zilongwang/ReadingBank huggingface dataset:
2. The student will interview one worker, share this interview with others, and write a paragraph reporting the findings. CD.7.A.05 CD.7.B.05 CD.7.C.05 W.5.1 W.5.2 W.5.4 W.5.7 W.5.8 SL.5.1 SL.5.2 SL.5.3 SL.5.4 SL.5.5 L.5.1 L.5.2 L.5.3 L.5.4 L.5.5 L.5.6 CD A CD C DOK Level – 3 DOK Level - 3 DOK Level - 4 3. The student, as a member of a group, will identify five jobs with a least one change over the last ten years. CD.7.A.05 CD.7.B.05 CD.7.C.05 W.5.1 W.5.2 W.5.4 W.5.7 W.5.8 SL.5.1 SL.5.2 SL.5.3 SL.5.4 SL.5.5 L.5.1 L.5.2 L.5.3 L.5.4 L.5.5 L.5.6 CD A CD C DOK Level – 3 DOK Level - 3 DOK Level – 4 ASSESSMENT DESCRIPTIONS*: The student will compare/contrast Where Do I Fit Activity Sheet of working conditions completed in grade 4 with grade 5 Where Do I Fit Activity Sheet. The student will interview a worker and complete How Times Have Changed Activity Sheet regarding how the worker’s job(s) has changed over the past 10 years, and whether those changes have benefited him/her. The student will write a paragraph explaining his/her findings in relation to the worker’s future. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) x Direct x Indirect Experiential
Independent study x Interactive Instruction 1 2 3 See Lessons: Lesson 1: Where do I fit now? Have I changed? Lesson 2: Back in the “Old Days” Lesson 3: How Times Have Changed Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 See Lessons: Lesson 1: do I fit now? Have I changed? Lesson 2: Back in the “Old Days” Lesson 3: How Times Have Changed x (Ls. 1,3) Demonstrations x Guided & Shared - listening, viewing, thinking (Ls. 3) Indirect: x (Ls. 1,3) x (Ls. 2) Experiential: Conducting Experiments Games Storytelling Observations Model Building Surveys Independent Study Essays Reports Learning Activity Packages Correspondence Lessons Homework Learning Centers Interactive Instruction Panels x (Ls. 2 ) Laboratory Groups Tutorial Groups x Interviewing (Ls. 2) Conferencing UNIT RESOURCES: Common Core State Standards (CCSS), accessed May 17, 2013, from
UNIT DESCRIPTION: Developing Awareness of Work and Workers Students will identify activities that they like/dislike at home and at school; will learn how to relate knowledge of workers at home and at school to the 6 career paths; and develop an appreciation for the importance of all kinds of work. SUGGESTED UNIT TIMELINE: 4 Lessons CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: What is work? Why do people work? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. Students will identify at least two tasks they like to do at home and at school. CD.7.A.0K: Identify likes and dislikes at home and school. CD.7.B.0K: Identify workers in the school and in families related to the six (6) career paths. CD.7.C.0K: Recognize that all work is important. RF.K.2 RF.K.3 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.4 SL.K.5 SL.K.6 L.K.1 L.K.4 L.K.5 CD A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. CD C. Students will understand the relationship between personal qualities, education, training and the world of work. DOK - 2 DOK Level - 2 DOK Level - 1 2. Students will identify at least two tasks they dislike at home and at school. CD.7.A.0K CD.7.B.0K. CD.7.C.0K RF.K.2 RF.K.3 W.K.8 SL.K.1 SL.K.2 SL.K.3 CD A CD C DOK Level – 2 DOK Level – 2 DOK Level – 1
SL.K.4 SL.K.5 SL.K.6 L.K.1 L.K.4 L.K.5 3. Students will identify all six career paths as a group and identify why they are important. CD.7.A.0K. CD.7.B.0K CD.7.C.0K RF.K.2 RF.K.3 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.4 SL.K.5 SL.K.6 L.K.1 L.K.4 L.K.5 CD A CD C DOK Level – 2 DOK Level – 2 DOK Level - 1 4. Students will identify at two workers in school and their career paths. CD.7.A.0K. CD.7.B.0K CD.7.C.0K RF.K.2 RF.K.3 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.4 SL.K.5 SL.K.6 L.K.1 L.K.4 L.K.5 CD A CD C DOK Level – 2 DOK Level – 2 DOK Level – 1 5. Students will identify at least two family members and their career paths. CD.7.A.0K. CD.7.B.0K CD.7.C.0K RF.K.2 RF.K.3 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.4 SL.K.5 SL.K.6 L.K.1 L.K.4 L.K.5 CD A CD C DOK Level – 2 DOK Level – 2 DOK Level – 1 6. Students will identify two jobs and one reason why each job is important. CD.7.A.0K. CD.7.B.0K RF.K.2 RF.K.3 W.K.8 SL.K.1 CD A CD C DOK Level – 2 DOK Level – 2 DOK Level – 1
Demonstrations x Guided & Shared - listening, viewing, thinking (Ls. 1,2,3,4) Conducting Experiments Games Storytelling Field Observations Model Building Surveys Reports Learning Activity Packages Correspondence Lessons Homework Learning Centers Panels x (Ls. 1,2,3,4) Laboratory Groups x (Ls.1,2,3,4) Tutorial Groups Interviewing Conferencing UNIT RESOURCES: Common Core State Standards (CCSS), accessed May 17, 2013, from
Counselor example. How do my (counselor) educational goals, training goals, and personal characteristics compare with those of my career? Counselor will model development of Venn Diagram on whiteboard via personal example. Procedures Instructor Procedures/Instructional Strategies: Instructor models own Venn diagram. Students are instructed to list education, training requirements and a minimum of 4 personal characteristics for current and for self in the left- and sections of the Venn diagram. Students are instructed to list, in the center section of the Venn diagram, all education, training, and personal characteristics that are the same for their current job-of-choice and for themselves. Closure: Encourage students to use the Venn diagram process as they continue observations and explorations of the World of Work. Student Involvement/Instructional Activities: Students observe as instructor models. Students list education, training requirements and a minimum of 4 personal characteristics for job of choice and self on Venn diagram. Students list all education, training, and personal characteristics that are the same in center of Venn diagram. Teacher Follow-Up Activities Students may need to update Personal Plans of Study. Counselor reflection notes (completed after the lesson)
Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 See Lessons: Lesson 1: Tootsie Roll ™, Tootsie Roll ™, Who Art Thou? (Part 1) Lesson 2: Tootsie Roll ™, Tootsie Roll ™, Who Art Thou? (Part 2) x (Ls. 1,2) Demonstrations Guided & Shared - listening, viewing, thinking (Ls. 1,2) Indirect: x (Ls.1) x (Ls. 1) x (Ls.1) x (Ls. 1) Experiential: Conducting Experiments Games Storytelling Field Observations Model Building x Surveys (Ls. 2) Independent Study Essays Reports Learning Activity Packages Correspondence Lessons Homework x (Ls. 1) x (Ls. 1) Learning Centers Interactive Instruction Panels x (Ls. 1,2) Laboratory Groups x (Ls. 1) x Ls. 1) Tutorial Groups x Interviewing (Ls. 1) Conferencing UNIT RESOURCES: Common Core Standards (CCSS), accessed May 17, 2013, from
Fig. 17. Source emf and voltage across capacitor and inductor as functions of time. Fig. 18. Circuit currents as functions of time. Fig. 19. Power supplied by source and power dissipated in the output resistance. By changing the parameters, it easy to verify: The source current iS is minimum at the resonance frequency as the individual branch currents iC and IL cancel and the total circuit impedance |Z| is a maximum. The source current iS is in phase with the source emf vS.
interests with information careers and education. CD.8.B.08: Identify the training and education required for occupations in career paths of interest. CD.9.A.08: Evaluate personal, ethical and work habit skills as they relate to achieving the student’s educational career plan. CD.9.B.08: Utilize a portfolio of Middle School/Junior High School academic and work experience. DOK Level – 2 DOK – 4 DOK – 4 2. The student will complete activity sheets that will allow him/her to reflect on personal educational and career journeys to this point. CD.7.A.08 CD.7.B.08 CD.7.C.08 CD.8.A.08 CD.8.B.08 CD.9.A.08 CD.9.B.08 W.8.7 SL.8.2 SL.8.4 SL.8.6 L.8.1 L.8.2 L.8.3 CD A CD C DOK Level – 4 DOK Level – 3 DOK Level – 2 DOK Level – 3 DOK Level – 2 DOK – 4 DOK Level – 4
Demonstrations x Guided & Shared - listening, viewing, thinking (Ls. 3) x (Ls.1) x (Ls. 3) x (Ls.2) x (Ls.3) Conducting Experiments Storytelling Field Observations Model Building Surveys x (Ls.3) Reports Learning Activity Packages Correspondence Lessons Homework Learning Centers Panels x (Ls. 1,3) Laboratory Groups x (Ls. 2) x (Ls.2) x Ls. 1) Tutorial Groups Interviewing Conferencing UNIT RESOURCES: Common Core State Standards (CCSS), accessed May 17, 2013, from
Demonstrations x Guided & Shared - listening, viewing, thinking (Ls. 2) Indirect: x (Ls. 1) Experiential: Conducting Experiments x Games (Ls. 1) Storytelling Observations x (Ls. 1) Model Building Surveys Independent Study Essays Reports Learning Activity Packages Correspondence Lessons Homework Learning Centers Interactive Instruction x (Ls. 1) Panels x (Ls. 1,2) Laboratory Groups Tutorial Groups Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core State Standards (CCSS), accessed May 17, 2013, from
Missouri Comprehensive School Counseling Program Content Area Strand: AD Academic Development Grade Level Expectations (GLE) Grades 6-8 Big Idea 4: AD 4 Applying Skills Needed for Educational Achievement Concept GLE – Grade 6 GLE – Grade 7 GLE – Grade 8 A. Improvement of Academic Self-concept Leading to Life-long Learning Develop and practice study skills and test-taking strategies specific to each academic area and identify available resources. DOK: Level 3 Demonstrate and refine study skills and test-taking strategies utilizing available academic resources. DOK: Level 3 Consistently apply a system of study skills and test-taking strategies to promote academic success. DOK: Level 4 B. Self-management for Life- long Learning Develop and practice a self- management system to promote academic success. DOK: Level 4 Demonstrate and refine a self – management system to promote academic success. DOK: Level 3 Consistently apply a self- management system to promote academic success. DOK: Level 4 Big Idea 5:AD 5 Applying the Skills of Transitioning Between Educational Levels A. Transitions Demonstrate the ability to adjust to changing school structures and continue to meet academic expectations. DOK: Level 4 Recognize ongoing academic expectations and develop strategies to meet increased demands. DOK: Level 3 Identify the information and skills necessary to transition to high school. DOK: Level 2 Big Idea 6: AD 6 Developing and Monitoring Personal Plan of Study A. Personal Plan of Study for Life-long Learning Utilize goal-setting skills to identify the impact of academic achievement on an educational plan. DOK: Level 4 Assess academic achievement to refine education goals for life-long learning. DOK: Level 3 Design a Personal Plan of Study. DOK: Level 4 Missouri Comprehensive School Counseling: To ensure that the work of educators participating in this project will be available for the use of schools, the Department of Elementary and Secondary Education grants permission for the use of this material for non-commercial purposes only. Linking School Success to Life Success 2016
