Good Afternoon,                                                                                                                           11/21/25 

I think it’s appropriate to include something Cat-Griz related in this week’s newsletter. I have been reflecting on a quote I recently heard from ex-MSU head football coach Jeff Choate. I even told everyone today at all school I had hoped to fit it into some kind of affirmation or commentary with other kids. I’m not sure the context but the message rings true in many aspects of life. He said, “In the short term, you get what you get. In the long term, you get what you deserve. If you quit, you get nothing”. What I love about that quote, as mentioned, is how it rings true in everything we do. From a school application standpoint, I see it being very simple. If you come to school, you’ll do and experience everything the day has to offer. If you stick with school you’ll graduate and receive all the praise that comes with it. If you quit, you lose the opportunity to better yourself though this entity we call PAL. Think about how those words could be used in your day and how to best take advantage of the moment to give yourself the life you deserve. 

Today was the start of a fun next few days before break. The chance to watch The Nutcracker performance was set up by Michele and we are very grateful that she connected us with this opportunity! Many of our students, and a few taking her class specifically, commented about the performance, music and ways to interpret the meaning behind the classic. Next week will be short with just Monday and Tuesday as school days. Tuesday being the PAL Thanksgiving celebration with our students, staff, school families and community partners. Again, senior students may bring a guest with them to the luncheon. If you have not yet RSVP’d, we’d love to have you. Please give us a call or email to ensure we have your name down for the meal. 

Go Cats, Go Griz, Go Saints, Go PAL! 

Matt Carey 

mcarey1@helenaschools.org 

406-324-1632 

F/R Application – Free and reduced priced school meals application 

My MealTime – check lunch balances, deposit money 

 

Block 4 Course Descriptions

Ryan: 

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

News n’ Views

Current events seem to come at us at breathtaking speed. With SO MUCH happening around us, all the time, it is important to take a step back, substantively analyze and question/discuss the headlines. Students will research stories to bring to the group and will be encouraged to use a variety of sources when engaged in research. This is a discussion-based class, so come ready with an opinion!

US History Standards

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

SS.H.9-12.2 analyze change and continuity in historical eras in US and world history SS.H.9-12.3 identify ways in which people and groups exercise agency in difficult historical, contemporary, and tribal contexts

SS.H.9-12.4 analyze multiple, and complex causal factors that have shaped major events in US and world history, including American Indian history

SS.H.9-12.5 explain events in relation to both their intended and unintended consequences, including governmental policies impacting American Indians

SS.H.9-12.6 distinguish between long-term causes and triggering events in developing a historical argument

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

SS.H.9-12.9 evaluate how historiography is influenced by perspective and available historical sources

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

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

Michele:

The Nutcracker

In this interdisciplinary unit, students trace The Nutcracker’s transformation from E.T.A. Hoffmann’s dark Romantic tale to Alexandre Dumas’s French retelling, to Tchaikovsky’s iconic ballet, and finally to Disney’s modern reimagining. Through reading, listening, viewing, discussion, and creative synthesis, students explore how stories evolve across time, culture, and medium. They will analyze tone, theme, symbolism, and cultural context while reflecting on how music, literature, and history shape artistic expression.

The course integrates historical and cultural analysis with literary interpretation and aesthetic appreciation—inviting students to experience The Nutcracker as both a historical artifact and a living artistic tradition.

English Standards

RL.11–12.2 — Determine two or more themes or central ideas of a text and analyze their development.

SL.11–12.4 — Present information, findings, and evidence clearly, concisely, and logically.

W.11–12.9 — Draw evidence from literary or informational texts to support analysis.

History Standards

SS.H.9–12.2 — Analyze change and continuity in historical eras in U.S. and world history.

SS.H.9–12.5 — Explain events in relation to their intended and unintended consequences.

 

Bal-A-Vis-X (ENG)

Course Description:

Bal-A-Vis-X (Balance, Auditory, Vision eXercises) is a dynamic program that integrates rhythm, movement, and focused attention to enhance cognitive and physical coordination. Using beanbags, racquetballs, and balance boards, participants engage in carefully structured sequences that develop visual tracking, auditory processing, and bilateral coordination. This method is especially effective in supporting students with reading challenges, ADHD, dyslexia, and other learning differences.

Bal-A-Vis-X strengthens foundational skills essential for reading success, including:

Visual Tracking: Exercises improve eye movement control, essential for following lines of text smoothly.

Auditory Processing: Rhythmic patterns enhance phonemic awareness and the ability to distinguish sounds in language.

Focus and Attention: The structured, repetitive nature of the exercises fosters concentration and mental stamina.

Cross-Lateral Movement: Engaging both hemispheres of the brain enhances comprehension and information retention.

By integrating movement, rhythm, and multisensory engagement, Bal-A-Vis-X serves as a valuable intervention tool that directly supports Montana’s ELA standards while making reading development more accessible and engaging for all learners.

