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Reading, Writing, and Personal/Social? Creating Dynamic, Engaging Lessons with Integrated Curriculum
Presented by: Elizabeth Mertens, M.A.Ed, NCC ASCA Annual Conference, July 1, 2013
1. What is Integrated Curriculum?
a. “. . . brings together diverse disciplines in a compressive manner, enabling students to
develop a meaningful understanding of the complex associations and
influences within a topic” (Edutopia Staff, 2008).
b. “. . .materials and pedagogical strategies used by multidisciplinary teams of teachers to
organize their instruction so that students are encouraged to make meaningful
connections across subject areas.” (Clayton, Hagan, Ho, Hudis, 2010, p. 2).
c. MAKING CONNECTIONS between disciplines, to the world of work, or the use of
important skills
2. What are the benefits of integrating curriculum?
a. Improved student outcomes!
i. Improves their ability to apply their skills and to retrieve information
ii. Expands their knowledge base (Clayton, Hagan, Ho, Hudis, 2010) and the depth
of their knowledge
iii. Improves their attitudes
b. Author Duerr (2008) found that it allows for a greater understanding of the material, which
leads to an increase in student participation and engagement in the learning process. It
also works well for adolescents given their developmental needs.
c. Overall, increases students‟ motivation, participation in the educational experience, and
decreases their dissatisfaction with education
d. Benefits for Educators, too!
i. Professional Relationships
ii. Opportunity for professional growth
iii. Decreased discipline problems
iv. Opportunity to use best practices!
3. What does this mean for counselors?
a. Using an integrated curriculum assists counselors with fulfilling the components of the
ASCA role statement and implementing a comprehensive counseling program that
positively affects student achievement
b. Integrated lessons can be an effective use of limited time and help build positive
relationships with teachers
4. How do you create an integrated curriculum?
a. Authors Drake and Burns (2004) identified three approaches:
i. Multidisciplinary
ii. Interdisciplinary
iii. Transdisciplinary
b. Another good starting point: ASCA National Standards, State Counseling Standards, and
State Academic Curriculum /Guidelines or the Common Core.
c. Author Johnson (2013) recommends using Cross-Curricular Teams to engage in
interdisciplinary teaching and highlights the following phases of collaboration:
i. Aligned
ii. Cooperative
iii. Conceptual
d. Tips for Effective Collaboration with teachers and staff
i. Build and nurture relationships with teachers
ii. Clarify your role as a professional school counselor
iii. Use effective communication and conflict resolution strategies
iv. Share the load! Split the responsibilities fairly and teach to your strength
5. The Accountability Piece: Where does data fit in?
a. A basis for your unit
b. Pre/Post Tests for assessment during the unit
c. A final evaluation of the unit
6. Real life Implementation: How did I do it?
a. Start with the Data
b. Collaborate with classroom teacher to explore his/her goals and objectives
c. Identify counseling/academic standards that will address these goals and objectives
d. Design lesson plans and assessments that cover standards and meet goals/objectives.
e. Continue to collaborate with classroom teacher to review assessments and evaluate
effectiveness of interventions and lessons.
Helpful Resources for Integrating Curriculum
Books:
Carroll, J., Gladhart, M., & Peterson, D. (1998). Learning about compassion. Connecting children’s
favorite stories to meaningful life experiences. Carthage, IL: Teaching and Learning Company.
Carroll, J., Gladhart, M., & Peterson, D. (1998). Learning about responsibility. Connecting children’s
favorite stories to meaningful life experiences. Carthage, IL: Teaching and Learning Company.
Kagan, M. (1999). Higher level questions: Personal and social skills. San Clemente, CA: Kagan Publishing.
Kagan, M. (1999). Higher level questions: Building character. San Clemente, CA: Kagan Publishing.
Lewis, B. (2012). Building character with true stories from nature. Minneapolis, MN: Free Spirit Publishing.
Sapp, J. (Ed.). (2006). Rhinos and raspberries. Tolerance tales for the early grades. Montgomery, AL:
Southern Poverty Law Center.
Websites:
Connect Ed. The California Center for College and Career: www.connectedcalifornia.org
Resources (planning guides, checklists, evaluations, etc.) and articles exploring the implementation of integrated units with a focus on high school standards and the world of work.
