Level 1 (Preschool Grade 2) Lesson 1: Stranger...
Transcript of Level 1 (Preschool Grade 2) Lesson 1: Stranger...
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Level 1 (Preschool – Grade 2)
Lesson 1: Stranger Danger Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Range of Reading and Level of Text Complexity
Actively engage in group reading activities with purpose and understanding. (K)
Speaking & Listening Standards
Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about grade-level topics and texts with peers and adults in small and larger groups. (K-Gr. 2)
Presentation of Knowledge and Ideas Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly. (Gr. 1) Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media. (Gr. 2) Speak audibly and express thoughts, feelings, and ideas clearly. (K) Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences. (Gr. 2) Produce complete sentences when appropriate to task and situation. (Gr. 1) Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (Gr. 2)
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Language Standards Vocabulary Acquisition and Use
With guidance and support from adults, explore word relationships and nuances in word meanings. (K)
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. (Gr. 1)
Demonstrate understanding of word relationships and nuances in word meanings. (Gr. 2)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (K)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (Gr. 1)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). (Gr. 2)
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Lesson 2: The Telephone
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Range of Reading and Level of Text Complexity
Actively engage in group reading activities with purpose and understanding. (K)
Writing Standards
Text Types and Purposes
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K)
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (K)
Research to Build and Present Knowledge With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question. (K-Gr. 1) Recall information from experiences or gather information from provided sources
to answer a question. (Gr. 2) Speaking & Listening Standards Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about grade-level topics and texts with peers and adults in small and larger groups. (K-Gr. 2)
Presentation of Knowledge and Ideas
Speak audibly and express thoughts, feelings, and ideas clearly. (K)
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (Gr. 1)
Produce complete sentences when appropriate to task and situation. (Gr. 1)
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Gr. 2)
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Language Standards Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (K-Gr. 2)
Knowledge of Language Use knowledge of language and its conventions when writing, speaking, reading,
or listening. (Gr. 2) Vocabulary Acquisition and Use
Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (K)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (Gr. 1)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). (Gr. 2)
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Lesson 3: Home Safety
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
Identify the main topic and retell key details of a text. (Gr. 1) Range of Reading and Level of Text Complexity
Actively engage in group reading activities with purpose and understanding. (K)
Writing Standards
Text Types and Purposes
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K)
Research to Build and Present Knowledge
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (Gr. 1)
Recall information from experiences or gather information from provided sources to answer a question. (Gr. 2)
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Speaking & Listening Standards Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about grade-level topics and texts with peers and adults in small and larger groups. (K-Gr. 2)
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (Gr. 2)
Presentation of Knowledge and Ideas Describe familiar people, places, things, and events and, with prompting and
support, provide additional detail. (K) Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly. (Gr. 1) Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings. (Gr. 1) Create audio recordings of stories or poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (Gr. 2)
Speak audibly and express thoughts, feelings, and ideas clearly. (K) Produce complete sentences when appropriate to task and situation. (Gr. 1) Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (Gr. 2)
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Language Standards Vocabulary Acquisition and Use
Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (K)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (Gr. 1)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). (Gr. 2)
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Lesson 4: Health and Body Safety Common Core State Standards for English Language Arts
Reading Standards: Informational Text Key Ideas and Details
With prompting and support, identify the main topic and retell key details of a text. (K)
Identify the main topic and retell key details of a text. (Gr. 1) Range of Reading and Level of Text Complexity
Actively engage in group reading activities with purpose and understanding. (K) Writing Standards Text Types and Purposes
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K)
Research to Build and Present Knowledge With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question. (K- Gr. 1) Recall information from experiences or gather information from provided sources
to answer a question. (Gr. 2)
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Speaking & Listening Standards Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about grade-level topics and texts with peers and adults in small and larger groups. (K-Gr. 2)
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (Gr. 2)
Presentation of Knowledge and Ideas Describe familiar people, places, things, and events and, with prompting and
support, provide additional detail. (K) Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly. (Gr. 1) Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences. (Gr. 2) Add drawings or other visual displays to descriptions as desired to provide
additional detail. (K) Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings. (Gr. 1) Create audio recordings of stories or poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (Gr. 2)
Speak audibly and express thoughts, feelings, and ideas clearly. (K) Produce complete sentences when appropriate to task and situation. (Gr. 1) Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (Gr. 2) Language Standards Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (K-Gr. 2)
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (K- Gr. 2)
Vocabulary Acquisition and Use Use words and phrases acquired through conversations, reading and being read
to, and responding to texts. (K) Use words and phrases acquired through conversations, reading and being read
to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (Gr. 1)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). (Gr. 2)
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Lesson 5: Outdoor Safety
Common Core State Standards for English Language Arts
Range of Reading and Level of Text Complexity
Actively engage in group reading activities with purpose and understanding. (K)
Writing Standards
Text Types and Purposes
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K)
Research to Build and Present Knowledge With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question. (K-Gr. 1) Recall information from experiences or gather information from provided sources
to answer a question. (Gr. 2)
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Speaking & Listening Standards Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about grade-level topics and texts with peers and adults in small and larger groups. (K-Gr. 2)
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (Gr. 2)
Presentation of Knowledge and Ideas Describe familiar people, places, things, and events and, with prompting and
support, provide additional detail. (K) Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly. (Gr. 1) Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings. (Gr. 1) Create audio recordings of stories or poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (Gr. 2)
Speak audibly and express thoughts, feelings, and ideas clearly. (K) Produce complete sentences when appropriate to task and situation. (Gr. 1) Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences. (Gr. 2) Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (Gr. 2)
Language Standards Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (K-Gr. 2)
