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Reading, Writing, and Personal/Social? Creating Dynamic, Engaging Lessons with Integrated Curriculum

Presented by: Elizabeth Mertens, M.A.Ed, NCC ASCA Annual Conference, July 1, 2013

1. What is Integrated Curriculum?

a. “. . . brings together diverse disciplines in a compressive manner, enabling students to

develop a meaningful understanding of the complex associations and

influences within a topic” (Edutopia Staff, 2008).

b. “. . .materials and pedagogical strategies used by multidisciplinary teams of teachers to

organize their instruction so that students are encouraged to make meaningful

connections across subject areas.” (Clayton, Hagan, Ho, Hudis, 2010, p. 2).

c. MAKING CONNECTIONS between disciplines, to the world of work, or the use of

important skills

2. What are the benefits of integrating curriculum?

a. Improved student outcomes!

i. Improves their ability to apply their skills and to retrieve information

ii. Expands their knowledge base (Clayton, Hagan, Ho, Hudis, 2010) and the depth

of their knowledge

iii. Improves their attitudes

b. Author Duerr (2008) found that it allows for a greater understanding of the material, which

leads to an increase in student participation and engagement in the learning process. It

also works well for adolescents given their developmental needs.

c. Overall, increases students‟ motivation, participation in the educational experience, and

decreases their dissatisfaction with education

d. Benefits for Educators, too!

i. Professional Relationships

ii. Opportunity for professional growth

iii. Decreased discipline problems

iv. Opportunity to use best practices!

3. What does this mean for counselors?

a. Using an integrated curriculum assists counselors with fulfilling the components of the

ASCA role statement and implementing a comprehensive counseling program that

positively affects student achievement

b. Integrated lessons can be an effective use of limited time and help build positive

relationships with teachers

4. How do you create an integrated curriculum?

a. Authors Drake and Burns (2004) identified three approaches:

i. Multidisciplinary

ii. Interdisciplinary

iii. Transdisciplinary

b. Another good starting point: ASCA National Standards, State Counseling Standards, and

State Academic Curriculum /Guidelines or the Common Core.

c. Author Johnson (2013) recommends using Cross-Curricular Teams to engage in

interdisciplinary teaching and highlights the following phases of collaboration:

i. Aligned

ii. Cooperative

iii. Conceptual

d. Tips for Effective Collaboration with teachers and staff

i. Build and nurture relationships with teachers

ii. Clarify your role as a professional school counselor

iii. Use effective communication and conflict resolution strategies

iv. Share the load! Split the responsibilities fairly and teach to your strength

5. The Accountability Piece: Where does data fit in?

a. A basis for your unit

b. Pre/Post Tests for assessment during the unit

c. A final evaluation of the unit

6. Real life Implementation: How did I do it?

a. Start with the Data

b. Collaborate with classroom teacher to explore his/her goals and objectives

c. Identify counseling/academic standards that will address these goals and objectives

d. Design lesson plans and assessments that cover standards and meet goals/objectives.

e. Continue to collaborate with classroom teacher to review assessments and evaluate

effectiveness of interventions and lessons.

Helpful Resources for Integrating Curriculum

Books:

Carroll, J., Gladhart, M., & Peterson, D. (1998). Learning about compassion. Connecting children’s

favorite stories to meaningful life experiences. Carthage, IL: Teaching and Learning Company.

Carroll, J., Gladhart, M., & Peterson, D. (1998). Learning about responsibility. Connecting children’s

favorite stories to meaningful life experiences. Carthage, IL: Teaching and Learning Company.

Kagan, M. (1999). Higher level questions: Personal and social skills. San Clemente, CA: Kagan Publishing.

Kagan, M. (1999). Higher level questions: Building character. San Clemente, CA: Kagan Publishing.

Lewis, B. (2012). Building character with true stories from nature. Minneapolis, MN: Free Spirit Publishing.

Sapp, J. (Ed.). (2006). Rhinos and raspberries. Tolerance tales for the early grades. Montgomery, AL:

Southern Poverty Law Center.

