12/20/24

I hope you enjoy the holiday season and time with friends and family. We are near the halfway point in the school year, and it is great to think about our own growth as people, professionals or students. The beneficial part of PAL is that we get to see that growth in our students each day and especially from the time they first join us to their final block of school.

We had many unique and fun events this past week for our students highlighted by two at the end of the week. On Thursday, as part of the escape room class, the students worked through different advisor room escape rooms to solve the riddles and puzzles created by the class. It was a fun experience and class, even though there was some apprehension with not knowing how it would turn out, but the kids who organized the escape rooms did a wonderful job and the students participating in trying to solve them enjoyed the experience. Thanks to Michele and Brooke for spearheading the class experience. Then, earlier today, our students and staff participated in the gifts of appreciation exchange. Names were drawn from a hat and whomever the writer selected would share positive aspects and traits of that person. Another one of the many opportunities for recognition our students get to see and take part of. Thank you, Marie, for creating the cards and organizing the event.

Again, I want to wish you a happy and healthy holiday season. We are looking forward to seeing you and your student again on January 6^th!

Sincerely,

Matt Carey

mcarey1@helenaschools.org

406-324-1632

From the Desk of the School Nurse: Healthy Montana Kids Medicaid (HMK) Re-Determination After the “Un-Wind”

During the Covid-19 public health emergency, the Montana Medicaid office did not process redeterminations to see if members still qualify.  After April, 23’, HMK started the process of determining whether enrollees still qualified.  This process is called “Medicaid unwinding”.

According to an article in the Daily Montanan, based on statistics provided by DPHHS, almost half of the Montanans who lost coverage were children.  This has disrupted medical care for these students, until coverage can be redetermined and started again.

If your children have lost their HMK coverage due to this process, there is assistance!

Please call CoverMontana at (844) 682-6837 or go to https://covermt.org/

What is CoverMontana?  CoverMontana is a nonprofit program of the Primary Care Association.  The purpose is to connect Montanans who have questions about enrolling in health insurance options with a local enrollment navigator who can answer questions and assist the family.

Helena has two Federally Qualified Health Centers that can meet your family’s health needs:

PureView Health Center

https://pureviewhealthcenter.org/about-and-history

“PureView Health Center is a Federally Qualified Healthcare Center (FQHC) with clinics in Helena and Lincoln, Montana”

1930 9TH Ave, Helena, MT 59601 Phone: 406-457-0000 Fax 406-500-2130

Sliding Fee Discount Program Available

Helena Indian Alliance

501 Euclid Ave.

Helena Montana, 59601

406-449-5796; 406-442-9244

For families without medical insurance, a sliding fee scale, based on income, is available

https://www.hia-mt.org/

“We are a Federally Qualified Health Center providing primary care, mental health services and youth programs for the entire Helena Community” are a Federally Qualified Health  Center providing primary

Helena Public Schools serves breakfast and lunch in our school buildings.  To apply for a free and reduced lunch program, please visit:

https://helenaschools.org/departments/food-services/

To find out how to apply for SNAP (Supplemental Nutrition Support Program) or other assistance benefits:  please call the Montana Public Assistance Helpline at 1-888-706-1535, apply online at www.apply.mt.gov, or contact a local assistance office.

For more information about the Medicaid Unwinding process:

https://dphhs.mt.gov/assets/MedicaidPHEFinalDataReport.pdf

https://www.mtpca.org/medicaid-unwind/#:~:text=This%20process%20is%20often%20referred%20to%20as%20the,a%20different%20group%20will%20start%20the%20renewal%20process.

https://dailymontanan.com/2023/10/06/montana-data-shows-44-who-lost-coverage-in-medicaid-unwinding-were-kids/

https://dailymontanan.com/wp-content/uploads/2023/10/Medicaid-Disenrollment-Statistics-IBCB.pdf

For more information about CoverMontana:

https://covermt.org/

For questions about these services, please contact Shannon McNamee, RN, School Nurse at Capital High School, smcnamee@helenaschools.org.

