02/13/26

Thanks to our orientation students for their tremendous work and engagement at PAL this first block! The group has jelled nicely over the past three and it seems like a lifetime ago that we sat in our all school circle with them and their families and talked about what to expect with the PAL experience.

Next week will be a “no school” day on Monday with President’s Day. I hope you and your family get to enjoy the long weekend and continued “nice” weather until some much-needed moisture comes in. We very well may pay for it in June and July, but we have to make the best of what is a very strange winter weather pattern. When we return to school on Tuesday, we will have STAT time. Per usual, I’ll send a follow up email if you’re student should be in attendance at STAT for the usual 830am start time. If you do not receive an email from me than your student does not need to attend until 5^th period starts at 1130am.

Take care,

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

HHS + PAL Community Meeting

• Date: Thursday, February 19
• Location: HHS Little Theatre: Helena High School
  1300 Billings Avenue
  Helena, Montana 59601
• Time: 5:30-7:00 pm
• Information: You’re Invited! Come see designs and floor plans for the reimagined Helena High School campus, featuring a new Helena High School, new PAL, and District Athletics facilities. Open to the entire community. Presentation followed by Q&A.

 

Block 8 Course Descriptions

Ryan:  

Archery 

Emily and Ryan, having been recently certified as NASP (National Archery in Schools Program), PAL is 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 

Trekking and tracking Course description: 

We are taking the classroom outside! Students have the option to earn PE, English, science, & History credit in the cross curricular all-day class. We will be hiking Mount Helena, snow shoeing Macdonald pass and Mullen pass, and hoping for a few other adventures with search and rescue and a local avalanche expert. We will be looking for wildlife and their tracks while learning about the winter habitats and ecology necessary for animals to survive the winter. The goal is for all of us become master trackers. We will be reading the “High Altitude” chapter out of, “Surviving the Extremes,” a novel by Dr. Kenneth Kamler, the vice president of the Explorers Club, a surgeon, and an explorer. He has spent years discovering what happens to the human body in extreme environmental conditions. This book uses firsthand testimony and documented accounts to investigate the science of what humans go through and explains why people survive—and why they sometimes don’t.  

Science Standards 

• LS2.C design, evaluate, and refine a solution for reducing the direct and indirect impacts of human activities on the environment and biodiversity 
• LS4.C construct an explanation based on evidence for how natural selection leads to adaptation of populations over time 
• LS4-.C Construct an explanation based on evidence for how natural selection leads to adaptation of populations 

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 

English Standards 

• RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole  
• RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas 
• RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain 

Orientation Government 

Our newest students will get an introduction and overview of our American Government. They will be asked to answer the question “Is America the Greatest Nation,” while explaining and justifying their answers. This will culminate in e presentation to their peers. We also will engage in analysis of and conversation about daily headlines. Students need to bring their opinions and voices for this lively class!  

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.9-12.3 evaluate the impact of international agreements on contemporary world issues   
• SS.CG.9-12.4 apply civic virtues and democratic principles when working with others   
• SS.CG.9-12.5 evaluate how citizens and institutions address social and political problems at the local, state, tribal, national, and/or international levels   
• SS.CG.9-12.6 evaluate the American governmental system compared to international governmental systems   
• SS.CG.9-12.7 explain the foundations and complexity of sovereignty for federally recognized tribes in Montana   
• SS.CG.9-12.8 evaluate appropriate deliberative processes in multiple settings 

 

Michele:

Academy Mindfulness and Well-Being with Yoga4Classrooms (ENG/HE)

Building on the foundational skills introduced in Orientation Mindfulness, this course guides students in deepening their understanding and application of mindfulness practices through the Yoga4Classrooms approach. Students will move beyond basic awareness to explore how mindfulness can be integrated into daily routines, academic tasks, and personal decision-making.

Class sessions combine yoga-based movement, focused breathing techniques, meditation, and guided relaxation to strengthen both body and mind. Students will keep reflective journals, engage in thoughtful discussions, and evaluate how mindfulness influences focus, emotional regulation, and resilience. In doing so, they will develop practical strategies to manage stress, enhance concentration, and support personal well-being.

The course also emphasizes the role of mindfulness in creating supportive communities and healthy environments, encouraging students to consider its broader impact on relationships and collective learning spaces. All practices are designed to be accessible and inclusive, with no prior yoga experience required.

English Standards

Writing Standards: Text Types and Purposes

Writing Standards: Production and Distribution of Writing

Speaking and Listening Standards: Comprehension and Collaboration

Health Standards

Standard 1: Demonstrates competency in a variety of motor skills and movement patterns

• Students demonstrate proper alignment, balance, flexibility, and controlled movement through yoga sequences.
• Students safely perform breath-centered movement flows and guided relaxation techniques.
• Students refine postural control and body awareness through repeated practice.