Ed Helper: www.edhelper.com
This is a subscription-only site that allows you to create and save word lists. These lists can be used to create a variety of worksheets and activities: spelling, handwriting, vocabulary, etc. In addition, it has premade worksheets, printable books, theme units, bulletin board printables for specific topics (i.e., respect, etc.)
Edutopia: www.edutopia.org/integrated-studies
Videos and articles exploring the creation and implementation of integrated curriculum. Kagan Publishing and Professional Development: www.kaganonline.com
Kagan offers products that promote integrated curriculum, team building, cooperation, character education, and positive discipline.
Poll Everywhere: www.polleverywhere.com
Online polls that gather data in real time using mobile devices. Great for parent presentations, professional development or schools with a 1:1 or BYOD program.
Teaching Tolerance: www.teachingtolerance.org
Searchable lesson plans by topic and academic subject.
Links to all these sites can be found on my website, my blog, and at this live binder link:
www.mertensminute.wordpress.com
www. http://teacherweb.com/VA/StTimothySchool/STSCounselor/apt4.aspx http://www.livebinders.com/play/play?id=887087
1st
Grade: Developing a Feelings Vocabulary
ASCA Standards:
PS: A.1.5: Identify and Express Feelings Diocesan Curriculum Guidelines :
R/L.1.3 The student will employ strategies of phonics to decode words and increase vocabulary R/L.1.3A Recognize Dolch sight words list from the Primer and 1
st grade level with 80% accuracy
Lesson: Day One: Developing a Feelings Vocabulary
Materials: Dry Erase Board, Markers, The Way I Feel by J. Cain, “How Do You Feel?” Cards
1. Brainstorm feeling words as a class, write on white board and count up
2. Discuss feelings: What are they, do they change? How do they change? Can they change because of people?
3. Emphasize the importance knowing/identifying feelings of others- it can help us help people, we can be happy with people, we should learn more about feelings so we can be better friends/classmates, etc.
4. Read the feelings book: (The Way I Feel) and discuss each feeling and situation
5. Practice naming feelings:
a. Have students choose a “How Do You Feel?” Card and read it to the group. b. The group or the student should identify the feeling word that matches the situation. Explore the
different options-some situations could be more than one feeling!
6. Review names of feelings on whiteboard-see if they can beat their original total by naming more feeling words. The difference between these totals can be used for assessment/data purposes. Did they learn more feelings words as a result of this lesson?
Lesson Day Two: Identifying feelings of others
Materials: White board, Markers, “Feelings Identification/Sight Words Assessment Worksheet”, “Are you a Feelings Detective ?” Poster, Feelings Cards, “Face the Feeling” worksheet from Jellybean Jamboree
1. Review feelings vocabulary by completing “Feelings Identification/Sight Words Assessment”. 2. Complete these sentences on white board :
When I am happy, I _________________ (smile) I know other people are happy when they: _______________________ (laugh)
3. Discuss how to figure out how someone is feeling a. Look at the Face b. Look at the Body c. Listen to the words
Explain to the students that they can be a feelings detective (use magnifying glass to illustrate this point). Show “Are you a Feelings Detective Poster” and discuss. Look in book (The Way I Feel) and point out clues with magnifying glass.
4. Role play activity: Students select a feeling card. Then, using words, facial expressions or actions, students
should act out the feeling and have group guess. If necessary, give them a word bank to choose from 5. Color in “Face the Feeling” Worksheet 6. Explain “Feelings Challenge” if applicable
Extension Activity (with classroom teacher): “Feelings Challenge”. During the week, students and teachers should be listening for feelings words during their reading or religion classes. When a student identifies a feelings word or labels a character’s feelings, they should place a heart on the Feelings Graph. As the week goes on, the teacher can use the graph to extend the feelings discussion and also reinforce math concepts.
1st Grade Feelings Lesson: How Do You Feel Cards
Your team won a
championship game!
Your dog died last
night.
You have to move to a
new school.
You got a 100 on a
spelling test!
Your friends would not
let you sit with them at
lunch.
Your brother broke
your favorite video
game.
Mom asked you to stop
playing Legos and clean
up.