Block 6 Course Descriptions

Ryan:

Archery 

Emily and Ryan, having been recently certified as NASP (National Archery in Schools Program), are proud to offer an archery class! NASP is an in-school program aimed at improving educational performance among students in grades 4 – 12. Students learn focus, self-control, discipline, patience, and the life lessons required to be successful in the classroom and in life. Students in this class will be traveling to Montana Wild to use their indoor range. 

Health Standards 

• Develop a plan to attain a personal health goal that addresses strengths, needs, and risks 
• Assess personal health practices and overall health status 
• Implement strategies and monitor progress in achieving a personal health goal  
• Formulate an effective long-term personal health plan  
• Discuss ways to advocate for a variety of healthy practices and behaviors that will maintain or improve the health of self and others 
• Analyze the role of individual responsibility for enhancing health 
• Advocate for behaviors and practices that will support others in making positive health choices 
• Work cooperatively as an advocate for improving personal, family, and community health 

PE Standards 

• Refine activity-specific movement skills in one or more lifetime activities  
• Exhibit competency in two or more specialized skills in health-related fitness activities 
• Identify and discuss the historical and cultural roles of games, sports, and dance, including those of traditional and contemporary American Indian cultures 
• Analyze the impact of life choices, economics, motivation, and accessibility on maintaining physical activity in college or career settings 
• Create a plan, train for and participates in a community event with a focus on physical activity, including those of American Indian cultural traditions 
• Analyze the health benefits of a self-selected physical activity 

Congress 

The purpose of this class is to introduce students to the structure of Congress and its legislative process. Students will begin to understand the roles played by the Democratic and Republican parties, congressional leaders, committees and other groups to which members of Congress belong, as well as the formal process of lawmaking and differences between the House and Senate. This class includes an introduction to the legislative process, Article I of the US Constitution and current events galore! 

US Government Standards 

• SS.CG.9-12.1 analyze and evaluate the ideas and principles contained in the foundational documents of the United States, and explain how they establish a system of government that has powers, responsibilities, and limits  
• SS.CG.9-12.2 analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of domestic and international relationships 
• SS.CG.9-12.6 evaluate the American governmental system compared to international governmental systems 
• SS.CG.9-12.8 evaluate appropriate deliberative processes in multiple settings SS.CG.9-12.9 evaluate government procedures for making decisions at the local, state, national, tribal, and international levels 

History Standards 

• SS.H.6-8.1 explore complex civilizations, and identify elements of change and continuity across historical eras in Montana, the Americas, and world history  
• SS.H.6-8.2 analyze how the historical events relate to one another and are shaped by historical context, including societies in the Americas  
• SS.H.6-8.3 analyze how, since European contact, historical events and policies have mutually impacted American Indian and European societies 
• SS.H.6-8.6 understand that there are multiple perspectives and interpretations of historical events  
• SS.H.6-8.7 analyze how people’s perspectives shaped the historical narratives they created  
• SS.H.6-8.8 identify limitations and biases in primary and secondary sources, specifically regarding misinformation and stereotypes  
• SS.H.6-8.9 understand that the questions people ask shape the conclusions they reach 

World Affairs 

Since 2005, Academic WorldQuest (AWQ) has provided over 4,000 Montana students with an immersive global experience and the opportunity to engage in a wide range of interactive, international education programs. The Montana AWQ program is widely recognized as one of the nation’s best: being the largest in the country, the only multi-day conference, and completely free to all schools- offering scholarships to schools to help cover the cost of transportation, lodging, and substitute teachers.  Over the coming months, students in this class will be working through the expansive study guide, looking at daily current events and prepping for the conference and competition this coming March in Missoula! 