English Language Arts (ELA) Standards

Bal-A-Vis-X helps by enhancing foundational reading skills through movement-based learning. The class supports the following key areas:

1. Foundational Reading Skills (K-5) – Print Concepts, Phonological Awareness, and Fluency

Standard RF.K-5.1-4: Develops print awareness, phonemic awareness, decoding skills, and reading fluency.

How Bal-A-Vis-X Supports This:

Rhythmic exercises improve phonemic awareness by reinforcing auditory processing and sound discrimination.

Eye-tracking exercises strengthen the ability to smoothly follow lines of text, aiding in reading fluency.

2. Speaking and Listening Skills (SL.K-12.1-6)

Standard SL.K-12.1: Engages students in collaborative conversations, active listening, and comprehension.

How Bal-A-Vis-X Supports This:

Encourages students to follow verbal instructions and respond rhythmically, reinforcing listening and comprehension skills.

Requires teamwork and communication, enhancing cooperative learning and verbal interaction.

3. Comprehension and Collaboration (RL & RI K-12.1-10)

Standard RL/RI K-12.1-3: Emphasizes the ability to ask and answer questions, determine key ideas, and make connections.

How Bal-A-Vis-X Supports This:

Strengthens working memory, attention, and sequencing skills, all essential for reading comprehension.

Engages the brain’s cross-lateral connections, aiding in information processing and retention.

4. Cognitive and Executive Function Development

Supports Higher-Order Thinking Skills (Analyzing, Evaluating, Creating)

How Bal-A-Vis-X Supports This:

Enhances focus, impulse control, and self-regulation—key executive functions that improve reading stamina and comprehension.

Reinforces the ability to track, decode, and process written language efficiently.

YMCA Water Safety & Swimming Class

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

PE 4.7 a. Apply best practices for participating safely in physical activity, exercise and dance

Marie: 

Did not submit

Sage: 

Did not submit

Emily T: 

Tablescapes and Centerpieces: This class will focus on design, specifically occupied and unoccupied space. The students will work collaboratively and individually to design and build table-top décor and centerpieces for PAL Thanksgiving. The remainder of the block will focus on how to write a thoughtful thank you note.   

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 

 

OR Art: an introduction to our art classes with a focus on self-discovery. Whether a student has had several art classes prior to this or none, this course is designed to make students comfortable in the PAL art classroom as well as provide an opportunity to let them tell their story through the creative process. 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 artw 

 

Heather: 

HIIT- HIIT stands for “High Intensity Interval Training.”  This class will focus on interval training that alternates very brief periods of intense exercise at maximum effort with periods of less intense exercise. The class will be structured with short bursts of strenuous activity which will be bodyweight exercises, followed by brief recovery periods. The goal of the physical activity is to elevate the heart rate in a healthy manner. The duration of each high-intensity interval generally ranges from 20 to 45 seconds, while recovery periods 10 to 30 seconds. Students will be working at the skill level and strenuous activity level that their bodies allow. All exercises can be modified to meet student needs.

Please wear athletic clothing and an extra change of clothing if you prefer. You need to have athletic shoes for this class for safety of the exercises as we will be on our feet for most of the activities due to the space we will be using (the commons).

Storytime- Students will be creating a book for grade school students (grades 2-4 will be target audience). Students will be writing and illustrating their books. A hard back, blank book will be provided to all students in class. Students will write and illustrate the book about a health topic with an overall lesson related to health. For example, a student may write a story about a kid who learns the importance of getting enough sleep after not doing well in school due to a lack of sleep. Another example would be about a student learning to eat nutritious food after not having enough energy to participate in basketball because he ate sugar all the time. The books need to be done in an organized and neat manner with a very clear health lesson for youth, since the books will be read to younger students at Central Elementary School. The teacher will be ensuring the books are appropriate to be read to students at the elementary school and that will count as part of your class grade.

Students can bring their own coloring pencils to make their books if they want. However, teacher does have coloring pencils to use.

FAD Diets- Students will learn what a fad diet is and choose a fad diet to research and do a presentation on. The fad diet presentation will cover the history of the diet, the cost of the diet, the food consumed during the diet, as well as other questions related to the diet. The presentation will be neat, organized, and with a target audience of teenagers/young adults. The topic can be sensitive to some due to the nature of the topic and diets being associated to eating disorders at times. Students will also be watching a couple documentaries about the food we eat and how over time recommendations on what humans should or should not eat continually change and how that impacts the coming and going of fad diets.

Students will need their Chromebook for this period to work on presentations.