Missouri Comprehensive School Counseling Program Content Area Strand: AD Academic Development Grade Level Expectations (GLE) Grades 9-12 Big Idea 4: AD 4 Applying Skills Needed for Educational Achievement Concept GLE – Grade 9 GLE – Grade 10 GLE – Grade 11 GLE – Grade 12 A. Improvement of Academic Self- concept Leading to Life-long Learning Review and upon educational skills necessary to progress toward life-long learning goals. DOK: Level 3 Assess and apply educational skills necessary to progress toward individual life- long learning goals. DOK: Level 4 Consistently utilize educational skills necessary to progress toward individual life- long learning goals. DOK: 3 Achieve educational levels necessary to reach, maintain, and continue with individual life-long learning goals. DOK: 4 B. for Life-long Learning Review and build upon self-management system and adjust to increased academic demands. DOK: Level 4 Assess and apply self- management system to meet increased academic demands. DOK: Level 4 Consistently utilize self- management system and adjust to increased academic demands. DOK: Level 4 Exhibit skills necessary for educational achievement. DOK: Level 2 Big Idea 5: AD 5 Applying the Skills of Transitioning Between Educational Levels A. Transitions Apply information and skills necessary to transition into high school. DOK: Level 3 Self-assess and apply information to expand awareness of the relationship between high school options and post-secondary options. DOK: Level 4 Increase knowledge and refine skills in preparation for the senior year and post- secondary options. DOK: Level 3 Utilize the achievement and performance skills necessary to transition to post-secondary options. DOK: Level 2 Big Idea 6: AD 6 Developing and Monitoring Personal Plan of Study A. Personal Plan of Study for Life-long Learning Monitor and revise a Personal Plan of Study. DOK: Level 3 Explore options and resources available to further develop a Personal Plan of Study for life-long learning. DOK: Level 3 Evaluate and revise a Personal Plan of Study for life-long learning DOK: Level 3 Apply information to revise and implement a Personal Plan of Study necessary for life-long learning. DOK: Level 4 Missouri Comprehensive School Counseling: To ensure that the work of educators participating in this project will be available for the use of schools, the Department of Elementary and Secondary Education grants permission for the use of this material for non-commercial purposes only. Linking School Success to Life Success April 2016
UNIT DESCRIPTION: A Newer, BETTER, Older Me In lesson one, students identify a variety of feelings and complete a situational feelings thermometer worksheet. In lesson two, students identify personal school roles and accompanying character traits. Students will then create character clovers. SUGGESTED UNIT TIMELINE: 2 Lessons CLASS PERIOD (min.): 20 – 30 minutes each ESSENTIAL QUESTIONS: How can exploring our feelings help us? Why do people have different feelings? Why is it important to understand feelings? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will identify feelings based on real life situations. SE.1.A.01 Identify a variety of feelings. SE.1.B.01 Identify personal roles in the school. SE.1.C.01 Recognizing personal character traits. RF.1.2 RF.1.3 W.1.8 SL.1.1 SL.1.2 SL.1.3 SL.1.4 SL.1.6 L.1.1 L.1.4 L.1.5 L.1.6 SE Level 1 Level 1 Level 1 2. The student will identify three personal roles in school. SE.1.A.01 SE.1.B.01 SE.1.C.01 RF.1.2 RF.1.3 W.1.8 SL.1.1 SL.1.2 SL.1.3 SL.1.4 SL.1.6 SE Level 1 1 Level 1
X Ls. 2 Demonstrations X Guided & Shared - listening, viewing, thinking Ls. 1 Conducting Experiments X Games Ls. 1 Storytelling Field Observations Model Building Surveys Reports X Learning Activity Packages Ls. 1, 2 Correspondence Lessons Homework Learning Centers Panels X Ls. 1 Laboratory Groups Tutorial Groups Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core Standards (CCSS), accessed May 17, 2013, from
X Perseverance X Integrity Problem Solving Courage Compassion Tolerance X Respect X Goal Setting Lesson Measurable Learning Objectives: The student will determine positive and negative character traits from a list of fifteen character traits. Lesson Formative Assessment (acceptable evidence): Assessment should relate to the performance outcome for goals, objectives and GLEs. Assessment can be question answer, performance activity, etc. Students will identify positive and negative character traits utilizing the What Is Your Apple? worksheet. Lesson Preparation Essential Questions: How can you tell how someone feels about himself or herself? Engagement (Hook): The teacher will display 3 apples—one red, one green and one with a rotten spot on it. Procedures Instructor Procedures/Instructional Strategies: 1. The counselor displays 3 apples and asks students to describe the apples: color, texture, stages of development, and effects of rotten apple on the others. Possible responses might include a rotten apple can cause the other apples to decompose more quickly. 2. Counselor distributes and explains the instructions on the worksheet, explaining any terms that the students may not be familiar with. 3. The counselor instructs students to cut out the apples and glue them on the community tree (if red or green) poster picture. Students are to paste brown apples on the ground of the illustration. Student Involvement/Instructional Activities: 1. Students describe apples. 2. Students follow instructions. 3. Students cut out the apples and place them on the tree poster.
