K-8 School Counseling Curriculum · K-8 School Counseling Curriculum Gregory Nolan, Superintendent...

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Flemington-Raritan School District Flemington, NJ K-8 School Counseling Curriculum Gregory Nolan, Superintendent Daniel Bland, Assistant Superintendent Heather Albanese Colette Baills Sarah Fontanez Ellen Goodfellow Lindsay John Megan O’Brien Cindy Povall Council of Instruction Review Date: BOE Curriculum Committee Review Date: Board of Education Approval Date:

Transcript of K-8 School Counseling Curriculum · K-8 School Counseling Curriculum Gregory Nolan, Superintendent...

Flemington-Raritan School District

Flemington, NJ

K-8 School Counseling Curriculum

Gregory Nolan, Superintendent

Daniel Bland, Assistant Superintendent

Heather Albanese

Colette Baills

Sarah Fontanez

Ellen Goodfellow

Lindsay John

Megan O’Brien

Cindy Povall

Council of Instruction Review Date:

BOE Curriculum Committee Review Date:

Board of Education Approval Date:

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October 10, 2012
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November 12, 2012
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November 19, 2012

K-8 School Counseling Curriculum

TABLE OF CONTENTS

Mission Statement ..........................................................................................................

Philosophy......................................................................................................

Statement Regarding New Jersey Core Curriculum Content Standards ........

Program Description ......................................................................................

Grade 1 Curriculum .......................................................................................

Grade 2 Curriculum .......................................................................................

Grade 3 Curriculum .......................................................................................

Grade 4 Curriculum .......................................................................................

Grade 5 and 6 Curriculum..............................................................................

Grades 7 and 8 Curriculum ............................................................................

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District Mission Statement

The Flemington-Raritan Regional School District provides our students with an

exceptional education, empowering them to become problem solvers, collaborators and

critical thinkers. The district creates a culture in which students act responsibly and

communicate effectively in preparing to become productive citizens in a changing, global

society.

It is the expectation of the Flemington-Raritan School District that all pupils achieve the

New Jersey Core Curriculum content Standards at all grade levels.

1

Philosophy

School counselors at the elementary, intermediate and middle school levels deliver a

program of services that is comprehensive in scope, preventative in design, and

developmental in nature. School counselors focus on what all students should know,

understand, and be able to do in the “academic,” “career,” and “personal/social

domains.” Services are currently delivered in numerous formats, including:

School wide programming

Parent education

Student advocacy

Classroom lessons

Staff education

Individual and group counseling

Flemington-Raritan School Counselors are student advocates who believe that the school

counseling program is central to the education of each student. The school counseling

program should be rooted in a comprehensive, developmental, proactive model. From

kindergarten to high school graduation, the counseling program needs to address the

learning/educational, personal/social and career/life planning needs of our students.

In recent years school counseling has been enhanced by the influence of developmental

psychology. New school counseling paradigms in group counseling, multicultural

counseling, multi-modal counseling, and grief counseling have enriched the school

counseling program. School counseling at all levels must emphasize prevention and

intervention. Personal and group counseling, consultation and referrals, interactions with

parents, faculty, administration and the community are important components of the

program.

The delivery of school counseling has radically changed from traditional, reactive

services to proactive, developmental programming. Comprehensive school counseling is

a planned, sequential, and coordinated program, not an ancillary service. It is central to

the education of each student and is the responsibility of the entire school community.

Comprehensive school counseling is an integral part of the educational system. It is

developmental by design and addresses the education and growth of the whole person to

become an effective lifelong learning, responsible citizen and productive and satisfied

worker. Student needs are the primary focus for program development. Students

(elementary through high school) benefit from counseling relationships and from

activities planned to maximize their educational, personal and career development.

2

A comprehensive developmental program focuses on activities that help students acquire

understanding and skills to pass successfully through the developmental stages of life.

Sequentially planned activities are coordinated by school counselors and implemented by

the entire school and community where appropriate. Counselors, peers, administrators,

parents, teachers and business community members all promote student development in

four ways: counseling, curriculum, consultation and enhancement. In a developmental

program competencies to be attained by all students are identified and structured

activities are planned to help students achieve competence.

3

Statement Regarding Core Content Curriculum Standards

The elementary school counseling curriculum reviewed and used the core content

curriculum standards in several areas to demonstrate the intercurricular connections. We

first reviewed the 21st Century Life and Careers Core Curriculum Content Standards. In

addition, we used Core Curriculum Content Standards for Physical Education and Health,

Social Studies, Language Arts, World Language and Visual and Performing Arts. As you

review the school counseling curriculum you will find standards from these areas

throughout our curriculum.

4

Program Description

The Elementary School Counseling Curriculum for grades one through four is essentially

the same in each school and delivered in the same format as described in this document.

All elementary school counselors present classroom lessons to all students using the

and reduces social-emotional problems. This curriculum is taught to ensure that our

students learn several skills central to healthy social-emotional development in the areas

of empathy, impulse control and problem solving and anger management. This program

is designed to assist students to learn and develop ways of thinking and responding in

their everyday interactions with peers. The Second Step program focuses on social skills

that research suggests may be pivotal in helping children succeed socially and avoid

aggression toward their peers. With such a curriculum, these skills help students not only

navigate social, emotional concerns but when used, help to promote academic success.

The Program Description is written with information taken from the “Second Step: A

Violence Prevention Curriculum” Administrator’s Guide, Third Addition.

5

Second Step Grade 1: Unit 1; Lesson 2 and 3

Essential Question(s):

Does an understanding of empathy and feeling impact out social and educational success?

How do physical clues help us identify others feelings?

How do verbal clues help us identify other feelings?

How do situational clues help us identify others feelings?

Grade 1

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Describe feelings using happy,

sad, angry/mad when presented

with physical and verbal clues

9.1.4.D.2 Story and Discussion Role Play Second Step Grade 1; Unit

1; Lessons 2 and 3; Cards 2-

7

Describe feelings using

surprise, afraid/scared,

disgusted/yucky when presented

with physical, verbal and

situational clues.

1.1.2.C.3 Wrap Up Observation of Pair-

Share

Take Home Letter:

Introduction of Second Step

Transfer of Learning Remember the Day Book Link: “Sunshine

Home” by Eve Bunting

Language Concepts: role play, sad,

surprised, feeling, hurt, why-because,

clue, angry/mad, afraid/scared, happy,

furious, disgusted/yucky, excited, pretend

6

Second Step Grade 1: Unit 1; Lesson 4

Essential Question(s):

Does an understanding of empathy and feelings impact our social and educational success?

How do physical clues in our own bodies help us identify our feelings?

How does recognizing our own feelings help us understand other people’s feelings?

Are all feelings okay?

Grade 1

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Identify body clues signaling

feelings.

9.1.4.D.3 Story and Discussion Observation of game,

“How Would Your

Body Feel in Different

Situations”

Second Step Grade 1; Unit

1; Lesson 4; Card 8

Inside/Outside Feelings Activity Differentiate inside

and outside body

clues

Take Home Letter 2: Second

Step Unit 1

Wrap – Up

Transfer of Learning

Remember the Day

Language Concepts: Clue

7

Second Step Grade 1: Unit 1; Lesson 5

Essential Question(s):

Does an understanding of empathy and feelings impact our social and educational success?

What is trust?

Who can we trust? Where can we find a trusted and empathetic adult?

Why is it important to communicate feelings?

When is it important to share our feelings?

What feelings indicate a need to talk to someone?

Grade 1

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Identify upsetting feelings 9.1.4.D.2 Story and Discussion Name one supportive

adult at school and at

home

Second Step Grade 1; Unit

1; Lesson 5; Card 9

Identify supporting adults 9.1.4.A.2 “I” statements Remember the Day Take Home Letter 3

Communicating Feelings

Name the feelings when

presented with various situations

Transfer of Learning

Wrap Up

Language Concepts: trust

8

Second Step Grade 1: Unit 1; Lessons 6 and 7

Essential Question(s):

Does an understanding of empathy and feelings impact our social and educational success?

How can we recognize that similarities and differences in others’ feelings help us to understand how someone else may feel?

Is it okay for people to have different feelings about the same situation?

Grade 1

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Name a variety of emotions

when presented with physical,

verbal, and situational clues.

9.1.4.D.2 Story and Discussion Role Play Second Step Grade 1; Unit1:

Lesson 6 and 7; Cards 10

and 11

Name physical and emotional

similarities and differences

among different children

2.4.2.A.3 Video “Feelings Change

Activity”

Video: “First Day of School”

parts 1 and 2

Demonstrate that others may

have different feelings about the

same situation

1.1.2C.3 Transfer of Learning Remember the Day DVD Player/TV

Tell that one’s feelings about a

situation can change

Language Concepts: same-different; is -

is not; change; now-later; before-after

Book Links: “Be Good Eddy

Lee” by Virginia Fleming

and “The Brand New Kid”

by Katie Couric

9

Second Step Grade 1: Unit 1; Lesson 8

Essential Question(s):

Does an understanding of empathy and feelings impact our social and educational success?

Why is important to predict how other’s feel?

How does social perspective taking help us get along?

Grade 1

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Predict how others might feel as

a result of their own or others

actions

9.1.4.D.2 Story and Discussion If-Then Activity Second Step Grade 1; Unit1;

Lesson 8, Card 12

2.4.2.A.3 Transfer of Learning Remember the Day

Wrap Up

Language Concept: If-Then

10

Second Step Grade 1: Unit 2; Lesson 2

Essential Question(s):

How can calming down techniques help reduce impulsive behaviors?

Why do we need impulse control and problem solving skills?

Grade 1

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Identify impulsive behaviors 9.1.4.A.1 Story and Discussion Role Play Second Step Grade 1; Unit 2,

Lesson 2, Card 14

Identify strong emotions 2.1.2.E.3 Practice “Calming Down Techniques”

with poster

Demonstrate deep

breathing, thinking

calm thoughts and

counting backwards

Take Home Letter 4: Second

Step Unit 2

Demonstrate and practice

calming down techniques

2.2.2.B.1 Transfer of Learning –Remember the Day Poster – “Calming Yourself

Down”

1.1.2.C.3 Wrap Up Book Links: “Lily’s Purple

Plastic Purse” by Kevin

Henkes and “Alexander and

the No Good Very Bad Day”

by Judith Viorst

Language Concepts: problem, social skill

11

Second Step Grade 1: Unit 2: Lesson 3 and 4

Essential Question(s):

Why do we need impulse control and problem solving skills?