Vocabulary Acquisition and Use Use words and phrases acquired through conversations, reading and being read
to, and responding to texts. (K) Use words and phrases acquired through conversations, reading and being read
to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). ( Gr. 1)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). (Gr. 2)
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Lesson 6: Fire Safety
Common Core State Standards for English Language Arts Reading Standards: Informational Text Range of Reading and Level of Text Complexity
Actively engage in group reading activities with purpose and understanding. (K) Writing Standards Text Types and Purpose
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K)
Research to Build and Present Knowledge With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question. (K-Gr. 1) Recall information from experiences or gather information from provided sources
to answer a question. (Gr. 2)
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Lesson 7: Weather Safety
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
With prompting and support, identify the main topic and retell key details of a text. (K)
Identify the main topic and retell key details of a text. (Gr. 1) Integration of Knowledge and Ideas
Use the illustrations and details in a text to describe its key ideas. (Gr. 1) Range of Reading and Level of Text Complexity
Actively engage in group reading activities with purpose and understanding. (K) Writing Standards Text Types and Purposes
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K)
Research to Build and Present Knowledge
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (K)
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (Gr. 1)
Recall information from experiences or gather information from provided sources to answer a question. (Gr. 2)
Speaking & Listening Standards Presentation of Knowledge and Ideas
Add drawings or other visual displays to descriptions as desired to provide additional detail. (K)
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (Gr. 1)
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (Gr. 2)
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Language Standards Vocabulary Acquisition and Use
Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (K)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (Gr. 1)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). (Gr. 2)
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Lesson 8: Bullying/Friend Safety
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
With prompting and support, identify the main topic and retell key details of a text. (K)
Identify the main topic and retell key details of a text. (Gr. 1) Range of Reading and Level of Text Complexity
Actively engage in group reading activities with purpose and understanding. (K)
Writing Standards
Text Types and Purposes
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K)
Speaking & Listening Standards
Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about grade-level topics and texts with peers and adults in small and larger groups. (K-Gr. 2)
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (Gr. 2)
Presentation of Knowledge and Ideas
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (Gr. 1)
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (Gr. 2)
Speak audibly and express thoughts, feelings, and ideas clearly. (K)
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Gr. 1)
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Language Standards
Vocabulary Acquisition and Use
Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (K)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (Gr. 1)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). (Gr. 2)
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Lesson 9: Bicycle Safety Common Core State Standards for English Language Arts
Reading Standards: Informational Text Key Ideas and Details
With prompting and support, identify the main topic and retell key details of a text. (K)
Identify the main topic and retell key details of a text. (Gr. 1) Range of Reading and Level of Text Complexity
Actively engage in group reading activities with purpose and understanding. (K) Writing Standards Text Types and Purposes
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). (K)
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K)
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (Gr. 2)
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (Gr. 2)
Research to Build and Present Knowledge With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question. (K-Gr. 1) Recall information from experiences or gather information from provided sources
to answer a question. (Gr. 2)
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Speaking & Listening Standards Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about grade-level topics and texts with peers and adults in small and larger groups. (K-Gr. 2)
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (Gr. 2)
Presentation of Knowledge and Ideas Speak audibly and express thoughts, feelings, and ideas clearly. (K) Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly. (Gr. 1) Produce complete sentences when appropriate to task and situation. (Gr. 1) Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (Gr. 2) Language Standards Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (K-Gr. 2)
Knowledge of Language Use knowledge of language and its conventions when writing, speaking, reading,
or listening. (Gr. 2) Vocabulary Acquisition and Use
Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (K)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (Gr. 1)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
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Level 2 (Grades 3-5)
Lesson 1: Internet Safety
Common Core Standards in English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text. (Gr. 4)
Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text. (Gr. 5)
Integration of Knowledge and Ideas
Draw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
(Gr. 5)
Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably. (Gr. 5)
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Writing Standards
Text Types and Purposes
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly. (Gr. 3-5)
Production and Distribution of Writing
With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose. (Gr. 3)
Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience. (Gr. 4-5)
With guidance and support from adults, use technology to produce and publish
writing (using keyboarding skills) as well as to interact and collaborate with
others. (Gr. 3)
Research to Build and Present Knowledge
Conduct short research projects that build knowledge about a topic. (Gr. 3)
Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided categories.
(Gr. 3)
With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a minimum
of one page in a single sitting. (Gr. 4)
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. (Gr. 5)
Draw evidence from literary or informational texts to support analysis, reflection,
and research. (Gr. 4-5)
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Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade-level topics and texts,
building on others’ ideas and expressing their own clearly. (Gr. 3-5)
Paraphrase portions of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally. (Gr. 4)
Summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally. (Gr. 5)
Presentation of Knowledge and Ideas
Report on a topic or text, tell a story, or recount an experience with appropriate
facts and relevant, descriptive details, speaking clearly at an understandable
pace. (Gr. 3)
Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace. (Gr. 4)
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (Gr. 5)
Speak in complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (Gr. 3)
Language Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. (Gr. 3-5)
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. (Gr. 3-5)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading,
or listening. (Gr. 3-5)
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Lesson 2: Weather Safety
Common Core Standards in English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text. (Gr. 4)
Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text. (Gr. 5)
Determine the main idea of a text and explain how it is supported by key details;
summarize the text. (Gr. 3-4)
Determine two or more main ideas of a text and explain how they are supported
by key details; summarize the text. (Gr. 5)
Integration of Knowledge and Ideas
Draw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
(Gr. 5)
Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably. (Gr. 5)
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Writing Standards
Text Types and Purposes
Write opinion pieces on topics or texts, supporting a point of view with reasons.