Social Studies Standards 

• SS.G.6-8.2 identify the location of places and regions in the world and understand their physical, political, and cultural characteristics  
• SS.G.6-8.3 analyze maps and charts from a specific time period to understand an issue or event  
• SS.G.6-8.4 explain how the environment and geographic features have affected people and how people have affected the environment throughout Montana, the United States, and the world 
• SS.G.6-8.5 explain the role and impact of spatial patterns of settlement and movement in shaping societies and cultures, including Indigenous cultures  
• SS.G.6-8.6 identify how the historical and contemporary movement of people, goods, and ideas from one area can impact change, conflict, and cooperation in other areas  
• SS.G.6-8.7 identify the cultural roots of major world regions 

History Standards 

• SS.H.6-8.1 explore complex civilizations, and identify elements of change and continuity across historical eras in Montana, the Americas, and world history  
• SS.H.6-8.2 analyze how the historical events relate to one another and are shaped by historical context, including societies in the Americas  
• SS.H.6-8.3 analyze how, since European contact, historical events and policies have mutually impacted American Indian and European societies 
• SS.H.6-8.6 understand that there are multiple perspectives and interpretations of historical events  
• SS.H.6-8.7 analyze how people’s perspectives shaped the historical narratives they created  
• SS.H.6-8.8 identify limitations and biases in primary and secondary sources, specifically regarding misinformation and stereotypes  
• SS.H.6-8.9 understand that the questions people ask shape the conclusions they reach 

US Government Standards 

• SS.CG.6-8.1 explain a variety of forms of government from the past or present 
• SS.CG.6-8.6 demonstrate that the United States government includes concepts of both a democracy and a republic  
• SS.CG.6-8.7 employ strategies for civic involvement that address a state or local, or national issues 

Michele:

Bal-A-Vis-X & Sherman Alexie’s Absolute True Diary of a Part-Time Indian

Bal-A-Vis-X stands for Balance, Auditory, Visual, eXercises that cross the midline. Midline crossing tasks help strengthen the neural connections between the two hemispheres of the brain. This enhanced connectivity is crucial for various cognitive functions, including problem-solving, reading, writing, and math skills. After practicing Bal-A-Vis-X exercises for half of the class, students will practice reading aloud the novel, a coming of age story of growing up and life living on a reservation. 

CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. 

 SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

PE 1.1 a. Refine activity-specific movement skills in one or more lifetime activities.

Healthy Relationships:

This class collaborates with Eric Parsons from The Friendship Center to learn and discuss healthy relationships, types of abuse, power and control, the cycle of violence, myths, supporting survivors, and how these issues also affect the LBGTQ+ population. 

HE 1.2 a. Analyze the interrelationships of physical, mental, emotional, family, and social health on personal health, including those of American Indian cultures and practices

HE 2.1 b. Explain how the perception of societal norms influences healthy and unhealthy behaviors, including those of American Indian cultures and practices.

SL. 11-12.1 Initiate and participate effectively in a range of collaborative and culturally diverse discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11– 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL. 11-12.1.b Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Marie:

OR Careers – PowerPoint

Students will create a PowerPoint presentation that compiles classes taken and materials learned during their first quarter at PAL.  They will present their PowerPoint at the end of the block.

Self-Assessment – Achievement Standard:

Apply knowledge gained through individual assessment to develop a comprehensive set of goals and an individual career plan.

• List positive characteristics about yourself; • Identify personal likes and dislikes; personal, physical and mental characteristics; and individual talents and interests; • Correlate personal, physical, and mental characteristics with the requirements of various career opportunities; • Complete a variety of standardized interest and career assessments

• Compare personal skills and aptitudes with various career options; • Assess and analyze personal talents and interests to future careers; • Determine attitudes needed for career success

NATIONAL STANDARDS FOR BUSINESS EDUCATION

Career Development

III. Career Readiness Expectations

Communication

II. Interpersonal Skills

V. Employment Communication

Economics & Personal Finance – Personal Finance

I. Personal Decision Making

Management

IV. Personal Management Skills

VI. Human Resource Management

Written Communication – Achievement Standard:

Prepare clear, complete, concise, correct, and courteous written messages for personal and professional uses.

• Communication competencies such as reading and comprehending written communications and information

• Use correct spelling, grammar, word, and number usage, punctuation and formatting

• Adapt language and style for specific audiences

• Proofread business documents to ensure that they are clear, correct, concise, complete, consistent, and courteous

• Identify factors affecting the readability of text

NATIONAL STANDARDS FOR BUSINESS EDUCATION

Communication

I. Foundations of Communication

III. Written Communication

V. Employment Communication

Information Technology

VI. Input Technologies

VIII. Digital Media

Management

IV. Personal Management Skills

Personal Finance – Sports Betting/Crypto Currency

Resource Material: NGPF.org

Students will learn about responsible use of money.  The hype/accessibility behind sports betting. What is cryptocurrency, the risk and reward.  They will learn ways to prioritize their wants and needs, as well as saving money.

