New clothes for school 3
NEW CLOTHES FOR SCHOOL 2
A new start
New Clothes for School
being cool
Self-Awareness
I. Major Level and Length
One quarter for 7th graders
II. Major Topics Covered
1. Adolescence
2. Self confidence
3. Empathy
4. Communication skills
5. Responsibility
6. Emotions
7. Friendships
8. Peer pressure
9. Decision making
10. Bullying
11. Solving conflicts
12. Top 20’s
III. Major Learner Outcomes
The students will:
1. Understand the changes and challenges of adolescence
i. changes
ii. choices affect changes
2. Acquire an understanding of self confidence
i. what is it, how is it formed,
ii. who affects it
iii. build skills to develop and maintain a positive self confidence
3. Identify and explore empathy
i. understand it
ii. explain it and experience it
4. Acquire and incorporate communication skills
i. poor listening, good listening, feedback, voice intonation, body language, restatements,
ii. What, why, how statements
5. Examine the concept of responsibility
i. identify what it means to be responsible
ii. generate lists of behaviors that demonstrate responsibility and those of not being responsible
iii. summarize personal decisions in relation to responsible and/or not responsible
6. Emotions
i. identify what they
ii. explore how they affect decisions and actions
iii. managing
7. Friendships
i. qualities of friends and foes
ii. personal characteristics
8. Peer pressure
i. describe it
ii. recognize signs of negative peer pressure
iii. resisting negative peer pressure
9. Decision Making
i. six styles
ii. experience each style
iii. work with step model of sound decision making
10. Bullying
i. facts and statistics
ii. distinguish behaviors of bullies
iii. establish plans for dealing with bullies and difficult people as a victim and/or a bystander
11. Solving conflict
i. conflict surrounds us
ii. styles of resolving
iii. negotiation, compromise, mediation
12. Top 20”s list
i. list of interpersonal skills needed to be successful in life
IV. Materials
a. Changes, Becoming the Best You Can Be
b. Articles from Choices magazine
c. Activities that Teach
d. Lions Quest, Skills for Living
V. Procedures
a. Readings
b. Powerpoint lectures
c. Individual and group assignments
d. Worksheets
e. Audiovisuals
f. Energizers
VI. Assessment
a. Notebook
b. Daily work
c. Quizzes
d. Group work
e. Readings and writings
VII. Grading
A 95%-100% C 77%-80%
A- 92%-94% C- 74%-76%
B+ 90%-91% D+ 72%-73%
B 86%-89% D 68%-71%
B- 83%-85% D- 66%-67%
C+ 81%-82% F 65% and below
Classroom Discipline Plan
Main motto:
If what I am doing distracts from what we are here for, it is unacceptable.
Guidelines for classroom expectations:
1. BE PROMPT
I will be in my assigned seat when the tone sounds or I will be considered tardy.
2 unexcused tardies/quarter-verbal reminder that upon three the following occurs
3 unexcused tardies/quarter-detention assigned, detention will be given for each
tardy there after
2. BE RESPONSIBLE
-I will be in my desk with materials: paper, folder, pencil/pen, Dragon planner and
free read book, ready to work when the tone sounds.
-I will stay in my assigned seat until dismissed.
-I will clear my table of paper etc. at the end of the hour and push my chair in.
3. BE ATTENTIVE
-I will listen while others are speaking.
-I will follow instructions once given.
-I will always do my best.
4. BE CONSIDERATE
-I will respect others, their property, and their space.
-I will raise my hand and wait to be called on before speaking.
If I choose to break a rule, I accept the consequences stated below.
1st consequence -warning or reminder
2nd consequence -REFOCUS
3rd consequence -detention, parent contact, principal contact,
student/teacher interview
If I am repeatedly exhibiting disruptive behavior, further consequences will result at the discretion of the teacher.