Standard 2: Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance

• Students apply principles of breath regulation, alignment, and neuromuscular control to improve movement quality.
• Students analyze how mindful movement impacts stress response, heart rate, and overall physical performance.
• Students connect mind-body strategies to improved focus and academic engagement.

Standard 3: Demonstrates knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness

• Students develop individualized stress-management and self-regulation plans.
• Students assess how regular mindfulness and movement practices support cardiovascular health, flexibility, and muscular endurance.
• Students design routines that promote sustainable wellness habits.

Standard 4: Exhibits responsible personal and social behavior that respects self and others

• Students practice respectful participation, consent-based movement options, and inclusive language.
• Students demonstrate self-regulation, emotional awareness, and constructive peer interaction.
• Students contribute to a safe and supportive class environment.

Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction

• Students reflect on how mindfulness enhances emotional resilience and mental clarity.
• Students evaluate how yoga and mindfulness practices support lifelong wellness.
• Students identify the broader impact of mindful practices on relationships and community health.

Scrabble (ENG, MTH)

Who says you can’t mix English and strategy and make it fun?

This interdisciplinary class explores Scrabble as more than a word game. Students will strengthen vocabulary, spelling patterns, and word analysis skills while learning to think strategically about board positioning, scoring opportunities, and decision-making.

Through structured gameplay, reflection, and friendly competition, students will:

• Expand academic and content-area vocabulary
• Apply knowledge of roots, prefixes, and suffixes
• Strengthen spelling accuracy and word formation skills
• Analyze patterns in language to increase scoring potential
• Practice strategic thinking and collaborative discussion

Students will study how language works as a rule-governed system while developing logical reasoning and thoughtful gameplay strategies. The course emphasizes communication, respectful competition, and intellectual risk-taking.

1. Vocabulary Acquisition & Use

Students determine or clarify the meaning of unknown and multiple-meaning words using context clues, word parts (roots, prefixes, suffixes), and reference materials.

• Analyze high-scoring word formations using Greek/Latin roots
• Study morphological patterns that increase playable word options
• Apply academic vocabulary strategically in gameplay

2. Language Standards (Conventions & Knowledge of Language)

Students demonstrate command of standard English grammar, spelling patterns, and language conventions.

• Evaluate playable words based on accepted dictionary standards
• Analyze how spelling patterns impact scoring opportunities

3. Speaking & Listening

Students engage in collaborative discussions and articulate strategic reasoning.

• Defend gameplay decisions using evidence and reasoning
• Participate in tournament-style discussions and reflections

Mathematics Alignment

(Aligned to Montana High School Mathematics Standards)

1. Statistics & Probability

Students understand and evaluate random processes underlying probability models.

• Analyze tile distribution and calculate expected value
• Determine probability of drawing specific letters or combinations
• Model scoring projections based on remaining tiles
• Evaluate risk vs. reward in gameplay decisions

2. Mathematical Practices

Students:

• Make sense of problems and persevere in solving them
• Reason abstractly and quantitatively
• Construct viable arguments and critique the reasoning of others

Integrated Fitness: HIIT, Yoga & Mat Pilates (PE)

This physical education course engages high school students in a holistic fitness experience that integrates High-Intensity Interval Training (HIIT), yoga, and mat Pilates practices. Students will build movement skill competency and develop physical and social/emotional skills through collaboration with community partners—including instructors from Momentum Sports Conditioning, The Loft, Gentle Healing, The Studio, and The Core Collective.

Students will explore movement foundations, analyze fitness principles, and reflect on the role of physical activity in lifelong health. The course emphasizes proper technique, respectful behavior, and safe participation in diverse physical activities.

How This Course Meets Montana’s Physical Education Content Standards

Montana’s physical education standards require that students:

1. Demonstrate competency in a variety of motor skills and movement patterns
Students refine and demonstrate movement skills through progressive HIIT stations, yoga sequences, and Pilates techniques that emphasize balance, control, strength, and endurance.

2. Exhibit responsible personal and social behavior that respects self and others
Through guided practice and peer-feedback sessions, students demonstrate personal responsibility in warm-ups, cool-downs, safety techniques, respectful modifications for diverse needs, and cooperative group dynamics.

3. Recognize the value of physical activity for health, enjoyment, self-expression, and social interaction
Students reflect on how physical activities influence mental health, stress resilience, body awareness, and community connection. Guest instructors and group projects highlight physical activity as a means for social engagement and lifelong health promotion.

