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:
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 ............................................................................
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