Websites:

Connect Ed. The California Center for College and Career: www.connectedcalifornia.org

Resources (planning guides, checklists, evaluations, etc.) and articles exploring the implementation of integrated units with a focus on high school standards and the world of work.

Ed Helper: www.edhelper.com

This is a subscription-only site that allows you to create and save word lists. These lists can be used to create a variety of worksheets and activities: spelling, handwriting, vocabulary, etc. In addition, it has premade worksheets, printable books, theme units, bulletin board printables for specific topics (i.e., respect, etc.)

Edutopia: www.edutopia.org/integrated-studies

Videos and articles exploring the creation and implementation of integrated curriculum. Kagan Publishing and Professional Development: www.kaganonline.com

Kagan offers products that promote integrated curriculum, team building, cooperation, character education, and positive discipline.

Poll Everywhere: www.polleverywhere.com

Online polls that gather data in real time using mobile devices. Great for parent presentations, professional development or schools with a 1:1 or BYOD program.

Teaching Tolerance: www.teachingtolerance.org

Searchable lesson plans by topic and academic subject.

Links to all these sites can be found on my website, my blog, and at this live binder link:

www.mertensminute.wordpress.com

www. http://teacherweb.com/VA/StTimothySchool/STSCounselor/apt4.aspx http://www.livebinders.com/play/play?id=887087

http://teacherweb.com/VA/StTimothySchool/STSCounselor/apt4.aspx

1st

Grade: Developing a Feelings Vocabulary

ASCA Standards:

PS: A.1.5: Identify and Express Feelings Diocesan Curriculum Guidelines :

R/L.1.3 The student will employ strategies of phonics to decode words and increase vocabulary R/L.1.3A Recognize Dolch sight words list from the Primer and 1

st grade level with 80% accuracy

Lesson: Day One: Developing a Feelings Vocabulary

Materials: Dry Erase Board, Markers, The Way I Feel by J. Cain, “How Do You Feel?” Cards

1. Brainstorm feeling words as a class, write on white board and count up

2. Discuss feelings: What are they, do they change? How do they change? Can they change because of people?

3. Emphasize the importance knowing/identifying feelings of others- it can help us help people, we can be happy with people, we should learn more about feelings so we can be better friends/classmates, etc.

4. Read the feelings book: (The Way I Feel) and discuss each feeling and situation

5. Practice naming feelings:

a. Have students choose a “How Do You Feel?” Card and read it to the group. b. The group or the student should identify the feeling word that matches the situation. Explore the

different options-some situations could be more than one feeling!

6. Review names of feelings on whiteboard-see if they can beat their original total by naming more feeling words. The difference between these totals can be used for assessment/data purposes. Did they learn more feelings words as a result of this lesson?

Lesson Day Two: Identifying feelings of others

Materials: White board, Markers, “Feelings Identification/Sight Words Assessment Worksheet”, “Are you a Feelings Detective ?” Poster, Feelings Cards, “Face the Feeling” worksheet from Jellybean Jamboree

1. Review feelings vocabulary by completing “Feelings Identification/Sight Words Assessment”. 2. Complete these sentences on white board :

When I am happy, I _________________ (smile) I know other people are happy when they: _______________________ (laugh)

3. Discuss how to figure out how someone is feeling a. Look at the Face b. Look at the Body c. Listen to the words

Explain to the students that they can be a feelings detective (use magnifying glass to illustrate this point). Show “Are you a Feelings Detective Poster” and discuss. Look in book (The Way I Feel) and point out clues with magnifying glass.

4. Role play activity: Students select a feeling card. Then, using words, facial expressions or actions, students

should act out the feeling and have group guess. If necessary, give them a word bank to choose from 5. Color in “Face the Feeling” Worksheet 6. Explain “Feelings Challenge” if applicable

Extension Activity (with classroom teacher): “Feelings Challenge”. During the week, students and teachers should be listening for feelings words during their reading or religion classes. When a student identifies a feelings word or labels a character’s feelings, they should place a heart on the Feelings Graph. As the week goes on, the teacher can use the graph to extend the feelings discussion and also reinforce math concepts.