UNIT DESCRIPTION: Who Am I This unit provides opportunity for students to recognize their roles and responsibilities. The unit focuses on how their personal characteristics and strengths help them in their life roles. The unit uses art activities to motivate students. SUGGESTED UNIT TIMELINE: 3 Lessons CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: 1. Why are positive character traits important? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will determine positive and negative character traits from a list of fifteen character traits. SE.1.A.03 Identify positive characteristics and areas for personal growth. SE.1.B.03 Reflect on personal roles at home and at school and identify responsibilities. SE.1.C.03 Identify the characteristics needed to contribute to the classroom. RF.3.3 SL.3.1 SL.3.6 L.3.1 L.3.2 L.3.3 L.3.5 L.3.6 SE Level 1 Level 2 Level 1 2. The student will determine of four character traits named by other students describe him/her. SE.1.A.03 SE.1.B.03 SE.1.C.03 RF.3.3 SL.3.1 SL.3.6 L.3.1 L.3.2 SE Level 1 Level 2 Level 1
1 2 3 4 See Lessons: Lesson 1 An Apple a Day Lesson 2 What Color is Your Apple? Lesson 3 Fly Your Kite Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 4 See Lessons: Lesson 1 An Apple a Day Lesson 2 What is Your Apple? Lesson 3 Fly Your Kite X Ls 3 X Demonstrations Ls 1 X Guided & Shared - listening, viewing, thinking Ls 2,3 Indirect: X Ls 2 Experiential: Conducting Experiments Games Storytelling Field Observations Model Building Surveys Independent Study Essays Reports X Learning Activity Packages Ls 1,3 Correspondence Lessons Homework Learning Centers Interactive Instruction Panels X Ls1 X Ls 2,3 X Ls 1 Laboratory Groups Tutorial Groups Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core State Standards (CCSS), accessed May 17, 2013, from
that contribute to the school community. 2. The student will give at least two verbal responses regarding ways to be a responsible community member. SE.1.A.04 SE.1.B.04 SE.1.B.04 RL.4.1 RL.4.3 RL.4.4 RL.4.6 RF.4.3 SL.4.1 L.4.1 L.4.2 L.4.3 L.4.4 L.4.5 L.4.6 SE Level 1 Level 2 1 3. The student will compose ten positive statements about themselves. SE.1.A.04 SE.1.B.04 SE.1.B.04 RL.4.1 RL.4.3 RL.4.4 RL.4.6 RF.4.3 SL.4.1 L.4.1 L.4.2 L.4.3 L.4.4 L.4.5 L.4.6 SE Level 1 Level 2 Level 1 ASSESSMENT DESCRIPTIONS*: Students will be able to identify the difference between positive and negative thoughts and feelings. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods)
X Direct Indirect X Experiential Independent study X Interactive Instruction 1 2 3 See Lessons: Lesson 1: Positive! Lesson 2: I’m A Star! Lesson 3: I’m Thumbody! Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 See Lessons: Lesson 1: Think Positive! Lesson 2: I’m A Star! Lesson 3: I’m Thumbody! X Ls 3 Demonstrations X Guided & Shared - listening, viewing, thinking Ls 1 Indirect: Experiential: Conducting Experiments X Ls. 2 Storytelling Field Observations Model Building Surveys Independent Study Essays Reports Learning Activity Packages Correspondence Lessons Homework Learning Centers Interactive Instruction X Ls 1 Panels X Ls 1,2,3 X Ls 1,3 Laboratory Groups Tutorial Groups Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core State Standards (CCSS), accessed May 17, 2013, from
planned how to format the collage helped us share supplies helped others understand what to do down the group’s ideas kept a record of the group’s work Presenter reports the group’s ideas and work to others Time Keeper keeps the group on task and moving monitors group time and lets others know how much time is left Encourager keeps the group motivated compliments members on their work compliments members on good group behavior Collector gathers group materials returns group materials
2. The student will create and present a collage depicting at least three aspects of a positive self-concept. SE.1.A.05 SE.1.B.05 SE.1.C.05 RF.5.3 SL.5.1 L.5.1 L.5.3 L.5.4 L.5.5 L.5.6 Level 2 Level 3 Level 2 3. The student will identify and categorize at least ten activities in which he/she participates. SE.1.A.05 SE.1.B.05 SE.1.C.05 RF.5.3 SL.5.1 L.5.1 L.5.3 L.5.4 L.5.5 L.5.6 SE Level 2 Level 3 Level 2 4. The student will compare and contrast the amount of activities in each of the five categories. SE.1.A.05 SE.1.B.05 SE.1.C.05 RF.5.3 SL.5.1 L.5.1 L.5.3 L.5.4 L.5.5 L.5.6 SE 2 3 Level 2 5. The student will identify at least one strategy to balance their activities and responsibilities. SE.1.A.05 SE.1.B.05 SE.1.C.05 RF.5.3 SL.5.1 L.5.1 L.5.3 L.5.4 L.5.5 L.5.6 SE Level 2 Level 3 Level 2 ASSESSMENT DESCRIPTIONS*: Students will complete a worksheet and brainstorm strategies for balancing life roles. Obj.# INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) X Direct X Indirect Experiential X Independent study X Interactive Instruction
1 2 3 4 5 See Lessons: Lesson 1 Finding the Positive Lesson 2 Keep Finding the Positive Lesson 3 Are You Balanced? Obj.# INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 4 5 See Lessons: Lesson 1 Finding the Positive Lesson 2 Keep Finding the Positive Lesson 3 Are You Balanced? Ls 2 Demonstrations Guided & Shared - listening, viewing, thinking Indirect: X Ls 3 X Ls 2 X Ls 1 Experiential: Conducting Experiments Games Storytelling Field Observations Model Building Surveys Independent Study Essays Reports X Learning Activity Packages Ls 3 Correspondence Lessons Homework Learning Centers Interactive Instruction Panels X Ls 3 Laboratory Groups X Ls 1,2 X Ls 3 Tutorial Groups Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core State Standards (CCSS), accessed May 17, 2013, from
2. The student will write a reflective statement regarding the group activity, Tarp Game. SE.1.A.07 SE.1.B.07 SE.1.C.07 W.7.2 W.7.3 W.7.4 SL.7.1 L.7.1 L.7.2 L.7.3 L.7.4 L.7.5 L.7.6 SE Level 2 Level 4 Level 2 3. The student will create and present a Magic Minute commercial that demonstrates how they would change a time-waster into a time-saver. SE.1.A.07 SE.1.B.07 SE.1.C.07 SL.7.1 SL.7.4 SL.7.6 L.7.1 L.7.2 L.7.3 L.7.4 L.7.5 L.7.6 SE Level 2 Level 4 Level 2 ASSESSMENT DESCRIPTIONS*: The student will identify four personal strengths and use his/her personal strengths to solve a problem within a group. The student will work in small groups to develop a commercial, promoting a time saver. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) Direct X Indirect X Experiential X Independent X Interactive Instruction 1 2 3 See Lessons: Lesson 1 Survivors Lesson 2 The Quest for Magic Minutes Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 See Lessons: Lesson 1 Survivors Lesson 2 The Quest for Magic Minutes