NATIONAL STANDARDS FOR BUSINESS EDUCATION

Economics & Personal Finance – Personal Finance

I. Personal Decision Making

III. Managing Finances and Budgeting

II. Earning and Reporting

VI. Banking and Financial Institutions

VIII. Protecting Against Risk

Information Technology

III. Digital Citizenship

Achievement Standard:

Develop and evaluate a spending/savings plan.

• Use financial concepts and tools to make personal decisions regarding spending.

• Define financial planning

• Describe the benefits of financial planning

• Understand the components of a spending plan

• Review how financial goals can be met by using a spending plan

• Analyze the spending plan process

• Create a spending plan

Consumer Economics –Soups and Muffins

Students will learn to make a soup base for a variety of soups and stews. Students will also explore savory muffins to serve with soups.

Montana State Standards CTE.9-12 (c) attend to personal health and financial well-being:

(i) evaluate validity of health and financial information, products, and services;

(ii) analyze financial practices including budgeting, banking, savings, investments

Careers – Keyboarding through Google Docs

Students will be using Edutyping.com; Nitrotyping; and Google Docs – BE Publishing; to learning proper keyboarding skills, improve their confidence keyboarding, and keyboarding and editing in Google Docs.

Keyboarding or Input Technology

Achievement Standard:

Use various input technologies to enter and manipulate information appropriately including but not limited

keyboarding and mouse.

Objectives

• Develop touch keyboarding techniques; • Develop touch keyboarding skills at acceptable speed and

accuracy levels of 30 wpm with five (5) or fewer errors; • Proofread and edit copy for accuracy, content, correct

grammar, spelling, and punctuation; • Use pointing devices such as the mouse

NATIONAL STANDARDS FOR BUSINESS EDUCATION

Communication

I. Foundations of Communication

III. Written Communication

Information Technology

VI. Input Technologies

Consumer Economics – Sewing

Students will learn to make a pillow case.

Montana State Standards CTE.9-12 (c) attend to personal health and financial well-being: 

(i) evaluate validity of health and financial information, products, and services; 

(ii) analyze financial practices including budgeting, banking, savings, investments 

Nate:

Game Theory (OR Math)

The class will focus on game strategy in a variety of different common games.   We will use math to analyze different game play techniques to formulate the best strategy for the game play.  The main mathematical content will be percentages, probability, and developing higher order thinking skills.

HS.MP.4. Model with mathematics. HS.MP.3. Construct viable arguments and critique the reasoning of others HS.MP.1. Make sense of problems and persevere in solving them

Construction Math

In this course we will be designing plans and building projects.  We will also be volunteering with Habitat for Humanity to help with their building projects.   Students will have to measure, construct, and paint the projects with precision.  They will be required to have an accurate supply list and calculate the production costs.

HS.MP.6. Attend to precision. HS.MP.5. Use appropriate tools strategically. HS.MP.4. Model with mathematics. HS.MP.1. Make sense of problems and persevere in solving them

Math at the movies

This is a class where we will watch several block buster films that have major mathematical elements in the plot. Many popular films have statistic and physics based plots that the class will develop a basic understanding of how it was applied in the film.

HS.MP.1. Make sense of problems and persevere in solving them. HS.MP.2. Reason abstractly and quantitatively. HS.MP.7. Look for and make use of structure

Emily T:

Softies: Students will be challenged in this three-dimension class creating a small-scale stuffed creature.  We will utilize recycled materials such as lone socks and random buttons. Product design, hand sewing, and creativity will be the focus of this very fun offering.

