This is our school: a place of knowledge, tolerance, respect and understanding. We welcome the people who want to be here, and we invite them to share in our unique learning community.
Matthew Carey
Principal
406-324-1632
mcarey1@helenaschools.org
Dara Kittelmann
Administrative Secretary
406-324-1630
dkittelmann@helenaschools.org
Fax: 406-324-1631
Pal Moments
In the classroom at PAL
Click to see student awards
PAL Field Trips and Experiences
Click to see more Pictures
Graduation
Date: June 5, 2026
Location: HMS
Time: 1:00 p.m.
03/06/26
We are going to have a tremendous opportunity for our students in the coming days I want to make you aware of for our students. A big “thank you” to our nurse Shannon McNamee and the staff at Pureview health for organizing a dental screening for our students coming up on March 19. You should have seen an alert with some more specific information from her, but the goal is to have all students screened and help establish regular care if it is needed as well as offer fluoride treatments to those who are interested. We have been fortunate enough to offer similar services in the past and I am grateful that these ways to help our students happen regularly at PAL outside of the classroom.
With the end of the week, we welcome STAT day next Monday. Like usual, you’ll see a second message should your student need to attend STAT time. Those who do not come to STAT will need to be at school at 1120am for the start of 2nd period. Our kids have benefited from this additional teacher support time and I hope this Monday is no different.
Exciting classes to look forward to with the new block include things like Helena Food Share with Brooke, with the class exploring the market and testing out their kitchens. Electrical with Sage where students will be working on some basic wiring tasks and Perseus with Sheila as they tackle all things Latin! Thanks to these tremendous staff members for continuing to offer engaging and exciting classes for our students.
Have a good weekend,
Matt Carey
406-324-1632
F/R Application – Free and reduced priced school meals application
My MealTime – check lunch balances, deposit money
Block 9 Course Descriptions
Ryan:
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
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
Special Topics
Special Topics in Social Studies is a flexible, inquiry-based course designed to explore selected historical and contemporary issues relevant to students, communities, and the wider world. Through the study of diverse themes such as civics, geography, economics, culture, current events, and historical analysis, students develop critical thinking, research, discussion, and evidence-based writing skills. Emphasis is placed on analyzing multiple perspectives, evaluating primary and secondary sources, and making connections between past and present events. Students engage in collaborative projects, discussions, and real-world problem solving to strengthen civic responsibility and informed participation in a democratic society while meeting Montana’s expectations for historical thinking, geographic reasoning, economic decision-making, and civic engagement.
US Government standards:
- 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
- SS.CG.9-12.9 evaluate government procedures for making decisions at the local, state, national, tribal, and international levels
- SS.CG.9-12.10 analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights
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
Geography Standards
- SS.G.9-12.1 use geospatial reasoning to create maps to display and explain the spatial patterns of cultural and environmental characteristics
- SS.G.9-12.2 use geographic data to analyze variations in the spatial patterns of cultural and environmental characteristics at multiple scales
- SS.G.9-12.3 use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics
- SS.G.9-12.4 analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them, including American Indians
Michele:
Bal-A-Vis-X (ENG, HP)
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.
Montana Physical Education Standards
Standard 1 – Motor Skills & Movement Patterns
Students demonstrate competency in advanced coordination, balance, object control, bilateral integration, rhythm, and precise movement sequencing.
Standard 2 – Movement Concepts & Principles
Students apply knowledge of spatial awareness, timing, force, and neuromuscular control to improve performance and efficiency.
Standard 3 – Health-Enhancing Physical Activity & Fitness
Students develop skill-related fitness components including balance, coordination, reaction time, agility, and muscular endurance.
Standard 4 – Personal & Social Responsibility
Students exhibit focus, perseverance, respectful communication, self-regulation, and effective collaboration in structured partner and group activities.
Standard 5 – Value of Physical Activity
Students recognize the cognitive, emotional, and physical benefits of coordinated movement and non-competitive physical activity.