How does being calm help you solve problems?

What is the first step of problem solving?

What is the function of brainstorming solutions to solve problems?

Why is important to think about the consequences when brainstorming a solution?

Grade 1

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Recall the calming down

techniques

9.1.4.A.1 Story and Discussion Role play Second Step Grade 1, Unit 2,

Lesson 3 and 4, Cards 15

and 16

State the problem in a given

situation

9.1.4.A.2 Roundtable Discussion Identify how the

characters in the video

calm down

Video – “Dad is Late” parts

1 and 2 DVD

Player/TV

Offer several solutions for a

given problem

9.1.8.D.1 Transfer of Learning Observe classroom

discussion

Posters: “Calming Yourself

Down” and “How to Solve

Problems”

Evaluate solutions for

consequences

2.1.2.E.3 Wrap Up Demonstrate

understanding of the

four questions in

problem solving

Handouts: “Calming

Yourself Down”

Identify when a solution is not

working

1.1.2.C.3 Language Concepts: impulsive, belly

breathing, clue, thinking out loud,

identify, ask and answer, solve, solution

12

Second Step Grade 1: Unit 2: Lesson 5

Essential Question(s):

When is it an appropriate time to interrupt politely?

Why do we need impulse control and problem solving skills?

Grade 1

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Identify pauses in a

conversation or activity

9.1.4.A.1 Story and Discussion Role Play Second Step Grade 1; Unit

2; Lesson 5; Card 17

Describe an appropriate time to

interrupt a conversation or

activity

9.1.4.A.2 Recording Skills Steps for interrupting

politely

Homework Homework: “Student Self

Report” and “Parent Report”

Demonstrate interrupting a

conversation politely

2.2.2.B.1 Transfer of Learning/Remember the Day Poster: “How to Solve

Problems”

Use a problem solving strategy 1.1.2.C.3 Wrap Up

Language Concepts: wait patiently,

interrupt politely, pause, respectful

13

Second Step Grade 1: Unit 2: Lesson 6

Essential Question(s):

Why do we need impulse control and problem solving skills?

What do you have to do to ignore distractions?

Grade 1

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Ignore distractions and continue

with their activity

9.1.4.A.1 Story and Discussion Role Play Second Step Grade 1; Unit

2; Lesson 6; Card 18

Use a problem solving strategy 9.1.4.A.2 Transfer of Learning Remember the Day Poster- “How to Solve

Problems”

Wrap Up Homework- “Student Self

Report” and Parent Report”

Language Concepts: ignore, distractions,

impulse

14

Second Step Grade 1: Unit 2; Lesson 7

Essential Question(s):

Why do we need impulse control and problem solving skills?

What are acceptable means of dealing with wanting something that is not yours?

Grade 1

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Define and differentiate sharing,

trading, and taking turns

9.1.4.A.1 Story and Discussion Role Play Second Step grade 1; Unit 2,

Lesson 7, Card 19

Use a problem solving strategy 9.1.4.A.2 Wrap Up Imagine the Day Poster – “How to Solve

Problems”

2.2.2.B.1 Transfer of Learning Homework – “Student Self

Report” and “Parent Report”

1.1.2.C.3 Book Link: “How to Lose

All Your Friends” by Nancy

Carlson

15

Second Step Grade 1: Unit 3: Lesson 1 and 2

Essential Question(s):

What can trigger angry feelings?

Grade 1

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Name physical signs that

indicate anger

9.1.4.A.1 Story and Discussion Student Drawings Second Step Grade 1; Unit 3,

lesson 1 and 2, Cards 20 and

21

State reasons for controlling

anger

2.1.2.E.1 Wrap Up Remember the Day Handouts – “Me When I am

Angry, “My Anger Button

is Pushed” and/or “I felt

angry when…”

Name things outside themselves

or external buttons that cause

them to feel angry

2.1.2.E.3 Transfer of Learning Poster – “What to Do When

You Are Angry”

Identify things they say or think

to themselves or internal buttons

that may cause them to feel

angry

Language Concepts: external buttons,

internal buttons, “I” statements, anger

signs

Book Link: “Alexander and

the Terrible No Good Very

Bad Day” by Judith Viorst

16

Second Step Grade 1: Unit 3; Lesson 3 and 4

Essential Question(s):

How can positive self statements increase success in pressure situations?

How can calming down techniques reduce feelings of anger?

Grade 1

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Demonstrate deep breathing,

counting backward and thinking

positive thoughts as anger

reduction techniques

9.1.4.A.1 Story and Discussion Role Play Second Step Grade 1; Unit 3,

Lessons 3 and 4, Cards 22

and 23

Express self-statements that can

increase their success in pressure

situations

2.1.2.E.1 Wrap Up Thought Bubble Handouts – “Thought

Bubble” and “What to Do

When You are Angry”

Apply anger management

techniques

2.1.2.E.3 Transfer of Learning Remember the Day Posters – “What to Do When

You Are Angry” and “How

to Solve Problems”

Use a problem solving technique Thought Bubble for Self Talk

17

Second Step Grade 1: Unit 3; Lesson 5

Essential Question(s):

Is physical fighting an effective way to solve problems?

Did you know that there are peaceful alternatives to fighting that work?

Grade 1

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Describe consequences of

physical fighting

2.1.2.E.2 Story and Discussion Role Play Second Step Grade 1; Unit 3,

Lesson 5, Card 24

Generate alternatives to

physical fighting

2.1.2.E.2 Wrap Up Remember the Day Homework: “Student Self

Report” and “Parent Report”

Demonstrate how to stay out of a

fight

2.4.2.A.3 Transfer of Learning Posters – “What to Do When

You Are Angry” and “How

to Solve Problems”

Apply anger management

techniques

2.1.4.E.2 Video – “That’s My Ball”

DVD Player/TV

18

Second Step Grade 1: Unit 3; Lesson 6

Essential Question(s):

How do you effectively deal with name calling?

Grade 1

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Identify and demonstrate coping

skills for dealing with name-

calling and teasing

9.1.4.A.1 Story and Discussion Role Play Second Step Grade 1; Unit 3,

Lesson 6, Card 25

Apply anger management

techniques

2.1.4.E.4 Transfer of Learning Remember the Day Posters – ‘How to Solve

Problems” and “What to Do

When You Are Angry”

Use a problem solving strategy 2.1.2.E.2 Wrap Up Homework – “Student Self

Report” and “Parent Report”

Book Links- “The Magic

Fan” by Keith Baker and

“The Pain and The Great

One” by Judy Blume

19

Second Step Grade 2: Unit 1; Lesson 1

Essential Question(s):

What is empathy?

What is required to show empathetic behavior?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Name a variety of emotions 2.1.2.E.1 Story and Discussion Role Play Second Step Grade 2; Unit 1,

Lesson 1, Cards 1 and 2

Identify that people can have

different feelings

9.1.4.A.1 Wrap Up Remember the Day DVD Player/TV

Explain that feelings can change Transfer of Learning Video: Family Hike

Predict other’s feelings Language Concepts: role play, same-

different, clue, before-after, situation, is-

is not, if-then

Take Home Letter-

“Introduction to Second Step

– A Violence Prevention

Curriculum”

20

Second Step Grade 2: Unit 1; Lesson 2

Essential Question(s):

What feeling do you get when you work hard to accomplish something?

What is pride?

How do you feel when someone close to you is proud?

Can a person’s feelings change?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Identify feeling of pride 2.2.2.A.1 Story and Discussion Role Play Second Step Grade 2; Unit 1,

Lesson 2; Card 3

State what causes a person to

feel proud

9.1.4.D.2 Wrap Up Remember the Day Take Home Letter: “Second

Step Unit 1”

State how feelings can change 1.1.2.C.3 Transfer of Learning

Language Concepts: clue, same-different;

situation; before-after, proud, is-is not

21

Second Step Grade 2: Unit 1; Lesson 3

Essential Question(s):

How do your preferences differ from others?

Can preferences change over time?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Understand that others can have

different preferences

2.2.2.A.1 Story and Discussion Remember the Day Second Step Grade 2; Unit

1; Lesson 3; Card 4

Understand that a person’s

preferences can change

2.1.2.E.1 Wrap Up Observation of Class

Discussion

Transfer of Learning

Four Corners – “Choose Your

Preference”

Language Concepts: prefer, some-all;

now-later; understanding

22

Second Step Grade 2: Unit 1; Lesson 4

Essential Question(s):

Can our actions effect how someone else feels either positively or negatively?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

State the cause and effect of a

given action

9.1.4.A.1 Story and Discussion Observation of Class

Discussion

Second Step Grade 2; Unit

1; Lesson 4; Card 5

Explain possible reasons for

other’s actions and feelings

9.1.8.C.1 Activity Wrap Up Book Link “The Summer

My Father Was Ten” by Pat

Brisson

Predict others feelings Transfer of Learning

Activity: “I was

feeling before...”

Language Concepts:

effect, action, why-

because, if -then

23

Second Step Grade 2: Unit 1; Lesson 5

Essential Question(s):

How does how we perceive people or situations effect our social interactions?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Name alternative explanations

for why a social situation

occurred

9.1.8.D.2 Story and Discussion Role Play Second Step Grade 2; Unit

1; Lesson 5; Card 6

2.2.4.A.1 Wrap Up Remember the Day

Transfer of learning

Language Concepts: accident; caring; on

purpose; information; apologize

24

Second Step Grade 2: Unit 1; Lesson 6

Essential Question(s):

What is fairness?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Understand the equal rights of

others

2.1.2.E.2 Story and Discussion Observations of

Activity

Second Step Grade 2; Unit

1; Lesson 6; Card 7

Offer a fair solution to a given

problem

9.1.4.B.1 Wrap Up Remember the Day Book Link: “Hey Little Ant”

by Phillip Hoose

Transfer of Learning

Activity – Share-Fair

Language Concepts: fair; right

25

Second Step Grade 2: Unit 2; Lesson 1

Essential Question(s):

Why is it important to understand and recognize impulsive behaviors?

