Oak Grove Curriculum Scope & Sequence

Social Emotional Learning-SEL (Grade 7)

Updated  11.9.15

Unit -Length

Unit / Skills

  • We are learning to…
  • Skill (standard)

Instructional Strategies

Resources

Assessments

  • Formative/Summative (F/S)

Tri 1

Two days

Empathy and Communication

We are learning to:

Working in Groups

  • Understand the relevance of Stepping In program to their lives
  • Identify skills that contribute to successful group work
  • Apply communication skills
  • Define empathy and apply empathy skills

  • Large Group activities/discussion
  • Small Group activities/discussion
  • Team building activities
  • Goal Setting

  • Second Step Program
  • YMCA Camp Duncan
  • Movie: Sandlot
  • Technology
  • Art supplies

  • Set personal goal (F)
  • Written student reflection (F)
  • Whole group verbal reflection (F)
  • Teacher observations (F)

Tri 1

3 days

(study hall)

Internet Safety

  • Large Group instruction
  • technology
  • Teacher observations(F)

Tri 1

Fall SIP day,  Red Ribbon Week,  and Snow-

flake

program

Disagreeing Respectfully

  • Distinguish between disrespectful and respectful disagreement
  • Apply perspective-taking skills
  • Apply skills for communicating their own perspective effectively
  • Apply skills for giving constructive feedback

Negotiating and Compromising

  • Identify how to solve a problem using the Action Steps
  • Identify a problem from the perspective of those involved
  • Generate solutions to scenarios using strategies of negotiation and compromise (win-win strategies)
  • Apply the Action Steps to problem solving in given scenarios

Giving and Getting Support

  • Apply empathy skills
  • Understand when and how to give support by being an ally
  • Identify when and how to go to an adult for help and when to encourage friends to seek help from an adult
  • Apply assertive communication skills

  • Large Group activities/discussion
  • Small Group activities/discussion

     

  • Red Ribbon Activities
  • Snowflake
  • School Allies (social worker, principal, nurse, aides, lunch ladies, secretaries)
  • Technology

  • Written student reflection (F)
  • Whole group verbal reflection (F)
  • Teacher observations (F)

Tri 2

Winter SIP day + three weeks

Bullying Prevention

Responding to Bullying

  • Recognize and define bullying and bystander behaviors
  • Empathize with people who are bullied
  • Identify strategies to deal with bullying and help others who are bullied
  • Understand how a bystander can be part of the problem or part of the solution

Cyber Bullying

  • Recognize that technology is sometimes used for bullying
  • Understand ways they can be “part of the solution” to cyber bullying
  • Understand strategies for dealing with cyberbullying

Sexual Harassment

  • Recognize and define sexual harassment
  • Differentiate between flirting or joking and sexual harassment
  • Apply assertiveness skills to refuse sexual harassment
  • Understand their school’s sexual harassment policy and legal implications
  • Large group activities/discussion
  • Small group activities/discussion

  • Second Step Program

  • Written student reflection (F)
  • Teacher observation (F)

Tri 2

3 weeks

Review Working in Groups/Giving and Getting Support/Service Learning

  • Large group activities/discussion
  • Small group activities/discussion

  • PADS of Lake County
  • Linus Project speaker
  • Art supplies
  • Outside speakers
  • Technology

  • Teacher observations(F)

Tri 3

One SIP

Emotion Management

Understanding Anger

  • Understand that out-of-control anger can result in destructive outcomes
  • Understand what happens to their brains and bodies when they experience strong emotions
  • Recognize the physical and mental signs that lead to strong emotions
  • Understand what happens to their brains and bodies when they experience strong emotions
  • Recognize the physical and mental signs that lead to strong emotions
  • Identify and apply strategies for staying in control of their emotions

Staying in Control

  • Understand why it is important to check their assumptions
  • Understand and apply calming-down strategies
  • Apply the Think Twice Step for checking assumptions
  • Apply the Steps for Staying in Control for managing emotions

Coping with Stress

  • Understand the coping means consciously doing something positive to handle stress
  • Understand that avoiding dealing with stress can make feelings worse
  • Understand how positive self-talk can change your attitude
  • Identify coping strategies (calming down, getting support, taking action)
  • Large group activities/discussion
  • Small group activities/discussion
  • Team building activities
  • Second Step Program
  • Robert Crown Learning Center
  • Write student reflection (F)
  • Whole group verbal reflection (F)
  • Worksheet packet (Science behind the Drugs)
  • Teacher observation (F)

Tri 3

3 days

Substance Abuse Prevention

Myths and Facts

  • Identify basic facts about how their brains and bodies are affected by substance abuse
  • Identify how substance abuse can negatively affect their lives
  • Distinguish myths from facts about substances and substance abuse

Norms and Attitudes

  • Recognize that the majority of people their age do not use substances

-Clarify their attitudes about alcohol and other drug abuse

-Generate a personal commitment not to use alcohol and other drugs for the next year

Making Good Decisions

-Apply the Action Steps to making decisions about avoiding substance abuse

-Understand how friends can support each other to remain substance-free

  • Stress relieving activities (coloring, breathing, meditating, music, journaling)

  • YMCA Camp Duncan
  • Technology
  • Movie Hoosiers

  • Teacher observations (F)
  • Student reflections (F)