1st Grade Feelings Lesson: How Do You Feel Cards

Your team won a

championship game!

Your dog died last

night.

You have to move to a

new school.

You got a 100 on a

spelling test!

Your friends would not

let you sit with them at

lunch.

Your brother broke

your favorite video

game.

Mom asked you to stop

playing Legos and clean

up.

Your grandma

surprised you with a

new Wii game.

1st Grade Feelings Lesson: Feelings Identification/Sight Words Worksheet

Name: _________________________________________

DIRECTIONS: Circle the FEELING words.

Blue

Can

Angry

What

Cold

Shy

Get

Proud

Yellow

Worried

Black

Happy

Little

Scared

Sad

Have

To

Disappointed

See

Silly

Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]

1st Grade Feelings Lesson: Are you a Feelings Detective

Worksheet

Are you a Feelings Detective?

Look

The Face

Look

The Body

Listen

The

Words


1

st Grade: Respectful Behaviors

ASCA Standards:

PS:A1.6 Distinguish between appropriate and inappropriate behavior PS:A2.3 Recognize, accept, respect and appreciate individual differences Diocesan Curriculum Guidelines :

R/L.1.6 The student will write daily R/L.1.6.A Employ prewriting strategies R/L.1.6.1 Generate ideas (brainstorm, make lists, etc.)

R/L.1.6.B Select writing form R/L.1.6.B.2 Paragraph

R/L1.9 The student will print legibly R/L.1.1 The student will develop listening skills R/L.1.1.F Become an active listener for student-shared stories

Materials: “Respectful Behavior Cards”, Writing paper/journals

Lesson:

1. Review (or discuss) concept of Kind Language. Connect this behavior to the concept of being respectful. 2. Identify how to be respectful/ kind. In particular, focus on using kind words (kind language, manners,

compliments) and demonstrating kind actions (including others, helping others, following rules, being careful with people‟s property, etc.) List the examples on the board.

3. Explain to the students that we will be writing stories about respectful behavior. Review the writing process with the students, including prewriting strategies like webs, mind maps, or lists. Explore what it means to write “legibly”.

4. Have students select a “Respectful Behavior Card”. Using this card, students should write a story about themselves.

5. Share stories in partners, small groups, or as a class.


1st Grade Respectful Behaviors Lesson: Respectful Behavior Cards

Use Kind Language

Use Manners

Give Compliments

Include classmates in

your game

Raise your hand to

speak

Keep your classroom

clean


1st

Grade: Kind Language

ASCA Standards:

PS:A1.6 Distinguish between appropriate and inappropriate behavior PS:A2.3 Recognize, accept, respect and appreciate individual differences PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity Diocesan Curriculum Guidelines :

R/L.1.4 The student will use strategies to comprehend a variety of printed material R/L.1.4.D Recall the sequence of story events, summarize

Materials: Rhinos and Raspberries book, Sequencing Worksheet

Lesson: (This is designed as a listening center lesson. You can record the story onto a cd to be played during center

time)

1. Explain the worksheet directions to students by a. Reading the three sentences from the worksheet. Explain to the students that they should listen to

the story to figure out which one happens 1st, 2nd, and 3

rd.

b. After students listen to the story, they will draw a picture for each situation in the correct box. c. Once they have drawn the pictures, they should cut out each box and glue it in the correct space.

2. Play the story “The Prince and the Rhinoceros: An Indian Tale of Speaking Kindly” from Rhinos and

Raspberries and have students complete the worksheet.


1st Grade Kind Language Lesson: Sequencing Worksheet

To be used with:

Knapp, T. (2006). The prince and the rhinoceros. An Indian tale of speaking kindly. In J. Sapp (Ed.), Rhinos and raspberries. Tolerance tales for the early grades (pp. 21-23). Montgomery, AL:

Southern Poverty Law Center.

The Rhino forgave the Prince for using unkind words.

