Lesson Plan
Session 1: Building Connections
Students will learn peers’ names and personal interests through an interactive name game and create a personal shield illustrating their strengths and goals, fostering initial connections and self-awareness.
Building rapport and self-expression in a supportive setting helps 9th grade special education students gain confidence, ease the transition into high school, and form positive peer relationships from day one.
Audience
9th Grade Special Education Students
Time
30 minutes
Approach
Interactive icebreakers and creative self-reflection
Prep
Prepare Materials
10 minutes
- Print one Name Tag Templates and one Personal Shield Worksheet per student
- Cut and organize Group Reflection Prompt Cards
- Place Colored Markers and Sticky Notes on tables
- Review lesson flow and note any required accommodations for individual learners
Step 1
Name Game Icebreaker
5 minutes
- Distribute name tags and ask each student to write their name using a marker
- Explain the adjective-name game: everyone says “I’m [Adjective] [Name]” (e.g., "Creative Chris") and passes a soft ball to the next person
- Continue until all students have introduced themselves
- Accommodations: offer pre-filled name tags or allow drawing/pictures for those with writing challenges; provide verbal prompts or one-on-one support
Step 2
Personal Shield Creation
15 minutes
- Hand out the Personal Shield Worksheet and markers
- Describe the four quadrants: Interests, Strengths, Goals, Support System
- Students draw or write in each section to represent themselves
- Accommodations: provide word banks or checklists; allow students to dictate responses or use symbols/pictures if writing is difficult
Step 3
Group Reflection Discussion
7 minutes
- Invite volunteers to share one quadrant of their shield
- Use Group Reflection Prompt Cards for guiding questions (e.g., “What’s one strength you admire in a classmate?”)
- Encourage positive, supportive feedback from peers
- Accommodations: pair students for practice before sharing; display prompts visually on board or chart paper
Step 4
Wrap-Up and Exit Ticket
3 minutes
- Give each student a Sticky Note and ask them to write or draw one thing they learned about a peer today
- Students stick notes on a “Wall of Connections” as they leave
- Accommodations: accept drawings or verbal dictation; use symbols instead of words if needed
Slide Deck
Freshman Connect: Session 1
Building Connections and Self-Awareness
Welcome students and introduce today’s session focused on building connections and getting to know each other.
Objective & Why
Objective:
• Learn peers’ names and interests through an icebreaker
• Create a Personal Shield illustrating strengths, interests, goals, and support systems
Why It Matters:
• Eases the transition into high school
• Builds confidence and rapport in a supportive small-group setting
Read aloud the objective and explain why building connections matters in high school.
Materials & Prep
Materials (per student):
• Name Tag Templates
• Colored Markers
• Personal Shield Worksheet
• Sticky Notes
• Group Reflection Prompt Cards
Prep (10 min):
• Print materials and arrange on tables
• Cut and sort prompt cards
• Review accommodations for each learner
Quickly review materials and how you prepared the room so students know where to find supplies.
Icebreaker: Name Game
- Each student gets a name tag and marker
- Write your name or draw a picture if helpful
- We'll play the adjective-name game: “I’m [Adjective] [Name]” (e.g., “Friendly Fiona”)
- Pass a soft ball to the next person, who repeats their adjective-name
Explain the Name Game rules, demonstrate with a volunteer, and encourage participation.
Name Game Accommodations
• Pre-filled name tags or picture icons
• Word banks with simple adjectives
• One-on-one verbal prompting if needed
• Option to say only your name or draw instead of writing
Highlight available accommodations and support options for the icebreaker.
Activity: Personal Shield
Quadrants to complete on your worksheet:
• Interests (e.g., hobbies, favorite subjects)
• Strengths (e.g., skills, qualities)
• Goals (e.g., short-term and long-term)
• Support System (e.g., family, friends, staff)
Introduce the Personal Shield activity: explain quadrants and invite questions.
Personal Shield Example
[Visualize each quadrant]
• Top-Left: Soccer ball icon for interests
• Top-Right: Star for strengths
• Bottom-Left: Trophy for goals
• Bottom-Right: Smiley faces for support system
Use words, symbols, or drawings—whatever works for you!
Show a sample shield drawing or describe what a simple example looks like. Encourage creativity.
Group Reflection
- Volunteers share one shield quadrant
- Use prompt cards: “What’s one strength you admire in a classmate?”