Each student will:

VA1. develop plans for creating art and design works using various materials and methods from traditional and contemporary practices

VA2. create art or design projects in response to contemporary issues that demonstrate an awareness of ethical implications of making and distributing creative works

VA3. complete artworks or designs incorporating relevant criteria as well as personal artistic vision

 VA4. curate artifacts and artworks for presentation and preservation

VA5. apply appropriate methods or processes to display artwork in a specific place

VA7. evaluate the effectiveness of an artwork as perceived by a variety of audiences

VA8. defend an interpretation of an artwork or collections of artworks

VA9. analyze a collection of artwork based on sets of criteria

VA10. incorporate knowledge of personal, social, cultural, and historical life to create artworks

VA11. compare uses of art in a variety of personal, societal, cultural, and historical contexts.

Tote Bags: Students in this class will be utilizing a cotton tote bag as their canvas.  A variety of art medium and skills with be available such as screen printing, batik, tie dye, and fabric markers.  Truly a class to express their creativity and complete a project that can be used for years to come. We will show off our creations in a mini fashion show at the end of the block.

Each student will:

VA1. develop plans for creating art and design works using various materials and methods from traditional and contemporary practices

VA3. complete artworks or designs incorporating relevant criteria as well as personal artistic vision

VA5. apply appropriate methods or processes to display artwork in a specific place

VA7. evaluate the effectiveness of an artwork as perceived by a variety of audiences

VA8. defend an interpretation of an artwork or collections of artworks

VA9. analyze a collection of artwork based on sets of criteria

VA10. incorporate knowledge of personal, social, cultural, and historical life to create artworks

VA11. compare uses of art in a variety of personal, societal, cultural, and historical contexts.

OR Art: students will continue with self-discovery through artmaking.  This block will focus on occupied and unoccupied space as well as color connections and symbolism.   Self-assessment and group critique and discussion are vital components of this class.

Each student will:

VA1. develop plans for creating art and design works using various materials and methods from traditional and contemporary practices                                                                                           

VA3. complete artworks or designs incorporating relevant criteria as well as personal artistic vision

VA5. apply appropriate methods or processes to display artwork in a specific place

VA7. evaluate the effectiveness of an artwork as perceived by a variety of audiences

VA8. defend an interpretation of an artwork or collections of artworks

VA10. incorporate knowledge of personal, social, cultural, and historical life to create artworks

Isaiah:

Cold War – Students will be learning about the events leading up to the Cold War and the tensions between the United States and the Soviet Union. They will be learning about the influences that the Cold War had on the US in its society and entertainment and look into how close the two superpowers were to engaging in Nuclear War. 

SS.H.9-12.2 – analyze change and continuity in historical eras in US and world history

SS.H.9-12.7 – analyze how historical, cultural, social, political, ideological, and economic contexts shape people’s perspectives

SS.H.9-12.8 – analyze the ways in which the perspectives of those writing history shaped the history they produced

American Revolution – Students will be studying the birth of the United States, how the United States became a country and the steps that were taken to separate from England. This class will also be covering the effect that the American Revolution and creation of the United States had on the Native Americans who were living on the East Coast in the 18^th Century. 

SS.H.9-12.2 – analyze change and continuity in historical eras in US and world history

SS.H.9-12.7 – analyze how historical, cultural, social, political, ideological, and economic contexts shape people’s perspectives

SS.H.9-12.8 – analyze the ways in which the perspectives of those writing history shaped the history they produced

Organized Crime – Students will be studying the Mafia and the Yakuza as well as other organized crime syndicates and learning about their activities and involvement in the world. From early origins to contemporary events, we will be studying just how involved organized crime groups are in our daily lives. 

SS.H.9-12.2 – analyze change and continuity in historical eras in US and world history

SS.H.9-12.1 – analyze how unique circumstances of time, place, and historical contexts shape individuals’ lives

Emily P:

Cell Bio Course Description:

In our cell bio unit students will be identifying the structures and functions of parts in prokaryotic and eukaryotic cells. Students will build a model of a cell with detailed parts and develop analogous parts of a factory or some other systems, with the goal of understanding how cell structures enable a cell to carry out basic life processes. Students will investigate the role of various specialized cells in the human body. Students will identify how a cell transports materials across the cell membrane and draw a model of osmosis across a cell membrane. Students will be using microscopes to identify the cell wall, membrane and nucleus.