(Gr. 3)
Write opinion pieces on topics or texts, supporting a point of view with reasons
and information. (Gr. 4-5)
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly. (Gr. 3-5)
Production and Distribution of Writing
With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose. (Gr. 3)
Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience. (Gr. 4-5)
Research to Build and Present Knowledge
Conduct short research projects that build knowledge about a topic. (Gr. 3)
Conduct short research projects that build knowledge through investigation of
different aspects of a topic. (Gr. 4)
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic. (Gr. 5)
Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided categories.
(Gr. 3)
Draw evidence from literary or informational texts to support analysis, reflection,
and research. (Gr. 4-5)
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Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade-level topics and texts,
building on others’ ideas and expressing their own clearly. (Gr. 3-5)
Paraphrase portions of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally. (Gr. 4)
Summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally. (Gr. 5)
Presentation of Knowledge and Ideas
Report on a topic or text, tell a story, or recount an experience with appropriate
facts and relevant, descriptive details, speaking clearly at an understandable
pace. (Gr. 3)
Speak in complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (Gr. 3)
Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation. (Gr. 5)
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Language Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. (Gr. 3-5)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading,
or listening. (Gr. 3-5)
Vocabulary Acquisition and Use
Acquire and use accurately grade-appropriate conversational, general academic,
and domain-specific words and phrases, including those that signal spatial and
temporal relationships (e.g., After dinner that night we went looking for them).
(Gr. 3)
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases, including those that signal precise actions, emotions,
or states of being (e.g., quizzed, whined, stammered) and that are basic to a
particular topic (e.g., wildlife, conservation, and endangered when discussing
animal preservation). (Gr. 4)
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases, including those that signal contrast, addition, and
other logical relationships (e.g., however, although, nevertheless, similarly,
moreover, in addition). (Gr. 5)
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Lesson 3: Personal Body Safety and Bullying
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text. (Gr. 4)
Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text. (Gr. 5)
27
Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade-level topics and texts,
building on others’ ideas and expressing their own clearly. (Gr. 3-5)
Paraphrase portions of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally. (Gr. 4)
Summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally. (Gr. 5)
Presentation of Knowledge and Ideas
Report on a topic or text, tell a story, or recount an experience with appropriate
facts and relevant, descriptive details, speaking clearly at an understandable
pace. (Gr. 3)
Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace. (Gr. 4)
Add audio recordings and visual displays to presentations when appropriate to
enhance the development of main ideas or themes. (Gr. 4)
Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or
themes. (Gr. 5)
Speak in complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (Gr. 3)
Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation. (Gr. 5)
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Language Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. (Gr. 3-5)
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. (Gr. 3-5)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading,
or listening. (Gr. 3-5)
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Lesson 4: Fire Safety
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text. (Gr. 4)
Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text. (Gr. 5)
30
Writing Standards
Text Types and Purposes
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly. (Gr. 3-5)
Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences. (Gr. 3-5)
Production and Distribution of Writing
With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose. (Gr. 3)
Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience. (Gr. 4-5)
With guidance and support from adults, use technology to produce and publish
writing (using keyboarding skills) as well as to interact and collaborate with
others. (Gr. 3)
With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a minimum
of one page in a single sitting. (Gr. 4)
With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a minimum
of two pages in a single sitting. (Gr. 5)
Research to Build and Present Knowledge
Conduct short research projects that build knowledge about a topic. (Gr. 3)
Conduct short research projects that build knowledge through investigation of
different aspects of a topic. (Gr. 4)
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic. (Gr. 5)
Draw evidence from literary or informational texts to support analysis, reflection,
and research. (Gr. 4-5)
31
Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade-level topics and texts,
building on others’ ideas and expressing their own clearly. (Gr. 3-5)
Paraphrase portions of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally. (Gr. 4)
Summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally. (Gr. 5)
Presentation of Knowledge and Ideas
Report on a topic or text, tell a story, or recount an experience with appropriate
facts and relevant, descriptive details, speaking clearly at an understandable
pace. (Gr. 3)
Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace. (Gr. 4)
Report on a topic or text or present an opinion, sequencing ideas logically and
using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace. (Gr. 5)
Create engaging audio recordings of stories or poems that demonstrate fluid
reading at an understandable pace; add visual displays when appropriate to
emphasize or enhance certain facts or details. (Gr. 3)
Add audio recordings and visual displays to presentations when appropriate to
enhance the development of main ideas or themes. (Gr. 4)
Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or
themes. (Gr. 5)
Speak in complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (Gr. 3)
32
Language Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. (Gr. 3-5)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading,
or listening. (Gr. 3-5)
33
Lesson 5: Basic First Aid
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text. (Gr. 4)
Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text. (Gr. 5)
Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains
to time, sequence, and cause/effect. (Gr. 3)
Integration of Knowledge and Ideas
Use information gained from illustrations (e.g., maps, photographs) and the
words in a text to demonstrate understanding of the text (e.g., where, when, why,
and how key events occur). (Gr. 3)
34
Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade-level topics and texts,
building on others’ ideas and expressing their own clearly. (Gr. 3-5)
Paraphrase portions of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally. (Gr. 4)
Summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally. (Gr. 5)
Presentation of Knowledge and Ideas
Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace. (Gr. 4)
Report on a topic or text or present an opinion, sequencing ideas logically and
using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace. (Gr. 5)
35
Language Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. (Gr. 3-5)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading,
or listening. (Gr. 3-5)
Vocabulary Acquisition and Use
Acquire and use accurately grade-appropriate conversational, general academic
and domain-specific words and phrases, including those that signal spatial and
temporal relationships (e.g., After dinner that night we went looking for them).