- Peers respond with supportive feedback
Accommodations:
• Pair students before sharing
• Display prompts visually
Guide students through sharing one quadrant with the group. Model giving positive feedback.
Exit Ticket
• Write or draw one new thing you learned about a peer on a sticky note
• Place it on our “Wall of Connections” as you leave
Accept words, pictures, or symbols
Explain the exit ticket and set up the “Wall of Connections.”
Closing & Next Steps
Great work today! Next session we will:
• Discover personal strengths in depth
• Play a strengths-based scavenger hunt
See you next time—keep adding to our Wall of Connections!
Wrap up the session by previewing Session 2 and praising student participation.
Worksheet
Personal Shield Worksheet
Instructions: On the shield below, draw or write to represent each part of yourself. You can use words, symbols, pictures, or a combination of all three. Feel free to decorate!
(Optional: Lightly sketch a shield outline around the boxes below before filling them in.)
Your Personal Shield
| Interests | Strengths |
|---|---|
| Goals | Support System |
|---|---|
Activity
Name Game Icebreaker
Objective: Help students learn each other’s names and personal interests in a fun, interactive way.
Materials:
- Soft tossable ball or beanbag
- Name Tag Templates
- Colored Markers
Instructions:
- Distribute one Name Tag Templates and a marker to each student.
- Ask students to write their name (or draw a picture) on the tag and stick it to their shirt.
- Gather students in a circle. Show them the soft ball and explain the rules:
a. The first student holds the ball, says “I’m [Adjective] [Name]” (e.g., “Friendly Fiona”), and shares one favorite hobby or interest.
b. They then gently toss the ball to another student.
c. The next student repeats their own adjective-name and interest. - Continue passing the ball until every student has had a turn.
Accommodations:
- Provide a word bank of simple adjectives (e.g., “Helpful,” “Creative,” “Curious”).
- Offer pre-filled name tags or allow drawings for students who struggle with writing.
- Pair students for one-on-one support if they need help with speaking or recalling their adjective.
- Encourage nonverbal participation (thumbs up, nods) for students who prefer not to speak aloud.
Cool Down
Session 1 Exit Ticket
Instructions: On a Sticky Note, write or draw:
- One new thing you learned about a peer today.
- One word that describes how you felt during our activities today.
Place your sticky note on our “Wall of Connections” as you leave. Thank you for sharing!
Lesson Plan
Session 2: Discovering Strengths
Students will identify and celebrate their personal strengths through a strengths scavenger hunt and create a Strengths Flower to visually represent their top qualities, fostering self-awareness and peer support.
Recognizing and sharing strengths builds self-esteem, encourages positive peer interactions, and supports 9th grade special education students’ transition into high school by highlighting their unique abilities.
Audience
9th Grade Special Education Students
Time
30 minutes
Approach
Interactive scavenger hunt and creative mapping
Prep
Prepare Materials
10 minutes
- Print and cut one set of Strengths List Cards per group
- Print one Scavenger Hunt Checklist per student
- Print one Strengths Flower Worksheet per student
- Place Colored Markers, Sticky Notes, and Group Reflection Prompt Cards on tables
- Review accommodations needed for individual learners
Step 1
Brainstorm Strengths
5 minutes
- Display or distribute Strengths List Cards with common personal qualities (e.g., “Helpful,” “Creative,” “Curious”)
- Read through cards aloud and invite students to add any strengths of their own
- Encourage students to circle 5 strengths that describe themselves
- Accommodations: allow symbols or pictures instead of words; provide one-on-one support for circling choices
Step 2
Strengths Scavenger Hunt
10 minutes
- Give each student a Scavenger Hunt Checklist listing selected strengths
- Students circulate quietly and find peers who match each strength, asking classmates to sign their name next to the strength
- Aim to get at least 5 different signatures
- Accommodations: pair students with peer buddies; pre-select 3–4 strengths for students who need fewer options
Step 3
Strengths Flower Creation
10 minutes
- Hand out the Strengths Flower Worksheet and Colored Markers
- Model how to write or draw one strength per petal, then color and decorate the flower
- Students choose their top 5 strengths (from brainstorming and scavenger hunt) to fill petals
- Accommodations: provide word banks on worksheet; allow drawing or symbols for each strength
Step 4
Group Reflection Discussion
4 minutes
- Invite volunteers to share one petal/strength from their flower with the group
- Use Group Reflection Prompt Cards (e.g., “Why is this strength important to you?”) to guide discussion
- Encourage supportive feedback (e.g., “I admire that about you because…”)
- Accommodations: allow students to point to their flower and have teacher read prompts aloud
Step 5
Wrap-Up and Exit Ticket
1 minute
- Give each student a Sticky Note and ask them to write or draw one strength they learned about themselves or a peer today
- Students place their notes on a “Wall of Strengths” as they leave
- Accommodations: accept single-word responses, drawings, or symbols
Slide Deck
Freshman Connect: Session 2
Discovering and Celebrating Strengths
Welcome students and introduce Session 2 focused on discovering and celebrating personal strengths.
