Grade: 12 Subject: Guidance
Unit: Personal/Social
Time frame for Completion:
2/12/2016
1
Enduring Understandings / Big Ideas:
-Through understanding other’s perspectives, circumstances, and experiences, I will show empathy for others
-I will manage academic and social issues by demonstrating problem solving and conflict resolution skills
-Becoming resilient will help me overcome obstacles and disappointments in my life.
-Having affective and appropriate interpersonal communication skills will help me become successful in my college plans
-I will be accountable and responsible for my words and actions
-I will develop a sense of self
-I will develop and maintain healthy relationships with peers and adults.
Essential Questions: What are my strengths/weaknesses? What kind of person do I want to be? Are my relationships healthy? Do I care about
others? Are my communication skills appropriate?
Learning Competencies What the students will know
and be able to do upon
completion of the unit
Students will autonomously
work with others regardless
of ethnic, social, and
physical differences in a
variety of settings.
Supportive Learning
Activities

Students are acting
proactively and
independently on their own
behalf.
Students understand that
there are things beyond
everyone’s control and are
able to move past difficult
life circumstances
independently.
Students recognize and
utilize appropriate
communication skills to
achieve their goals.
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[All activities are
structured to work
within each student’s
“zone of proximal
development*” in
English Language
Acquisition]
Challenge Day – in
conjunction with
Community of Caring.
Multi-Cultural
Awareness – Diversity
Day – every other year.
Individual Counseling
Sessions
Identification of nonconnected students
Assessments
Formative:
 Wida Access
Placement Test (WAPT)
 Quia – pre and post
personal/social learning
competencies (TBD).
Summative:
 Observation
 Survey
Resources
PDE Academic Standards
Supplemental Resources:
Every Teacher Teaches ESL
ELP Standard 1: English
Language Learners
communicate in English for
social and instructional
purposes within the school
setting.
ELP Standard 2: English
Language Learners
communicate information,
ideas, and concepts
necessary for academic
success in the content area of
Language Arts.
PS:A1.2 Identify values,
attitudes and beliefs
PS:A1.3 Learn the goal-setting
process
PS:A1.5 Identify and express
feelings
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ESL staff
Bilingual dictionaries
ELL:
http://www.cal.org/siop:
Fifty Strategies for
Teaching; English
Language Learners, 2nd
edition; Adrienne Herrell,
Michael Jordan;
(Merrill/Prentice Hall, 2003)
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UMATT
IST
Community of Caring
Faculty Meeting Student Name activity
Grade: 12 Subject: Guidance
Unit: Personal/Social
Time frame for Completion:
Students will be responsible
and accountable for their
words and actions.
Through self-reflection,
students appreciate their
assets, limitations and
personality type and how
these impact their current
and future relationships and
success in life.
Students develop and
maintain healthy
relationships and utilize
appropriate techniques to
extricate themselves from
unhealthy ones.
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2/12/2016
2
CollegeQuickStart
Personality Type
Testing –
CollegeBoard.com
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D&A Counselor
Clubs and Activities –
www.umasd.org
 Multi-Cultural Club
 Health Class
 Choices Class
 Support crosscurricular components
such as:
Study skills class
Emotional Support
class
Community of Caring
HR
 Collegboard.com
Student Forum
PS:A1.6 Distinguish between
appropriate and inappropriate
behavior
PS:A1.7 Recognize personal
boundaries, rights and privacy
needs
PS:A1.8 Understand the need
for self-control and how to
practice it
PS:A1.9 Demonstrate
cooperative behavior in groups
PS:A1.10 Identify personal
strengths and assets
PS:A2 Acquire Interpersonal
Skills
PS:B1 Self-knowledge
Application
PS:C1.3 Learn about the
differences between
appropriate and inappropriate
physical contact
PS:C1.5 Differentiate between
situations requiring peer
support and situations
requiring adult professional
help
PS:C1.6 Identify resource
people in the school and
community, and
know how to seek their help
PS:C1.7 Apply effective
problem-solving and decisionmaking skills to make safe and
healthy choices
PS:C1.8 Learn about the
emotional and physical dangers
of substance use and abuse
PS:C1.9 Learn how to cope with
Grade: 12 Subject: Guidance
Unit: Personal/Social
Time frame for Completion:
2/12/2016
3
peer pressure
PS:C1.10 Learn techniques for
managing stress and conflict
PS:C1.11 Learn coping skills
for managing life events
PA Student Interpersonal Skills
Standards
1. The education community*
has a shared vision and
coordinated plan for
promoting, enhancing and
sustaining a positive school
climate*. All members
understand their individual
role while applying a systemic
approach to developing a
positive school climate.
a) School policies and practices
support school, family, youth and
community members working
together to establish a safe and
productive learning community.
b) Schools gather accurate and
reliable data* about school
climate from students, school
personnel and parents / guardians
for continuous improvement and
share it regularly with the school
community.
c) Capacity building is developed
over time to enable all school
community members to meet
school climate standards.
2. The education community
provides a safe and secure
learning environment that
promotes health and wellness.
