Course Name: English Strategies 9/10
Course Number: 07421
Credit Hours: Monday, Tuesday, Wednesday, Thursday, and Friday 2:00-2:55 P.M.
School Year: 2021/2022
Room Number: W203
Teacher Name: Steven Boreen
Contact Information:
Email: Steven.Boreen@mpls.k12.mn.us (preferred)
Phone : 612-668-3030
Course Description: Students will increase social thinking and understanding, perspective-taking skills, and social communication and interaction skills to enhance their individual and group social behaviors, successes, and relationship-development skills. Students will learn to develop a wide variety of skills in the areas of independent living, self-advocacy, coping and self-management, emotional understanding and regulation, behavioral management, recreation and leisure, and social skills.
Standards:
Throughout this course, students will develop skills in the 5 SEL competencies:
Self-Awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.
Self-Management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.
Social Awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
Relationship Skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.
Responsible Decision Making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others
(CASEL, 2019).
Program Learning Outcomes: Linked directly to the Secretary of Labor’s SCAN Skills for young people to succeed in the world of work.
Belief in own self-worth and maintain positive view of self.
Assess self accurately, set personal goals, monitor progress, and exhibit self-control.
Receive, attend to, interpret, and respond to verbal messages and other cues.
Use efficient learning techniques to acquire and apply new knowledge and skills.
Demonstrate understanding, friendliness, adaptability and empathy.
Exert a high level of effort and persevere towards goal attainment.
Student Learning Outcomes Met by Course:
I can establish and maintain healthy and rewarding relationships with diverse individuals and groups.
I can be safe with others at their school and in the community.
I can assess my personal strengths and limitations and possess a well-grounded sense of confidence and optimism.
I can accurately recognize my emotions and thoughts and their influence on behavior.
I can regulate my emotions, thoughts, and behaviors effectively in different situations.
I can develop a growing sense of independence and self-advocacy.
I can understand and recognize social and ethical norms for behavior.
I can identify family, school, and community resource supports.
Coursework Roadmap with Topics & Objectives
Getting to Know Someone
I can greet and introduce myself to others.
I can initiate and maintain a conversation.
I can recognize and maintain personal boundaries of myself and others.
Safety at School
I can be safe at my school with peers and adults.
I can identify school support personnel and have knowledge of when and how to use them.
I understand how and where to get help when I need it.
Safety in the Community
I can learn whom my community helpers are & who is a safe adult.
I can access safety networks for myself and others in my community.
I can be safe in my community.
Self-Awareness: Personal identity and needs
I can recognize who I am and how I am feeling.
I can identify what I like and what I dislike.
Self-Awareness: Personal identity and needs
I can explore jobs, careers and leisure activities based on my personal interests.
I am aware of what I do well and what I can work on.
Self-Awareness: Emotions and feelings
I can recognize and label emotions and feelings.
I can describe my emotions and recognize what caused them.
Self-Awareness: Expressing feelings and emotions
I can identify my feelings and appropriately express them.
I can identify social, work and community situations and examples of how to express my feelings to others.
Self-Management: Managing emotions and feelings
I can identify ways to calm myself.
I can demonstrate constructive ways to deal with upsetting emotions.
Self-Management: Mindfulness
I can use self-monitoring strategies to regulate emotions
I can demonstrate breathing and self-calming strategies.
Self-Management: Personal space
I can recognize safe touch and personal space.
Self-Management: Transitions and Routines
I can accept transitions between routine activities.
I can engage in leisure activities with others.
Self-management: Self-Advocacy
I can advocate for myself, telling others what I want or need, & who I am.
I can demonstrate a sense of competence and independence.
Social Awareness: Feelings of others
I can predict how others are feeling based on their expressions and body language.
I can analyze how my behavior affects the feelings of others.
Social Awareness: Perceptions of others
I can understand and describe the impact of body language and facial expressions in communication.
I can analyze social situations and appropriate responses to those situations.
Social Awareness: Roles in the community
I can recognize how others in their school and community help me.
I can describe how my actions and behaviors affect my community.