I. Major Level and Length
One quarter for 7th graders
II. Major Topics Covered
1. Adolescence
2. Self confidence
3. Empathy
4. Communication skills
5. Responsibility
6. Emotions
7. Friendships
8. Peer pressure
9. Decision making
10. Bullying
11. Solving conflicts
12. Top 20’s
III. Major Learner Outcomes
The students will:
1. Understand the changes and challenges of adolescence
i. changes
ii. choices affect changes
2. Acquire an understanding of self confidence
i. what is it, how is it formed,
ii. who affects it
iii. build skills to develop and maintain a positive self confidence
3. Identify and explore empathy
i. understand it
ii. explain it and experience it
4. Acquire and incorporate communication skills
i. poor listening, good listening, feedback, voice intonation, body language, restatements,
ii. What, why, how statements
5. Examine the concept of responsibility
i. identify what it means to be responsible
ii. generate lists of behaviors that demonstrate responsibility and those of not being responsible
iii. summarize personal decisions in relation to responsible and/or not responsible
6. Emotions
i. identify what they
ii. explore how they affect decisions and actions
iii. managing
7. Friendships
i. qualities of friends and foes
ii. personal characteristics
8. Peer pressure
i. describe it
ii. recognize signs of negative peer pressure
iii. resisting negative peer pressure
9. Decision Making
i. six styles
ii. experience each style
iii. work with step model of sound decision making
10. Bullying
i. facts and statistics
ii. distinguish behaviors of bullies
iii. establish plans for dealing with bullies and difficult people as a victim and/or a bystander
11. Solving conflict
i. conflict surrounds us
ii. styles of resolving
iii. negotiation, compromise, mediation
12. Top 20”s list
i. list of interpersonal skills needed to be successful in life
IV. Materials
a. Changes, Becoming the Best You Can Be
b. Articles from Choices magazine
c. Activities that Teach
d. Lions Quest, Skills for Living
V. Procedures
a. Readings
b. Powerpoint lectures
c. Individual and group assignments
d. Worksheets
e. Audiovisuals
f. Energizers
VI. Assessment
a. Notebook
b. Daily work
c. Quizzes
d. Group work
e. Readings and writings
VII. Grading
A 95%-100% C 77%-80%
A- 92%-94% C- 74%-76%
B+ 90%-91% D+ 72%-73%
B 86%-89% D 68%-71%
B- 83%-85% D- 66%-67%
C+ 81%-82% F 65% and below
Classroom Discipline Plan
Main motto:
If what I am doing distracts from what we are here for, it is unacceptable.
Guidelines for classroom expectations:
1. BE PROMPT
I will be in my assigned seat when the tone sounds or I will be considered tardy.
2 unexcused tardies/quarter-verbal reminder that upon three the following occurs
3 unexcused tardies/quarter-detention assigned, detention will be given for each
tardy there after
2. BE RESPONSIBLE
-I will be in my desk with materials: paper, folder, pencil/pen, Dragon planner and
free read book, ready to work when the tone sounds.
-I will stay in my assigned seat until dismissed.
-I will clear my table of paper etc. at the end of the hour and push my chair in.
3. BE ATTENTIVE
-I will listen while others are speaking.
-I will follow instructions once given.
-I will always do my best.
4. BE CONSIDERATE
-I will respect others, their property, and their space.
-I will raise my hand and wait to be called on before speaking.
If I choose to break a rule, I accept the consequences stated below.
1st consequence -warning or reminder
2nd consequence -REFOCUS
3rd consequence -detention, parent contact, principal contact,
student/teacher interview
If I am repeatedly exhibiting disruptive behavior, further consequences will result at the discretion of the teacher.