Objective & Why
Objective:
• Identify and celebrate personal strengths through a scavenger hunt and creative mapping
Why It Matters:
• Builds self-esteem and positive peer interactions
• Highlights unique abilities to ease the high school transition
Read the objective and explain why recognizing strengths is important for self-esteem and peer support.
Materials & Prep
Materials (per student or group):
• Strengths List Cards
• Scavenger Hunt Checklist
• Colored Markers
• Strengths Flower Worksheet
• Sticky Notes
• Group Reflection Prompt Cards
Prep (10 min):
• Print and cut cards and checklists
• Arrange markers and materials on tables
• Review accommodations for learners
Review materials and prep steps to ensure smooth transitions between activities.
Brainstorm Strengths
- Distribute Strengths List Cards with common qualities
- Read cards aloud and discuss additional strengths
- Circle 5 strengths that describe you
Accommodations:
• Use symbols or pictures
• One-on-one support for circling
Explain how to brainstorm using the Strengths List Cards and select personal strengths.
Activity: Strengths Scavenger Hunt
- Give each student a Scavenger Hunt Checklist
- Circulate and find peers matching each strength
- Ask classmates to sign next to strengths
- Aim for 5 different signatures
Accommodations:
• Pair with peer buddies
• Pre-select fewer strengths if needed
Guide students through the scavenger hunt and model asking peers for signatures.
Activity: Strengths Flower
- Hand out Strengths Flower Worksheet and markers
- Choose your top 5 strengths from activities
- Write or draw one strength per petal and decorate
Accommodations:
• Word banks on worksheet
• Draw symbols instead of words
Introduce the Strengths Flower Worksheet and demonstrate filling petals with top strengths.
Strengths Flower Example
Example Flower:
• Petal 1: “Creative” (paintbrush icon)
• Petal 2: “Helpful” (heart icon)
• Petal 3: “Curious” (magnifying glass icon)
• Petal 4: “Leader” (star icon)
• Petal 5: “Kind” (smiley face icon)
Show an example of a completed Strengths Flower to inspire creativity.
Group Reflection
- Volunteers share one strength from their flower
- Use Group Reflection Prompt Cards (e.g., “Why is this strength important to you?”)
- Peers respond with supportive feedback
Accommodations:
• Teacher reads prompts aloud
• Students point to petals if speaking is hard
Facilitate students sharing one strength via prompt cards and encourage positive feedback.
Exit Ticket
• On a Sticky Note, write or draw one strength you learned today
• Place it on our “Wall of Strengths” as you leave
Accept words, pictures, or symbols
Explain the exit ticket and the Wall of Strengths to wrap up the session.
Closing & Next Steps
Great job celebrating your strengths! Next session we will:
• Set personal goals and create a goal map
See you next time—keep adding to our Wall of Strengths!
Praise students’ work and preview Session 3 on goal setting.
Worksheet
Strengths Flower Worksheet
Instructions: Lightly sketch a flower with a circle in the center and five petals around it. In each petal, write or draw one of your top 5 personal strengths. In the center circle, write your name or draw a symbol that represents you. Feel free to decorate and color your flower!
Center of the Flower
Your Name or You Symbol
Petal 1: Strength 1
Petal 2: Strength 2
Petal 3: Strength 3
Petal 4: Strength 4
Petal 5: Strength 5
Great job! Once you’ve filled all petals, share one strength with the group and celebrate what makes you unique!
Lesson Plan
Session 3: Goal Setting
Students will learn to set Specific, Measurable, Achievable, Relevant, Time-bound (SMART) goals, brainstorm personal academic and social targets, and map actionable steps to achieve one goal, fostering planning skills and self-direction.
