and discuss them.

Materials: - Handout 1- Decision-Making Model , Overhead Projector

Procedures:        1. Project handout 1: “Decision-Making Model” and begin by saying, “Next week is Red Ribbon Week and making good decisions is part of living a drug free life. We all have to make big and small decisions every day.  What are some of the decisions you have already made today?” (Allow students to answer out loud.).  “Today, we are going to learn a process to make a decision.”  Go over handout 1, “Decision-Making Model” with the students, step by step using the problem listed below. 

2. Give the students this scenario and ask them to go through the decision making model as if they are Rachel. “Rachel is considering skipping school today because she has a big math test and she is not ready for the test. She has a D in the class. She is also currently grounded by her parents because she left her house without permission one evening and did not tell her parents where she was going.”



  1. Situation
    1. What is the problem?
    2. Who is concerned?
    3. When and where did it begin?


  2. Search for Possible Action Choices

    Have you considered what action or actions you can take?  Perhaps you might want to brainstorm these.  Write down as many as you like, regardless of how different or impossible they may seem.  Do you think a teacher, a friend, your parents, or your school counselor might suggest some other ideas? 

  3. Which action will be best for you?


    1. Now what will be the results of each of your suggested actions?
    2. For each action, think what might possibly happen (negative and positive) if you follow through with such an idea.  You might also want to write this down.


  4. Choosing the One Best Decision

Then make a choice keeping in mind how you feel about yourself, what’s important to you, and what it might mean to you later.  What consequences are you able to accept?  Now that you’ve made your decision, let’s act on it!  What will you do?

5. Will you be satisfied with the effect of your decision?

(Assessment of Decision)

What would most likely happen?  Would things go well? Would it be what you expected? Do you have good feelings about your results?

3. If time allows, go over the following discussion questions:

Discussion:  “Do you realize that you are constantly making decisions? What are some decisions that you have made today?”

“What did you think is the single most important decision that you have made today so far?”

“Do you think that personal values enter into our decision-making process sometimes?” Why/why not?

“Do you think you make the decision to be tobacco, drug and alcohol free every day?”

“Because you are deciding to be tobacco, alcohol and drug free, what are the future goals you can make come true?”

Stallion Red Ribbon Dress Up Days: Monday23rd is: Wear Red- The Key to Your Future is Being Drug Free

Tuesday24th is: Your Choices are the Key to Your Dreams- PJ Day

Wednesday 25th: Harry Potter Day- What is your golden snitch? Wear your “house” colors or wear gold

Thursday 26th: Good Friends are the Key to being Drug Free- Twin Day

Friday 27th- Stallion Strong- wear school colors. 

We will add the stress management lesson at a later time.

Advisory Lesson 5 Healthy Relationships     10-9-16         
30 minutes

Content Standards:

AA.S.7   Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others.  


AA.C.8.6.05         Discern between healthy and unhealthy relationships.

AA.C.8.6.06         Recognize the positive and negative signs and behaviors of a relationship.

AA.PSD.8.7.03    Analyze the expression of feelings.

AA.PSD.8.7.04    Incorporate appropriate behavior in daily living.

AA.PSD.8.7.08   Employ effective communication skills.

Activity Statements:

Students will define “relationship”. Students will explain the difference between a good relationship and a bad relationship. Students will discuss the importance of good relationships in their lives. 

Materials: Chart paper or notebook paper


Introduce the idea of healthy vs toxic relationships by watching short 4 minute video.

Divide students into even sized groups.  Give each group a piece of chart paper and some markers.  Then give them the following directions:

“I want each group to pick a speaker and a recorder.  Once you have done that, I want you to think about the friendships/relationships you have- with your friends, your boy/girlfriend, your parents/guardians, brothers/sisters, and other family.  Are they good/healthy relationships or bad/unhealthy relationships?” 

“Now, think about the characteristics of these relationships.  What makes them “healthy” or “unhealthy?”  I am going to assign you the type of relationship- “healthy” or “unhealthy”- and I want your group to write down as many characteristics as you can that make those relationships that way. Be sure you put the type of relationship at the top.”  Assign the types of relationships to the groups, and then give them 10 minutes to discuss & write.

Have the speakers tape or stick the papers to the wall and stand by their papers with a marker color of their choice.


Discuss what makes a “healthy” relationship first.  Look at all of the chart papers, and have the speakers read the characteristics.  They should circle all of the ones that are the same on their papers.  TRUST should be on one, if not all of the papers.

Now follow the process with the “unhealthy” relationships.  Discuss the differences. 