(Gr. 3)
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases, including those that signal precise actions, emotions,
or states of being (e.g., quizzed, whined, stammered) and that are basic to a
particular topic (e.g., wildlife, conservation, and endangered when discussing
animal preservation). (Gr. 4)
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases, including those that signal contrast, addition, and
other logical relationships (e.g., however, although, nevertheless, similarly,
moreover, in addition). (Gr. 5)
36
Lesson 6: Water Safety
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text. (Gr. 4)
Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text. (Gr. 5)
Writing Standards
Text Types and Purposes
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly. (Gr. 3-5)
Production and Distribution of Writing
With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose. (Gr. 3)
Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience. (Gr. 4-5)
Research to Build and Present Knowledge
Draw evidence from literary or informational texts to support analysis, reflection,
and research. (Gr. 4-5)
37
Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade-level topics and texts,
building on others’ ideas and expressing their own clearly. (Gr. 3-5)
Paraphrase portions of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally. (Gr. 4)
Summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally. (Gr. 5)
Presentation of Knowledge and Ideas
Report on a topic or text, tell a story, or recount an experience with appropriate
facts and relevant, descriptive details, speaking clearly at an understandable
pace. (Gr. 3)
Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace. (Gr. 4)
Report on a topic or text or present an opinion, sequencing ideas logically and
using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace. (Gr. 5)
Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or
themes. (Gr. 5)
Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation. (Gr. 5)
38
Language Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. (Gr. 3-5)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading,
or listening. (Gr. 3-5)
Vocabulary Acquisition and Use
Acquire and use accurately grade-appropriate conversational, general academic,
and domain-specific words and phrases, including those that signal spatial and
temporal relationships (e.g., After dinner that night we went looking for them).
(Gr. 3)
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases, including those that signal precise actions, emotions,
or states of being (e.g., quizzed, whined, stammered) and that are basic to a
particular topic (e.g., wildlife, conservation, and endangered when discussing
animal preservation). (Gr. 4)
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases, including those that signal contrast, addition, and
other logical relationships (e.g., however, although, nevertheless, similarly,
moreover, in addition). (Gr. 5)
39
Level 3 (Grades 6-8) Lesson 1: Time Management, Study Skills and Test Taking
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Integration of Knowledge and Ideas
Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic
or issue. (Gr. 6)
Writing Standards
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Gr. 6-8)
Research to Build and Present Knowledge
Draw evidence from literary or informational texts to support analysis, reflection,
and research. (Gr. 6-8)
Language Standards
Vocabulary Acquisition and Use
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression. (Gr. 6-8)
40
Lesson 2: Internet Safety
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text. (Gr. 6)
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. (Gr. 7)
Integration of Knowledge and Ideas
Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic
or issue. (Gr. 6)
Evaluate the advantages and disadvantages of using different mediums (e.g.,
print or digital text, video, multimedia) to present a particular topic or idea. (Gr. 8)
Trace and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient to
support the claims. (Gr. 7)
Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient;
recognize when irrelevant evidence is introduced. (Gr. 8)
41
Writing Standards
Text Types and Purposes
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content. (Gr. 6-8)
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Gr. 6-8)
Use technology, including the Internet, to produce and publish writing as well as
to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single sitting. (Gr. 6)
Use technology, including the Internet, to produce and publish writing and link to
and cite sources as well as to interact and collaborate with others, including
linking to and citing sources. (Gr. 7)
Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas efficiently as well as to
interact and collaborate with others. (Gr. 8)
42
Research to Build and Present Knowledge
Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate. (Gr. 6)
Conduct short research projects to answer a question, drawing on several
sources and generating additional related, focused questions for further research
and investigation. (Gr. 7)
Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration. (Gr. 8)
Gather relevant information from multiple print and digital sources; assess the
credibility of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and providing basic bibliographic information for
sources. (Gr. 6)
Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation. (Gr. 7-8)
Draw evidence from literary or informational texts to support analysis, reflection,
and research. (Gr. 6-8)
43
Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly. (Gr. 6-8)
Presentation of Knowledge and Ideas
Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 6)
Present claims and findings, emphasizing salient points in a focused, coherent
manner with pertinent descriptions, facts, details, and examples; use appropriate
eye contact, adequate volume, and clear pronunciation. (Gr. 7)
Present claims and findings, emphasizing salient points in a focused, coherent
manner with relevant evidence, sound valid reasoning, and well-chosen details;
use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 8)
Include multimedia components (e.g., graphics, images, music, sound) and
visual displays in presentations to clarify information. (Gr. 6)
Include multimedia components and visual displays in presentations to clarify
claims and findings and emphasize salient points. (Gr. 7)
Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest. (Gr. 8)
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate. (Gr. 6-8)
44
Language Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. (Gr. 6-8)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading,
or listening. (Gr. 6-8)
Vocabulary Acquisition and Use
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression. (Gr. 6-8)
45
Lesson 3: Money Management
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Integration of Knowledge and Ideas
Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic
or issue.(Gr. 6)
Writing Standards
Research to Build and Present Knowledge
Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate. (Gr. 6)
Conduct short research projects to answer a question, drawing on several
sources and generating additional related, focused questions for further research
and investigation. (Gr. 7)
Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration. (Gr. 8)
Draw evidence from literary or informational texts to support analysis, reflection,