Teaching goal-setting empowers students to take ownership of their high school journey, builds organizational skills, and boosts confidence by breaking big ambitions into manageable steps in a supportive group setting.
Audience
9th Grade Special Education Students
Time
30 minutes
Approach
Guided SMART framework and visual mapping
Prep
Prepare Materials
10 minutes
- Print one Goal-Setting Worksheet and one Goal Map Template per student
- Print and display the SMART Goals Poster in the front of the room
- Arrange Colored Markers, Sticky Notes, and Group Reflection Prompt Cards on tables
- Review accommodations (e.g., word banks, visual supports) needed for individual learners
Step 1
Introduce SMART Goals
5 minutes
- Point to the SMART Goals Poster and read each element aloud: Specific, Measurable, Achievable, Relevant, Time-bound
- Provide an example goal (e.g., “Read one chapter of a book every day for two weeks”) and highlight how it meets each SMART criterion
- Ask students to give thumbs up when they hear each SMART word in the example
- Accommodations: read definitions slowly, provide simplified visuals or gestures, pair non-readers with a peer helper
Step 2
Goal Brainstorming
7 minutes
- Distribute the Goal-Setting Worksheet to each student
- Ask students to think of one academic goal (e.g., improve math grade) and one social/personal goal (e.g., make a new friend)
- Students write or draw their two goals in the worksheet spaces
- Circulate to support students who need help generating or writing ideas
- Accommodations: offer goal prompts or sentence starters, allow verbal responses to be scribed by the teacher
Step 3
Create Goal Map
12 minutes
- Hand out the Goal Map Template and markers
- Model filling out one section: write the chosen goal at the top, list 3–4 action steps in sequence, identify support people, and set a timeline
- Students choose one of their brainstormed goals to map out
- Encourage use of drawings, symbols, or simple words in each section
- Accommodations: provide pre-filled examples, offer one-on-one scaffolding, allow use of voice-to-text if available
Step 4
Group Reflection Discussion
5 minutes
- Invite volunteers to share one step from their goal map or one check-in date they set
- Use Group Reflection Prompt Cards (e.g., “What will you do first?” “Who can help you?”) to guide discussion
- Encourage peers to give supportive feedback (e.g., “That step sounds doable because…”)
- Accommodations: allow students to point to their map while the teacher reads prompts aloud
Step 5
Wrap-Up and Exit Ticket
1 minute
- Give each student a Sticky Note and ask them to write or draw one goal they feel excited about and one thing they need to remember
- Students place sticky notes on our “Wall of Goals” as they leave
- Accommodations: accept symbols, single words, or teacher-scribed responses
Slide Deck
Freshman Connect: Session 3
Goal Setting and Planning for Success
Welcome students and introduce Session 3 focused on goal setting and planning for success in high school.
Objective & Why
Objective:
• Learn the SMART goal framework
• Brainstorm academic and social goals
• Create a visual goal map with action steps
Why It Matters:
• Builds self-direction and confidence
• Breaks big goals into manageable steps
• Promotes accountability and peer support
Read the objective and explain why learning to set goals is important for taking control of their high school journey.
Materials & Prep
Materials (per student):
• SMART Goals Poster
• Goal-Setting Worksheet
• Goal Map Template
• Colored Markers
• Sticky Notes
• Group Reflection Prompt Cards
Prep (10 min):
• Display the SMART Goals Poster at the front
• Print one worksheet and one template per student
• Arrange markers, sticky notes, and prompt cards
Review the materials and prep steps so students know what’s needed and where to find things.
Introducing SMART Goals
What does SMART stand for?
• Specific
• Measurable
• Achievable
• Relevant
• Time-bound
Example: “Read one chapter of a book every day for two weeks.”
• Specific: one chapter daily
• Measurable: track each day
• Achievable: one chapter is realistic
• Relevant: improves reading habit
• Time-bound: two-week deadline
Point to the SMART Goals Poster and read each element aloud. Use the example to highlight how each SMART component applies.
SMART Goals Poster
[Display SMART Goals Poster here]
Specific • Measurable • Achievable • Relevant • Time-bound
Display the poster for visual reference and review each SMART element briefly.
Activity: Goal Brainstorming
- On your Goal-Setting Worksheet, think of:
• One academic goal
• One social/personal goal - Write or draw your two goals
Accommodations:
• Use prompts or sentence starters
• Teacher can scribe ideas
Distribute the Goal-Setting Worksheet and guide students through generating one academic and one social/personal goal.