LS1.A construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

LS1.Aplan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis

LS1.B construct an explanation using evidence from multiple sources to describe the role of cellular division and differentiation in producing and maintaining complex organisms

Human Systems Course Description:

These classes cover most of unit 8 (chapters 30-34) in the biology textbook. Students investigate the following human systems: digestive, excretory, nervous, skeletal, muscular, integumentary, circulatory, respiratory, endocrine, and reproductive systems. The focus of this class is to understand the human body is a complex system and the coordinated functions of its many structures support life processes and maintain homeostasis.

Science Standards:

HS-LS1-2 develop and use a model to illustrate the organizational structure of interacting systems that provide specific functions within multicellular organisms.

HS-LS1-3 plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Health standard:

9. Analyze human body systems, their function and their interrelationship with one another;

Yoga Course Description:

The class will be doing various forms of yoga in this class. We will utilize the common space and on occasion a yoga studio in downtown Helena.

PE Standards

1. Refine activity-specific movement skills in one or more lifetime activities

14. Evaluate the importance of stretching and flexibility in lifetime activities

23. Apply best practices for participating safely in physical activity, exercise, and dance

24. Analyze the health benefits of a self-selected physical activity

25. Choose an appropriate level of challenge to experience success while participating in a self selected physical activity

HE Standards

7. Propose ways to reduce or prevent injuries and health problems;

23. Determine the accessibility of products and services that enhance health;

27. Use strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others;

35. Develop a plan to attain a personal health goal that addresses strengths, needs, and risks; 36. Assess personal health practices and overall health status; 35. Develop a plan to attain a personal health goal that addresses strengths, needs, and risks; 36. Assess personal health practices and overall health status;

Science Standards

develop and use a model to illustrate the organizational structure of interacting systems that provide specific functions within multicellular organisms. HS-LS1-2

plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS-LS1-3

Sam:

Senior Speech

This class will prepare PAL Seniors for the “Senior Speech” that culminates their “senior project.”

Outcomes/Objectives: Effectively and thoroughly deliver their “senior speech” while covering all intended criteria.

Standards: Evaluate a speaker’s or texts point of view, reasoning, and use of evidence and rhetoric, including culturally diverse contexts, identifying any fallacious reasoning or exaggerated or distorted evidence.

– Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) building on others’ ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Tea N’ Tea

In this class, we will explore the history and cultural impact of teas from around the globe while sampling and critiquing types of tea.  In addition to our study of tea, we will practice the art of discourse, listening: the careful and respectful exchange of ideas.

Outcomes/Objectives: to understand impact of tea on global trade and cultural exchange while appreciating the disparate and varied types of tea.  Also, our aim is to implement a setting where ideas and opinions flow freely and respectfully, where each will be heard and listened to.  Another goal is to tap into student expertise of a variety issues that their life experience has led them to know a lot about.

Standards: Students conduct inquiries that require analysis of documents. Students use multiple sources, including both primary and secondary sources.

-Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

-Compare and contrast findings presented in a text to those from other sources (including their own experiments, and knowledge derived culture), noting when the findings support or contradict previous explanations or accounts.

Guitar and its Players

This class will encompass a brief, but hopefully lasting, introduction to both the history of the guitar and its players as well as physically learning to play the guitar.

Outcomes/Objectives: To have a historical and cultural perspective on the guitar as an evolved musical instrument.  Appreciate and celebrate major influences both musically and technically.  Have some firsthand exposure through the practice of playing the guitar to connect with the instrument aesthetically and tangibly.

Standards: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) building on others’ ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

OR English (Speech Preparation)

This class will specifically prepare the OR class for their exit (PAL review style) speech.

Outcomes/Objectives: Students will gain confidence and basic techniques for giving a thorough speech as they exit from orientation and join the PAL academy.

Standards: Standards: Evaluate a speaker’s or texts point of view, reasoning, and use of evidence and rhetoric, including culturally diverse contexts, identifying any fallacious reasoning or exaggerated or distorted evidence.

Brooke:

See Michele’s course descriptions, Healthy Relationships