and research. (Gr. 6-8)
46
Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly. (Gr. 6-8)
Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under
study. (Gr. 6)
Presentation of Knowledge and Ideas
Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 6)
Present claims and findings, emphasizing salient points in a focused, coherent
manner with pertinent descriptions, facts, details, and examples; use appropriate
eye contact, adequate volume, and clear pronunciation. (Gr. 7)
Present claims and findings, emphasizing salient points in a focused, coherent
manner with relevant evidence, sound valid reasoning, and well-chosen details;
use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 8)
Language Standards
Vocabulary Acquisition and Use
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression. (Gr. 6-8)
47
Lesson 4: Bullying and Harassment
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Key Ideas and Details
Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text. (Gr. 6)
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. (Gr. 7)
Analyze in detail how a key individual, event, or idea is introduced, illustrated,
and elaborated in a text (e.g., through examples or anecdotes). (Gr. 6)
Craft and Structure
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings. (Gr. 6)
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact of a
specific word choice on meaning and tone. (Gr. 7-8)
Analyze how a particular sentence, paragraph, chapter, or section fits into the
overall structure of a text and contributes to the development of the ideas. (Gr. 6)
Determine an author’s point of view or purpose in a text and explain how it is
conveyed in the text. (Gr. 6)
48
Integration of Knowledge and Ideas
Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic
or issue. (Gr. 6)
Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each medium’s portrayal of the subject (e.g., how the delivery of a
speech affects the impact of the words). (Gr. 7)
Evaluate the advantages and disadvantages of using different mediums (e.g.,
print or digital text, video, multimedia) to present a particular topic or idea. (Gr. 8)
Writing Standards
Text Types and Purposes
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content. (Gr. 6-8)
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Gr. 6-8)
49
Speaking & Listening Standards Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly. (Gr. 6-8)
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (Gr. 6)
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. (Gr. 7)
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. (Gr. 6)
Presentation of Knowledge and Ideas
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate. (Gr. 6-8)
Language Standards Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Gr. 6-8)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Gr. 6-8)
50
Lesson 5: Healthy Relationships
Common Core State Standards for English Language Arts
Reading Standards: Informational Text
Craft and Structure
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to
other texts. (Gr. 8)
Integration of Knowledge and Ideas
Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic
or issue. (Gr. 6)
Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each medium’s portrayal of the subject (e.g., how the delivery of a
speech affects the impact of the words). (Gr. 7)
51
Speaking & Listening Standards
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly. (Gr. 6-8)
Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under
study. (Gr. 6)
Analyze the main ideas and supporting details presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a
topic, text, or issue under study. (Gr. 7)
Presentation of Knowledge and Ideas
Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 6)
Present claims and findings, emphasizing salient points in a focused, coherent
manner with pertinent descriptions, facts, details, and examples; use appropriate
eye contact, adequate volume, and clear pronunciation. (Gr. 7)
Present claims and findings, emphasizing salient points in a focused, coherent
manner with relevant evidence, sound valid reasoning, and well-chosen details;
use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 8)
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate. (Gr. 6-8)
52
Language Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. (Gr. 6-8)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading,
or listening. (Gr. 6-8)
Vocabulary Acquisition and Use
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings. (Gr. 6-7)
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression. (Gr. 6-8)
53
Lesson 6: Diversity and Tolerance Common Core State Standards for English Language Arts
Writing Standards Text Types and Purposes
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (Gr. 6-8)
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (Gr. 6-8)
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Gr. 6-8)
54
Speaking & Listening Standards Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly. (Gr. 6-8)
Presentation of Knowledge and Ideas
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 6)
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 7)
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 8)
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. (Gr. 6)
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (Gr. 7)
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (Gr. 8)
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate. (Gr. 6-8)
Language Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. (Gr. 6-8)
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading,
or listening. (Gr. 6-8)
55
Level 1 (Pre-K - Gr. 2) National Health Education Standards Lesson 1: Stranger Danger NHES 4.2.3 Demonstrate ways to respond when in an unwanted, threatening or
dangerous situation. 4.2.4 Demonstrate ways to tell a trusted adult if threatened or harmed. 7.2.2 Demonstrate behaviors that avoid or reduce health risks.
Lesson 2: The Telephone NHES 3.2.1 Identify trusted adults and professionals who can help promote health.
3.2.2 Identify ways to locate school and community health helpers. 4.2.3 Demonstrate ways to respond when in an unwanted, threatening or
dangerous situation. 4.2.4 Demonstrate ways to tell a trusted adult if threatened or harmed. 5.2.2 Differentiate between situations when a health-related decision can be
made individually or when assistance is needed. 7.2.2 Demonstrate behaviors that avoid or reduce health risks.
Lesson 3: Home Safety NHES 1.2.4 List ways to prevent common childhood injuries.
7.2.2 Demonstrate behaviors that avoid or reduce health risks.
56
Lesson 4: Health and Body Safety NHES 1.2.1 Identify that healthy behaviors affect personal health.
1.2.3 Describe ways to prevent communicable diseases. 3.2.1 Identify trusted adults and professionals who can help promote health. 4.2.1 Demonstrate healthy ways to express needs, wants and feelings. 4.2.3 Demonstrate ways to respond when in an unwanted, threatening or
dangerous situation. 4.2.4 Demonstrate ways to tell a trusted adult if threatened or harmed. 5.2.1 Identify situations when a health-related decision is needed. 5.2.2 Differentiate between situations when a health-related decision can be
made individually or when assistance is needed. 7.2.1 Demonstrate healthy practices and behaviors to maintain or improve
personal health. 7.2.2 Demonstrate behaviors that avoid or reduce health risks.
Lesson 5: Outdoor Safety NHES 1.2.1 Identify that healthy behaviors affect personal health.