What are ways to control our impulsive behaviors?

What is the benefit of problem solving strategies?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Demonstrate taking deep

breaths

2.2.2.B1 Story and Discussion Role Play Second Step Grade 2; Unit

2; Lesson 1; Cards 8 and 9

State a problem in a given

situation

9.1.4.A.1 Wrap Up Remember the Day Hand-outs: “Calming

Yourself Down” and “How

to Solve Problems”

Offer several solutions for a

given problem

1.1.2.C.3 Transfer of Learning Posters: “Calming Yourself

Down”, “How to Solve

Problems”

Evaluate Solutions Language Concepts: calm down; solve;

solution; problem; impulsive; ask and

answer; think out loud

Take Home Letter 4 –

“Second Step Unit 2”

Choose a solution from several

alternatives

DVD Player/TV

Evaluate whether a solution is

working and choose an

alternative if necessary

Video – “Playing Marbles”

26

Second Step Grade 2: Unit 2; Lesson 2

Essential Question(s):

What are the benefits of asking for help politely?

How do we ask for help politely?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Use a problem solving strategy 9.1.4.A.2 Story and Discussion Role Play Second Step Grade 2; Unit

2; Lesson 2; Card 10

Apply calming down techniques 2.1.2.E.1 Wrap Up Remember the Day Posters: “Calming Yourself

Down” and “How to Solve

Problems”

Ask for help in a polite, non-

disruptive way

9.1.4.D.2 Transfer of Learning Homework: Student Self-

Report” and “Parent Report”

1.1.2.C.3 Language Concepts: politely, patiently,

respectful

27

Second Step Grade 2: Unit 2; Lesson 3

Essential Question(s):

What behaviors are required to join a group?

Why is joining a group an important social skill?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Apply calming down techniques 9.1.4.A.1 Story and Discussion Role Play Second Step Grade 2; Unit

2; Lesson 3; Card 11

Request to join an activity in a

friendly manner

9.1.4.D.2 Wrap Up Remember the Day Poster – “Calming Yourself

Down” and “How to Solve

Problems”

Use a problem-solving strategy 1.1.2.C.3 Transfer of Learning Homework – “Student Self

Report” and “Parent Report”

Vocabulary concepts: join in; comment;

question

28

Second Step Grade 2: Unit 2; Lesson 4

Essential Question(s):

What are the steps to playing a game?

Why is it important to play games using good sportsmanship?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Explain the need for rules in

playing games

9.1.4.A.1 Story and Discussion Remember the Day Second Step Grade 2; Unit

2; Lesson 4; Card 12

Wait for their turn in a game 9.1.4.C.1 Wrap Up Activity – practicing

using the steps in a

real game

Whole Class game

Use a problem-solving strategy Transfer of Learning

Say something nice to the other

person or team at the end of the

game

Language concepts: fair, sportsmanship;

rule

29

Second Step Grade 2: Unit 2; Lesson 5

Essential Question(s):

Why is asking permission an important skill for behaving responsibly?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Ask permission 9.1.4.A.1 Story and Discussion Role Play Second Step Grade 2; Unit

2; Lesson 5; Card 13

Accept an answer to a request

for permission

9.1.4.D.2 Wrap up Remember the Day Poster – “How to Solve

Problems”

Apply a problem-solving

strategy

9.1.8.A.2 Transfer of Learning Homework – “Student Self

Report” and “Parent Report”

Language concepts: permission

30

Second Step Grade 2: Unit 2; Lesson 6

Essential Question(s):

How will taking responsibility for our actions by apologizing and offering to make amends help to make things better?

Is apologizing easy to do?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Make an apology and offer to

make amends

9.1.4.A.1 Story and Discussion Role Play Second Step Grade 2;Unit 2;

Lesson 6

9.1.8.C.1 Wrap Up Remember the Day Posters: “How to Solve

Problems” and “Calming

Yourself Down”

Language Concepts: apologize;

responsibility; accidental; make amends

Homework – “Student Self

Report” and “Parent Report”

Book Link – “Lily’s Purple

Plastic Purse” by Kevin

Henkes

31

Second Step Grade 2: Unit 3; Lesson 1

Essential Question(s):

What is anger management?

What things push our anger buttons?

How does knowing what to do when we are angry help us control ourselves in angry situations?

Is being angry okay?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Describe physical signs of anger 2.1.2.E.1 Story and Discussion Role Play Second Step Grade 2; Unit

3; Lesson 1; Cards 15 and 16

Name what causes angry

feelings

2.1.2.E.3 Wrap Up Remember the Day Posters – “What to Do When

You Are Angry” and “How

to Solve Problems”

Use and reflect on an anger-

management process

2.2.2.B.1 Language Concepts: anger sign, anger

button, self-talk, reflection

Take Home Letter 5 –

Second Step Unit 3

Video – “Waiting for the

Bus”

DVD Player/TV

32

Second Step Grade 2: Unit 3; Lesson 2

Essential Question(s):

What is the difference between constructive and hurtful criticism?

How do we cope with either type of criticism?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Apply anger-management

techniques

9.1.8.C.1 Story and Discussion Role Play 1 and 2 Second Step Grade 2; Unit

3; Lesson 2; Card 17

Identify and practice coping

skills for dealing with criticism

2.1.2.E.3 Wrap Up Transfer of Learning Poster – “What to Do When

You are Angry”

Language Concepts: Criticism Homework – “Student Self

Report” and “Parent Report”

Book Links: “Blushful

Hippopotamus” by Chris

Raschka and “Angel Child-

Dragon Child” by Michele

Maria Surat

33

Second Step Grade 2: Unit 3; Lesson 3

Essential Question(s):

How does it feel to be left out?

What can you do about it?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Identify and practice coping

skills for dealing with being left

out

9.1.4.D.2 Story and Discussion Role Play Second Step Grade 2; Unit

3; Lesson 3; Card 18

Generate solutions for

successfully joining in

2.1.2.E.3 Wrap Up Transfer of Learning-

Remember the Day

Posters – “What to Do When

You Are Angry” and “How

to Solve Problems”

Apply anger-management

techniques

9.1.8.A.2 Imagine the Day Homework: “Student Self-

Report” and “ Parent

Report”

1.1.2.C.3 Language Concepts: left out, on purpose;

join in

Book Link: “Odd Velvet” by

Mary E. Whitcomb

34

Second Step Grade 2: Unit 3; Lesson 4

Essential Question(s):

Do all actions have consequences?

Why is it important to show responsibility when dealing with consequences?

Grade 2

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Explain that actions have

consequences

2.2.2.B.1 Story and Discussion Role Play Second Step Grade 2; Unit

3; Lesson 4; Cards 19 and 20

State reasons for being told “no”

in a given situation

9.1.8.C.1 Wrap Up Transfer of Learning Posters: “ What to Do When

You Are Angry” and “How

to Solve Problems”

Deal with the consequences of

their actions

Language Concepts: safe and unsafe;

consequences; responsible

Homework: “Student Self

Report” and “Parent Report”

Apply a problem solving

strategy

Apply anger management

strategy

35

Second Step Grade 3: Unit 1; Lesson 1

Essential Question(s):

How does empathy require identifying other’s feelings?

What is the role of one’s perspective in social situations?

Grade 3

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Name a variety of emotions 9.1.8.C.1 Story and Discussion Role Play Second Step Grade 3; Unit 1,

Lesson 1, Cards 1 and 2

Tell that others can have

different feelings

9.1.4.A1 Wrap Up Remember the Day Video: Lunch Time

Identify that feelings can change 9.1.8.D.2 Transfer of Learning Observation of

Activity

DVD Player/TV

Predict how others may feel 1.1.5.C.2 Language Concepts: emotion, clue,

situation, same-different, if-then, before-

after, change, on purpose, accident

Take Home Letter 1 –

“Introduction to Second

Step: A Violence Prevention

Curriculum”

Acknowledge that they may

need more information to judge

someone’s intentions

36

Second Step Grade 3: Unit 1; Lesson 2

Essential Question(s):

Can people have conflicting feelings about the same situation?

Grade 3

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Identify two conflicting feelings

a person can have.

9.1.4.D.2 Story and Discussion Remember the Day Second Step Grade 3; Unit 1,

Lesson 2, Card 3

Explain possible reasons for

someone’s conflicting feelings.

2.2.2.E.1 Wrap Up Observation of

Activity

Take Home Letter – Second

Step Unit 1

Transfer of Learning Book Link – “I Speak

English for My Mom” by

Muriel Stanek

Language Concepts: why-because,

conflicting

37

Second Step Grade 3: Unit 1; Lesson 3

Essential Question(s):

What is active listening?

How does active listening differ among cultures?

Grade 3

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Demonstrate physical and

verbal skills of active listeners

7.1.AL.A.3 Story and Discussion Role Play Second Step Grade 3; Unit 1,

Lesson 3, Card 4

Describe non-active listening

clues

9.1.8.C.1 Wrap Up Remember the Day

Rephrase information given by

peers in a summary statement

1.1.5.C.2 Transfer of Learning Observation of

Activity

Language Concepts: active listening,

respect

38

Second Step Grade 3: Unit 1; Lesson 4

Essential Question(s):

How do we express concern?

How does expressing concern relate to empathy?

Grade 3

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Verbally express or show

concern for another person

9.1.4.D.2 Story and Discussion Role Play Second Step Grade 3; Unit 1,

Lesson 4, Card 5

State appreciation for another

person’s concern

1.1.5.C.2 Wrap Up Remember the Day Book Link – “Dora’s Box”

by Ann-Jeanette Campbell

Transfer of Learning

Language Concepts: care, expressing

concern

39

Second Step Grade 3: Unit 1; Lesson 5

Essential Question(s):

Why is it important to recognize our similarities and differences?

How can we show acceptance to those who are different from oneself?

Grade 3

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Name similarities and

differences between people

9.1.4.D.3 Story and Discussion Remember the Day Second Step Grade 3; Unit 1,

Lesson 5, Card 6

Predict how others will feel

when experiencing prejudice

2.1.2.E.1 Wrap Up Observation of

activity

Book Link – “The Brand

New Kid” by Katie Couric

9.1.8.C.1 Transfer of Learning

Language Concepts: similar-different

40

Second Step Grade 3: Unit 2; Lesson 1

Essential Question(s):

What are ways to reduce our impulsive behavior?