Your grandma
surprised you with a
new Wii game.
1st Grade Feelings Lesson: Feelings Identification/Sight Words Worksheet
Name: _________________________________________
DIRECTIONS: Circle the FEELING words.
Blue
Can
Angry
What
Cold
Shy
Get
Proud
Yellow
Worried
Black
Happy
Little
Scared
Sad
Have
To
Disappointed
See
Silly
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
1st Grade Feelings Lesson: Are you a Feelings Detective
Worksheet
Are you a Feelings Detective?
Look
The Face
Look
The Body
Listen
The
Words
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
1
st Grade: Respectful Behaviors
ASCA Standards:
PS:A1.6 Distinguish between appropriate and inappropriate behavior PS:A2.3 Recognize, accept, respect and appreciate individual differences Diocesan Curriculum Guidelines :
R/L.1.6 The student will write daily R/L.1.6.A Employ prewriting strategies R/L.1.6.1 Generate ideas (brainstorm, make lists, etc.)
R/L.1.6.B Select writing form R/L.1.6.B.2 Paragraph
R/L1.9 The student will print legibly R/L.1.1 The student will develop listening skills R/L.1.1.F Become an active listener for student-shared stories
Materials: “Respectful Behavior Cards”, Writing paper/journals
Lesson:
1. Review (or discuss) concept of Kind Language. Connect this behavior to the concept of being respectful. 2. Identify how to be respectful/ kind. In particular, focus on using kind words (kind language, manners,
compliments) and demonstrating kind actions (including others, helping others, following rules, being careful with people‟s property, etc.) List the examples on the board.
3. Explain to the students that we will be writing stories about respectful behavior. Review the writing process with the students, including prewriting strategies like webs, mind maps, or lists. Explore what it means to write “legibly”.
4. Have students select a “Respectful Behavior Card”. Using this card, students should write a story about themselves.
5. Share stories in partners, small groups, or as a class.
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
1st Grade Respectful Behaviors Lesson: Respectful Behavior Cards
Use Kind Language
Use Manners
Give Compliments
Include classmates in
your game
Raise your hand to
speak
Keep your classroom
clean
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
1st
Grade: Kind Language
ASCA Standards:
PS:A1.6 Distinguish between appropriate and inappropriate behavior PS:A2.3 Recognize, accept, respect and appreciate individual differences PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity Diocesan Curriculum Guidelines :
R/L.1.4 The student will use strategies to comprehend a variety of printed material R/L.1.4.D Recall the sequence of story events, summarize
Materials: Rhinos and Raspberries book, Sequencing Worksheet
Lesson: (This is designed as a listening center lesson. You can record the story onto a cd to be played during center
time)
1. Explain the worksheet directions to students by a. Reading the three sentences from the worksheet. Explain to the students that they should listen to
the story to figure out which one happens 1st, 2nd, and 3
rd.
b. After students listen to the story, they will draw a picture for each situation in the correct box. c. Once they have drawn the pictures, they should cut out each box and glue it in the correct space.
2. Play the story “The Prince and the Rhinoceros: An Indian Tale of Speaking Kindly” from Rhinos and
Raspberries and have students complete the worksheet.
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
1st Grade Kind Language Lesson: Sequencing Worksheet
To be used with:
Knapp, T. (2006). The prince and the rhinoceros. An Indian tale of speaking kindly. In J. Sapp (Ed.), Rhinos and raspberries. Tolerance tales for the early grades (pp. 21-23). Montgomery, AL:
Southern Poverty Law Center.
The Rhino forgave the Prince for using unkind words.
The beautiful rhino was given to the prince and they became
good friends.
The Prince called the rhino unkind names and they lost the
race.
1
.
2
3
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
1st Grade: Exploring Careers
ASCA Standards:
C:A1.2 Learn about the variety of traditional and nontraditional occupations Diocesan Curriculum Guidelines :
M.1.4 The student will problem solve in each math area as well as other curriculum areas. M.1.7 The student will express mathematical ideas orally and in writing M.1.25 The student will add and subtract 2-digit numbers, no regrouping M.1.27 The student will use horizontal and vertical notation. M.1.30 The student will solve one-step story and picture problems using basic addition and subtraction facts.