SE.1.B.12: Exhibit the ability to balance personal, family, school, community, and work SE.1.C.12: Exhibit the personal characteristics of a contributing member of a diverse community. Level 4 Level 4 2. The student will identify at least three roles he/she has at home, school, and in the community and one responsibility for each role. SE.1.A.09 SE.1.B.09 SE.1.C.09 SE.1.A.10 SE.1.B.10 SE.1.C.10 SE.1.A.11 SE.1.B.11 SE.1.C.11 SE.1.A.12 SE.1.B.12 SE.1.C.12 W.9-10.2 W.9-10.3 W.9-10.4 SL.9-10.1 SL.9-10.4 L.9-10.1 L.9-10.2 L.9-10.3 L.9-10.4 L.9-10.5 L.9-10.6 SE Level 2 Level 2 Level 3 Level 3 Level 3 Level 3 Level 3 Level 3 Level 3 Level 4 Level 4 Level 4 3. The student will identify at least two ways to improve or maintain his/her self-concept. SE.1.A.09 SE.1.B.09 SE.1.C.09 SE.1.A.10 SE.1.B.10 SE.1.C.10 SE.1.A.11 SE.1.B.11 SL. 11-12.1 SL. 11-12.4 L.11-12.1 L.11-12.2 L.11-12.3 L.11-12.4 L.11-12.5 L.11-12.6 SE Level 2 Level 2 3 Level 3 Level 3 Level 3 Level 3 Level 3
X Ls 1,2 Demonstrations Guided & Shared - listening, viewing, thinking Indirect: X Ls 4 X Ls. 4 X Ls 1,2,3 X Ls 1,2,3,4 Experiential: Conducting Experiments X Ls 3 Games Storytelling Field Observations Model Building X Surveys Ls 4 Independent Essays Reports Learning Activity Packages Correspondence Lessons X Ls 4 Homework Learning Centers Interactive Instruction Panels X Ls 1,2,3 X Ls 1,2 Laboratory Groups Tutorial Groups Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core State Standards (CCSS), accessed May 17, 2013, from
UNIT DESCRIPTION: The Many Faces of Me Lesson one provides students with an introduction to the four basic feelings of happy, sad, mad and scared. The lesson concludes with them completing a Feelings Worksheet. Lesson two, through a discussion with 2 puppets, allows students to identify the they play in the families and the accompanying character traits that assist in them playing these roles. SUGGESTED UNIT TIMELINE: 2 Lessons CLASS PERIOD (min.): 20 – 30 minutes each ESSENTIAL QUESTIONS: What are feelings? Why is it important to understand/recognize different feelings? How do I learn how to act in different situations? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will identify and draw the four basic feelings. SE.1.A.0K Identify basic feelings. SE.1.B.0K Identify personal roles in the family. SE.1.C.0K Identify character traits needed for different situations. RF.K.2 RF.K.3 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.4 SL.K.5 SL.K.6 L.K.1 L.K.4 L.K.5 L.K.6 SE 1 Level 1 Level 1 2. The student will identify four character traits needed for different situations. SE.1.A.0K SE.1.B.0K SE.1.C.0K RF.K.2 RF.K.3 W.K.8 SE Level 1 Level 1 Level 1
UNIT DESCRIPTION: Elementary Interactions Students will practice friendship skills with one another. Students will discuss how they are the same and different from others at school. Students will be expressing feelings in appropriate ways. SUGGESTED UNIT TIMELINE: 3 Lessons CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: 1. Why is it important to fit in? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will demonstrate at four friendship skills. SE.2.A.01: Demonstrate the ability to be a friend. SE.2.B.01: Identify similarities and differences among students within the school community. SE.2.C.01: Express feelings effectively, both verbally and non- verbally. RF.1.2 W.1.8 SL.1.1 SL.1.6 L.1.1 SE Level 2 Level 2 2 2. The student will name differences and three similarities among his/her peers. SE.2.A.01 SE.2.B.01 SE.2.C.01 RF.1.2 W.1.8 SL.1.1 SE Level 2 Level 2 Level 2
X Demonstrations Ls.1, 3 X Guided & Shared - listening, viewing, thinking Ls. 2, 3 Field Observations Building Surveys Packages Correspondence Lessons Homework Learning Centers Laboratory Groups X Ls. 2 Tutorial Groups Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core State Standards (CCSS), accessed May 17, 2013, from
Unit #1 Title: Interacting With Others In Ways That Respect Individual and Group Differences Lesson Title: Origins: A Simple Word Game For Use In Human Relations Trainings Lesson 4 of 7 Grade Level: 10 Length of Lesson: 30 - 45 minutes Missouri Comprehensive School Counseling Big Idea: SE.2: Interacting With Others In Ways That Respect Individual and Group Differences Grade Level Expectation (GLE): SE.2.B.10: Promote acceptance and respect for cultural differences within the global community American School Counselor Association (ASCA) Mindsets and Behaviors: Social/Emotional Development Materials (include activity sheets and/ or supporting resources) Timer judges Instructions for “Origins: A Simple Word Game for Use in Human Relations Training Definitions: Origins: What do these words or phrases mean? Activity Sheet: Origins: What do these words or phrases mean? Information pertaining to this activity may be found at the following location: Teaching Tolerance 400 Washington Avenue Montgomery, Alabama 36104 Show Me Standards: Performance Goals (check one or more that apply) X Goal 1: Gather, analyze and apply information and ideas 1. Develop questions and ideas to initiate and refine research 7. Evaluate the accuracy of information and the reliability of its sources X Goal 2: Communicate effectively within and beyond the classroom 2. Review and revise communications to improve accuracy and clarity 3. Exchange information, questions and while recognizing the perspectives of others Goal 3: Recognize and solve problems Goal 4: Make decisions and act as responsible members of society This lesson supports the development of skills in the following academic content areas. Academic Content Area(s) Specific Skill(s) X Communication Arts 6. Participating in formal and informal presentations and discussions of issues and