What is the benefit of problem-solving strategies?

Why is it important to recognize impulsive behavior?

Grade

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Demonstrate calming down

techniques

9.1.4.A.1 Story and Discussion Role play Second Step Grade 3; Unit 2,

Lesson 1, Cards 7 and 8

State the problem in a given

situation

9.1.8.A.2 Wrap Up Observation of

Activity

Video – “Icing on the Cake”

Offer several solutions to a

given problem

9.1.8.C.1 Transfer of Learning DVD Player/ TV

Evaluate solutions Language Concepts: calm down, solve

problems, impulse, solution, brainstorm,

ask and answer and think out loud

Posters – “Calming Yourself

Down” and “How to Solve

Problems”

Choose a solution from several

alternatives

Take Home Letter 4 –

Second Step Unit 2

Evaluate a solution and choose

and an alternative solution when

necessary

41

Second Step Grade 3: Unit 2; Lesson 2

Essential Question(s):

What does making conversation involve?

Grade 3

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Use a problem solving strategy 9.1.4.A.1 Story and Discussion Role Play Second Step Grade 3; Unit 2,

Lesson 2, Card 9

Initiate a conversation with a

peer in a friendly manner

9.1.8.A.2 Wrap Up Remember the Day Poster – “How to Solve

Problems”

End a conversation with a peer

by using a polite closing

statement

9.1.8.C.1 Transfer of Learning Poster Paper and Marker

Language Concepts: conversation

42

Second Step Grade 3: Unit 2; Lesson 3

Essential Question(s):

Why is it important to effectively deal with peer pressure?

How do you effectively deal with peer pressure?

Grade 3

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Generate safe responses to a

potentially dangerous situation

9.1.4.A.1 Story and Discussion Role Play Second Step Grade 3; Unit 2,

Lesson 3, Card 10

Resist pressure from peers 2.1.4.E.4 Transfer of Learning Remember the Day Posters – “Calming Yourself

Down” and “How to Solve

Problems”

Use a problem solving strategy Wrap Up Book Links – “Emperor’s

New Clothes” by Hans

Christian Anderson and

‘Yoko” by Rosemary Wells

Language Concepts: peer, peer pressure,

assertive, courage

43

Second Step Grade 3: Unit 2; Lesson 4

Essential Question(s):

Why is it important to resist the impulse to steal?

Grade 3

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Identify reasons for resisting the

impulse to steal

9.1.4.A.1 Story and Discussion Role Play Second Step Grade 3; Unit 2,

Lesson 4, Card 11

Predict the consequences of

stealing

2.2.4.C.2 Wrap Up Remember the Day Poster – “How to Solve

Problems”

Use a problem solving strategy 2.2.4.C.1 Transfer of Learning Observation of

Activity

Poster Paper and Markers

Language Concepts: steal, trust

44

Second Step Grade 3: Unit 2; Lesson 5

Essential Question(s):

Why is it important to resist the impulse to lie?

Grade 3

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Identify the consequences of

lying

9.1.4.A.1 Story and Discussion Role Play Second Step Grade 3; Unit 2,

Lesson 5, Card 12

Identify the benefits of telling

the truth

2.2.4.C.2 Wrap Up Remember the Day Poster Paper and Markers

Use a problem solving strategy 2.2.4.C.1 Transfer of Learning Observation of

Activity

Book Link: “The Boy Who

Cried Wolf” by Aesop

Language Concepts: lie, trust, honest,

apologize, responsibility, trustworthy

45

Second Step Grade 3: Unit 3; Lesson 1

Essential Question(s):

What is anger management?

What skills are needed to effectively deal with anger?

What role does reflection have in anger management?

Grade 3

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Describe physical signs of anger 9.1.4.A.1 Story and Discussion Role Play Second Step Grade 3; Unit 3,

Lesson 1, Cards 13 and 14

Name what causes angry

feelings

9.1.8.C.1 Wrap Up Remember the Day Video – “Under the

Microscope”

Use an anger-management

strategy

Transfer of Learning DVD Player/TV

Evaluate their use of the anger

management strategy in a

stressful situation

Language Concepts: anger sign, anger

button, self-control, self-talk, reflection

Posters – “What to Do When

You are Angry” and “How

to Solve Problems”

Take Home Letter 5 –

Second Step Unit 3

46

Second Step Grade 3: Unit 3; Lesson 2

Essential Question(s):

How do you deal with an accusation non-violently?

Grade 3

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Generate and practice ways of

dealing with an accusation

effectively and peacefully

9.1.4.A.1 Story and Discussion Role Play Second Step Grade 3; Unit 3,

Lesson 2, Card 15

Apply anger management

techniques

9.1.8.C.1 Wrap Up Remember the Day Posters – “What to Do When

You are Angry” and “How

to Solve Problems”

2.2.4.A.2 Transfer of Learning Homework – “Student Self

Report” and “Parent Report”

Language Concepts: accusation

47

Second Step Grade 3: Unit 3; Lesson 3

Essential Question(s):

What is needed to deal with disappointment successfully?

Grade 3

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Identify positive responses to

disappointment

9.1.8.A.1 Story and Discussion Remember the Day Second Step Grade 3; Unit 3,

Lesson 3, Card 16

Make a plan to achieve a goal 2.2.4.A.1 Wrap Up Observation of

Activity

Posters – “What to Do When

You are Angry” and “How

to Solve Problems”

Use a problem solving strategy Transfer of Learning Homework: “Student Self

Report” and “Parent Report”

Language Concepts: disappointed, goal,

succeed, plan, perseverance

Book Link: “Olive Button is

a Sissy” by Tomie dePaola

48

Second Step Grade 3: Unit 3; Lesson 4

Essential Question(s):

What does making a complaint require?

What is assertive behavior?

Grade 3

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Make a complaint using

assertive skills such as standing

tall, looking directly at the

person and using a calm

assertive tone.

2.2.4.A.2 Story and Discussion Role Play Second Step Grade 3; Unit 3,

Lesson 4, Card 17

1.1.5.C.2 Wrap Up Remember the Day Posters – “What to Do When

You Are Angry” and “How

to Solve Problems”

Transfer of Learning Homework: “Student Self

Report” and “Parent Report”

Language Concepts: complaint, assertive

49

Second Step Grade 4: Unit 1; Lesson 1

Essential Question(s):

Why are rules important for group discussion?

Can people have different feelings about the same situation?

Can feelings change?

Grade 4

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

State rules of conduct for

classroom discussion

9.1.4.A.1 Story and Discussion Role Play Second Step Grade 4; Unit 1,

Lesson 1, Card 1

Explain ways that different

people can have different

feelings about a situation

9.1.4.A.5 Wrap Up Observation of

Activity

Take Home Letter 1 –

Introduction to Second Step:

A Violence Prevention

Curriculum

Explain how feelings about a

situation can change

9.1.4.D.2 Transfer of Learning

Language Concepts: rule, put-down,

same-different, emotions

50

Second Step Grade 4: Unit 1; Lesson 2

Essential Question(s):

What are preferences?

Can preferences differ?

Can people have conflicting feelings about a situation?

Grade 4

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Understand that people have

different preferences

9.1.4.B.1 Story and Discussion Role Play Second Step Grade 4; Unit 1,

Lesson 2, Card 2

Explain that preferences can

change

9.1.4.D.2 Wrap Up Observation of

Activity

Take Home Letter 2- Second

Step Unit 1

Identify two conflicting feelings Transfer of Learning Homework: “Student Self

Report” and “Parent Report”

Give possible reasons for

conflicting feelings

Language Concepts: preference,

conflicting, because, some-all, now-later

Book Links: “Staying Nine”

by Pam Conrad

51

Second Step Grade 4: Unit 1; Lesson 3

Essential Question(s):

What is empathy?

What skills are needed to express empathy?

Grade 4

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Name a variety of emotions

when presented with physical

and verbal clues

2.2.4.A.1 Story and Discussion Role Play Second Step Grade 4; Unit 1,

Lesson 3, Cards 3-5

1.1.5.C.2 Wrap Up Remember the Day

Transfer of Learning Observation of

Activity

Language Concepts: clue, emotion, facial

expression, situation, surprised,

disappointed, confused

52

Second Step Grade 4: Unit 1; Lesson 4

Essential Question(s):

Why is it important to understand and appreciate similarities and differences?

Grade 4

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Name physical and emotional

similarities and differences

between two people

9.1.4.D.1 Story and Discussion Role Play Second Step Grade 4; Unit 1,

Lesson 4, Card 6

Recognize that others can have

different feelings about the same

situation

1.1.5.C.2 Wrap Up Remember the Day Book Links: “In the Shade

of the Nispero Tree” by

Carmen Bernier-Grand

Transfer of Learning Observation of

Activity

Language Concepts: similarities,

differences

53

Second Step Grade 4: Unit 1; Lesson 5

Essential Question(s):

Do people’s perceptions vary?

How do peoples’ experiences, needs and feelings effect their perceptions about interactions with others?

Grade 4

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Explain that people can have

different perceptions

9.1.4.A.1 Story and Discussion Role Play Second Step Grade 4; Unit 1,

Lesson 5, Card 7

Identify solutions to problems

that take each person’s point of

view into account

9.1.4.A.5 Wrap Up Observation of

Activity

Video – “The Sleepover”

Transfer of Learning DVD Player/TV

Imagine the Day

Language Concepts: perceive, point of

view, preference

54

Second Step Grade 4: Unit 1; Lesson 6

Essential Question(s):

How does our interpretation impact our social responses; if we interpret something negatively, positively or neutrally?

Grade 4

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

List possible neutral reasons for

a person’s actions

2.1.4.E.2 Story and Discussion Role Play Second Step Grade 4; Unit 1,

Lesson 6, Card 8

Explain reasons for not jumping

to conclusions

2.1.4.A.1 Wrap Up Observation of

Activity

Book Link: “The Boy Who

Cried Wolf” Aesop’s Fable

Apologize for an unintentional

act

1.1.5.C.2 Transfer of Learning

Language Concepts: accident,

intentional, unintentional, jump to

conclusion, apologize

55

Second Step Grade 4: Unit 2; Lesson 1

Essential Question(s):

What are social skills?