 

Emily P: 

OR Science

Each student will be preparing a discrepant event to perform for 4th or 5th graders at the end of the block. A discrepant event is something that surprises, startles, puzzles, or astonishes the observer. Often, a discrepant event is one that does not appear to follow basic “rules of nature” and the outcome of a discrepant event is unexpected or contrary to what one would have predicted. The event throws the student “off balance” intellectually which most likely will motivate them to further investigate the science concept. This strategy is often used in science classes because most children feel the need to have questions answered, and there are many discrepant events that occur in the realm of scientific knowledge. This will promote problem-solving skills on the part of the student. The 4th grade children will be guided while finding a solution, using guided questions and prompts from the PAL students, and the 4th grader will discover the reason for the discrepant event. My students, in their role as teachers, will each become an expert on a different discrepant event, as well as learn from their fellow classmates about multiple science concepts.

Science Content Standards:

HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

HS-PS2-4 Use a mathematical representation of Newton’s Law of Gravitation and Coulomb’s Law to explain gravitational and electrostatic forces between objects.

BioEthics

In this course we will investigate various bioethics topics. Some of the topics covered in the past have been cloning, genetic screening, animal welfare, sustainable agriculture, organ transplantation and allocation, access to fresh water, and many more topics. Students will get to pick some of the topics. The primary goal will be to recognize the relationship between science, society, and ethical considerations. Students will practice and develop critical reasoning skills, especially the ability to justify an ethical position AND do so with a respectful dialogue among your peers with diverse perspectives.

LS2.C design, evaluate, and refine a solution for reducing the direct and indirect impacts of human activities on the environment and biodiversity and analyze scientific concepts

Genetics

In this class students review basic genetics concepts. This will include patterns of inheritance, predicting outcomes of genetic crosses, and how interactions between alleles, genes, and the environment affect an organism’s traits. Students will learn about patterns of human heredity and how genetics is used to study human inheritance. We will be investigating various genetic diseases and disorders. We will also learn about current methods of genetic engineering.

Science Standards:

HS-LS1-1 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.

HS-LS3-2 Make and defend a claim based on evidence from multiple sources that inheritable genetic variations may result from: 1. new genetic combinations through meiosis 2. viable errors occurring during replication 3. mutations caused by environmental factors

 

Sam: 

Reading on Your Own (R.O.O.)

          In this class students will establish a book of their choice and read it in class.  They will share a guided “book talk” with the class at the end of the block to evaluate their chosen book and generally critique the reading experience.    

Outcomes/Objectives: 

            Engage with a chosen book and hopefully ignite a love of reading as a form of information and entertainment.

Standards: 

            -Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

­­-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 influencers 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.

-Make strategic use of media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Film Study (1)

As a class we will watch, study, and analyze chosen works of cinema.  We will learn to act the film critic in both written and oral ways.

Outcomes/Objectives: Students understand that a film is a work of art. Students describe, interpret, and analyze a film’s visual design. They respond to and make informed judgments about film, deriving personal meaning from the work. They express their viewpoints through oral and/or written presentations.

Standards: 

-Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text

-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.

Vocabulary Expansion (Games and Activities)

The class will be guided through texts, activities, and games, with the intent of expanding student’s existing vocabularies.

Outcomes/Objectives: 

Through exploration of chosen texts and participating in word-centric activities and games, students will expand upon their understanding and use of words in their lexicon.

Standards: 

            -Learn to approach language as a matter of craft and informed choice among alternatives.

-Focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.

 

Brooke: 

Educated – In this class, students will read and discuss Educated by Tara Westover. Together, we’ll explore how family, education, and personal choices shape who we become. Students will share ideas in group discussions, write reflections, and connect Tara’s story to their own learning and life experiences.

Analyze how complex characters (e.g., those with multiple or conflicting motivations)

develop over the course of a text, including texts by and about American Indians; interact

with other characters; and advance the plot or develop the theme. (RL.9-10.3)

Determine a theme or central idea of a text, including those by and about American

Indians; analyze in detail its development over the course of the text, including how it

emerges and is shaped and refined by specific details; and provide an objective summary

of the text. (RL.9-10.2

Closet – This hands-on class helps students learn how to organize the student closet and make smart shopping choices of items needed to fill the closet. Students will clean and sort the clothing, make lists of what is needed, plan a budget, and shop wisely for new or used items.

Montana Health Standards:

22. Use resources from home, school, tribe, and community that provide valid health

information;

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

 

Sheila:

Latin – Family and Home

The Introduction to Latin course allows students to explore the Latin language at a very basic level. The class will read simple paragraphs about a family in Pompeii and the family’s home. This course will use technology, games, and cooperative learning. Students will focus on building thinking skills, comparing ancient Roman culture to modern culture, and utilizing Latin roots to build English vocabulary.

World Language Content Standards 2.1, 5.1, 7.1, 8.1

Latin and Latin Roots

The Gladiators in Ancient Rome allows students to explore what is historically accurate or inaccurate in movie depictions of gladiators. This course will use films, technology, and cooperative learning. Students will focus on building thinking skills and comparing ancient culture to modern culture.

SS.H.9-12.9, SS.H.9-12.11, SS.H.9-12.12, SS.H.9-12.13