FACS
Career Investigation
I. Major Level and Length
a. One semester, every day, grades 10-12
II. Major Topics Covered
a. History of work, perennial issues
b. Career pathways
c. Career clusters
d. Goal setting
e. Career selection
f. Work based learning opportunities
g. Job seeking skills
h. Job retention skills
i. Post secondary education options
j. Financial Literacy
k. Life on your own
l. National Endowment for Financial Education
III. Major Learner Outcomes
The students will:
a. Examine the world of work from a historical perspective
b. Identify and explore career pathways,
i. Nontraditional careers,
ii. The glass ceiling
iii. Hot jobs, jobs most in demand and fastest growing
iiii. Opportunities in the military service
iv. Entrepreneurs
c. Distinguish between careers, framing them into specific career clusters
d. Compute a goal setting process for the future
i. Assessment inventories
ii. Establish personal career goals for the future
iii. Create a plan of action for pursuing personal career pathway
e. Conduct in-depth research on selected career pathway that corresponds to life goals and personal attributes
i. Prepare and present findings and conclusions to a selected career pathway via a power point presentation
f. Participate and plan a work based learning activity in selected career pathway
g. Job shadowing
ii. Work
iii. Internship
iii. Mentoring
h. Compose and analyze job seeking skills
i. Application form
ii. Cover letter
ii. Resume
iii. Interview
iv. Transferable skills
j. Explore immoral, unlawful and unethical behaviors in the work force
k. Analyze and research postsecondary options
i. Community college
ii. Public college
iii. Private college
iiii. Technical college
l. . Develop a financial plan
m. A financial plan, where it all begins
ii. Budgeting, making the most of your money
ii. Investing, making money work for you
iii. Good debt, bad debt, using credit wisely
iv. Your money, keeping it safe and secure
v. Insurance, protecting what you have
n. Life on Your Own
o. Life simulations
IV. Materials
a. The American Experience: Rosie the Riveter
b. Minnesota Careers booklet
c. Minnesota Career Information System (MCIS)
d. iseek.org
e. Career Newsletters
f. Succeeding With Your Coworkers
g. Career Assessment Inventory (Pearson Assessments)
h. Beyond the Glass Ceiling (CNN)
i. National Endowment for Financial Education (NEFE), High School Financial Planning Program
V. Procedures
a. Reading
b. Powerpoint lectures
c. Computer lab
d. Individual and group assignments
e. Worksheets
f. Audiovisuals
g. Research
h. Interview
i. Guest speakers
VI. Assessment
a. Portfolio
b. Daily work
c. Quizzes
VII. Grading
A 95%-100% C 77%-80%
A- 92%-94% C- 74%-76%
B+ 90%-91% D+ 72%-73%
B 86%-89% D 68%-71%
B- 83%-85% D- 66%-67%
C+ 81%-82% F 65% and below
Classroom Discipline Plan
I. Major Level and Length
a. One semester, every day, grades 10-12
II. Major Topics Covered
a. History of work, perennial issues
b. Career pathways
c. Career clusters
d. Goal setting
e. Career selection
f. Work based learning opportunities
g. Job seeking skills
h. Job retention skills
i. Post secondary education options
j. Financial Literacy
k. Life on your own
l. National Endowment for Financial Education
III. Major Learner Outcomes
The students will:
a. Examine the world of work from a historical perspective
b. Identify and explore career pathways,
i. Nontraditional careers,
ii. The glass ceiling
iii. Hot jobs, jobs most in demand and fastest growing
iiii. Opportunities in the military service
iv. Entrepreneurs
c. Distinguish between careers, framing them into specific career clusters
d. Compute a goal setting process for the future
i. Assessment inventories
ii. Establish personal career goals for the future
iii. Create a plan of action for pursuing personal career pathway
e. Conduct in-depth research on selected career pathway that corresponds to life goals and personal attributes
i. Prepare and present findings and conclusions to a selected career pathway via a power point presentation
f. Participate and plan a work based learning activity in selected career pathway
g. Job shadowing
ii. Work
iii. Internship
iii. Mentoring
h. Compose and analyze job seeking skills
i. Application form
ii. Cover letter
ii. Resume
iii. Interview
iv. Transferable skills
j. Explore immoral, unlawful and unethical behaviors in the work force
k. Analyze and research postsecondary options
i. Community college
ii. Public college
iii. Private college
iiii. Technical college
l. . Develop a financial plan
m. A financial plan, where it all begins
ii. Budgeting, making the most of your money
ii. Investing, making money work for you
iii. Good debt, bad debt, using credit wisely