Activity: Create Goal Map
- Grab a Goal Map Template and markers
- Choose one of your brainstormed goals
- Write your goal at the top
- List 3–4 action steps in order
- Identify support people and set a timeline
Feel free to use words, symbols, or drawings!
Hand out the Goal Map Template, model one example, then let students fill out their own maps.
Goal Map Example
Example:
Goal: Improve math grade
- Complete homework every day
- Ask teacher questions after class
- Study with a friend weekly
Supports: math tutor, study buddy
Timeline: 4 weeks
Show a completed Goal Map Example to clarify expectations and inspire students.
Group Reflection
- Share one action step or check-in date from your map
- Use Group Reflection Prompt Cards:
• “What will you do first?”
• “Who can help you?” - Peers give supportive feedback
Accommodations:
• Teacher reads prompts aloud
• Students can point to their map
Invite volunteers to share part of their goal map. Use prompt cards to guide the sharing and feedback.
Exit Ticket & Closing
• On a Sticky Note, write or draw:
- One goal you feel excited about
- One thing you need to remember
Place it on our “Wall of Goals” as you leave.
Great job! You’ve taken an important step toward success in high school.
Explain the exit ticket, collect sticky notes on the Wall of Goals, and praise students for their work.
Worksheet
Goal-Setting Worksheet
SMART Goals Reminder
- Specific: Clearly state what you want to accomplish.
- Measurable: Decide how you will track your progress.
- Achievable: Make sure it is realistic for you.
- Relevant: Choose something that matters to you.
- Time-bound: Set a deadline for your goal.
My Goals
1. Academic Goal
Think of one thing you want to achieve in school (e.g., improve in math, read more, finish homework on time).
2. Social/Personal Goal
Think of one thing you want to improve or try in your personal life or friendships (e.g., make a new friend, join a club, share ideas in class).
Next Steps
What will you do first?
Who can help you?
When will you start?
Great work! Use your SMART reminders to check your goal map and stay on track.
Worksheet
Goal Map Template
Use this template to map out one of your goals. You can write, draw, or use symbols in each section to plan your steps and supports.
My Goal
Action Steps
- Step 1:
- Step 2:
- Step 3:
- Step 4 (optional):
Who Can Help Me?
(List people or resources you can ask for support)
Timeline
(When will you start? When do you want to finish?)
Great job! Keep this goal map somewhere you can see it to help you stay on track.
Worksheet
Group Reflection Prompt Cards
Use these prompts to guide group discussions and reflections after each activity. Print and cut into individual cards for easy use.
- What is one new thing you learned about yourself today?
- What is one new thing you learned about a classmate?
- Which part of the activity was your favorite, and why?
- Which part was challenging, and how did you work through it?
- What is one strength you noticed in a peer?
- What is a new strength you discovered in yourself?
- What goal did you set today? How will you begin working on it?
- Who can you ask for help with your goal moving forward?
- What action step will you take next to reach your goal?
- How did you feel during our session? Choose one word and explain.
Worksheet
Strengths List Cards
Print and cut one card per item. Use these cards during brainstorming to help students identify personal strengths. Each card lists one common strength.
- Helpful
- Creative
- Curious
- Kind
- Leader
- Team Player
- Listener
- Friendly
- Honest
- Hardworking
- Patient
- Organized
- Courageous
- Respectful
- Confident
Worksheet
Scavenger Hunt Checklist
Instructions: Circulate quietly and find peers who match each strength listed below. Ask them to write their name on the line next to the strength. Try to collect at least 5 different signatures!
| Strength | Peer Signature |
|---|---|
| Helpful | _________________________ |
| Creative | _________________________ |
| Curious | _________________________ |
| Kind | _________________________ |
| Leader | _________________________ |
| Team Player | _________________________ |
| Listener | _________________________ |
| Honest | _________________________ |
| Hardworking | _________________________ |
| Organized | _________________________ |
Worksheet
Name Tag Templates
Instructions: Print these templates, cut along the solid lines, and hand one to each student. Students write their name and can draw or write a fun fact or picture.
| Name Tag 1 | Name Tag 2 |
|---|---|
| Name: ________________________________ Fun Fact / Drawing: ------------------------------------- | Name: ________________________________ Fun Fact / Drawing: ------------------------------------- |
Tip: Laminate for reuse or attach with a name badge holder.