Materials: 1, 2, 3, Careers for Me! Worksheets, 1st Grade Career Word Problems Worksheet
Lesson
1. Explore the idea of careers/jobs with students.
a. Discuss what they want to be “when they grow up”
b. Discuss what their parents, grandparents, and/or older brothers/sisters do for a living
c. Brainstorm and discuss different jobs at school, at the park, at the local stadium, at the hospital, at the library, etc
2. Read and complete the 1, 2, 3 Careers for Me Worksheets. Using the questions at the bottom of each page, explore the different jobs featured on each page.
3. Review strategies for completing word problems: identify clue words like “left” (subtraction) “in all” (addition). Complete worksheet.
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
1st Grade Career Exploration Lesson: Career Word Problems Worksheet
Name: ___________________________
1. Danny Dentist helped 4 patients on Tuesday and 10 patients on Wednesday. How many patients did he help in all?
2. Terri Teacher has 11 girls and 14 boys in her classroom. How many students does she have in all?
3. My name is Freddy Firefighter. In our garage we have 8 fire trucks. When the alarm goes off, 3 fire trucks leave to fight the fire. How many trucks are left?
4. Phil Photographer had 15 rolls of film and he used 11 rolls of film to take pictures. How many rolls of film does he have left?
To be used with:
Sahlin, J. (1993). 1-2-3 Careers for me. A career awareness program for pre-school through grade 1.
Warminster, PA: Mar*co Products, Inc
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
2ND
Grade: Identifying Respectful and Disrespectful Behaviors
ASCA Standards:
PS:A2.3 Recognize, accept, respect and appreciate individual differences PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity PS:A2.5 Recognize and respect differences in various family configurations Diocesan Curriculum Guidelines :
R/L.2.6 The student will apply grammatical rules when writing R/L.2.6.A.1 Write in complete sentences R/L.2.6.A.3 Use capital letters correctly R/L.2.6.A.4 Use period, question mark, exclamation point
Materials: “Bullying Mini-Assessment” Worksheet, A Puppet, Lined Paper (for students), Magazine photos illustrating
disrespectful and respectful behaviors
Lesson:
1. Review bullying lesson with “Bullying Mini-Assessment” worksheet. Explain that when we finish our review, we‟ll talk a bit about RESPECT. Write the word on the board (Please note: this portion of the lesson can be done with any worksheet or written activity.)
2. As the students are working, bother one table or group of students with the puppet. (grab their pencils, interrupt their work, talk to them, etc.)
3. Correct the worksheet and review bullying topics. Clarify misunderstandings and collect the papers.
4. Ask the class: WHO was not being respectful? (the teacher) Define the word “disrespectful” and discuss:
a. How was the teacher disrespectful? List behaviors in the board under disrespect
b. Compile a list of respectful behaviors and list on the board as well.
5. Show the class the magazine pictures. Ask them to vote “thumbs up” for respectful pictures and thumbs down for disrespectful ones. If needed, add more behaviors to class list on board.
6. With the class, compile the list of behaviors into a do/don‟t list.
7. Using the list of do‟s and don‟ts, have students write one sentence describing a respectful behavior they already did this week or could do this week.
8. Review the components of a complete sentence: Capital letter, period, etc.
9. Collect papers. Ask students to be on the lookout for respectful behaviors during the week.
Extension Activity (with classroom teacher): Students should observe class for respectful behaviors and record their observations in using tallies. Tallies can then be used to create a graph to compare the different behaviors and reinforce math concepts.
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
3rd
Grade: Conflict Resolution
ASCA Standards:
A:B:1 Learn and apply critical thinking skills PS: C1.11 Learning techniques for managing stress and conflict
Diocesan Curriculum Guidelines:
H.2.3 The student will use decision making skills to promote health and personal well being. Key concepts include: H2.3b The process of resolving conflicts peacefully
R/L.3.5B Select writing form R/L.3.5.B.1 Journal R/L.3.6 The student will use correct grammatical rules when writing R/L.3.6.E Identify and use adjectives: comparison and descriptive R/L.3.10 The student will write narrative and expository work samples across the content areas R/L.3.13 The student will explore the uses of available technology in the reading/language arts program. Materials: Computers, internet access, Higher Level Thinking Questions (from Higher Level Thinking Questions:
Personal and Social Skills), Comic Printables Websites:
https://bubbl.us/ http://www.makebeliefscomix.com/ http://kidblog.org/why-kidblog/
Lesson:
1. Select a student (or two) to look up the word “conflict” in the dictionary and read the definition aloud. Write the key words on the board: fight, disagreement.