Enduring Life Skill(s) Perseverance Integrity Problem Solving Courage Compassion X Tolerance X Respect Goal Setting Lesson Measurable Learning Objectives: The student will identify one personal family tradition. Lesson Formative Assessment (acceptable evidence): Assessment should relate to the performance outcome for goals, objectives and GLE. Assessment can be question answer, performance activity, etc. Students will discuss the school and family traditions that he/she takes part in. Student will complete Family Tradition worksheet accurately. Lesson Preparation Essential Questions: Why is respect for others important? Engagement (Hook): Counselor will show and, as appropriate, pass around the symbol(s) of a family tradition he or she brought to the class. Procedures Instructor Procedures/Instructional Strategies: 1. After all students have had a chance to look at the symbol(s), the counselor will ask students to hypothesize about the meaning of the chosen symbol(s). When students have had an opportunity to make a number of guesses, the counselor will tell students the story of the meaning of the symbol(s) in his or her family. 2. Counselor will ask students to explain what tradition means and then help define it for them (i.e. custom, ritual, habit, practice). Counselor will ask the students to name traditions that happen in their school. 3. Counselor will share with students some traditions in which his or her family participates in. 4. Counselor will ask students to think of some traditions that exist in his or her family. Counselor will then get students to Student Involvement/Instructional Activities: 1. Students will offer their ideas about the meaning of the symbol. 2. Students will raise their hands and share what they think tradition means. Students will also share what traditions that they see in their school. 3. Students will share traditions that exist in their family. 4. Students will share traditions that their family participates in. Students’ will then
UNIT DESCRIPTION: Individual and Differences Students will learn positive ways to interact with their peers. Students will also solve problems through the STAR problem solving method. Students will learn about their family traditions. SUGGESTED UNIT TIMELINE: 3 Lessons CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: 1. How do people work through conflict? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will use a puppet to demonstrate at least one friendship skill. SE.2.A.02: Identify and demonstrate the interpersonal skills needed to make and keep a friend SE.2.B.02: Identify similarities and differences among families and their traditions. SE.2.C.02: Identify the steps of solving problems and conflicts with others. W.2.8 SL.2.1 SL.2.2 SL.2.3 SL.2.4 SL.2.6 L.2.1 L.2.6 SE 4 Level 2 Level 1 2. The student will identify one personal family tradition. SE.2.A.02: SE.2.B.02: W.2.8 SL.2.1 SE Level 4 Level 2
SE.2.C.02: SL.2.2 SL.2.3 SL.2.4 SL.2.6 L.2.1 L.2.6 1 3. The student will utilize the STAR problem solving to solve at least one scenario. SE.2.A.02: SE.2.B.02: SE.2.C.02: W.2.8 SL.2.1 SL.2.2 SL.2.3 SL.2.4 SL.2.6 L.2.1 L.2.6 SE Level 4 2 Level 1 ASSESSMENT DESCRIPTIONS*: Students will apply knowledge of friendship skills, personal differences and the STAR problem solving model to address common problems. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) X Direct Indirect X Experiential X Independent study X Interactive Instruction 1 2 3 See Lessons: Lesson # 1: Acting Out Respect and Compromise Lesson # 2: Family Traditions Lesson # 3: Be a Problem Solving Star Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 See Lessons: Lesson # 1: Acting Out Respect and Compromise Lesson # 2: Family Traditions Lesson # 3: Be a Problem Solving Star X Ls. 3 Indirect: Experiential: Conducting Experiments Games Independent Essays Interactive Instruction X Ls. 1 Panels X Ls. 3
Demonstrations X Guided & Shared - listening, viewing, thinking Ls. 2 Storytelling Field Observations X Ls. 1 Model Building Surveys Reports X Learning Activity Ls. 2 Packages Correspondence Lessons Homework Learning Centers X Ls. 2 Laboratory Groups X Ls. 3 Tutorial Groups Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core State Standards (CCSS), accessed May 17, 2013, from
strategies to resolve problems and conflicts successfully. 2. The student will discover at least four ways he/she is similar or different from their classmates. SE.2.A.05 SE.2.B.05 SE.2.C.05 SL.5.1 L.5.1 L.5.3 SE Level 4 Level 3 Level 4 3. The student will apply the STAR problem solving model to at least three scenarios. SE.2.A.05 SE.2.B.05 SE.2.C.05 SL.5.1 L.5.1 L.5.3 SE Level 4 Level 3 Level 4 ASSESSMENT DESCRIPTIONS: Students will work in small groups to apply relationship and problem solving strategies. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) Direct X Indirect X Experiential Independent study X Interactive Instruction 1 2 3 See Lessons: Lesson 1 Acting Out Respect Lesson 2 Respecting Differences Lesson 3 The Problem Solving Game Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 See Lessons: Lesson 1 Acting Out Respect Lesson 2 Respecting Differences Lesson 3 The Problem Solving Game Indirect: X Ls. 3 Experiential: Conducting Experiments Independent Study Essays Interactive Instruction X Ls. 1 Panels X Ls. 3
Demonstrations Guided & Shared - listening, viewing, thinking X Ls. 1 X Games Ls. 2, 3 Storytelling Field Observations X Ls 1 Model Building Surveys Reports Learning Activity Packages Correspondence Lessons Homework Learning Centers X Ls. 1, 2 Laboratory Groups X Ls. 1, 3 X Ls. 3 Tutorial Groups X Interviewing Ls 2 Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core State Standards (CCSS), accessed May 17, 2013, from