 

Marie: 

Personal Finance – Taxes:

Week 1 – What do taxes pay for

Week 2 – Required employment tax forms

Week 3 – Tax simulations

NATIONAL STANDARDS FOR BUSINESS EDUCATION

Economics & Personal Finance – Economics

III. Economic Institutions and Incentives

VII. The Role of Government

Economics & Personal Finance – Personal Finance

I. Personal Decision Making

III. Managing Finances and Budgeting

IV. Saving and Investing

V. Buying Good and Services

Achievement Standard: Analyze the role of government in economic systems, the role of government in the U.S. economy.

• Provide examples of how individuals pay for public goods and services • Define money and where it comes from

• Discuss why and how money is used in an economy • Differentiate between local, state, and federal tax receipts and expenditures

Montana 

Standard 1 Act as a responsible and contributing citizen and employee

(a) act as a responsible and contributing citizen and employee: (i) engage in positive, safe, legal, and ethical behavior; and (ii) model industry-identified, career-ready skills;

Standard 2 Apply appropriate academic and technical skills; (b) apply appropriate academic and technical skills: (i) compose clear and coherent documents and presentations appropriate to task, purpose, and audience; (ii) demonstrate knowledge of mathematical operations needed to succeed in a selected Career Pathway; (iii) apply appropriate scientific methods in qualitative and quantitative analysis in a selected Career Pathway;

Standard 3 Attend to personal health and financial well-being; (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; (iii) explain significance in achieving personal and business short- and long-term goals; and (iv) develop financial goals based on lifestyle expectations, education plans, and career

Careers – Google Docs/Yearbook

Students will be using Edutyping.com; Nitro Typing; and Google Docs – BE Publishing; to learning proper keyboarding skills, improve their confidence keyboarding, and keyboarding and editing in Google Docs. A focus on Accuracy, proofreading and jobs.

Students will learn to use the yearbook program offered through Entourage Yearbook Company. Students will learn to take, download, upload, and crop pictures.  Learning the principles of graphic design and layout, as well as integrating text onto the pages.

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

I. Impact on Society

II. Information Literacy

IV. Devices and Components

VI. Input Technologies

VII. Applications

XIV. Information Technology Planning and Acquisition

OR Careers – Exploration – English

Students will use information from their assessments class to research careers that match their interests, values, personality and learning styles.  They will complete a review of six possible jobs, prepare a PowerPoint on a career of their choice and write a short essay on their career option.

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

I. Strategic Career Planning

II. Career Exploration & Research

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

Consumer Economics – Sewing

Students will work with flannel making baby items such as burp cloths, receiving blankets, and bibs.

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.

 

Sage: 

Pre-Algebra (Block 8)

Pre-Algebra is a bridge between computational mathematics and Algebra.  This course will build a foundation of algebraic concepts using technology, manipulatives, problem solving, and cooperative learning.  We will focus on building logical thinking skills, estimation, and connections between math and everyday applications.  This course is designed to prepare students for Algebra I.

Montana State Standards: 8.MP.1, 8.MP.2, 8.MP.4, 8.MP.5, 8.MP.6, 8.MP.7, 8.MP.8

Algebra 1 Robins (Block 8)

In this Algebra 1 course students will be introduced to basic algebraic skills and provided the foundation for all subsequent math courses. Topics include, but are not limited to, properties of real numbers, relations, linear functions, graphing equations and inequalities. This course lays the foundation for mathematical literacy that will help students be successful in every subsequent course in mathematics.

Montana State Standards: HS.MP.1, HS.MP.2, HS.MP.3 HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7, HS.MP.8

Algebra 1 Eagles (Block 8)

Like Algebra 1 Robins, students will continue developing skills solving algebraic equations, inequalities, functions, and all their multiple representations. In this class, students will develop the ability to explore and solve real-world application problems, demonstrate the appropriate use of graphing calculators, and communicate mathematical ideas clearly.

Montana State Standards: HS.MP.1, HS.MP.2, HS.MP.3 HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7, HS.MP.8

Geometry (Block 8)

This course will cover various Geometry topics and principles, including coordinate and spatial geometry, introductory trigonometry, angles, parallel lines, congruent and similar triangles, polygons, circles, the Pythagorean Theorem, etc. We will also focus on problems that serve to review our Algebra skills and continue to develop critical thinking skills through various problem-solving and real-world situations.

Montana State Standards: HS.MP.1, HS.MP.2, HS.MP.3 HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7, HS.MP.8

Math Skills (Block 8)

Math Skills is intended to target those math skills that are the foundation of algebraic and geometric concepts.  Topics include, but are not limited to, fractions and proportions, time and money, interpreting data and graphical analysis.  Students explore through manipulatives, real world applications, and rich tasks that require building thinking skills and connecting mathematical ideas.