iv. Your money, keeping it safe and secure
v. Insurance, protecting what you have
n. Life on Your Own
o. Life simulations
IV. Materials
a. The American Experience: Rosie the Riveter
b. Minnesota Careers booklet
c. Minnesota Career Information System (MCIS)
d. iseek.org
e. Career Newsletters
f. Succeeding With Your Coworkers
g. Career Assessment Inventory (Pearson Assessments)
h. Beyond the Glass Ceiling (CNN)
i. National Endowment for Financial Education (NEFE), High School Financial Planning Program
V. Procedures
a. Reading
b. Powerpoint lectures
c. Computer lab
d. Individual and group assignments
e. Worksheets
f. Audiovisuals
g. Research
h. Interview
i. Guest speakers
VI. Assessment
a. Portfolio
b. Daily work
c. Quizzes
VII. Grading
A 95%-100% C 77%-80%
A- 92%-94% C- 74%-76%
B+ 90%-91% D+ 72%-73%
B 86%-89% D 68%-71%
B- 83%-85% D- 66%-67%
C+ 81%-82% F 65% and below
Classroom Discipline Plan
- I will address inappropriate behavior with you
- Correct inappropriate behavior
- Detention
- Parent contact
- Referral to Assistant Principal
- Removal from class
Reading 8 (Alternative Delivery of Specialized Instructional Services Success Program)
Syllabus and Discipline Plan
Length: Full year course meeting every day
Reading Standards
MCA Test Preparation Activities
Reading goals are for you are to:
Read to your child and encourage them to read to you
Syllabus and Discipline Plan
Length: Full year course meeting every day
Reading Standards
- This class will provide students with additional support on the MN 2010 English Language Arts Anchor Standards for Informational Text and Literature.
- Literature
- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
- Determine a theme or central ida of a text and analyze its development over the course of the text, including its relationship to the characters, setting and plot; provide an objective summary of the text.
- Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
- Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
- Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
- Analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor.
- Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
- Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
- Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
- Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g. through comparisons, analogies, or categories).
- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone including analogies or allusions to other texts.
- Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
- Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
- Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea.
- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
- Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation
- 1. Compass Learning Odyssey, novels and other iPAD applications to support Grade 8 benchmarks
2. SRA Corrective Reading along with Glencoe Literature, Course 3 textbook
3. Pine City Pioneer and St. Paul Pioneer Press
4. Current Events
MCA Test Preparation Activities
- Reading blog-dragonsreadwithme.wordpress.com
- Glencoe Course 3 test preparation activities
- St. Paul Pioneer Press test preparation activities
- 1. Pass (80% or higher) or fail
2. Classwork, assessments and participation
Reading goals are for you are to:
- Demonstrate independence
- Build strong reading skills
- Comprehend as well as critique
- Value evidence presented to you as a reader
- Use technology and digital media strategically and capable
- Responsible (listen to the direction, cooperate, show a willingness to learn)
- Attentive (follow directions, eyes on speaker)
- Prompt (be seated with all needed materials when the bell rings)
- Prepared (pencil/pen and free reading book everyday)
- Considerate (show respect, raise your hand)
- I will address inappropriate behavior with you
- Correct inappropriate behavior
- Detention
- Parent contact
- Referral to Assistant Principal
- Removal from class
Read to your child and encourage them to read to you
- Encourage your child to read our classroom reading, newspapers and general interest magazines (blog is “dragonsreadwithme.wordpress.com”
- Discuss events and stories your child reads from our classroom reading blog, newspapers, magazines, books
- Check Planbook Connect and Schoolview
- Read the additional information for the Alternative Delivery of Specialized Instructional Services Success Program that is sent home with mid-quarter and quarterly reports
- Complete/return the mid-year Alternative Delivery of Specialized Instructional Services Success Program
- Discuss the importance of school, district and state assessments throughout the year
- Review Test Preparation Suggestions for Parents on the PCPS Homepage