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
YMCA Water Safety & Swimming Class (HP)
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:
Consumer Economics
Sewing, ironing and home care
Positive self-care
NATIONAL STANDARDS FOR BUSINESS EDUCATION
Economics & Personal Finance – Personal Finance; I. Personal Decision Making; III. Managing Finances and Budgeting
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
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
Personal Finance – Fraud
What is fraud, common schemes
Safe online shopping and protecting your identity
Fraud case studies
NATIONAL STANDARDS FOR BUSINESS EDUCATION
Economics & Personal Finance – Personal Finance; II. Earning and Reporting; VI. Banking and Financial Institutions; VII. Using Credit; VIII. Protecting Against Risk
Information Technology; III. Digital Citizenship
NATIONAL STANDARDS FOR BUSINESS EDUCATION
Economics & Personal Finance – Economics; III. Economic Institutions and Incentives; Economics & Personal Finance – Personal Finance; VI. Banking and Financial Institutions
VII. Using Credit
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
Communication. I. Foundations of Communication; III. Written Communication; V. Employment Communication
Information Technology VI. Input Technologies; VIII. Digital Media
Management IV. Personal Management Skills
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
Sage:
OR Math
OR Math focuses on strengthening strategic reasoning, quantitative analysis, and problem-solving skills through applied mathematical contexts. During this three-week block, students will explore patterns, evaluate outcomes, and make informed decisions using mathematical reasoning and modeling. Emphasis is placed on perseverance, precision, and effective communication as students justify strategies, analyze results, and refine their thinking in collaborative settings. This course supports flexible problem-solving skills essential for success across disciplines.
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 Games
Math Games emphasizes mathematical reasoning, strategy development, and decision-making through interactive problem-solving experiences. Throughout this three-week block, students will apply number sense, probability, logic, and critical thinking to analyze situations, plan strategies, and adapt approaches based on outcomes. Students will justify their reasoning, use appropriate tools, and communicate mathematical ideas clearly while collaborating in a structured learning environment that reinforces engagement and confidence 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
Construction Plans
Construction Plans develops students’ ability to interpret, analyze, and apply mathematical reasoning to technical drawings and real-world building contexts. During this three-week block, students will learn to read and navigate a standard set of construction plans, including identifying notes, legends, title blocks, symbols, and abbreviations used to convey essential information. Students will analyze multiple drawing views and dimension types to understand how details are communicated across plans.
Emphasis is placed on quantitative reasoning and precision as students convert units of measurement, calculate area and volume using geometric formulas, and apply these calculations to estimate materials. Students will justify solutions, communicate reasoning clearly, and use appropriate tools to solve practical problems, reinforcing transferable skills relevant to technical, trade, and career pathways.
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
Cooking with Chemistry
In this course we will use the kitchen as our laboratory and explore the basics of physical versus chemical change, types of chemical reactions, and how cooking food can be viewed through the discipline of chemistry. Students will gain hands on experience baking household favorites with the understanding of why you add the dry ingredients to the wet ingredients just before putting a recipe in the oven. Students will also practice dimensional analysis using measuring tools commonly found in the kitchen as part of their assignments to multiply or divide recipes.
MT Math Standards: HS.MP.1, HS.MP.2, HS.MP.3 HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7
MT Science Standards: HS-PS1-2, HS-PS1-5, HS-PS1-6
Intro to Electrical
This course is an introduction to electrical circuits and basic household wiring. We will cover electrical safety, concept and theory, Ohm’s Law, alternating current generation, and basic tools. Students will learn about wiring outlets, switches, and light fixtures through example and hands-on learning labs. Using real-world electrical problems, students will have an opportunity to troubleshoot common wiring issues and further develop their problem-solving skills in the context of electrical systems.
MT Math Standards: HS.MP.1, HS.MP.2, HS.MP.3 HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7
MT Science Standards: HS-PS2-1, HS-PS2-2, HS-PS2-3, HS-PS2-4
Emily T:
Miniacs: back by popular demand; students will use a variety of objects to create a miniature room of their own. The focus will be on construction and design solutions in addition to creativity and originality. We will not utilize any pre-made miniature or dollhouse items. Big fun in the art room on a very small scale. Student can take this class as a single or double period.