Montana State Science Standards: HS-PS2-1, HS-PS2-2, HS-PS2-3, HS-PS2-4

 

Emily T: 

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 artwork

Mandalas: The students will utilize a repeating pattern to create an original mandala. The focus of this class will be on repetitive pattern, symmetry, color families and fractions. This is a fun and creative way to earn either a PAL art or math credit. 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

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

Zentangles: Structured doodling at its best. The Zentangle Method™ is an easy to learn, fun and relaxing way to create beautiful images by drawing structured patterns. The students will focus on Elements and Principals of art including Line as well as Contrast and Balance. A soothing way to wrap up an ‘A’ day at PAL.  We will learn a variety of patterns and even create our own.  These patterns will be utilized in different designs.  Even if you don’t think in black and white, this Zen class will be an excellent fit for you.

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

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 

 

Heather: 

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.

Mental Health Conditions:

Students will learn about various mental health conditions. Then, students will choose a mental health condition they are interested in researching and create a PowerPoint for their peers on that mental health condition to present. The presentation will include the definition, symptoms, causes, treatment, famous people with the condition, a short video if appropriate, etc. Students will need their Chromebook fully charged each day for this class.

 Good Sams

Students will go to Good Samaritan in Helena and learn how it operates. Students will have the opportunity to learn how donations are taken in and how they are sorted and displayed appropriately. Students will learn about donations and the environmental impact of items such as clothing. Students will learn about the community impact Good Samaritan’s has in Helena. A street outreach support member will discuss with students how Good Samaritan in Helena works in conjunction with unhoused (homeless) members of our community. Students will have the opportunity to help with donation intake and put things directly onto the floor such as hanging clothes.

VR – This class uses TRANSFR VR to prepare students for success in both postsecondary education and the modern workforce. Students will gain hands-on experience in simulated career environments that mirror real-world industries such as healthcare, advanced manufacturing, public safety, and skilled trades. By practicing technical tasks and workplace problem-solving in VR, students build confidence, transferable skills, and career awareness. In addition to industry-specific training, students strengthen essential employability skills including communication, teamwork, digital literacy, and adaptability. Students learn the steps/education needed to enter the areas of interest.

 

Emily P: 

PAL 101 & the TARPIT Deep Dive:

In the class the students will demonstrate a mastery understanding of TARPIT and what it takes to be a successful student at PAL (and life!). Students will be taking a few trips out into the community (including a trip to God’s love), they will write a TARPIT essay, they will determine what they need to do and from the PAL staff to be successful at PAL, and write gratitude letters to former teachers.

Standards

ELA

W.9-10.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Health Enhancement

Analyze the interrelationships of physical, mental, emotional, family, and social health on personal health

Compare and contrast ways to advocate for safe and healthy school and community environments to promote personal health;

Discuss how to ask for and offer assistance to enhance the health and safety of self and others;

Examine barriers that can hinder safe and healthy decision making;

Analyze the role of individual responsibility for enhancing health;

 

Sam: 

Memoir Writing 

We will explore memoirs as students zero in on a specific memory and the person, place, object, or animal that it revolves around. Students will study, write, and edit a thorough memoir of their own.

Outcomes/Objectives: Teaching students to write effective memoirs gives them an opportunity to build on their own memories as they learn to paint pictures with words.  This is an incredibly personal writing experience and students really strive to grasp the power of language to properly express themselves.  I have found this assignment to be a valid and constructive way for students to get comfortable with writing in general.

Standards: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

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.

OR English (Life Story)

Students will write a guided autobiography of their lives thus far and address projections of goals, dreams, and aspirations to come.

Outcomes/Objectives: To write analytically about one’s life and the lessons learned regarding the processing of both negative and positive influences.  Also, evaluate life plans in consideration of personal and career decisions to come.

Standards: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

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.

Brooke: 

Group:

“Group” class will help students explore the intersection of self-perception and social identity through a series of reflective exercises aligned with Montana’s SEL standards for self-awareness and interpersonal communication. Students begin with an “About Me” presentation to establish their public identity, followed by the “Bridge of Perspective” activity where they analyze the traits they project versus the internal emotions they experience. The class concludes with “The Landscape Within,” a creative project that uses artistic expression and guided prompts to help students process their current mental state and identify future goals. By participating in these activities, students develop empathy, strengthen their emotional vocabulary, and build the “social muscle” necessary for authentic connection.

Sheila:

Introduction to 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

SS.H.9-12.1, SS.H.9-12.7, SS.H.9-12.9

Latin and Mythology – Echo and Narcissus and King Midas

Students will read scaffolded versions of the Echo and Narcissus myth and the King Midas Myth. This course will use podcasts, technology, and cooperative learning. Students will focus on building thinking skills and comparing ancient stories to modern stories. Students will connect Latin roots to English words

SS.H.9-12.7, SS.H.9-12.8, SS.H.9-12.9

World Language Content Standards 2.1, 5.1, 7.1, 8.1