2. Explain to the students that we are going to explore the concept of conflict a little bit more. Individually, have the students brainstorm as many words, concepts or thoughts that come to mind when they think of “conflict”
3. After they have had time to brainstorm on their own, use the website www.bubbl.us to create a class mind map of their ideas on the smartboard. Emphasize strategies for resolution like compromise, sharing, using chance, getting help, postponing, and using humor.
4. Individually, have students answer one of the “Higher Level Thinking Questions: Conflict Resolution” in complete sentences. Share and discuss as a class.
5. Provide each student with a blank comic printable from www.makebelifscomix.com. Have the students fill in the comics with an unresolved conflict. Collect the comics to compile into the “Conflict Resolution Comics” Binder. (See below for extension activity)
Extension Activity (with the classroom teacher). Compile the comics into a binder with the “Conflict Resolution Comic” Instructions. When directed by the teacher, students can select a comic and write a journal entry on their blogs describing how to resolve the conflict pictured.
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
1. Select a comic from the binder
2. Pretend you are a character from the comic. Decide how you
would resolve the conflict.
3. Write a journal entry on your blog describing how you
would resolve the conflict. Remember the following things:
a. Journal entries must be at least 10 sentences.
b. Use correct punctuation and capitalization.
c. Include details and descriptive words. Remember to use
our word wall!
d. You can choose one of the following ways to resolve
the conflict or you can be creative and think
of a new way!
i. Sharing or Taking Turns
ii. Compromising/Win-win
iii. Using chance
iv. Getting help
v. Postponing
vi. Using humor
4. When you have completed your blog entry, you must read
two other blogs and submit a comment for each.
Conflict Resolution
Comics
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
5th Grade: Exploring the Career Clusters
ASCA Standards:
C:A1.2 Learn about the variety of traditional and nontraditional occupations C:B1.4 Know the various ways in which occupations can be classified C:B1.5 Use research and information resources to obtain career Information C:B1.6 Learn to use the Internet to access career-planning information C:B2.1 Demonstrate awareness of the education and training needed to achieve career goals Diocesan Curriculum Guidelines :
T.3-5.9 Authoring Tools/Multimedia Students will be introduced to simple presentation packages used to create multimedia projects T.3-5.12 Research Students will be introduced to the use of technology for research purposes.
Materials: Computer lab, internet access, Career Cluster Inventory worksheets, Career Cluster Activeboard
information, Career Cluster Research Worksheet, and Glogster Accounts Websites:
http://edu.glogster.com/ http://www.careertech.org/career-clusters/glance/careerclusters.html| http://www.iseek.org/careers/clusters.html http://www.vaview.org/clusters/ http://www.vaview.org/k5/check-it/kids-search/q5.cfm http://www.breitlinks.com/careers/career_clusters.htm#16CareerClusters http://www.breitlinks.com/careers/career_pdfs/InterestSurvey.pdf (Career Cluster Inventory Worksheets)
Lesson:
1. Discuss the following: a. What is a career? b. What is the difference between a career and a job? c. How do you get to the career you want? How do you figure it out? d. Why are we learning about this in 5
th grade? How will it be helpful to you in the future?
2. Explain that we are going to start our exploration of careers by learning about career clusters. Discuss: a. What do you think a career cluster is? b. Show career cluster definition on the activeboard and review c. Read over list and discuss:
i. Which cluster would a …. 1. Rock musician: Answer: Arts, A/V Technology and Communications 2. Biologist: Answer: STEM or Health Science 3. Car Salesman: Answer: Marketing 4. Nurse: Answer: Health Science 5. Security Guard: Answer: Law, Public Safety, Corrections and Security
3. Have students complete the “Career Cluster Inventory Survey”. Discuss results. Were they surprised? Disappointed? Intrigued? Have students highlight their „favorite‟ cluster from the results.
