Grade: 9 Subject: Guidance
Unit: Personal-Social Skills
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 post-secondary 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 select work
groups or activities based
on personal goals as
opposed to personal bias.
Supportive Learning
Activities

[All activities are
structured to work
within each student’s
“zone of proximal
development*” in
English Language
Acquisition]
When faced with a
difficult issue, students
will seek appropriate
assistance and support to
problem solve and begin
to address the situation
on their own.
Through Teen Issues in
conjunction with Guidance:
Students are able to apply
coping strategies with
assistance.
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Students identify the
differences between

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Bullying Lessons
Conflict Resolution
Communication Skills
Personality
Assessment
Communication Skills
Resiliency skills
Assessments
Formative:
 Wida Access
Placement Test (WAPT)
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.


ESL staff
Bilingual dictionaries
Summative:

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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PA Career Guide
Tom Corbet – State
Attorney General –
video.
Cyberbulling.com
Olweus
PS:A1.2 Identify values, attitudes
and beliefs
PS:A1.3 Learn the goal-setting
process
PS:A1.5 Identify and express
feelings
PS:A1.6 Distinguish between
appropriate and inappropriate
Grade: 9 Subject: Guidance
Unit: Personal-Social Skills
Time frame for Completion:
social and professional
communication skills and
when each is used
appropriately.
Students will accept that
they are accountable for
their words and actions in
various situations.
Students will identify and
learn about their
personality type and how
it relates to their
relationships, interests,
and abilities.
Students begin to
evaluate the current
relationships in their
lives and differentiate
between those that are
healthy and unhealthy.
2/12/2016
2
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
http://www.projectbully.
com/
www.youtube.com/watc
h?veaglesnQPmY4nljV
E
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:A2.1 Recognize that everyone
has rights and responsibilities
PS:A2.2 Respect alternative points
of view
PS:A2.3 Recognize, accept, respect
and appreciate individual
differences
PS:A2.4 Recognize, accept and
appreciate ethnic and cultural
diversity
PS:A2.5 Recognize and respect
differences in various family
configurations
PS:A2.6 Use effective
communications skills
PS:A2.7 Know that
communication involves speaking,
listening and
nonverbal behavior
PS:A2.8 Learn how to make and
keep friends
PS:B1.1 Use a decision-making
and problem-solving model
PS:B1.2 Understand consequences
of decisions and choices
PS:B1.3 Identify alternative
solutions to a problem
PS:B1.4 Develop effective coping
skills for dealing with problems
Grade: 9 Subject: Guidance
Unit: Personal-Social Skills
Time frame for Completion:
2/12/2016
3
PS:B1.5 Demonstrate when, where
and how to seek help for solving
problems and making decisions
PS:B1.6 Know how to apply
conflict resolution skills
PS:B1.7 Demonstrate a respect and
appreciation for individual and
cultural differences
PS:B1.8 Know when peer pressure
is influencing a decision
PS:B1.9 Identify long- and shortterm goals
PS:B1.10 Identify alternative ways
of achieving goals
PS:B1.11 Use persistence and
perseverance in acquiring
knowledge
and skills
PS:B1.12 Develop an action plan
to set and achieve realistic goals
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 problemsolving and decision-making 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
peer pressure
Grade: 9 Subject: Guidance
Unit: Personal-Social Skills
Time frame for Completion:
2/12/2016
4
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.
a) Policies and mission and vision
statements that promote social,
Grade: 9 Subject: Guidance
Unit: Personal-Social Skills
Time frame for Completion:
2/12/2016
5
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 these
standards are fully integrated into a
school’s infrastructure and are
effectively implemented and
sustained.
e) Clear and consistent boundaries
(school rules) are developed for all
members of the community that
support positive school climate.
Grade: 9 Subject: Guidance
Unit: Personal-Social Skills
Time frame for Completion:
2/12/2016
6
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 evidence-based
instructional and school-wide
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
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.
Grade: 9 Subject: Guidance
Unit: Personal-Social Skills
Time frame for Completion:
2/12/2016
7
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
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
Grade: 9 Subject: Guidance
Unit: Personal-Social Skills
Time frame for Completion:
2/12/2016
8
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: 9 Subject: Guidance
Unit: Personal-Social Skills
Time frame for Completion:
2/12/2016
9

*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