Standard A: Students will acquire the attitudes, knowledge ... · ACADEMIC DEVELOPMENT DOMAIN Standard A: Students will acquire the attitudes, knowledge, and skills that contribute

North Scott Junior High

Guidance Curriculum

ASCA NATIONAL STANDARDS:

ACADEMIC DEVELOPMENT DOMAIN

Standard A: Students will acquire the attitudes, knowledge, and skills that

contribute to effective learning in school and across the life span.

A1 Improve Academic Self-Concept

A2. Acquire Skills for Improving Learning

A3. Achieve School Success

LESSON: Learning Styles and Multiple Intelligences

Students will KNOW:

Work ethic

Goal

Multiple intelligences

Intelligence

Differentiation

Assess

Assessment

Time management

Task

Compliment

Pride

Learning style

Inventory

Gardner

Students will UNDERSTAND:

Students will understand their learning style and how it affects their learning in school

and in life.

Students will be able to DO the following:

Use methods to enhance their learning style.

Use strategies to create

Ask teachers or other leaders for alternative methods of teaching when understanding is

not reached.

Recognize methods that help or delay their learning process.

Build self-esteem by learning about their personal learning strengths.

Learn to appreciate differences among their classmates

Resources:

Frames Of Mind: The Theory Of Multiple Intelligences by Howard Gardner

Learning Style Inventory & Multiple Intelligences Survey

http://www.educationworld.com/

Middle School Learning Style

http://www.scholastic.com/familymatters/parentguides/middleschool/quiz_learningstyles/

index.htm







Lesson: Transitioning to the Junior High School-6th

Grade (Incoming 7th

Graders)

Students will KNOW:

Teams

Extra curricular activity

Physical Exam

Attitude

Boystown

Clubs

AT (Advisory Time)


The required classes for both 7th

and 8th

grade students

Routines of the junior high

How passing time works and how much they get

The daily schedule

Choices for classes the students have in 7th

and 8th

grade

The lunchroom process

Rules of the junior high

Procedures of band/orchestra


Show an understanding of the routines of the day

Follow lunch procedures during their visit to the junior high

Ask questions of concern in order to feel comfortable with their transition

Use a map to navigate through the hallways of the high school

Try different musical instruments to find areas of skill/talent

Tour the building with key staff to get an overview of routines/procedures

Visit classrooms to experience a typical class setting

Resources:

iMovie for Transitioning

Maps of the Junior High

Junior High’s daily schedule (example)

Letters sent out to elementary buildings

Schedules for elementary teachers

Personal Data Forms

Personal Data Form letter

Brochure for 6th

graders







Lesson: Transitioning to the High School-8th

Grade

Students will KNOW:

Block Schedule

Freshman House

Credit

Core Curriculum

Electives

Departments


Requirements to graduate

Routines of the high school

Passing time at the high school

Daily schedule for block and ‘house’ students

How their career of choice effects their class selection

The lunchroom process


Show an understanding of the routines of the day

Follow lunch procedures during the visit to the high school

Ask questions of concern in order to feel comfortable with their transition

Use a map to navigate through the hallways of the high school

Resources:

PowerPoint for Transitioning

Maps of the High School

High School’s daily schedule (example)


Standard B: Students will complete school with the academic preparation essential

to choose from a wide range of substantial postsecondary options, including college.

B1. Improve Learning

Lesson: Effort = Success

Students will KNOW:

GPA

Grading Scale

Motivation

Effort

D/F List

Learning Styles

Influence

Critical Thinking Skills


Students will understand the correlation between effort, (input) and grades, (output).


Calculate GPA

Set a daily time and place for homework

Check their grades on PowerSchool

Look at their 3-week report to avoid low grades on final report

Organize their assignment notebook to

Resources:

Skills Streaming the Adolescent by Arnold P. Goldstein and Ellen McGinnis

PowerSchool


Standard B: Students will complete school with the academic preparation essential

to choose from a wide range of substantial postsecondary options, including college.

B2. Plan to Achieve Goals

Lesson: Skills for Success

Students will KNOW:

Work ethic

Goal

Time management

MAP (Measure of Academic Progress)

ITBS (Iowa Test of Basic Skills)


Students will understand why setting goals are important for test achievement.


Create academic goals for classes and tests

Complete tests to the best of their ability

Will be able to monitor their progress

Utilize problem solving skills to reach goals

Resources:

Goal Setting worksheets for MAP

ITBS scores from previous years: See “List of Student Scores Report” from

ITBS/Riverside Publishing

Step by Step Goal Setting lesson Plan

www.goodcharacter.com

CAREER DEVELOPMENT DOMAIN

Standard A: Students will acquire the skills to investigate the world of work in

relation to knowledge of self and to make informed career decisions.

