8 to Great, Spearfish Middle School, Curriculum Alignment Project – 2014~2015 for Spearfish School District.
Spearfish School District Curriculum/ Pacing Guide 2015-16
Instructional Focus
Suggested Time Frame:
approximately 7 school days
Suggested Time Frame:
approximately 7 school days
Focus Summary
Power Pyramid: The Key to Personal Power: Joy, Gratitude, Love, Hope, Enthusiasm, Power =
95’n!
Get the Picture: “Think it ‘til you feel it.” Big Dreams; Believe It; Imagine Results Before They
Happen; Write Your Dreams Down
Risk: Run To, Not From – Risk is running to. Fear is running from. Road to Success; 8 to Great
Formula for making every decision and knowing it’s the right one for you is:
“If you had no fear, what would you do?”
Suggested Time Frame:
approximately 7 school days
Full Responsibility: The Key to Freedom – Based on the premise that we get back what we send out.
Who is in charge of your life?
BC (Blame and Complain) vs. AD (Act and Dream)
“People are just about as happy as they make up their minds to be.” Abraham Lincoln
Suggested Time Frame:
approximately 7 school days
Feel All Your Feelings: Allow Emotional Freedom – To feel is to heal.
The Energy of Emotion; Preventing Rage and Depression; Dealing with Anger; The underlying
cause of addiction is the suppression of feelings.
Handling anger, frustration, depression, and sadness.
Suggested Time Frame:
approximately 7 school days
Suggested Time Frame:
approximately 7 school days
Honest Communication: Speaking and Listening with Integrity – Listening to Feelings; Sharing
Feelings; How to Avoid the XYZ Game; Assertiveness vs. Aggression. Honest communication
aimed at what we need.
Forgiveness of the Past: The Power of Release – Forgiveness is releasing regret, resentment, and the
desire for revenge. Three steps of forgiveness: Face it; Feel it; Forgive it. Forgiveness is something
you do for you, not for the other person.
1
8 to Great, Spearfish Middle School, Curriculum Alignment Project – 2014~2015 for Spearfish School District.
Suggested Time Frame:
Gratitude for the Present: The Power of Appreciation – The Gratitude Guarantee: When you get
grateful, you feel good. When you feel good, good things happen.
approximately 7 school days
Suggested Time Frame:
approximately 7 school days
Hope for the Future: The Power of Optimism – FEAR = False Evidence Appearing Real; The
weight of worry; Studies of Optimism and effects on physical health, life success.
Fear always pulls you down to a 5 on the Power Pyramid; The Power of Persistence.
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8 to Great, Spearfish Middle School, Curriculum Alignment Project – 2014~2015 for Spearfish School District.
Spearfish School District Curriculum/ Pacing Guide 2015-16
HE = Health Education Standards
The actual HE standard is written verbatim in the gold box of each High-Way. The targeted standards are then adapted to fit the 8 to Great
Curriculum and are not always verbatim with the state standards.
Instructional
Strand
Targeted StandardsLearning Goals / Essential
Essential
Resources
Focus
based Essential Skills
Questions For Instructional
Vocabulary
HE 1
Get the Picture
Suggested Time
Frame:
7 school days
1.8.1
1.8.4
1.8.7
Risk
Suggested Time
Frame:
7 school days
Focus
HE 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health
1.8.2
Instructional
Focus
& Concepts
Strand
Recognize/analyze relationship
between positive
choices/behaviors and personal
health/choices
Discuss/describe the
interrelationships of emotional,
mental, physical & social
health/choices
Discuss/describe connection
between family history and
personal health/choices
Discuss/describe benefits of and
barriers to practicing positive
choices
Targeted Standardsbased Essential Skills
& Concepts
I recognize that by changing the attitudes of my
mind, I can change the outer aspects of my life.
When I feel good, good things happen.
When I feel good, I have more ……
energy, time, fun, friends, smiles, success, joy,
gratitude, love, hope, enthusiasm……
I can express the difference between ‘goals’ and
‘dreams’. If I can dream it, I can do it.
I know what “believe it ‘til you feel it” means.
Learning Goals / Essential
Questions For Instructional
Focus
HE 2: Students will analyze the influence of family, peers, culture, media,
technology and other factors on health behaviors.
2.8.2
Describe/discuss the influence
of culture on choices, practices
and behaviors.
I understand the Helen Keller quote, “Life is
either a daring adventure or nothing.”
3
Personal power;
grateful; gratitude;
powerless; attitudes;
depressed; hopeless;
helpless; belief;
dispiritedness;
cataclysmic
doomsday;
measurable;
attainable; dreams;
dreamers;
aspirations;
innovative
Essential
Vocabulary
Risk; daring;
regret;
assume;
brainstorm;
“out-of-the-
8 to Great
curriculum guide
including activities
and student
handbook
Resources
8 to Great curriculum
guide including activities
and student handbook
8 to Great, Spearfish Middle School, Curriculum Alignment Project – 2014~2015 for Spearfish School District.