Why are recognizing impulsive behavior and its consequences essential to the development of positive social skills?

What are the benefits of calming-down techniques?

Grade 4

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Name social skills 2.2.4.A.1 Story and Discussion Remember the Day Second Step Grade 4; Unit

II, Lesson 1, Card 10 and 11

Name consequences of

impulsive actions

9.1.4.A.1 Wrap Up Observation of

Activity

Poster: “Calming Yourself

Down”

Demonstrate calming down

techniques

Transfer of Learning Handout: “Calming Yourself

Down”

Language Concepts: social skills,

impulse, consequence, interpersonal

problem

Take Home Letter: Second

Step Unit II

56

Second Step Grade 4: Unit 2; Lesson 2

Essential Question(s):

What are compliments?

Why is it important to take into consideration cultural differences when giving and receiving compliments?

Grade 4

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Give a compliment 9.1.4.D.3 Story and Discussion Remember the Day Second Step Grade 4; Unit

II, Lesson 2, Card 12

Receive a compliment by

saying, “Thank You”

1.1.5.C.2 Wrap Up Observation of

Activity

Homework: “Student Self

Report” and “Parent Report”

Transfer of Learning

Language Concepts: compliment

57

Second Step Grade 4: Unit 2; Lesson 7

Essential Question(s):

What are effective ways to handle fear?

Grade 4

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Name bodily sensations

associated with fear

9.1.4.A.1 Story and Discussion Role play Second Step Grade 4; Unit

II, Lesson 7, Card 18

Identify what they are afraid of

and why

9.1.8.A.1 Wrap Up Observation of

Activity

Poster – “How to Solve

Problems”

Determine whether a fear is

realistic

Transfer of Learning Homework – “Student Self

Report” and “Parent Report”

Use a problem-solving strategy

to alleviate fear

Language Concepts: fear Book Link: “ The Watsons

Go to Birmingham” by

Christopher Paul Curtis

58

Second Step Grade 4: Unit: 2; Lesson 8

Essential Question(s):

What are the skills needed for taking responsibility for your actions?

Grade 4

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Acknowledge mistakes 2.2.4.A.2 Story and Discussion Role Play Second Step Grade 4;

Unit 2, Lesson 8, Card 19

Make an apology and offer to

make amends

2.2.4.C.1 Wrap Up Imagine the Day Poster: “How to Solve

Problems”

9.1.8.C.1 Transfer of Learning Homework: “Student Self

Report” and “Parent Report”

1.1.5.C.2 Language Concepts: responsibility,

apologize, making amends

59

Second Step Grade 4: Unit 3; Lesson 1

Essential Question(s):

What is anger management?

What things push our anger buttons?

Are angry feelings okay?

Grade 4

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

List physical signs of anger 9.1.4.A.1 Story and Discussion Remember the Day Second Step Grade 4; Unit 3,

Lesson 1, Card 20

Name reasons for controlling

anger

9.1.8.C.1 Wrap Up Observation of

Activity

Poster: “What to Do When

You Are Angry”

List “external buttons” that

might cause them to become

angry

Transfer of Learning Take Home Letter 4: Second

Step Unit 3

List ‘internal buttons” that might

intensify angry feelings

Language Concepts: anger sign, anger

buttons

Handout: “What to Do When

You Are Angry”

60

Second Step Grade 4: Unit 3; Lesson 3

Essential Question(s):

Why is it important to reflect on how you handled a situation?

How could reflection improve future successful experiences?

Grade 4

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Reflect on and evaluate their

performance on stressful

situations

9.1.4.A.5 Story and Discussion Observation of

Activity

Second Step Grade 4; Unit 3,

Lesson 3, Card 22

2.2.4.A.2 Wrap Up Poster: “What to Do When

You are Angry”

2.1.4.E.4 Transfer of Learning

Language Concepts: reflection

61

Second Step Grade 4: Unit 3; Lesson 4 and 5

Essential Question(s):

How do you effectively deal with put-downs?

Can criticism be constructive?

How do you effectively deal with criticism?

Why is it important to remain respectful when dealing with unfair criticism?

Grade

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Identify coping skills for

dealing with put-downs

2.2.4.A.2 Story and Discussion Role Play Second Step Grade 4; Unit 3,

Lesson 4 and 5,Cards 23 and

24

Apply anger management

techniques

2.1.4.E.4 Wrap Up Observation of

Activity

Posters – “What to Do

When You Are Angry” and

“How to Solve Problems”

Identify coping skills for dealing

with fair criticism

1.1.5.C.2 Transfer of Learning Homework: “Student Self

Report” and “Parent Report”

Respond to unfair criticism in a

respectful way

Language Concepts: put down, ignore,

assertive, bullying, criticism, constructive

Book Link: “Blubber” by

Judy Blume

62

Second Step Grade 4: Unit 3; Lesson 6

Essential Question(s):

Is problem solving an effective way to deal with being left out?

Grade

Knowledge/Skills/

Understandings

(Objectives)

Standards &

Indicators

Learning Experiences Interim Assessments Resources

Students will be able to…

Identify coping skills for

dealing with being left out

9.1.4.A.1 Story and Discussion Role Play Second Step Grade 4; Unit 3,

Lesson 6, Card 25

Use a problem-solving strategy

for dealing with being left out

9.1.8.A.1 Wrap Up Remember the Day Poster: “How to Solve

Problems”

1.1.5.C.2 Transfer of Learning Homework: Student Self

Report” and “Parent Report”

Language Concepts: left out Book Link: “Blubber” by

Judy Blume

63

Intermediate School Guidance Curriculum Grade 5 & 6

Unit: Mix It Up At Lunch

Overarching Essential Question(s): Why is it important to be tolerant of others?

Topical Essential Question(s): How are we all similar and how are we all different?

Understandings (Big Ideas): How do we learn more about each other?

How do we communicate with others?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Identify what is unique about

themselves and peers

9.1.4.D.3 Questions at the lunch tables Observed

Participation

www.tolerance.org/mix-it-

up

Engage in dialogue to learn

more about one another

Would you rather card activity Interactive

responses

Game: Would you Rather

Actively listen and make

decisions cooperatively as a

team

Trivia game Observations of

activity

64

Intermediate School Guidance Curriculum Grade 5 & 6

Unit: Red Ribbon Week Day 1

Overarching Essential Question(s): Why is it important to be drug and tobacco free?

Topical Essential Question(s): How can promote being drug and tobacco free?

Understandings (Big Ideas): Promoting drug and tobacco awareness

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Understand the effects of

drug and tobacco use

9.1.8.A.1 Red Ribbon Week morning

announcement

Daily discussion www.positivepromotions.com/red-

ribbon-week

Know the background of red

ribbon week

The story behind Red Ribbon Week:

Ki Ki Camarena

Observed

interactions

Understand what it means to

be drug free

2.2.6.A.2 Lunch time announcements Peer discussion

65

Intermediate School Guidance Curriculum Grade 5 & 6

Unit: Red Ribbon Week Day 2

Overarching Essential Question(s): Why is it important to be drug and tobacco free?

Topical Essential Question(s): How can promote being drug and tobacco free?

Understandings (Big Ideas): Promoting drug and tobacco awareness

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Understand the effects of

drug & tobacco use

9.1.8.A.1 Red Ribbon Week morning

announcement

Observed

interactions

www.positivepromotions.com/red-

ribbon-week

Promote a drug and tobacco

free school

2.2.2.A.1 Team up against drugs: Wear

favorite team Jersey

Observed

participation

Understand what it means to

be drug free, and to take care

of themselves

2.2.6.A.2 Sign pledge to be drug free Observed

discussions

66

Intermediate School Guidance Curriculum Grade 5 & 6

Unit: Red Ribbon Week Day 3

Overarching Essential Question(s): Why is it important to be drug and tobacco free?

Topical Essential Question(s): How can promote being drug and tobacco free?

Understandings (Big Ideas): Promoting drug and tobacco awareness

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Understand the effects of

drug & tobacco use

9.1.8.A.1 Red Ribbon Week morning

announcement

Observed

interactions

www.positivepromotions.com/red-

ribbon-week

Promote a drug and tobacco

free school

2.2.2.A.1 Wear a cap to “put a cap on drugs” Observed

participation

Observed

discussions

67

Intermediate School Guidance Curriculum Grade 5 & 6

Unit: Red Ribbon Week Day 4

Overarching Essential Question(s): Why is it important to be drug and tobacco free?

Topical Essential Question(s): How can promote being drug and tobacco free?

Understandings (Big Ideas): Promoting drug and tobacco awareness

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Understand the effects of

drug & tobacco use

9.1.8.A.1 Red Ribbon Week morning

announcement

Observed

interactions

www.positivepromotions.com/red-

ribbon-week

Promote a drug and tobacco

free school

2.2.2.A.1 Turn your back on drugs: Wear

clothes backwards

Observed

participation

Observed

discussions

68

Intermediate School Guidance Curriculum Grade 5 & 6

Unit: Red Ribbon Week Day 5

Overarching Essential Question(s): Why is it important to be drug and tobacco free?

Topical Essential Question(s): How can promote being drug and tobacco free?

Understandings (Big Ideas): Promoting drug and tobacco awareness

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Understand the effects of

drug & tobacco use

9.1.8.A.1 Red Ribbon Week morning

announcement

Observed

interactions

www.positivepromotions.com/red-

ribbon-week

Promote a drug and tobacco

free school

2.2.2.A.1 Be comfortable with yourself, don’t

do drugs (wear comfy clothes)

Observed

participation

Observed

discussions

69

Intermediate School Guidance Curriculum Grade 5 & 6

Unit: Week of Respect Day 1

Overarching Essential Question(s): How can people show respect?

Topical Essential Question(s): What is respect?

What is an act of kindness?

Understandings (Big Ideas): Showing respect to others

Knowledge/Skills/

Understandings

(Objectives

Standards

&

Indicators

Learning

Experiences

Interim

Assessments

Resources

Students will be

able to…

Acquire the

attitudes knowledge

and interpersonal

skill to help them

respect self and

others

9.1.8.C.1 Words of

Wisdom

announcements

Peer

interactions

Daily

Conversations

www.state.nj.us/education/students/safety/behavior/violence_memo.pdf

Understand what

respect is and show

it towards others

9.1.4.D.3 Sign Pledge to

respect

Observed

participation

70

Intermediate School Guidance Curriculum Grade 5 & 6

Unit: Week of Respect Day 2

Overarching Essential Question(s): How can people show respect?