Grade: 12 Subject: Guidance
Unit: Personal/Social
Time frame for Completion:
2/12/2016
4
a) Policies and mission and
vision statements that promote
social, emotional, ethical and
civic, as well as intellectual skills
and dispositions are developed
and institutionalized.
b) Policies and mission and
vision statements are developed
and institutionalized that promote
a comprehensive system to
address barriers to learning and
teaching and reengage students
who have become disengaged.
c) Policies promote use and
monitoring of natural and
informal opportunities (e.g.,
recreational and extracurricular
aspects of classroom and school
life, formulation of codes of
conduct and fair enforcement of
rules, mentoring, and informal
interactions among and with
students) to ensure they support
the helpful norms of learning and
teaching that foster mutual
respect and caring; engagement;
safety and well being; civil, pro
social, responsible behavior; and
a psychological sense of
community.
d) Policies ensure the operational
and capacity building
mechanisms (including staff and
student development) related to
this standards are fully integrated
into a school’s infrastructure and
are effectively implemented and
sustained.
e) Clear and consistent
Grade: 12 Subject: Guidance
Unit: Personal/Social
Time frame for Completion:
2/12/2016
5
boundaries (school rules) are
developed for all members of the
community that support positive
school climate.
f) Policies promote evaluating,
monitoring, and securing the
physical environment for safety:
social, emotional, intellectual and
physical.
g) Policies are in place to
Implement and monitor physical
health and wellness.
3. The education community
promotes an environment that
recognizes and understands
diversity and builds positive
citizenship where all members
are welcomed, safe, engaged,
and supported.
a) School leaders promote
comprehensive and evidencebased instructional and schoolwide improvement efforts
designed to support students,
school personnel and community
members feeling welcomed,
supported and safe in school:
socially, emotionally,
intellectually, and physically.
b) Students, their families, school
staff, and community
stakeholders are regularly
surveyed and are asked to
indicate what the school should
do to further enhance a
welcoming, supportive, and safe
environment.
c) School leaders monitor and
evaluate the prevention and
Grade: 12 Subject: Guidance
Unit: Personal/Social
Time frame for Completion:
2/12/2016
6
intervention strategies designed
to support people feeling
welcomed, supported and safe
and use that data to improve
relevant policies, practices,
facilities, staff competencies and
accountability.
4. The education community
meaningfully and proactively
engages its larger community*
to create and sustain positive
school climate.
a) The educational community
proactively engages students in a
meaningful way.
b) Students and staff model
culturally responsive and ethical
behavior. This reflects
continuous learning that builds
knowledge, awareness, skills, and
the capacity to identify,
understand, and respect the
unique beliefs, values, customs,
languages, and traditions of all
members of the school
community.
c) Relationships among and
between staff and students are
mutually respectful, supportive,
ethical, and civil.
d) Students and staff are actively
engaged in celebrating milestones
and accomplishments as they
work to achieve meaningful
school and community life.
e) The education community
creates and maintains purposeful
outreach and communication of
shared vision and plan with the
Grade: 12 Subject: Guidance
Unit: Personal/Social
Time frame for Completion:
2/12/2016
7
larger community.
5. The education community
and its partners provide a
nurturing learning
environment that specifically
promotes the acquisition of
social, emotional, behavioral,
civic, ethical, and academic
competencies.
a) Specific practices are designed
to enhance engagement of every
student through classroom-based
social, emotional, ethical and
civic learning and in school-wide
activities.
b) Teachers and school
administrators design specific
classroom and school-wide
practices to address barriers of
learning and teaching and
reengage those who have become
disengaged.
c) School leaders develop and
sustain a comprehensive system
of learning supports by ensuring
an appropriate operational
infrastructure that incorporates
capacity building mechanisms.
d) Adults within the educational
community will serve as role
models regarding social,
emotional, behavioral, ethical,
civic, and academic
competencies.
Grade: 12 Subject: Guidance
Unit: Personal/Social
Time frame for Completion:
2/12/2016
8
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*Zone of Proximal Development: That area between what the student is capable of at the moment and the point you want the student to
reach next (Vygotsky, 1978)
Stages of Second Language Acquisition: (Hill, J., Flynn, K., 2006)
Stage
Characteristics
Approximate Time Frame
Teacher Prompts
Preproduction
PDE: Entering
The student
 Has minimal comprehension
 Does not verbalize
 Nods “yes” and “no”
 Draws and points
0-6 months
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Show me…
Circle the…
Where is…?
Who has…?
Early Production
PDE: Beginning
The student
 Has limited comprehension
 Produces one- or two-word
responses
 Participates using key words
and familiar phrases
 Uses present-tense verbs
The student
 Has good comprehension
 Can produce simple sentences
 Makes grammar and
pronunciation errors
 Frequently misunderstands
jokes
The Student
 Has excellent comprehension
 Makes few grammatical
errors
The student has a near native level
of speech.
6 months to 1 year
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Yes/no questions
Either/or questions
One-or two-word answers
Lists
Labels
1-3 years
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Why…?
How…?
Explain…
Phrase or short-sentence answers
3-5 years
 What would happen if…?
 Why do you think…?
5-7 years
 Decide if…
 Retell…
Speech Emergence
PDE: Developing
Intermediate Fluency
PDE: Expanding
Advanced Fluency:
PDE: Bridging