Social Awareness: Different cultures and equality
I can describe how people are similar and different
I can identify contributions from various social and cultural groups.
I can analyze how different groups can help one another.
Social Awareness: Polite Manners & Social Etiquette
I can use manners to get along with others in my home school, job, & community
I can learn polite manners in different social situations
Social Awareness: Phone Conversations & Social Media
I can use good phone etiquette to have a conversation on the phone
I can learn internet and social media safety to protect my information online.
Outcomes are linked directly to the IB Middle Years Program (MYP) that encourages students to become creative, critical and reflective thinkers.
As a result of completing Literacy, students will be able to demonstrate the following competencies:
Teaching and learning in context: Students learn best when their learning experiences have context and are connected to their lives and the world that they have experienced.
Conceptual understanding: MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically.
Learning how to learn: Students will provide a foundation for success in further education and the world beyond the classroom.
Action and service: Students will participate in local and global communities.
Technology Expectations:
Students will participate in class using a Chromebook or Promethean board with guidance.
Students will not use cell phones during class unless it is for a teacher-directed purpose.
Required materials:
Notebook
Pencil
Chromebook (provided in classroom)
Classroom Procedures and Policies:
Attendance Policy: See school, district and state attendance policies
Class participation statement: Active participation is required during classroom sessions. Students must respond as able and in a respectful manner to classroom questions, classroom discussion, classroom activities and to peers.
Differentiated Instruction: Students are taught at their individual learning levels as indicated in their Individual Education Programs (IEPs)
Assessment
Student work
Teacher Observations
Grading Criteria:
Students are graded based on credit or no credit as indicated in their IEPs
Expectations:
Aim high
Never stop trying
Clean up your workspace
Hands and feet to yourself
Own your actions
Respect yourself, others and school property
Student Code of Conduct
All students are expected to adhere to the Southwest High School and Minneapolis District Citywide Discipline Policy, designed to promote a safe and respectful learning environment. For more information about your rights and responsibilities consult your Southwest Student Handbook
Academic Honesty: Plagiarism/Consequences
It is expected that members of this class will observe strict policies of academic honesty and will be respectful of each other. Members of this class are expected to complete their own work.
Distance Learning Safety Reminder
A safety reminder:
Using Google tools is just like any other learning environment.
All MPS policies related to bullying, cyberbullying, harassment, and the use of drugs, alcohol, or smoking apply to students and staff in this online setting. Remember to make good decisions and act appropriately as responsible community members. MPS will be monitoring chats and postings for inappropriate content and will be following up when needed.
Email, Call or Text
612-416-1162
Minneapolis Public Schools Policies
https://policy.mpls.k12.mn.us/
References:
Background on social and emotional learning (SEL): Social and emotional learning: A key to children’s success in school and life. (2007, December). Retrieved from http://www.casel.org/downloads/SEL&CASELbackground.pdf
CASEL GUIDE: Effective Social and Emotional Learning Program; Secondary Edition. (2015). Retrieved from http://www.casel.org/middle-and-high-school-edition-casel-guide/
Illinois learning standards: Social/emotional learning. (n.d.). Retrieved from Illinois State Board of Education website: http://www.isbe.state.il.us/ils/ social_emotional/standards.htm
Social and emotional learning (SEL) standards and benchmarks for Intermediate District 287. (2008, April). Retrieved from Intermediate District 287 website: http://www.int287.k12.mn.us/clientuploads/SEL/SELStandardsandBenchmarks3_31%20_10.pdf
Social and emotional learning (SEL) standards and benchmarks for the Anchorage School District. (n.d.). Retrieved from Anchorage School District website: http://www.asdk12.org/depts/SEL/media/SEL_Standards.pdf
Social Skills Continuum: Organization and Rationale. (2010, Sep). Retrieved Jfrom District 916 website: http://www.916schools.org/cms/lib/MN01001215/centricity/ domain/71/social_skills_continuum_9_22_10.pdf
This syllabus was developed by Tracy Richardson, Ph.D., MT-BC for graduate coursework, was adapted by Matt Hentges for Transition Plus Team One and further adapted for Southwest’s Anchor Program by Alison Nystrom