1.2.4 List ways to prevent common childhood injuries. 4.2.3 Demonstrate ways to respond when in an unwanted, threatening or
dangerous situation. 5.2.1 Identify situations when a health-related decision is needed. 7.2.1 Demonstrate healthy practices and behaviors to maintain or improve
personal health. 7.2.2 Demonstrate behaviors that avoid or reduce health risks.
Lesson 6: Fire Safety NHES 1.2.4 List ways to prevent common childhood injuries.
4.2.3 Demonstrate ways to respond when in an unwanted, threatening or dangerous situation.
5.2.1 Identify situations when a health-related decision is needed. 5.2.2 Differentiate between situations when a health-related decision can be
made individually or when assistance is needed. 7.2.1 Demonstrate healthy practices and behaviors to maintain or improve
personal health. 7.2.2 Demonstrate behaviors that avoid or reduce health risks.
57
Lesson 7: Weather Safety NHES 4.2.2 Demonstrate listening skills to enhance health.
4.2.3 Demonstrate ways to respond when in an unwanted, threatening or dangerous situation.
5.2.1 Identify situations when a health-related decision is needed. 7.2.2 Demonstrate behaviors that avoid or reduce health risks.
Lesson 8: Bullying/Friend Safety NHES 4.2.1 Demonstrate healthy ways to express needs, wants and feelings.
4.2.3 Demonstrate ways to respond when in an unwanted, threatening or dangerous situation.
4.2.4 Demonstrate ways to tell a trusted adult if threatened or harmed. 5.2.1 Identify situations when a health-related decision is needed. 5.2.2 Differentiate between situations when a health-related decision can be
made individually or when assistance is needed. 7.2.2 Demonstrate behaviors that avoid or reduce health risks.
58
National Science Standards
Lesson 4: Health and Body Safety NS.K-4.6 Personal and Social Perspectives Students should develop understanding of personal health.
Lesson 7: Weather Safety NS.K-4.4 Earth and Space Science Students should develop understanding of changes in earth and sky. NS.K-4.6 Personal and Social Perspectives Students should develop understanding of changes in environments.
59
Level 2 (Gr. 3-5) National Health Education Standards Lesson 1: Internet Safety NHES 1.5.1 Describe the relationship between healthy behaviors and personal health.
2.5.1 Describe how the family influences personal health practices and behaviors.
2.5.4 Describe how the school and community can support personal health practices and behaviors.
2.5.5 Explain how media influences thoughts, feelings, and health behaviors. 2.5.6 Describe ways that technology can influence personal health. 3.5.1 Identify characteristics of valid health information, products and services. 3.5.2 Locate resources from home, school and community that provide valid
health information. 4.5.2 Demonstrate refusal skills to avoid or reduce health risks. 4.5.4 Demonstrate how to ask for assistance to enhance personal health. 5.5.1 Identify health-related situations that might require a thoughtful decision. 5.5.3 List healthy options to health-related issues or problems. 5.5.5 Choose a healthy option when making a decision. 7.5.1 Identify responsible personal health behaviors. 7.5.3 Demonstrate a variety of behaviors that avoid or reduce health risks.
60
Lesson 2: Weather Safety NHES 1.5.1 Describe the relationship between healthy behaviors and personal health.
1.5.3 Describe ways in which a safe and healthy school and community environment can promote personal health.
1.5.4 Describe ways to prevent common childhood injuries and health problems. 2.5.1 Describe how the family influences personal health practices and
behaviors. 2.5.4 Describe how the school and community can support personal health
practices and behaviors. 2.5.5 Explain how media influences thoughts, feelings, and health behaviors. 2.5.6 Describe ways that technology can influence personal health. 3.5.2 Locate resources from home, school and community that provide valid
health information. 4.5.1 Demonstrate effective verbal and non-verbal communication skills to
enhance health. 4.5.4 Demonstrate how to ask for assistance to enhance personal health. 5.5.1 Identify health-related situations that might require a thoughtful
decision. 5.5.3 List healthy options to health-related issues or problems. 5.5.5 Choose a healthy option when making a decision. 5.5.6 Describe the outcomes of a health-related decision. 6.5.2 Identify resources to assist in achieving a personal health goal. 7.5.1 Identify responsible personal health behaviors. 7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or
improve personal health. 7.5.3 Demonstrate a variety of behaviors that avoid or reduce health risks. 8.5.1 Express opinions and give accurate information about health issues.
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Lesson 3: Personal Body Safety and Bullying NHES 1.5.1 Describe the relationship between healthy behaviors and personal health.
1.5.2 Identify examples of emotional, intellectual, physical and social health. 1.5.3 Describe ways in which a safe and healthy school and community
environment can promote personal health. 1.5.4 Describe ways to prevent common childhood injuries and health problems. 2.5.2 Identify the influence of culture on health practices and behavior. 2.5.3 Identify how peers can influence healthy and unhealthy behaviors. 4.5.1 Demonstrate effective verbal and non-verbal communication skills to
enhance health. 4.5.3 Demonstrate non-violent strategies to manage or resolve conflict. 4.5.4 Demonstrate how to ask for assistance to enhance personal health. 5.5.1 Identify health-related situations that might require a thoughtful decision. 5.5.2 Analyze when assistance is needed when making a health-related
decision. 5.5.3 List healthy options to health-related issues or problems. 5.5.5 Choose a healthy option when making a decision. 5.5.6 Describe the outcomes of a health-related decision. 7.5.1 Identify responsible personal health behaviors. 7.5.3 Demonstrate a variety of behaviors that avoid or reduce health risks. 8.5.1 Express opinions and give accurate information about health issues.