Topical Essential Question(s): What is respect?

What is an act of kindness?

Understandings (Big Ideas): Showing respect to others

Knowledge/Skills/

Understandings

(Objectives

Standards

&

Indicators

Learning

Experiences

Interim

Assessments

Resources

Students will be able

to…

Acquire the attitudes

knowledge and

interpersonal skill to

help them respect

self and others

9.1.8.C.1 Words of

Wisdom

announcements

Peer

interactions

Daily

Conversations

www.state.nj.us/education/students/safety/behavior/violence_memo.pdf

71

Intermediate School Guidance Curriculum Grade 5 & 6

Unit: Week of Respect Day 3

Overarching Essential Question(s): How can people show respect?

Topical Essential Question(s): What is respect?

What is an act of kindness?

What will I do to build respect in my school?

Understandings (Big Ideas): Showing respect to others

Knowledge/Skills/

Understandings

(Objectives

Standards

&

Indicators

Learning

Experiences

Interim

Assessments

Resources

Students will be able

to…

Acquire the attitudes

knowledge and

interpersonal skill to

help them respect

self and others

9.1.8.C.1 Words of

Wisdom

announcements

Peer

interactions

Daily

Conversations

www.state.nj.us/education/students/safety/behavior/violence_memo.pdf

Understand what it

looks like to show

someone respect

9.1.4.D.3 Wall of Respect Observed

interactions

72

Intermediate School Guidance Curriculum Grade 5 & 6

Unit: Week of Respect Day 4

Overarching Essential Question(s): How can people show respect?

Topical Essential Question(s): What is respect?

What is an act of kindness?

Understandings (Big Ideas): Showing respect to others

Knowledge/Skills/

Understandings

(Objectives

Standards

&

Indicators

Learning

Experiences

Interim

Assessments

Resources

Students will be able

to…

Acquire the attitudes

knowledge and

interpersonal skill to

help them respect

self and others

9.1.8.C.1 Words of

Wisdom

announcements

Peer

interactions

Daily

Conversations

www.state.nj.us/education/students/safety/behavior/violence_memo.pdf

73

Intermediate School Guidance Curriculum Grade 5 & 6

Unit: Week of Respect Day 5

Overarching Essential Question(s): How can people show respect?

Topical Essential Question(s): What is respect?

What is an act of kindness?

Understandings (Big Ideas): Showing respect to others

Knowledge/Skills/

Understandings

(Objectives

Standards

&

Indicators

Learning

Experiences

Interim

Assessments

Resources

Students will be able

to…

Acquire the attitudes

knowledge and

interpersonal skill to

help them respect

self and others

9.1.8.C.1 Words of

Wisdom

announcements

Peer

interactions

Daily

Conversations

www.state.nj.us/education/students/safety/behavior/violence_memo.pdf

74

Intermediate School Guidance Curriculum Grade 5 & 6

Unit: Violence and Vandalism Day 1

Overarching Essential Question(s): What are ways we can prevent Violence and Vandalism?

Topical Essential Question(s): What is Violence & Vandalism?

Understandings (Big Ideas): How we can prevent Violence & Vandalism.

Knowledge/Skills/

Understandings

(Objectives

Standards

&

Indicators

Learning

Experiences

Interim

Assessments

Resources

Students will be

able to…

Make positive

decisions in regards

to refraining from

violence and

vandalism

2.2.4.A.1 Announcement:

Fact of the day for

Violence &

Vandalism

-Observed

Peer

interaction

-Daily

conversation

www.state.nj.us/education/students/safety/behavior/violence_memo.pdf

75

Intermediate School Guidance Curriculum Grade 5 & 6

Unit: Violence and Vandalism Day 2

Overarching Essential Question(s): What are ways we can prevent Violence and Vandalism?

Topical Essential Question(s): What is Violence & Vandalism?

Understandings (Big Ideas): How we can prevent Violence & Vandalism.

Knowledge/Skills/

Understandings

(Objectives

Standards

&

Indicators

Learning

Experiences

Interim

Assessments

Resources

Students will be

able to…

Make positive

decisions in regards

to refraining from

violence and

vandalism

2.2.4.A.1 Announcement:

Fact of the day for

Violence &

Vandalism

Observed

Peer

interaction

-Daily

conversation

www.state.nj.us/education/students/safety/behavior/violence_memo.pdf

76

Intermediate School Guidance Curriculum Grade 5 & 6

Unit: Violence & Vandalism Day 3

Overarching Essential Question(s): What are ways we can prevent Violence and Vandalism?

Topical Essential Question(s): What is Violence & Vandalism?

Understandings (Big Ideas): How we can prevent Violence & Vandalism.

Knowledge/Skills/

Understandings

(Objectives

Standards

&

Indicators

Learning

Experiences

Interim

Assessments

Resources

Students will be

able to…

Make positive

decisions in regards

to refraining from

violence and

vandalism

2.2.4.A.1 Announcement:

Fact of the day for

Violence &

Vandalism

Observed

Peer

interaction

-Daily

conversation

www.state.nj.us/education/students/safety/behavior/violence_memo.pdf

77

Intermediate School Guidance Curriculum Grade 5 & 6

Unit: Violence & Vandalism Day 4

Overarching Essential Question(s): What are ways we can prevent Violence and Vandalism?

Topical Essential Question(s): What is Violence & Vandalism?

Understandings (Big Ideas): How we can prevent Violence & Vandalism.

Knowledge/Skills/

Understandings

(Objectives

Standards

&

Indicators

Learning

Experiences

Interim

Assessments

Resources

Students will be

able to…

Make positive

decisions in regards

to refraining from

violence and

vandalism

2.2.4.A.1 Announcement:

Fact of the day for

Violence &

Vandalism

Observed

Peer

interaction

-Daily

conversation

www.state.nj.us/education/students/safety/behavior/violence_memo.pdf

Students will

understand the

effects that violence

and vandalism has

on their community

9.1.4.D.2 Police Officer

talks to students

during lunch

Observed

Peer

interaction

-Daily

conversation

Police Officer

78

Grade and Curriculum Name

Unit: Violence and Vandalism Day 5

Overarching Essential Question(s): What are ways we can prevent Violence and Vandalism?

Topical Essential Question(s): What is Violence & Vandalism?

Understandings (Big Ideas): How we can prevent Violence & Vandalism.

Knowledge/Skills/

Understandings

(Objectives

Standards

&

Indicators

Learning

Experiences

Interim

Assessments

Resources

Students will be

able to…

Make positive

decisions in regards

to refraining from

violence and

vandalism

2.2.4.A.1 Announcement:

Fact of the day for

Violence &

Vandalism

Observed

Peer

interaction

-Daily

conversation

www.state.nj.us/education/students/safety/behavior/violence_memo.pdf

79

Intermediate School Guidance Curriculum Grade 5

Unit: Grade 5 Welcoming

Overarching Essential Question(s): Meet & Greet

Topical Essential Question(s): What is the role of Guidance?

Understandings (Big Ideas): What should you do if you have a problem?

How can you contact your counselor?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Describe the role of the

guidance counselor: lessons,

groups, individual meetings

9.1.8.A.1 Large Group Discussion Observed

participation

Guidance passes and

request to see your

counselor form

Describe how a counselor

helps students to solve a

problem

Large Group Discussion Observed

participation

Offer several options on how

to see the counselor

9.1.4.D.2 Large Group Discussion Interactive

responses

80

Intermediate School Guidance Curriculum Grade 5

Unit: Anti-Bullying

Overarching Essential Question(s): How to say what happened?

Topical Essential Question(s): How does one report mean behavior?

Understandings (Big Ideas): What is the difference between being passive, assertive, and/or aggressive?

Knowledge/Skill

s/

Understandings

(Objectives

Standard

s &

Indicator

s

Learning

Experience

s

Interim

Assessments

Resources

Students will be

able to…

Explain how to

report behavior

from others that

is hurtful

9.1.8.A.2 Large

Group

Discussion

Observed

classroom

discussion

http://www.frsd.k12.nj.us/cms/lib01/NJ01001104/Centricity/Domain/47/Policy_5

512.pdf

www.state.nj.us/education/parents/bully.htm

How to Say What Happened Poster

Discuss the

meaning of

passive, assertive

and aggressive

9.1.4.A.1 Activity Observed

participation

Scenarios: Determine which situations are passive, assertive or aggressive

81

Intermediate School Guidance Curriculum Grade 5

Unit: Empathy

Overarching Essential Question(s): Acts of Kindness

Topical Essential Question(s): What is empathy?

Understandings (Big Ideas): What are acts of kindness?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Share nice acts that others have

done for them

9.1.8.C.1 Large Group Activity Interactive

responses

Game: Catch and Share

Identify kind acts to show

caring for others

9.1.4.D.3 Individual Activity

Large Group Discussion

Observations of

activity

Explain the meaning if

Empathy

Large Group Discussion Observed

participation

101 Ways To Teach

Children Social Skills

Give and receive a kind act

from someone in their

classroom

9.1.4.D.2 Activity Observations of

activity

Spectacular Guidance

Activities for Kids

82

Intermediate School Guidance Curriculum Grade 5

Unit: Resiliency

Overarching Essential Question(s): How can people bounce-back from life’s everyday problems?

Topical Essential Question(s): What is the meaning of resilient?

Understandings (Big Ideas): What are the necessary strategies to be resilient?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Describe what it means to be

resilient

9.1.8.A.1 Demonstration Demonstrate how

fragile people can be

and what it looks

like to be resilient

Identify 5 strategies to show

resiliency

9.1.4.A.5 Large Group Discussion Observed

participation

Time for kids: 5 Bounce-

back strategies

Evaluate and choose which

bounce-back strategy to be

resilient is most critical to do

Pledge Observations of

activity

83

Intermediate School Guidance Curriculum Grade 6

Unit: Introduction to Guidance Services

Overarching Essential Question(s): How can I thrive in 6th

grade?