UNIT DESCRIPTION: Relationships: What Do Skills Have To Do With It? Students will how to maintain quality relationships using interpersonal skills in a variety of social situations. An emphasis on identifying the interpersonal skills needed to maintain quality relationships will be conducted in 6th grade. The 7th lesson will be a reflection and projection opportunity. Students will reflect on the past and present: what they know, what they still need to know and project future action and outcomes and how they will acquire the skills they have identified. In the 8th grade, the students will be completing activities to help them describe the qualities and interpersonal skills they look for in a relationship and evaluate their own interpersonal skills as they relate to quality relationships. SUGGESTED UNIT TIMELINE: 5 Lessons PERIOD (min.): 45 – 50 minutes each ESSENTIAL QUESTIONS: 1. What is a quality relationship and how is it maintained? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS ASCA DOK 1. The student will identify five interpersonal skills needed to maintain a quality relationship. SE.2.A.06: Identify interpersonal skills needed to maintain quality relationships. SE.2.A.07: Practice effective interpersonal skills in a variety of social situations. SE.2.A.08: Self-assess interpersonal skills that SL.6.1 L.6.1 L.6.2 L.6.3 SE Level 1 3 3
SL.7.1 SL.7.6 L.7.1 L.7.2 L.7.3 L.7.5 3. The student will create a “conflict shield” which lists 12 skills most useful in conflict resolution and identify the skills they are “excellent” in using. SE.2C.06 SE.2.C.07 SE.2.C.08 SL.8.1 L.8.1 L.8.3 SE Level 4 Level 2 Level 2 4. The student will list feelings and reactions of one recent conflict and determine if the reaction was appropriate or inappropriate. SE.2C.06 SE.2.C.07 SE.2.C.08 W.8.3 SL.8.1 L.8.1 L.8.2 L.8.3 SE Level 4 Level 2 2 ASSESSMENT DESCRIPTIONS*: Students will complete a variety of worksheets and perform a variety of role-play situations to assess their understanding and ability to demonstrate accepting responsibility in conflict situations. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) X Direct X Indirect X Experiential Independent study X Interactive Instruction 1 2 3 4 See Lessons: 6th Lesson # 1: My Problem…Your Problem…Our Problem 7th Grade Lesson # 2: “Re-Solutioning”: Practice Brings Out Our Best 8th Grade Lesson # 3: My Conflict Shield 8th Grade Lesson # 4: Put Yourself in Check INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 4 See Lessons: 6th Grade Lesson # 1: My Problem…Your Problem…Our Problem 7th Lesson # 2: “Re-Solutioning”: Practice Brings Out Our Best 8th Grade Lesson # 3: My Conflict Shield 8th Grade Lesson # 4: Put Yourself in Check
Ls. 1 Demonstrations X Guided & Shared - listening, viewing, thinking Ls. 1, 2, 3, 4 Indirect: X Ls. 3, 4 X Ls. 1 X Ls. 2 X Ls. 2 X Ls. 2 Experiential: Conducting Experiments X Ls. 1, 2, 4 Games X Storytelling Ls. 2 X Ls. 4 Field Observations X Ls. 2, 3 Model Building Surveys Independent Study Essays Reports Learning Activity Packages Correspondence Lessons Homework Learning Centers Interactive Instruction X Ls. 2, 3, 4 Panels X Ls. 3 X Ls. 1, 3 Laboratory Groups X Ls. 2, 4 X Ls. 2 X Ls. 1, 2, 3, 4 Tutorial Groups Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core State Standards (CCSS), accessed May 17, 2013, from
are needed to maintain quality relationships. 3. Ask students to share one at a time the skills they listed and discuss. Possible items: Good listeners, uses “I” messages, understands how feelings affect relationship, uses assertive behaviors, willing to compromise, etc. If students did not list some of the essential interpersonal skills, list them and discuss what each means. 4. completing the discussion tell the students they are going to make a recipe card for maintaining quality relationships based on the ingredients that have been discussed or what they wrote down on their paper. 5. Hand out the guidelines for the recipe card and discuss what to be present on the card. Show students an example of a card that has been done. 6. Hand out the plain paper or large index cards. Have art supplies available and let students begin work. 7. Instruct students to turn the card over and write a personal goal related to how they might improve a particular relationship in their life by using one or more of the ingredients on their recipe card. are needed to maintain quality relationships. 3. Students will volunteer to share what they wrote down on their individual papers. Students should be involved in discussion of each other’s skills listed. 4. Students will use their paper and the discussion items to produce a recipe card. 5. Students will be the guidelines and will have a chance for questions. 6. Students will complete the recipe card. 7. Students will reflect on a relationship that they would like to improve and write the personal goal as described. Teacher Follow-Up Activities The teacher will be asked to collect the completed cards if time does not allow completion during the allotted lesson time. Recipe cards would be given to counselor(s) for use in office or they may be placed in the cafeteria, study halls, classrooms, given to 5th grade students, etc. If the teacher completes the activity, the teacher may need to write a referral for students who do not seem to understand the skills needed for maintaining quality relationships based on the content of the recipe card. Counselor reflection notes (completed after the lesson)
Unit # 3 Title: Conflict Resolution – I am part of the Solution! Lesson Title: “Re-Solutioning”: Practice Brings Out Our Best Lesson 2 of 4 Grade Level: 7 Length of Lesson: 2 - 50 minute sessions Note: This lesson is designed for expansion in two possible ways. The first possible expansion includes making a film to use with younger children. The second possible expansion stops short of actually making the film. Instead, it shares the work of the 7th grade students with younger students, providing the opportunity for a quasi-service learning experience for the older students, and connections with the future and education for the younger students. Missouri Comprehensive School Counseling Big Idea: SE.2 Interacting With Others in Ways That Respect Individual and Group Differences Grade Level Expectation (GLE): SE.2.C.07: Practice problem-solving and conflict-resolution skills. American School Counselor Association (ASCA) Mindsets and Behaviors: Social/Emotional Development Materials (include activity sheets and/ or supporting resources) How Am I Responsible? Activity Sheet 3x5 cards in three colors Scrap paper Video equipment How Did We Do – As a Team? (Group Assessment of Process) Show Me Standards: Performance Goals (check one or more that apply) X Goal 1: gather, analyze and information and ideas 5. Comprehend and evaluate written, visual and oral presentations and works X Goal 2: communicate effectively within and beyond the classroom 3. Exchange information, questions and ideas while recognizing the perspectives of others X Goal 3: recognize and solve problems 6. Examine problems and proposed solutions from multiple perspectives X Goal 4: make decisions and act as responsible members of society 3. Analyze the duties and responsibilities of individuals in societies This lesson supports the development of skills in the following academic content areas. Academic Content Area(s) Specific Skill(s) X Communication Arts 1. Speaking and writing standard English
Science Health/Physical Education Fine Arts Enduring Life Skill(s) Perseverance X Integrity X Problem Solving Courage X Compassion X Tolerance X Respect Goal Setting Lesson Measurable Learning Objectives: The student will list feelings and reactions of one recent conflict and determine if the reaction was appropriate or inappropriate. Lesson Formative Assessment (acceptable evidence): Assessment should relate to the performance outcome for goals, objectives and GLE. Assessment can be question answer, performance activity, etc. Final performances and discussion during the role-play situation will assess whether the skills have been learned or not. Lesson Preparation Essential Questions: Why is it important to have self-awareness during conflict? Engagement (Hook): Announce, “I need 2 volunteers.” After selecting volunteers, ask them to spontaneously role-play a common conflict among 8th grade students. (Be prepared with a few suggestions for them to choose from if they cannot think of one on their own.) Procedures Instructor Procedures/Instructional Strategies: 1. Ask students to think of a recent situation where they were involved in a conflict. It can be with a boyfriend/girlfriend, family member, someone at school, teacher/principal, someone in the neighborhood, etc. 2. Pass out the Put Yourself In Check worksheet. Ask the students to write a brief description of the recent conflict using the focus points in the student involvement section. 3. Have the students list the feelings and reactions that they experienced during the conflict (examples include sweating, anger, Student Involvement/Instructional Activities: 1. Students will remember a recent conflict. They need to focus on the cause/purpose, the initial events, the escalation point, the intervention (if any), the final event, and the resolution. 2. Students will write a brief description of the conflict using the focus points above. 3. Students recall feelings and reactions that they experienced during this conflict. They list these feelings and then determine if the
UNIT DESCRIPTION: Friendship is the Perfect Blendship Students are introduced to friendship by focusing on things friends say and do. Children are introduced to differences between themselves and their classmates. They are also guided to be aware of the ways they are like their classmates. The students are guided to act out the four basic feelings, and then given instruction on how to tell what others are feeling by watching facial expressions. SUGGESTED UNIT TIMELINE: 4 Lessons CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: 1. How can I be a good friend to others? How do we recognize and show feelings? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will categorize four interpersonal interactions as either positive (something a friend would do) or negative (something a friend would not do). SE.2.A.0K: Demonstrate how to be a friend. SE.2.B.0K: Identify similarities and differences between self and others. SE.2.C.0K: Identify feelings of others. RF.K.2 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.6 L.K.1 SE 2 Level 2 Level 1 2. The student will identify one positive action in response to one scenario. SE.2.A.0K SE.2.B.0K SE.2.C.0K RF.K.2 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.6 L.K.1 SE Level 2 Level 2 Level 1
3. The student will identify three likes, dislikes, and/or traits. SE.2.A.0K SE.2.B.0K SE.2.C.0K RF.K.2 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.6 L.K.1 SE Level 2 Level 2 Level 1 4. The student will act out one feeling in response to a scenario. SE.2.A.0K SE.2.B.0K SE.2.C.0K RF.K.2 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.6 L.K.1 SE 2 Level 2 1 5. The student will identify at least five feelings as acted out by classmates. SE.2.A.0K SE.2.B.0K SE.2.C.0K RF.K.2 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.6 L.K.1 SE Level 2 Level 2 1 ASSESSMENT DESCRIPTION: Students will demonstrate how to be a friend; identify likes, dislikes, and/or traits; and identify the feelings of others. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) X Direct X Indirect X Experiential X Independent study X Interactive Instruction Obj. # 1 2 3 4 INSTRUCTIONAL STRATEGIES: (What Students Do) See Lessons: Lesson 1 How Does a Friend Act? Lesson 2 How Do I Act Like a Friend? Lesson 3 How We Are Alike And Different Lesson 4 Feeling Faces
Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 4 See Lessons: Lesson 1 How Does a Friend Act? Lesson 2 How Do I Act Like a Friend? Lesson 3 How We Are Alike And Different Lesson 4 Feeling Faces X Ls. 1, 3 Demonstrations X Guided & Shared - listening, viewing, thinking Ls. 1, 4 Indirect: X Ls. 2 Experiential: Conducting Experiments X Games Ls. 3, 4 Storytelling Field Observations X Ls. 4 Building Surveys Independent Essays Reports Learning Activity Packages Correspondence Lessons Homework X Ls. 1 Learning Centers Interactive Instruction X Ls. 4 Panels X Ls. 2, 4 Laboratory Groups X Ls. 2 Tutorial Groups Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core State Standards (CCSS), accessed May 17, 2013, from