The beautiful rhino was given to the prince and they became

good friends.

The Prince called the rhino unkind names and they lost the

race.

1

.

2

3


1st Grade: Exploring Careers

ASCA Standards:

C:A1.2 Learn about the variety of traditional and nontraditional occupations Diocesan Curriculum Guidelines :

M.1.4 The student will problem solve in each math area as well as other curriculum areas. M.1.7 The student will express mathematical ideas orally and in writing M.1.25 The student will add and subtract 2-digit numbers, no regrouping M.1.27 The student will use horizontal and vertical notation. M.1.30 The student will solve one-step story and picture problems using basic addition and subtraction facts.

Materials: 1, 2, 3, Careers for Me! Worksheets, 1st Grade Career Word Problems Worksheet

Lesson

1. Explore the idea of careers/jobs with students.

a. Discuss what they want to be “when they grow up”

b. Discuss what their parents, grandparents, and/or older brothers/sisters do for a living

c. Brainstorm and discuss different jobs at school, at the park, at the local stadium, at the hospital, at the library, etc

2. Read and complete the 1, 2, 3 Careers for Me Worksheets. Using the questions at the bottom of each page, explore the different jobs featured on each page.

3. Review strategies for completing word problems: identify clue words like “left” (subtraction) “in all” (addition). Complete worksheet.


1st Grade Career Exploration Lesson: Career Word Problems Worksheet

Name: ___________________________

1. Danny Dentist helped 4 patients on Tuesday and 10 patients on Wednesday. How many patients did he help in all?

2. Terri Teacher has 11 girls and 14 boys in her classroom. How many students does she have in all?

3. My name is Freddy Firefighter. In our garage we have 8 fire trucks. When the alarm goes off, 3 fire trucks leave to fight the fire. How many trucks are left?

4. Phil Photographer had 15 rolls of film and he used 11 rolls of film to take pictures. How many rolls of film does he have left?

To be used with:

Sahlin, J. (1993). 1-2-3 Careers for me. A career awareness program for pre-school through grade 1.

Warminster, PA: Mar*co Products, Inc


2ND

Grade: Identifying Respectful and Disrespectful Behaviors

ASCA Standards:

PS:A2.3 Recognize, accept, respect and appreciate individual differences PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity PS:A2.5 Recognize and respect differences in various family configurations Diocesan Curriculum Guidelines :

R/L.2.6 The student will apply grammatical rules when writing R/L.2.6.A.1 Write in complete sentences R/L.2.6.A.3 Use capital letters correctly R/L.2.6.A.4 Use period, question mark, exclamation point

Materials: “Bullying Mini-Assessment” Worksheet, A Puppet, Lined Paper (for students), Magazine photos illustrating

disrespectful and respectful behaviors

Lesson:

1. Review bullying lesson with “Bullying Mini-Assessment” worksheet. Explain that when we finish our review, we‟ll talk a bit about RESPECT. Write the word on the board (Please note: this portion of the lesson can be done with any worksheet or written activity.)

2. As the students are working, bother one table or group of students with the puppet. (grab their pencils, interrupt their work, talk to them, etc.)

3. Correct the worksheet and review bullying topics. Clarify misunderstandings and collect the papers.

4. Ask the class: WHO was not being respectful? (the teacher) Define the word “disrespectful” and discuss:

a. How was the teacher disrespectful? List behaviors in the board under disrespect

b. Compile a list of respectful behaviors and list on the board as well.

5. Show the class the magazine pictures. Ask them to vote “thumbs up” for respectful pictures and thumbs down for disrespectful ones. If needed, add more behaviors to class list on board.

6. With the class, compile the list of behaviors into a do/don‟t list.

7. Using the list of do‟s and don‟ts, have students write one sentence describing a respectful behavior they already did this week or could do this week.

8. Review the components of a complete sentence: Capital letter, period, etc.

9. Collect papers. Ask students to be on the lookout for respectful behaviors during the week.

Extension Activity (with classroom teacher): Students should observe class for respectful behaviors and record their observations in using tallies. Tallies can then be used to create a graph to compare the different behaviors and reinforce math concepts.