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
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
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
Heather:
Story Time/ComicStrip Time- Students will be creating a mini book or comic strip for grade school students (grades 2-4 will be target audience). Students will be writing and illustrating their books/comic strips. A paperback, 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.
Health Galore- Health Galore is a student-driven health course designed to explore a wide range of physical, mental, emotional, and social health topics. Students will select a health-related issue of personal interest, conduct research using credible sources, and develop a presentation/project to share their findings with the class. Topics may include mental health conditions, nutrition trends, substance use prevention, sleep science, sports performance, disease prevention, stress management, public health issues, and more. Throughout the course, students will build skills in research, critical thinking, media literacy, and public speaking.
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.
I Wonder- Students will read the book Wonder. Wonder is a novel written by R. J. Palacio, first published on February 14, 2012. The book centers on August “Auggie” Pullman, a 10-year-old boy with Treacher Collins syndrome, a facial difference that has required numerous surgeries and has led to him being homeschooled. Students will discuss and answer various questions on how they think Auggie’s differences impacted his dimensions of wellness (emotionally, physically, socially, etc). Students will answer questions as they read the book. The class will end by watching the movie which came out in 2017.
Emily P:
Flower Form and Function
Through the creation of detailed 3D flowers prepared by each student, this class will explore the anatomy and physiology of angiosperms. Students will identify and define the function of essential and accessory floral parts. By the end of the block students will understand the relationship between flower structure and pollinator attraction.
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
- Construct an explanation based on evidence for how natural selection leads to adaptation of populations over time. HS-LS4-4.
- Construct an explanation based on evidence for how natural selection leads to adaptation of populations HS-LS4-5.
ACT Science Course Description/Synopsis:
The ACT test consists of several science passages, each of which focuses on one of the following subject areas: biology, chemistry, earth/space sciences, and physics. Although the ACT Science section includes a wide range of science content, it tests your scientific skills more than your knowledge. As the ACT puts it, “the Science Test … measures the interpretation, analysis, evaluation, reasoning, and problem-solving skills required in the natural sciences.” This course will be focused on improving the ACT science test taking skills by practicing looking up and synthesizing information from tables, graphs, illustrations and scientific passages.
Reading Standards for Literacy in Science and Technical Subjects (RST.11-12)
Key Ideas and Details
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Craft and Structure
RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
RST.11-12.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
Integration of Knowledge and Ideas
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia, Montana tribal resources) in order to address a question or solve a problem.
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information, including those from American Indians.
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations, and knowledge derived from American Indian cultures) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Range of Reading and Level of Text Complexity
RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
Sam:
ACT Preparation (ELA and Written)
In this class students will prepare to take the ACT. We will specifically focus on the English and “timed-write” portion of the test.
Outcomes/Objectives:
Prepare students to know what to anticipate on the ACT and hopefully do their best to score proficiency.
Standards:
– Apply understanding of sentence structure and formation in a text and make revisions to improve the writing.
– Recognize common problems with standard English punctuation and make revisions to improve the writing.
-Recognize common problems with standard English usage in a text and make revisions to improve the writing.
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.
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:
Food share
Sheila:
Mt Vesuvius – Eruption and Excavation
This course allows students to explore why the eruption of Mt Vesuvius is important for understanding the lives of ordinary Roman citizens. Students will explore the eruption of Mt Vesuvius in 79 CE and the excavations of Pompeii and Herculaneum. This course will use documentaries, primary resources, and cooperative learning. Students will focus on building thinking skills and comparing ancient Roman culture to modern culture.
World Language Content Standards 5.1, 6.1, 8.1
SS.H.9-12.1, SS.H.9-12.7, SS.H.9-12.9
Latin and Mythology – Perseus
Students will read scaffolded versions of the Perseus 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