Topical Essential Question(s): What is the role of the school counselor in grade 6?

Understandings (Big Ideas): What do we need to know in order to be successful in grade 6?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Work cooperatively as team to

demonstrate an understanding

of 6th grade survival tips

9.1.8.A.1 Role Play Activity Interactive

responses

www.schoolcounselor.org/

Clip Art

Recall things a school

counselor does in grade 6 to

assist students

Large Group Discussion Observed class

discussion

84

Intermediate School Guidance Curriculum Grade 6

Unit: Communication and Career

Overarching Essential Question(s): How can people who are different work together toward a common goal?

Topical Essential Question(s): Why is listening important for effective communication?

Understandings (Big Ideas): Which skills are essential for effective listening?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Engage in a dialogue to learn

more about the importance of

listening for effective

communication

9.1.4.D.3 Small Group Activity Observations of

activity

Listening activity

Identify skills for effective

listening

9.1.8.A.1 Large Group Discussion Interactive

responses

The leaders guide to the

kids guide to working out

conflicts by Naomi Drew

Actively listen and

communicate as a team to

work towards a common goal

Small Group Activity Observations of

activity

Tower building activity

85

Intermediate School Guidance Curriculum Grade 6

Unit: Peer Relations

Overarching Essential Question(s): Is it possible to be in a school that is bully free?

Topical Essential Question(s): What is a social system?

Understandings (Big Ideas): What are negative behaviors that can lead to negative feelings?

What are positive behaviors that can lead to feeling positively?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Define social system and

identify negative/ positive

interactions within a social

system

9.1.8.A.1 Movie Clip Observed responses Video - Harry Potter I

Engage in a dialogue to learn

more about negative and

positive interactions within

their own social systems

including school, social, and

home

9.1.4.D.3 Small Group Discussion Observed

interactions

www.schoolcounselor.org/

Identify behaviors that foster

positive interactions among

peers

Activity Role play

86

Intermediate School Guidance Curriculum Grade 5

Unit: Hurtful Words

Overarching Essential Question(s): How do hurtful words affect us?

Topical Essential Question(s): How do you feel when someone calls you names?

Understandings (Big Ideas): What are the lasting effects of hurtful words on a person?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Understand the power of

words and their effect on

others

9.1.4.A.5 Demonstration Observed

participation

Fostering Acceptance of

Diversity workshop by

Naomi Drew

Identify words that can hurt a

person’s feelings

Large Group Discussion Observed classroom

discussion

Work cooperatively in a small

group towards a common goal

9.1.8.A.2 Role Play Activity Interactive

responses

Scenarios students often

face in an Intermediate

school setting

Commit to kindness towards

others

Large Group Pledge Signing Observed

participation

Pledge Poster

87

Intermediate School Guidance Curriculum Grade 6

Unit: Bullying/ Diversity

Overarching Essential Question(s): Is it possible to accept each other’s differences?

Topical Essential Question(s): What makes a person a unique individual?

Understandings (Big Ideas): What does it feel like to be left out?

What is the definition of different?

Is it okay to be different?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Identify unique similarities and

differences about themselves

and peers

9.1.8.C.1 Activity Observed

participation

Game: Cross the Line

Identify how commonly used

words and being left out can be

hurtful

Bully Web Activity Observed Classroom

discussion

New Jersey Bar

Foundation bullying web

poster

Recognize that people have

differences and that differences

should be appreciated as

opposed to discouraged

9.1.4.D.3 Poem: I Am An Individual

Large Group Discussion

Interactive

responses

Poem - Fostering

Acceptance of Diversity

workshop by Naomi Drew

88

Intermediate School Guidance Curriculum Grade 5

Unit: Stress

Overarching Essential Question(s): Is it possible to live a stress free life?

Topical Essential Question(s): How is stress defined?

Understandings (Big Ideas): What does stress physically feel like?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Define the meaning of stress

Large Group Activity Observed interaction Game: Catch

Assess how much stress

people, places or events causes

them

9.1.4.A.5 Stressors Rating Scale Observed

participation

Skills for Living workbook

Name physical symptoms that

indicate stress

Large Group Discussion Interactive

responses

Identify strategies to relieve

symptoms of stress

9.1.8.A.2 Examining ways to handle stress Observations of

activity

Top 10 Ways to handle

stress poster

89

Intermediate School Guidance Curriculum Grade 6

Unit: Stress

Overarching Essential Question(s): Is it possible to live a stress free life?

Topical Essential Question(s): How is stress defined?

Understandings (Big Ideas): What does stress physically feel like?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Define the meaning of stress

Large Group Activity Observed interaction Game: Catch

Assess how much stress

people, places or events causes

them

9.1.4.A.5 Stressors Rating Scale Observed

participation

Skills for Living workbook

Name physical symptoms that

indicate stress

Large Group Discussion Interactive

responses

Identify strategies to relieve

symptoms of stress

9.1.8.A.2 Examining ways to handle stress Observations of

activity

Top 10 Ways to handle

stress poster

90

Intermediate School Guidance Curriculum Grade 6

Unit: School Success

Overarching Essential Question(s): How do people manage all the responsibilities of their life roles?

Topical Essential Question(s): Why is it important to keep track of responsibilities?

Understandings (Big Ideas): What are some ways to organize all of our life roles and responsibilities?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Understand the importance of

keeping track of life

responsibilities

9.1.8.A.1 Demonstration Interactive

responses

Missouri Comprehensive

Guidance Programs

Choose strategies to manage

the responsibilities of

individual, school, family, and

community responsibilities

Activity: Sample Schedule Observed

participation

Create a schedule and identify

if changes need to be made in

their daily schedule

Activity Observations of

activity

How Do I Tie It All

Together Activity Sheets

91

Intermediate School Guidance Curriculum Grade 5

Unit: IDEAL Decision Making Model

Overarching Essential Question(s): How can one go about making a decision to solve a problem?

Topical Essential Question(s): What are the steps of problem solving?

Understandings (Big Ideas): How do we identify the problem?

What are possible solutions to solving the problem?

How do we evaluate the possible solutions to solving the problem?

Why is it important to reflect on our decision?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

State the problem in a given

situation

9.1.8.A.1 Activity Observations of

Knots activity

Workbook???

Offer several solutions for a

given problem

9.1.4.A.1 Small Group Discussion Observed small

group discussion

IDEAL decision-making

model for problem-solving

handout

Evaluate solutions to solve a

problem

9.1.4.A.5 Large Group Discussion Observed classroom

discussion

Identify what worked or did

not work well with the final

decision

Large Group Discussion Observed

participation

92

Intermediate School Guidance Curriculum Grade 6

Unit: IDEAL Decision Making Model

Overarching Essential Question(s): How can one go about making a decision to solve a problem?

Topical Essential Question(s): What are the steps of problem solving?

Understandings (Big Ideas): How do we identify the problem?

What are possible solutions to solving the problem?

How do we evaluate the possible solutions to solving the problem?

Why is it important to reflect on our decision?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

State the problem in a given

situation

9.1.8.A.1 Activity Observations of

Knots activity

Workbook???

Offer several solutions for a

given problem

9.1.4.A.1 Small Group Discussion Observed small

group discussion

IDEAL decision-making

model for problem-solving

handout

Evaluate solutions to solve a

problem

9.1.4.A.5 Large Group Discussion Observed classroom

discussion

Identify what worked or did

not work well with the final

decision

Large Group Discussion Observed

participation

93

7th Grade: Peer Pressure Reversal

Essential Question(s):

Why do students need to know how to effectively deal with negative peer pressure?

What is the difference between positive and negative peer pressure?

What can happen if we don't effectively deal with negative peer pressure?

How do you identify when you need to take reversal action?

What are strategies to deal with negative peer pressure?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to...

Identify the difference between

positive and negative peer

pressure

2.1.8.D.1 PowerPoint presentation during

DEAR.

Guided discussion with real life

examples and stories.

Observed

participation and

question and answer

session.

Peer Pressure Reversal

Handbook

Grade Level Counselor

PowerPoint

Understand the consequences

of not acting to reverse peer

pressure

2.1.12.D.1 Real life examples and stories Observed

participation and

individual sharing

Grade Level Counselor

PowerPoint

Identify and practice when to

take effective action to reverse

negative peer pressure

6.3.8.D.1 PowerPoint

Real life examples

Role Play

Student role plays

Question and answer

session

Prepared examples

PowerPoint

Grade Level Counselor

Student Volunteers

Select and apply strategies that

suit their personality and style

when faced with negative peer

2.2.8.A.2 Random Role Play with student

identified and selected

strategies.

Role play with Peer

Pressure Structure

and student

identified strategies

Prepared Role Plays

PowerPoint

Grade Level Counselor

Student Groups

94

7th Grade: Surviving Middle School

Essential Question(s):

Why do 7th Grade students need to understand the skills that will help them be successful in the middle school?

What are the skills that support success at the middle school?

What steps can students take to support their development of skills for success?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to...

Identify skill needed to be

successful in the middle school

2.2.8.B.3 "Surviving Middle School"

video

Guided Questions

Observed

participation

Question and

Answer session

"Surviving Middle School"

video

Guided Questions

Grade Level Counselor

Identify their areas of strength

and weakness related to the

skills

2.2.8.B.1 "Surviving Middle School"

video

Guided Questions

Question and answer

session

"Surviving Middle School"

video

Guided Questions

Grade Level Counselor

Identify strategies and school

resources to develop areas of

weakness

9.1.4.A.2 "Surviving Middle School"

video

Guided Questions

Question and answer

session

"Surviving Middle School"

Video

Guided Questions

Grade Level Counselor

95

7th Grade: Peer Mediation

Essential Question(s):

Why is it important for students to understand the difference between Conflict and Bullying?

What is the important difference when dealing with Conflict versus Bullying?

What is the structure/formula for resolving conflict amongst peers?

What are the best practices for resolving conflict?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to...