2.8.3
2.8.7
2.8.8
Discuss how peers may
influence healthy and
unhealthy behaviors/choices.
Discuss/explain how the
perceptions of norms may
influence healthy and
unhealthy choices.
Know personal values and
beliefs and how they affect
choices/behaviors.
I understand the 8 to Great statement, “Risk is
Running To. Fear is Running From.”
I can explain in my own words who has more
fear, cowards or heroes and understand the
significance of that belief.
box”; idling vs.
“idoling”;
security; initial
b bb funding;
fear
I can draw and explain the “road to success”
and understand why it looks the way it does.
Assessments: How do my students demonstrate their understanding and how do I measure their learning?
Formative: group discussions; completion of student handbook (periodic book check for grade); participation in discussions and activities; questions asked
Summative: end of High-Way (chapter) quiz
Instructional
Focus
Full
Responsibility
Suggested Time
Frame:
7 school days
Strand
Targeted Standardsbased Essential Skills
& Concepts
Learning Goals / Essential
Questions For Instructional
Focus
HE4: Students will demonstrate the ability to use interpersonal communication
skills to enhance health and avoid or reduce health risks.
4.8.1
4.8.2
4.8.3
4.8.4
Apply effective verbal and
nonverbal communication
skills to enhance positive
healthy choices.
Demonstrate refusal and
negotiation skills that avoid or
reduce unhealthy choices.
Demonstrate effective conflict
management or resolution
strategies.
I have learned to accept responsibility for
my choices.
I realized that life will treat me as I believe
I deserve to be treated.
I believe the only thing I need to change in
order to be happier is me.
Demonstrate how to ask for
assistance to enhance health of
self and make healthy choices.
By learning to not blame and complain, I
can express my needs more clearly and
accept responsibility of my choices.
I have a choice to make each day: to make
it a positive, successful day or not.
4
Essential
Vocabulary
Resources
Responsibility;
blame;
complain;
dream; anger;
assessment;
consequences;
weakness;
criticism;
apologize;
solution;
balanced
healthy
choices;
8 to Great curriculum
guide including activities
and student handbook
8 to Great, Spearfish Middle School, Curriculum Alignment Project – 2014~2015 for Spearfish School District.
Assessments: How do my students demonstrate their understanding and how do I measure their learning?
Formative: group discussions; completion of student handbook (periodic book check for grade); participation in discussions and activities; questions asked
Summative: end of High-Way (chapter) quiz
Instructional Focus
Feel All Your
Feelings
Suggested Time
Frame:
7 school days
Strand
Targeted Standardsbased Essential
Skills & Concepts
Learning Goals / Essential
Questions For Instructional
Focus
Essential
Vocabulary
Resources
HE 4: Students will demonstrate the ability to use interpersonal communication
Emotions;
energy in
motion;
extent; fire
energy; water
energy; anger;
effects of
negative
emotions;
underlying;
addiction;
suppression;
repressed
anger
8 to Great curriculum
guide including activities
and student handbook
skills to enhance health and avoid or reduce health risks.
4.8.1
4.8.2
4.8.3
4.8.4
Apply effective verbal and
nonverbal communication
skills to enhance positive
healthy choices.
Demonstrate refusal and
negotiation skills that avoid or
reduce unhealthy choices.
Demonstrate effective conflict
management or resolution
strategies.
Demonstrate how to ask for
assistance to enhance health of
self and make healthy choices.
I understand that when I deny emotions
(how I’m feeling) I am suppressing by
feelings and that is not healthy.
I understand that I have the right to feel
my feelings.
I understand that positive health is
dependent on balanced emotions.
I can deal with my anger and
appropriately ask for the things I need.
Assessments: How do my students demonstrate their understanding and how do I measure their learning?
Formative: group discussions; completion of student handbook (periodic book check for grade); participation in discussions and activities; questions asked
Summative: end of High-Way (chapter) quiz
5
8 to Great, Spearfish Middle School, Curriculum Alignment Project – 2014~2015 for Spearfish School District.
Instructional
Focus
Honest
Communication
Suggested Time
Frame:
7 school days
Strand
Targeted Standardsbased Essential Skills
& Concepts
Learning Goals / Essential
Questions For Instructional
Focus
HE 5: Students will demonstrate the ability to use decision-making skills to
enhance health.
5.8.1
5.8.2
5.8.4
5.8.6
Identify circumstances that can
help or hinder healthy and
positive outcome decision
making.
Determine when health-related
situations require the
application of a thoughtful
decision-making process.
Distinguish between healthy
and unhealthy alternatives to
issues or problems.
Choose positive/healthy
alternatives when making a
decision
I understand that researchers have found
that my emotional quotient includes my
awareness and ability to handle feelings
and this leads to a happy life.
I can list 5 ways that are personal to me
that I can allow my emotional feelings to
process. (walk it out; talk it out; write it
out; music it out; etc.)