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Lesson 4: Fire Safety NHES 1.5.1 Describe the relationship between healthy behaviors and personal health.
1.5.4 Describe ways to prevent common childhood injuries and health problems. 1.5.5 Describe when it is important to seek health care. 4.5.1 Demonstrate effective verbal and non-verbal communication skills to
enhance health. 4.5.4 Demonstrate how to ask for assistance to enhance personal health. 5.5.1 Identify health-related situations that might require a thoughtful decision. 5.5.2 Analyze when assistance is needed when making a health-related
decision. 5.5.5 Choose a healthy option when making a decision. 7.5.1 Identify responsible personal health behaviors. 7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or
improve personal health. 7.5.3 Demonstrate a variety of behaviors that avoid or reduce health risks. 8.5.1 Express opinions and give accurate information about health issues. 8.5.2 Encourage others to make positive health choices.
Lesson 5: Basic First Aid NHES 1.5.1 Describe the relationship between healthy behaviors and personal health.
1.5.4 Describe ways to prevent common childhood injuries and health problems. 1.5.5 Describe when it is important to seek health care. 3.5.2 Locate resources from home, school and community that provide valid
health information. 4.5.1 Demonstrate effective verbal and non-verbal communication skills to
enhance health. 4.5.4 Demonstrate how to ask for assistance to enhance personal health. 5.5.1 Identify health-related situations that might require a thoughtful decision. 5.5.2 Analyze when assistance is needed when making a health-related
decision. 5.5.5 Choose a healthy option when making a decision.
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Lesson 6: Water Safety NHES 1.5.1 Describe the relationship between healthy behaviors and personal health.
1.5.4 Describe ways to prevent common childhood injuries and health problems. 2.5.6 Describe ways that technology can influence personal health. 3.5.2 Locate resources from home, school and community that provide valid
health information. 5.5.1 Identify health-related situations that might require a thoughtful decision. 5.5.2 Analyze when assistance is needed when making a health-related
decision. 5.5.3 List healthy options to health-related issues or problems. 5.5.5 Choose a healthy option when making a decision. 7.5.1 Identify responsible personal health behaviors. 7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or
improve personal health. 7.5.3 Demonstrate a variety of behaviors that avoid or reduce health risks.
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National Science Standards
Lesson 1: Internet Safety NS.K-4.5 Science and Technology Students should develop understanding about science and technology NS.5-8.5 Science and Technology Students should develop understanding about science and technology NS.5-8.6 Personal and Social Perspectives
Students should develop understanding about risks and benefits
Students should develop understanding about science and technology in society
Lesson 2: Weather Safety NS.K-4.2 Physical Science Students should develop understanding of light, heat, electricity. NS.K-4.4 Earth and Space Science Students should develop understanding of changes in earth and sky. NS.K-4.6 Personal and Social Perspectives Students should develop understanding of changes in environments. NS.5-8.2 Physical Science Students should develop understanding of science and technology in local challenges. NS.5-8.4 Earth and Space Science Students should develop understanding of the structure of the earth’s system NS.5-8.5 Science and Technology
Students should develop understanding of the abilities of technological design.
Students should develop understanding about science and technology. NS.5-8.6 Personal and Social Perspectives
Students should develop understanding of personal health.
Students should develop understanding of natural hazards.
Students should develop understanding of risks and benefits.
Students should develop understanding of science and technology in society.
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Lesson 3: Personal Body Safety and Bullying NS.K-4.6 Personal and Social Perspectives
Students should develop understanding of characteristics and changes in populations.
NS.5-8.3 Life Science Students should develop understanding of regulation and behavior. NS.5-8.6 Personal and Social Perspectives
Students should develop understanding of populations, resources and environments.
Students should develop understanding of risks and benefits.
Lesson 4: Fire Safety NS.K-4.2 Physical Science Students should develop understanding of light, heat, electricity and magnetism. NS.5-8.6 Personal and Social Perspectives
Students should develop understanding of natural hazards.
Students should develop understanding of risks and benefits.
Lesson 6: Water Safety NS.K-4.2 Physical Science Student should develop understanding of properties of objects and materials. NS.5-8.2 Physical Science Students should develop understanding of motions and forces. NS.5-8.6 Personal and Social Perspectives
Students should develop understanding of natural hazards
Students should develop understanding of risks and benefits.
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Level 3 (Gr. 6-8) National Health Education Standards Lesson 1: Time Management, Study Skills and Test Taking NHES 1.8.1 Analyze the relationship between healthy behaviors and personal health.
1.8.2 Describe the interrelationships of emotional, intellectual, physical and social health in adolescence.
1.8.3 Analyze how the environment affects personal health. 1.8.7 Describe the benefits of and barriers to healthy behaviors. 4.8.4 Demonstrate how to ask for assistance to enhance the health of self and
others. 5.8.3 Distinguish when individual or collaborative decision-making is
appropriate. 6.8.2 Develop a goal to adopt, maintain or improve a personal health practice. 6.8.3 Apply strategies and skills needed to attain a personal health goal. 6.8.4 Describe how personal health goals can vary with changing abilities,
priorities and responsibilities 7.8.1 Explain the importance of assuming responsibility for personal health
behaviors. 8.8.2 Demonstrate how to influence and support others to make positive health
choices.
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Lesson 2: Internet Safety NHES 1.8.1 Analyze the relationship between healthy behaviors and personal health.
1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems.