3rd

Grade: Conflict Resolution

ASCA Standards:

A:B:1 Learn and apply critical thinking skills PS: C1.11 Learning techniques for managing stress and conflict

Diocesan Curriculum Guidelines:

H.2.3 The student will use decision making skills to promote health and personal well being. Key concepts include: H2.3b The process of resolving conflicts peacefully

R/L.3.5B Select writing form R/L.3.5.B.1 Journal R/L.3.6 The student will use correct grammatical rules when writing R/L.3.6.E Identify and use adjectives: comparison and descriptive R/L.3.10 The student will write narrative and expository work samples across the content areas R/L.3.13 The student will explore the uses of available technology in the reading/language arts program. Materials: Computers, internet access, Higher Level Thinking Questions (from Higher Level Thinking Questions:

Personal and Social Skills), Comic Printables Websites:

https://bubbl.us/ http://www.makebeliefscomix.com/ http://kidblog.org/why-kidblog/

Lesson:

1. Select a student (or two) to look up the word “conflict” in the dictionary and read the definition aloud. Write the key words on the board: fight, disagreement.

2. Explain to the students that we are going to explore the concept of conflict a little bit more. Individually, have the students brainstorm as many words, concepts or thoughts that come to mind when they think of “conflict”

3. After they have had time to brainstorm on their own, use the website www.bubbl.us to create a class mind map of their ideas on the smartboard. Emphasize strategies for resolution like compromise, sharing, using chance, getting help, postponing, and using humor.

4. Individually, have students answer one of the “Higher Level Thinking Questions: Conflict Resolution” in complete sentences. Share and discuss as a class.

5. Provide each student with a blank comic printable from www.makebelifscomix.com. Have the students fill in the comics with an unresolved conflict. Collect the comics to compile into the “Conflict Resolution Comics” Binder. (See below for extension activity)

Extension Activity (with the classroom teacher). Compile the comics into a binder with the “Conflict Resolution Comic” Instructions. When directed by the teacher, students can select a comic and write a journal entry on their blogs describing how to resolve the conflict pictured.

https://bubbl.us/

http://www.makebeliefscomix.com/

http://kidblog.org/why-kidblog/


1. Select a comic from the binder

2. Pretend you are a character from the comic. Decide how you

would resolve the conflict.

3. Write a journal entry on your blog describing how you

would resolve the conflict. Remember the following things:

a. Journal entries must be at least 10 sentences.

b. Use correct punctuation and capitalization.

c. Include details and descriptive words. Remember to use

our word wall!

d. You can choose one of the following ways to resolve

the conflict or you can be creative and think

of a new way!

i. Sharing or Taking Turns

ii. Compromising/Win-win

iii. Using chance

iv. Getting help

v. Postponing

vi. Using humor

4. When you have completed your blog entry, you must read

two other blogs and submit a comment for each.

Conflict Resolution

Comics


5th Grade: Exploring the Career Clusters

ASCA Standards:

C:A1.2 Learn about the variety of traditional and nontraditional occupations C:B1.4 Know the various ways in which occupations can be classified C:B1.5 Use research and information resources to obtain career Information C:B1.6 Learn to use the Internet to access career-planning information C:B2.1 Demonstrate awareness of the education and training needed to achieve career goals Diocesan Curriculum Guidelines :

T.3-5.9 Authoring Tools/Multimedia Students will be introduced to simple presentation packages used to create multimedia projects T.3-5.12 Research Students will be introduced to the use of technology for research purposes.