I understand and can explain the Chinese
proverb: “when you fall down 7 times,
get up 8” and how it applies to my life.
I understand I am not alone in life’s
struggles. As a human, we are never
isolated or alone in our experiences.
I understand and can successfully stop
XYZ communication which is the
foundation for gossip and bullying.
Essential
Vocabulary
Resources
Happiness;
honesty;
intelligence
quotient;
emotional
quotient;
communication;
speaking and
listening with
integrity;
intelligence
quotient;
emotional
quotient;
respect;
respectful;
disrespected;
XYZ
communication;
bullying; wrath;
foe; tenets;
assertiveness.
.8 to Great curriculum
guide including activities
and student handbook
Assessments: How do my students demonstrate their understanding and how do I measure their learning?
Formative: group discussions; completion of student handbook (periodic book check for grade); participation in discussions and activities; questions asked
Summative: end of High-Way (chapter) quiz
Instructional
Focus
Forgiveness of
the Past
Strand
Targeted Standardsbased Essential Skills
& Concepts
Learning Goals / Essential
Questions For Instructional
Focus
HE 6: Students will demonstrate the ability to use goal-setting skills to enhance
health.
6
Essential
Vocabulary
Positive
attitude;
Resources
8 to Great, Spearfish Middle School, Curriculum Alignment Project – 2014~2015 for Spearfish School District.
6.8.3
Suggested Time
Frame:
7 school days
Apply strategies and
skills needed to attain a
personal attitude goal.
I understand and can express how
Forgiveness of the Past is the first step to
heal past wounds and the first step to a
healthy future.
I can articulate and implement the
Forgiveness Formula: Face It; Feel It;
Forgive It.
I know that forgiveness is releasing regret,
resentment, and the desire for revenge.
I know that forgiveness is something I do
for me, not for the other person.
I can articulate the benefits of forgiveness
and positive thinking.
forgiveness;
gratitude;
grateful;
release;
regret;
resentment;
revenge;
Stanford
University;
Forgiveness
Letter;
grudges;
Forgiveness
Formula
8 to Great curriculum
guide including activities
and student handbook
Assessments: How do my students demonstrate their understanding and how do I measure their learning?
Formative: group discussions; completion of student handbook (periodic book check for grade); participation in discussions and activities; questions asked
Summative: end of High-Way (chapter) quiz
Instructional
Focus
Gratitude for
the Present
Suggested Time
Frame:
7 school days
Strand
Targeted Standardsbased Essential Skills
& Concepts
Learning Goals / Essential
Questions For Instructional
Focus
HE 7: Students will demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce health risks.
7.8.1
7.8.2
7.8.3
Explain the importance of
assuming responsibility for
personal choices.
Demonstrate healthy practices
and behaviors that will
maintain or improve a positive
self.
Demonstrate behaviors that
avoid or reduce negative risks
to self.
I can list the benefits of facing my fears
and accepting responsibility.
I can demonstrate how I can maintain a
positive attitude and steer away from
negativity.
I can explain how a daily gratitude journal
affects my life and my attitude.
I can easily list 3 things I’m grateful for
each day.
7
Essential
Vocabulary
Gratitude;
grateful;
appreciation;
ungrateful;
success
Resources
8 to Great curriculum
guide including activities
and student handbook
8 to Great, Spearfish Middle School, Curriculum Alignment Project – 2014~2015 for Spearfish School District.
Assessments: How do my students demonstrate their understanding and how do I measure their learning?
Formative: group discussions; completion of student handbook (periodic book check for grade); participation in discussions and activities; questions asked
Summative: end of High-Way (chapter) quiz
Instructional
Focus
Strand
Hope for the
Future
HE 8: Students will demonstrate the ability to advocate for personal, family, and
community health.
Suggested Time
Frame:
7 school days
8.8.1
8.8.2
8.8.3
8.8.4
Targeted Standardsbased Essential Skills
& Concepts
State an adopted positive
position in life and support it
with information.
Demonstrate how to influence
others with positive choices.
Work cooperatively to
advocate healthy and positive
attitudes in individuals and
families.
Identify positive messages and
communication techniques.
Learning Goals / Essential
Questions For Instructional
Focus
I can talk about a positive influence 8 to
Great has had on my daily life and support
it with learned information.
I can demonstrate how having a positive
outlook and attitude has influenced my
relationships in and out of class.
I can demonstrate how honest
communication enhances cooperative
work projects and builds positive
relationships.
I can demonstrate how this curriculum has
made a positive changes in my life.
Essential
Vocabulary
Resources
Optimism;
grateful;
worry;
evidence;
finite; infinite;
success;
healthy;
wealth;
accumulation;
persistence;
optimist;
pessimist;
obstacles
8 to Great curriculum
guide including activities
and student handbook
Assessments: How do my students demonstrate their understanding and how do I measure their learning?
Formative: group discussions; completion of student handbook (periodic book check for grade); participation in discussions and activities; questions asked
Summative: end of High-Way (chapter) quiz
8