1.8.7 Describe the benefits of and barriers to healthy behaviors. 1.8.8 Examine the likelihood of injury or illness of engaging in unhealthy
behaviors. 1.8.9 Examine the potential seriousness of injury or illness if engaging in
unhealthy behaviors. 2.8.1 Examine how the family influences the health of adolescents. 2.8.6 Analyze the influence of technology on personal and family health. 2.8.9 Describe how some health risk behaviors can influence the likelihood of
engaging in unhealthy behaviors. 3.8.1 Analyze the validity of health information, products and services. 3.8.2 Access valid health information from home, school and community. 4.8.1 Apply effective verbal and nonverbal communication skills to enhance
health. 4.8.2 Demonstrate refusal and negotiation skills to avoid or reduce health risks. 4.8.4 Demonstrate how to ask for assistance to enhance the health of self and
others. 5.8.1 Identify circumstances that can help or hinder healthy decision-making. 5.8.2 Determine when health-related situations require the application of a
thoughtful decision-making process. 5.8.4 Distinguish between healthy and unhealthy alternatives to health-related
issues or problems. 5.8.6 Choose healthy alternatives over unhealthy alternatives when making a
decision 6.8.1 Access personal health practices. 7.8.1 Explain the importance of assuming responsibility for personal health
behaviors. 7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve
the health of self and others. 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and
others. 8.8.2 Demonstrate how to influence and support others to make positive health
choices.
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Lesson 3: Money Management NHES 1.8.1 Analyze the relationship between healthy behaviors and personal health.
1.8.7 Describe the benefits of and barriers to healthy behaviors. 5.8.1 Identify circumstances that can help or hinder healthy decision-making. 5.8.2 Determine when health-related situations require the application of a
thoughtful decision-making process. 5.8.4 Distinguish between healthy and unhealthy alternatives to health-related
issues or problems. 6.8.3 Apply strategies and skills needed to attain a personal health goal. 6.8.4 Describe how personal health goals can vary with changing abilities,
priorities and responsibilities. 7.8.1 Explain the importance of assuming responsibility for personal health
behaviors. 7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve
the health of self and others.
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Lesson 4: Bullying and Harassment NHES 1.8.1 Analyze the relationship between healthy behaviors and personal health.
1.8.3 Analyze how the environment affects personal health. 1.8.5 Describe ways to reduce or prevent injuries and other adolescent health
problems. 2.8.2 Describe the influence of culture on health beliefs, practices and
behaviors. 2.8.3 Describe how peers influence healthy and unhealthy behaviors. 4.8.1 Apply effective verbal and nonverbal communication skills to enhance
health. 4.8.2 Demonstrate refusal and negotiation skills to avoid or reduce health risks. 4.8.3 Demonstrate effective conflict management or resolution strategies. 4.8.4 Demonstrate how to ask for assistance to enhance the health of self and
others. 5.8.2 Determine when health-related situations require the application of a
thoughtful decision-making process. 5.8.3 Distinguish when individual or collaborative decision-making is
appropriate. 6.8.3 Apply strategies and skills needed to attain a personal health goal. 7.8.1 Explain the importance of assuming responsibility for personal health
behaviors. 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and
others. 8.8.2 Demonstrate how to influence and support others to make positive health
choices. 8.8.3 Work cooperatively to advocate for healthy individuals, families and
schools.
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Lesson 5: Healthy Relationships NHES 1.8.2 Describe the interrelationships of emotional, intellectual, physical and
social health in adolescence. 1.8.7 Describe the benefits of and barriers to healthy behaviors. 4.8.1 Apply effective verbal and nonverbal communication skills to enhance
health. 4.8.3 Demonstrate effective conflict management or resolution strategies. 5.8.4 Distinguish between healthy and unhealthy alternatives to health-related
issues or problems. 5.8.6 Choose healthy alternatives over unhealthy alternatives when making a
decision 6.8.3 Apply strategies and skills needed to attain a personal health goal. 7.8.1 Explain the importance of assuming responsibility for personal health
behaviors. 7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve
the health of self and others. 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and
others. 8.8.2 Demonstrate how to influence and support others to make positive health
choices. 8.8.4 Identify ways that health messages and communication techniques can be
altered for different audiences.
Lesson 6: Diversity and Tolerance NHES 1.8.2 Describe the interrelationships of emotional, intellectual, physical and
social health in adolescence. 1.8.3 Analyze how the environment affects personal health. 2.8.7 Explain how the perceptions of norms influence healthy and unhealthy
behaviors. 4.8.3 Demonstrate effective conflict management or resolution strategies. 5.8.1 Identify circumstances that can help or hinder healthy decision-
making.
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National Science Standards Lesson 1: Time Management, Study Skills and Test Taking NS.5-8.3 Life Science
Students should develop understanding of regulation and behavior.
Students should develop understanding of diversity and adaptations of organisms.
Lesson 2: Internet Safety NS.5-8.3 Life Science Students should develop understanding of regulation and behavior. NS.5-8.5 Science and Technology Students should develop understanding of abilities of technological design. NS.5-8.6 Personal and Social Perspectives
Students should develop understanding of risks and benefits.
Students should develop understanding of science and technology in society.
Lesson 3: Money Management NS.5-8.3 Life Science Student should develop understanding of regulation and behavior.
Lesson 4: Bullying and Harassment NS.5-8.3 Life Science Students should develop understanding of regulation and behavior. NS.5-8.6 Personal and Social Perspectives Students should develop understanding of risks and benefits.
Lesson 5: Healthy Relationships NS.5-8.3 Life Science Students should develop understanding of regulation and behavior.
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Lesson 6: Diversity and Tolerance NS.5-8.3 Life Science
Students should develop understanding of regulation and behavior.
Students should develop understanding of diversity and adaptations of organisms. NS.5-8.6 Personal and Social Perspectives Students should develop understanding of populations, resources and environments.