A1. Develop Career Awareness

A2. Develop Employment Readiness

Lesson: Understanding the World of Work (2-4 lessons)

Students will KNOW:

Federal Taxes

State Taxes

Gross Income

Net Income

Income

Debit services

Credit Card

Interest

Annual Percentage Rates


Why it is necessary to pay taxes

Where tax money goes

How gross and net income are different

How credit cards pay for items and how interest is charged

The process of receiving a paycheck and paying bills first

How to save money for surprise expenses


Fill out a check/debit register

Figure how to deduct taxes from income

Manage a checking/savings account

Purchase fictitious items using their income from an assigned job

Research careers of interest

Choice of: Writing a report on a chosen career, create a PowerPoint presentation on a

chosen career or give a presentation on a chosen career

Resources:

JA Finance Park Curriculum

Share Draft Balance Lesson Plan


Standard A: Students will acquire the skills to investigate the world of work in

relation to knowledge of self and to make informed career decisions.

B1. Acquire career information

B2. Identify Career Goals

Lesson: Guideways (2-3 Lessons)

Students will KNOW:

Vocation

Career Cluster

Career Key

Focus Cluster

Plan of Study

Four year Plan

High School Credits


How their talents and skills relate to the workforce.

The process of scheduling their high school course work

How their personal qualities and their favorite subjects are related to career clusters

Career clusters are a way of organizing careers into an area

that requires similar knowledge and skills

The importance of creating goals and reviewing goals regularly

Goals can change and be modified

The importance of choosing classes that relate to their career cluster

Graduation Requirements for North Scott Senior High


Build a four-year high school course work plan

Show their parents the four-year plan and get approval

Return the approved plan to school

Review the four-year plan annually

Resources:

www.ihaveaplaniowa.gov

Iowa College Aid Manual

High school course of study book

High school flow charts for courses

Jenna Miller-Iowa College Student Aid Commission-1-877-272-4456


Standard C: Students will understand the relationship between personal qualities,

education, training and the world of work.

C1. Acquire Knowledge to achieve career goals

Lesson: Creating a Four Year Plan for High School

Students will KNOW:

Educational Requirements

Career Cluster

Career Key

Portfolio

Hospitality and Tourism

Human Services

Information Technology

Manufacturing

Marketing

Logistics


How their talents and skills relate to the workforce.

How similar they are to six basic types of personalities

How the activities they like to do are related to career clusters

How their personal qualities and their favorite subjects are related to career clusters

Career clusters are a way of organizing careers into an area

that requires similar knowledge and skills


Take a survey to better understand their skills and interests

Narrow their interests down to a focus-cluster

Research education and training for selected careers

Explore programs and majors for post secondary education/training

Resources:

www.ihaveaplaniowa.gov

Iowa College Aid Manual

High school course of study book

High school flow charts for courses

Jenna Miller-Iowa College Student Aid Commission-1-877-272-4456

PERSONAL/SOCIAL DOMAIN

Standard A: Students will acquire the knowledge, attitudes, and interpersonal skills

to help them understand and respect self and others.

A1. Acquire Self-Knowledge

Lesson: Boystown Rules/Procedures

Students will KNOW:

Boystown Model of Behavior


Procedures of Boystown

The six social skills for our school:

1. Being on Time

2. Communicating Appropriately

3. Following Instructions

4. Accepting Criticism & Consequences

5. Disagreeing Appropriately

6. LANCERS DON’T BULLY

The steps to each skill

How to use the 6 skills to deescalate and reduce problems


List the six social skills for the school

Use the Boystown skills/rules in appropriate situations

When faced with a troublesome situation, the student will be able to think through the

Boystown steps and follow the statements in order to appropriately handle the situation

Resourses:

Boystown Overview

Boystown Posters for 6 school rules




A2. Acquire Interpersonal Skills

Lesson: Mix It Up!