Materials: Computer lab, internet access, Career Cluster Inventory worksheets, Career Cluster Activeboard

information, Career Cluster Research Worksheet, and Glogster Accounts Websites:

http://edu.glogster.com/ http://www.careertech.org/career-clusters/glance/careerclusters.html| http://www.iseek.org/careers/clusters.html http://www.vaview.org/clusters/ http://www.vaview.org/k5/check-it/kids-search/q5.cfm http://www.breitlinks.com/careers/career_clusters.htm#16CareerClusters http://www.breitlinks.com/careers/career_pdfs/InterestSurvey.pdf (Career Cluster Inventory Worksheets)

Lesson:

1. Discuss the following: a. What is a career? b. What is the difference between a career and a job? c. How do you get to the career you want? How do you figure it out? d. Why are we learning about this in 5

th grade? How will it be helpful to you in the future?

2. Explain that we are going to start our exploration of careers by learning about career clusters. Discuss: a. What do you think a career cluster is? b. Show career cluster definition on the activeboard and review c. Read over list and discuss:

i. Which cluster would a …. 1. Rock musician: Answer: Arts, A/V Technology and Communications 2. Biologist: Answer: STEM or Health Science 3. Car Salesman: Answer: Marketing 4. Nurse: Answer: Health Science 5. Security Guard: Answer: Law, Public Safety, Corrections and Security

3. Have students complete the “Career Cluster Inventory Survey”. Discuss results. Were they surprised? Disappointed? Intrigued? Have students highlight their „favorite‟ cluster from the results.

4. Using the websites provided, students should research their favorite career cluster and complete the “Career Cluster Research Worksheet”

5. Using their research, students will create a “GLOG” describing their career cluster.

Extension Activity (with classroom teacher): Students will use the information they learned about the career clusters to create a poem for the NCDA Poetry and Poster Contest during National Career Development Month (November). In addition to addressing the career development standards, this extension activity provides students with the opportunity to explore poetry and practice their written expression. More information can be found at http://associationdatabase.com/aws/NCDA/pt/sp/ncdmonth

http://edu.glogster.com/

http://www.careertech.org/career-clusters/glance/careerclusters.html

http://www.iseek.org/careers/clusters.html

http://www.vaview.org/clusters/

http://www.vaview.org/k5/check-it/kids-search/q5.cfm

http://www.breitlinks.com/careers/career_clusters.htm#16CareerClusters

http://www.breitlinks.com/careers/career_pdfs/InterestSurvey.pdf

http://associationdatabase.com/aws/NCDA/pt/sp/ncdmonth


5th Grade Career Exploration Lesson: Career Cluster

ActiveBoard Information

What is a career cluster?

A career cluster is a group of occupations/specialties organized by similar skills and characteristics. There are 16 career clusters.


5th Grade Career Exploration Lesson: Career Cluster

ActiveBoard Information

Career Clusters:

1. Agriculture, Food, and Natural Resources 2. Architecture and Construction 3. Arts, A/V Technology and Communications 4. Business, Management and Administration 5. Education and Training 6. Finance 7. Government and Public Administration 8. Health Science 9. Hospitality and Tourism 10. Human Services 11. Information Technology 12. Law, Public Safety, Corrections, and Security 13. Manufacturing 14. Marketing 15. Science, Technology, Engineering and Math 16. Transportation, Distribution and Logistics


5th Grade Career Cluster Research

Name: _____________________________My career cluster: ________________________________

1. Click on the CAREER TECH link and read about your career. Then, summarize this information IN YOUR OWN WORDS. DO NOT COPY!

2. Now, click on the ISEEK CAREER CLUSTERS link. Then click on your career cluster and answer the following questions:

3. Now, click on the VIRGINIA VIEW CAREER CLUSTERS link and answer the following questions:

What hobbies or activities could you do to learn more about this cluster?

List two fields of study in this cluster that sound interesting to you?

Why do these fields of study sound interesting to you?

Watch the video and list two new facts about your career cluster here

Click on the “explore more” link and list three jobs that sound interesting to you:

Why are they interesting to you?

If you wanted to study this career cluster in college, which schools could you attend? (Click on Top Schools)

Use this box to describe why you like this career cluster. INCLUDE DETAILS!


References

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http://kidblog.org/home/

http://www.makebeliefscomix.com/

Reading, Writing, and Personal/Social? Creating Dynamic ... · This is a subscription-only site...

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