Understand the difference

between Conflict and Bullying

2.2.8.A.1 Peer Leader Presentation

Demonstrated Examples

Counselor led discussion

Observed

participation,

interactive

discussion and

question and answer

session

Conflict Resolution and

Peer Mediation Guide by

the New Jersey State Bar

Peer Mediation trained

Peer Leaders

Grade Level Counselor

Understand the important

components of conflict

resolution

6.3.8.D.1 PowerPoint

Handouts

Peer Leader demonstration

Peer Leader prepared visuals

Observed

participation,

interactive

discussion and

question and answer

session

Conflict Resolution and

Peer Mediation Guide by

the New Jersey State Bar

Peer Mediation trained

Peer Leaders

Grade Level Counselor

Understand the structure of

peer mediation

2.1.12.E.1 PowerPoint

Handouts

Peer Leader demonstration

Peer Leader prepared visuals

Role Play

Observed

participation,

interactive

discussion and

question and answer

session

Conflict Resolution and

Peer Mediation Guide by

the New Jersey State Bar

Peer Mediation trained

Peer Leaders

Grade Level Counselor

96

Identify the best practices of

peer mediation and the impact

when best practices are not

exercised

2.2.4.A.2 PowerPoint

Handouts

Peer Leader demonstration

Peer Leader prepared visuals

Role Play

Observed

participation,

interactive

discussion and

question and answer

session

Conflict Resolution and

Peer Mediation Guide by

the New Jersey State Bar

Peer Mediation trained

Peer Leaders

Grade Level Counselor

97

7th and 8th Grade: Locks of Love

Essential Question(s):

Why is it important to give of oneself to help persons within the community through community service?

How can students manage and perform community service as a 12-14 year old student ?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to...

Students will understand the

importance of community

service

2.2.4.D.1 PowerPoint Presentation in

DEAR

Interactive

discussion

Question and answer

session

Locks of Love/Community

Service Power Point

Grade Level Counselor

Students will understand the

positive impact they can have

on their community

2.2.6.D.2 PowerPoint Presentation in

DEAR

Interactive

discussion

Question and answer

session

Locks of Love/Community

Service Power Point

Grade Level Counselor

Learn a variety of community

service opportunities within

their community

2.2.12.D.1 PowerPoint Presentation in

DEAR

Interactive

discussion

Question and answer

session

Locks of Love/Community

Service Power Point

Grade Level Counselor

98

7th and 8th Grade: Tree of Kindness

Essential Question(s):

Why is it important to be kind to others?

How can we make a difference in others' lives?

How can we positively impact our community?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to...

Recognize the kind acts

occurring in the JPC

community

2.2.4.C.1 Student recognition awards and

leaves for the tree

Shared stories of kind acts

performed by students

protecting any confidential

portions of the story

Observed

participation

Faculty and staff

nominations and shared

stories

Tree mural in Counseling

Office

Team Meeting

Grade level Counselor

Understand how they can

become a part of the tree of

kindness

2.2.8.C.1 Guided discussions and

guidelines

Observed

participation and

interactive

discussion

Grade level Counselor

Team Meeting

99

7th and 8th Grade: Project Wisdom Announcements

Essential Question(s):

Why is it important to develop moral character and values in ourselves?

How should we behave within our community?

What behaviors should we aspire to adopt?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to...

Understand positive character

traits

2.2.2.C.1 Morning Announcements Observed

participation

Volume I and II of Project

Wisdom Daily

Announcements

PA System

Peer Leaders

Grade Level Counselor

Understand and recognize

examples of positive character

traits within their community

Morning Announcements Observed

participation

Volume I and II of Project

Wisdom Daily

Announcements

PA System

Peer Leaders

Grade Level Counselor

Understand national and

historical days/celebrations

related to positive character

traits

Morning Announcements Observed

participation

Volume I and II of Project

Wisdom Daily

Announcements

PA System

Peer Leaders

Grade Level Counselor

100

7th and 8th Grade: Careers

Essential Question(s):

Why is it important for middle school children to think about their future careers as adults?

How do their interests, skills, and talents play a role in their career choice?

How do their personality styles impact their career choices?

How can one pursue a job within their career interests?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to...

Understand how their

decisions today can impact

their future career choices

9.3.4.A.6 The Changing World Video

Guided Discussion

Observed

participation

Pair Share

Question and

Answer session

The Changing World

Video

Career related statistics

Technology Related Arts

Class

Technology Teacher

Grade Level Counselor

Understand and identify their

interests, skills, and talents as

they relate to possible career

choices

9.3.4.A.3 Interest inventory

Guided Discussion and

Questionaire

Paper and pencil

Inventory results

Internet site

inventory results

Career portfolio

Pair Share

Career Portfolio

Intranet and Internet

Inventory Internet sites

Technology Related Arts

Class

Technology Teacher

Grade Level Counselor

Understand and identify their

personality style as it relates to

possible career choices

9.3.4.A.3 Meyers-Briggs-like inventory Paper and pencil

Inventory results

Internet site

inventory results

Career portfolio

Career Portfolio

Intranet and Internet

Meyers-Briggs-like

Inventory Internet site

Technology Related Arts

Class

Technology Teacher

Grade Level Counselor

101

Identify careers of interest and

the education required

9.3.4.A.5 Combined inventories

Career Portfolio

Job selection guided discussion

Career Portfolio

Question and answer

session

Pair Share

Career Portfolio

Intranet and Internet

Meyers-Briggs-like

Inventory Internet site

Inventory Internet sites

Technology Related Arts

Class

Technology Teacher

Grade Level Counselor

Identify and research possible

jobs, their job description, and

current job opportunities

within their career of choice

9.3.8.B.1 Guided reflection and research

Guided Questionaire

Career Portfolio

Paper and pencil

responses

Career Portfolio

Intranet and Internet

Meyers-Briggs-like

Inventory Internet site

Inventory Internet sites

Job search engines

Technology Related Arts

Class

Technology Teacher

Grade Level Counselor

102

7th and 8th Grade: John Halligan (live speaker or DVD)

Essential Question(s):

Why is it important to understand how we can stay emotionally and physically safe?

How do you deal with keeping yourself safe on the internet?

How do you know when to reach out to your resources for help?

How do you manage safety information about yourself, family member, friend, or peer?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to...

Understand the warning signs

for suicide and depression

2.1.P.D. 2 John Halligan Presentation Observed

Participation

Interactive

Discussion

Question and

Answer session

John Halligan or DVD

Guided Questions

Assembly site and time

Grade Level Counselor

Understand guidelines to keep

safe on the internet

8.1.8.D.1 John Halligan Presentation Observed

Participation

Interactive

Discussion

Question and

Answer session

John Halligan or DVD

Guided Questions

Assembly site and time

Grade Level Counselor

Understand and identify when

a situation cannot and should

not be resolved alone

John Halligan Presentation Observed

Participation

Interactive

Discussion

Question and

Answer session

John Halligan or DVD

Guided Questions

Assembly site and time

Grade Level Counselor

103

Understand the resources to

seek when you suspect you,

family member, friend, or peer

is not emotionally or

physically safe

2.1.4.E.4 John Halligan Presentation Observed

Participation

Interactive

Discussion

Question and

Answer session

John Halligan or DVD

Guided Questions

Assembly site and time

Grade Level Counselor

Understand the impact that

your choices have on your

family, friends, and

community

2.1.12.E.3 John Halligan Presentation Observed

Participation

Interactive

Discussion

Question and

Answer session

John Halligan or DVD

Guided Questions

Assembly site and time

Grade Level Counselor

104

7th and 8th Grade: No Name Calling Week

Essential Question(s):

Why is it important to commit to treating others respectfully?

What are behaviors towards others do we all need to be sensitive to when being in a community?

What can we do every day to secure a respectful environment within our community?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to...

Understand the evolution of

No Name Calling Week

2.2.6.A.1. No Name Calling Week Video

Guided Discussion

Observed

participation

Question and answer

session

No Name Calling Week

Video

Grade Level Counselor

Guided Questions

Commit and participate in No

Name Calling Week

2.2.12.A.1 Contract Signature No Name Calling Week

Contract

Understand the impact of their

words and actions towards

others

No Name Calling Week Video

Guided Discussion

Observed

participation

Question and answer

session

No Name Calling Week

Video

Grade Level Counselor

Guided Questions

Identify choices they can make

to create a respectful

environment

2.2.4.C.3 Daily Morning Announcements Observed

Participation

Random Acts of Kindness

Project Wisdom Volumes I

& II

Peer Leaders

Grade Level Counselor

PA System

105

Observe and hear daily

reminders to reinforce good

decision-making

No Name Calling Posters

No Name Calling Stickers for

Each Classroom

Contracts

Daily Announcements

DEAR Presentation

Observed

Participation

Random Acts of Kindness

Project Wisdom Volumes I

& II

Peer Leaders

Grade Level Counselor

PA System

No Name Calling Week

Video

Grade Level Counselor

Guided Questions

Contracts

Posters

Stickers

106

7th and 8th Grade: Red Ribbon Week

Essential Question(s):

Why is it important to commit to a safe, healthy, and drug-free life style?

What are the related issues to drug and alcohol use?

What are the healthy choices students can make?

Knowledge/Skills/

Understandings

(Objectives

Standards &

Indicators

Learning Experiences Interim

Assessments

Resources

Students will be able to…

Understand the history of Red

Ribbon Week and related

statistics regarding Drug and

Alcohol use.

2.3.6.B.5 Daily AM Announcements

Statistical Announcements

DEAR Presentation

Observed

Participation

Question and

Answer session

Project Wisdom

Annual Drug and Alcohol

Research statistics via

Hunterdon Prevention

Resources.

Commit to a healthy alcohol

and drug-free life style

2.3.4.B.2 Red Ribbon Contract Signature on posted

contract

Worn Red Ribbon

Red Ribbon Contract

Red Ribbon

Homeroom

Understand healthy activities

as a part of a healthy lifestyle

2.1.2.C.2 Spirit Week Activities in

conjunction with the Student

Council

Observed

Participation

Student Council

Posters

AM Announcements

Understand the choices well-

recognized performing artists

have made regarding drug and

alcohol use

2.3.12.B.1 “Natural High” video Observed

Participation

Question and

Answer session

Current “Natural High”

video

Guided questions

Grade Level Counselor

Understand how affirmations

can help strengthen good

decision-making for a healthy

lifestyle

2.1.2.C.3 Commitment Bracelet\

DEAR presentation

Observed

Participation

Question and answer

session

Affirmation bracelet

Grade Level Counselor

107