Teachers, several students are reporting that other students are slapping them in the back of the neck. Please review why this is not appropriate. Also, friends do not touch other people's food or belongings even as a joke. Please review these two items since we have had several incidents recently about this. 

Some suggested questions for discussion: 

             How do the students feel when they are involved in unhealthy relationships?

             How do they know the relationship is unhealthy?

             How have some of your relationships changed over the years?

             Have any stayed the same? Explain.

             Can a relationship “mess up your whole life?” Explain.

             What is verbal abuse? 

             What is emotional abuse?

             Why is respect important in a relationship?

             Why is trust important in a relationship?

             Why are some people afraid to leave an unhealthy relationship? Girlfriends? Boyfriend/girlfriend? Etc.

Discuss: How can you get out of an unhealthy friendship or relationship? 

This lesson 4 will take the place of Stress Management Lesson. It should be done on Monday October 2nd because October 6th is National School Cook's Day.  

Advisory Lesson 4- National School Cook's Day Lesson 

Objectives: Students will learn ways to show respect for the cafeteria staff. 

Students will learn cafeteria behavior. 

Students will learn to identify the cafeteria staff and custodians.  


Say: Today's lesson is going to be about our cafeteria and the wonderful staff members who work there. Did you know that October 6th is National School Cook's Day? We will learn to match the name and face of all the service people here at South Middle.  

We will also come up with a class project to show our appreciation for the hard work they do here at South.  

Let's watch a short 5 minute video about school cooks and the important part they play in education. 

Please take a look at the names and faces of our staff who work in our cafeteria every day. View powerpoint found here...Cooks and Custodians.pdf
ect to let them know we care. Please take the project up to the cafeteria during Stallion Time to hang on Thursday for Friday.  

A few ideas could include: 

The paper pizza Jarrett mentioned with slices of pepperoni with positive comments on each slice. 

Create a paper hoagie/hero sub and stuff it with nice comments written on sliced tomatoes or lettuce or cheese all made out of paper. 

Take pics and create a power point to share with the staff members.  

Let everyone in the class fill out a card with nice words and put in one brown lunch bag to give to the workers.  

Create a banner with letters and positive thoughts and comments.  

Use a styrofoam lunch tray and turn it into a trophy with comments and drawings. (maybe spray paint it and then add paper foods with words written on it.) 

Make the cooks and custodians a candy bar poster with positive sentences and candy bars attached and then hang it up in the cafeteria for them to find on Friday. Everyone loves chocolate candy bars! 



When in the cafeteria, remember the following ways to show respect to
those who prepared the room and the food for you....

  1. Always walk to your table and walk to line up. 

  1. Stand in a straight line and face forward to move the line along quickly. 

  1. Do not jump in front of others. 

  1. When taking food, do you best not to make a mess and if you do drop something, pick it up or ask for help if you need a broom or mop.  

  1. Keep your hands on your food only and do not destroy someone else's food they have paid for and want to eat. If no one wants the food on the plate, just leave it until it is time to dump your tray.  

  1. Be courteous and respectful to the staff and say "please" and "thank you". Also, if you think the food was wonderful, let the cooks know they are doing a great job.  


Advisory Lesson 3- Time Management                                                                   30 minutes

Content Standards: AA.S.1

Indicators: AA.A.8.1.04

Materials: Students will need their assignment books/planners and a piece of notebook paper.


Say: “We are going to focus on how to use your time wisely and effectively today. We are going to first watch a video and just remember that school is your job, so when the video mentions a “workplace”, just think of your job as your school.

Watch video:

Say: “Think of your 5 biggest time wasters and write them on your own notebook paper.  Give students 5 minutes to think and write.) Let’s share your answers.”

Say: “Now assign an amount of time you think you spend on each of your timewasters each night. Do you spend an hour, two or three hours a night on these activities? Now write down the things that are not getting done each night. Are you getting enough rest? Are you remembering to do your homework and studying? What about your chores or exercise?”

Discuss what activities might need to be added instead of the amount of time being spent on timewasters.

After students have shared, have each student look at the current month and day in their planner.

Say: “Let’s look at your planners and see what you are doing the rest of this week for school. Do you have all your upcoming tests and assignments written in your planner? If not, what is your plan for remembering to study for these tests? Is that plan working for you? One way to keep up appointments, work duties, and projects as an adult is to write it down in a calendar or use your phone to record it in an electronic calendar with reminders. You will need this skill as an adult to keep up your family’s events, dr appointments, and other important information. No one is able to remember all events without the help of a strategy like planners.”

Discuss the following quote:

“Give me six hours to chop down a tree and I will spend the first four sharpening the axe.” – Abraham Lincoln