Students will KNOW:

Boundaries

Diversity

Cliques

Controversy

Tolerance


How barriers can be created

That all students are different

We will always be in situations that are uncomfortable but we can make them

comfortable by the things we choose to say

How they can learn from others

Body language can invite and shut out conversation

How to disagree with grace

How to appropriately start and end a conversation


Sit by students in the lunchroom that they would not ordinarily sit with

Make appropriate conversation with students

End conversations appropriately

Discuss experience the following day

Fill out a questionnaire on how the experience was

Describe how they were a positive part of the experience

Resources:

www.mixitup.org

Mix it Up Lesson Plans





Lesson: Second Step – “Understanding the Problem” for Grade 7

Students will KNOW:

Interpersonal Conflict

Interpersonal violence

Factor

Assumption

Aggression


Interpersonal conflicts are unresolved problems between two or more people

Interpersonal violence includes physical and verbal aggression and most often happens

between family members, friend or acquaintances

Belief factors that contribute to interpersonal violence include negative assumptions

about the actions and intentions of others, a view of aggression as a viable means

for getting one’s needs met and possessive attitudes about people and territory

Asking for information can help resolve interpersonal conflict


Define the terms interpersonal conflict and interpersonal violence

Identify several factors contributing to violence

Identify several factors contributing to nonviolence

Describe the role of the bystanders

Resources:

Second Step Curriculum





Lesson: Second Step – “Training for Empathy” for Grade 7

Students will KNOW:

Perceive

Perspective/Point of view

Beliefs


People vary in the way they perceive situations

Perspectives (points of view) are based on people’s own experiences, feelings needs and

beliefs

Empathy includes the ability to assume the perspective of another person


Recognize that people’s perspectives (points of view) are based on their own experiences,

feelings, needs and beliefs

Ask questions to gain information about and better understand other perspectives

Assume the role and perspective (point of view) of a person in a role-play

Resources:






Lesson: Second Step – “Anger Management” for Grade 7

Students will KNOW:

Anger

Anger signs

Igniting event

Hot talk

Cool Talk

Reflection


Physical signs alert us to our angry feelings

Other emotions often underlie angry feelings

Internal thoughts and self-statements may prompt angry feelings

Residual anger over past events or ongoing situations can affect reactions to present

situations

Anger and other stressful emotions can be reduced through relaxation techniques and

“cool talk,” positive thoughts or self-statements


Recognize physical signs that indicate anger or stress

Identify stressful emotions that underlie anger

Recognize residual anger and its effects

Compare and contrast different styles for dealing with stressful emotions

Demonstrate anger-management techniques

Resources:






Lesson: Second Step – “Applying Skills” for Grade 7

Students will KNOW:

Thinking out loud

Blame game

Brainstorm

Solution

Evaluate

Consequence


Identifying a problem involves stating what happened and the points of view of those

involved

Brainstorming involves generating multiple solutions to a problem

Evaluating solutions involves identifying possible consequences of alternative solutions

Choosing a solution involves comparing solutions and selecting the best one

Reflecting on performance in a stressful situation increases one’s success in the future


Identify a problem within a given situation by saying what happened and the points of

view of those involved

Generate multiple solutions to a given problem situation

Evaluate solutions on the basis of safety, feeling, fairness and workability

Choose a solution from several alternatives

Reflect on past performance in a stressful situation

Resources:






Lesson: Second Step – “Apply Skills” for Grade 7

Students will KNOW:

Rumor

Gossip

Bystander

Rumor blocks


Rumors and gossip can be destructive and are examples of poor communication

Blocking rumors and gossip involves naming the behavior, challenging the assertion and

suggesting the person talk to those directly involved


Define rumor and gossip and explain why people participate

Describe the ways in which bystanders can contribute to or help to avoid conflict

Apply the problem-solving steps to a situation involving rumors

Generate and demonstrate steps for dealing effectively with rumors and gossip

Resources:






Lesson: Second Step – “Understanding the Problem” for Grade 8

Students will KNOW:

Interpersonal Conflict

Interpersonal violence

Acquaintance

Factor

Spectator


When interpersonal conflicts are unresolved problems can escalate by individual behavior

Spectators have a direct influence on conflict outcome

How physical and verbal aggression influence conflict


Define the terms interpersonal conflict and interpersonal violence

Identify the influence of spectators in promoting or reducing the risk of interpersonal

violence

Identify factors that influence fighting

Compare short-term gains with long-term losses from fighting

Resources:






Lesson: Second Step – “Training for Empathy” for Grade 8

Students will KNOW:

Empathy

Point of View

Label

Stereotype

Prejudice

Enhance

Diminish


Empathy includes the ability to identify the feeling of, take the perspective of and

respond emotionally to another person

Labeling and stereotyping encourage preconceived and often negative images of others

and inhibit people from forming their own impressions


Name the three components of empathy

Identify ways to enhance empathy

Recognize how labels and stereotypes negatively influence our perceptions of others and

limit the choices and options available to people

Resources:






Lesson: Second Step – “Anger Management” for Grade 8

Students will KNOW:

Anger signs

Underlying feelings

Residual anger

Igniting event

Hot talk

Cool Talk

Impulse


Physical signs alert us to our angry feelings

Other emotions often underlie angry feelings

Internal thoughts and self-statements may prompt angry feelings

Residual anger over past events or ongoing situations can affect reactions to present

situations

Anger and other stressful emotions can be reduced through relaxation techniques and

“cool talk,” positive thoughts or self-statements


Recognize physical signs that indicate anger or stress

Identify stressful emotions that underlie anger

Recognize residual anger and its effects

Compare and contrast different styles for dealing with stressful emotions

Demonstrate anger-management techniques

Identify sources of support

Make a personal contract regarding behavior

Resources:






Lesson: Second Step – “Problem Solving” for Grade 8

Students will KNOW:

Thinking Out Loud

Brainstorm

Solution

Evaluate

Consequence


Identifying a problem involves stating what happened and the points of view of those

involved

Brainstorming involves generating multiple solutions to a problem

Evaluating solutions involves identifying possible consequences of alternative solutions

Choosing a solution involves comparing solutions and selecting the best one

Reflecting on performance in a stressful situation increases one’s success in the future








Resources:






Lesson: Second Step – “Applying Skills-1” for Grade 8

Students will KNOW:

Bully

Put-downs

Ostracize


Put-downs serve to belittle and psychologically hurt people

Bullies are people who consistently harass others; they are often victims as well as

victimizers

Effectively dealing with put-downs and other bullying behavior involves ignoring the

remarks, telling the bully to stop and/or getting help








Resources:






Lesson: Second Step – “Applying Skills-2” for Grade 8

Students will KNOW:

Negotiation

Win-win Solution


Negotiation involves identifying a goal, addressing the other person’s and your own

needs or concerns and offering and/or agreeing to a solution that is mutually

beneficial


Apply the problem-solving steps to a situation involving conflicting goals

Identify the benefits of win-win negotiation

Generate and demonstrate steps for effective negotiation

Resources:



Standard B: Students will make decisions, set goals and take necessary action to

achieve goals.

B1. Self-Knowledge Application

Lesson: Goal Setting

Students will KNOW:

Different types of goals; Personal, Classroom, School and Community


How to set a realistic goal

How their talents and skills relate to goal setting

Goals will be different for different people/personality types

Goal setting is a process and can change

The importance of goal setting to achieve something significant


Brainstorm a list of goals

Work through the brainstorming list to identify realistic vs. unrealistic goals

Identify a realistic goal

Work through the goal setting process

Set reviews for the goal

Set a time line for the goal

Use charts when necessary

Resources:

Goals, Goals, Goals lesson plan by Pat Nystrom

Goal Setting Lesson Plan by Debbie DeSpirt

Setting & Achieving Goals from www.goodcharacer.com

Tables for charting attendance and assignment/test scores included in the lesson plan;

Step by Step Goal Setting Lesson Plans by Gretchen Betterlin and Donna Price


Standard C: Students will understand safety and survival skills.

C1. Acquire Personal Safety Skills

Lesson: Safety Unit

Students will KNOW:

Confidentiality

Report

Lockdown

“E” schedule


Procedures to report

How and when to report

Anonymity

Names of reporting centers

Numbers of reporting center

Concept of a safe school

Drills and procedures

Lockdown

What happens after they report an incident

Why it is important to report

When to involve an adult


Identify at least two trusted adults they feel comfortable reporting to

List procedures to follow

Take an assessment on safety practices

Write out what they would do in a given scenario

Follow procedures during drills and “E” schedule

Resources:

Safety Unit Curriculum


Standard C: Students will understand sagety and survival skills.

C1. Acquire Personal Safety Skills

Lesson: Cyberbullying and Social Networking

Students will KNOW:

Cyberbullying

Social Network

Stalking

Impersonation

Harassment

Flaming

Sexting

Emoticons


Laws

Procedures to report

How and when to report

Anonymity

What happens after they report an incident

Why it is important to report

When to involve an adult



List procedures to follow

Take an assessment on safety internet practices

Work through scenarios and write out what they would do in a given scenario


Act out given scenarios for the class

Resources:

http://www.michellehenry.fr/bully.htm

Text and online acronyms list

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Standard A: Students will acquire the attitudes, knowledge ... · ACADEMIC DEVELOPMENT DOMAIN Standard A: Students will acquire the attitudes, knowledge, and skills that contribute