4. Using the websites provided, students should research their favorite career cluster and complete the “Career Cluster Research Worksheet”
5. Using their research, students will create a “GLOG” describing their career cluster.
Extension Activity (with classroom teacher): Students will use the information they learned about the career clusters to create a poem for the NCDA Poetry and Poster Contest during National Career Development Month (November). In addition to addressing the career development standards, this extension activity provides students with the opportunity to explore poetry and practice their written expression. More information can be found at http://associationdatabase.com/aws/NCDA/pt/sp/ncdmonth
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
5th Grade Career Exploration Lesson: Career Cluster
ActiveBoard Information
What is a career cluster?
A career cluster is a group of occupations/specialties organized by similar skills and characteristics. There are 16 career clusters.
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
5th Grade Career Exploration Lesson: Career Cluster
ActiveBoard Information
Career Clusters:
1. Agriculture, Food, and Natural Resources 2. Architecture and Construction 3. Arts, A/V Technology and Communications 4. Business, Management and Administration 5. Education and Training 6. Finance 7. Government and Public Administration 8. Health Science 9. Hospitality and Tourism 10. Human Services 11. Information Technology 12. Law, Public Safety, Corrections, and Security 13. Manufacturing 14. Marketing 15. Science, Technology, Engineering and Math 16. Transportation, Distribution and Logistics
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
5th Grade Career Cluster Research
Name: _____________________________My career cluster: ________________________________
1. Click on the CAREER TECH link and read about your career. Then, summarize this information IN YOUR OWN WORDS. DO NOT COPY!
2. Now, click on the ISEEK CAREER CLUSTERS link. Then click on your career cluster and answer the following questions:
3. Now, click on the VIRGINIA VIEW CAREER CLUSTERS link and answer the following questions:
What hobbies or activities could you do to learn more about this cluster?
List two fields of study in this cluster that sound interesting to you?
Why do these fields of study sound interesting to you?
Watch the video and list two new facts about your career cluster here
Click on the “explore more” link and list three jobs that sound interesting to you:
Why are they interesting to you?
If you wanted to study this career cluster in college, which schools could you attend? (Click on Top Schools)
Use this box to describe why you like this career cluster. INCLUDE DETAILS!
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
References
American School Counseling Association. (2004). ASCA National Standards for Students.
Alexandra, VA: Author.
American School Counselor Association. (2009). The role of the professional school counselor.
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American School Counselor Association. (2012). The ASCA National Model: A Framework for School
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Breitsprecher, W. (2006). Career Exploration: Career Clusters. Retrieved from
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Cain, J. (2000). The way I feel. Seattle, WA: Parenting Press, Inc.
Cain, K. (2007). Counselors help teachers too! VSCA Voice, 1, 11.
Clayton, M., Hagan, J., Ho, P.S., & Hudis, P. (2010). Designing multidisciplinary integrated
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Connectedcalifornia.org. (n.d.). Planning integrated curriculum units that meet state standards and involve
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Diocese of Arlington. (2008). Reading and language arts curriculum. Retrieved from:
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Diocese of Arlington. (2010). Mathematics curriculum. Retrieved from
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Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
Diocese of Arlington. (2005). Technology curriculum. Retrieved from
http://www.arlingtondiocese.org/catholicschools/documents/technology_curriculum.pdf
Diocese of Arlington. (2005). Health Curriculum. Retrieved from
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zoWw3mdi0AafcwcegVd7BGSXS5
Edutopia.com. (2008, October 1). An introduction to integrated studies [Video file]. Retrieved
from http://www.edutopia.org/integrated-studies-introduction-video
Edutopia Staff. (2008). Why should schools embrace integrated studies? It fosters a way of
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studies-introduction
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Teaching Ink, Inc.
Glogster EDU. (2013). Glogster EDU Retrieved from: http://edu.glogster.com/
Hernandez, C. (2003). Character education: respect – grade 1. Grand Rapids, MI: Frank Shaffer
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Jelleberg, S. (2006). Jellybean Jamboree. Warminster, PA: Mar*co Products, Inc.
Elizabeth Mertens, M.A.Ed., NCC Professional School Counselor, St. Timothy School, Chantilly, VA [email protected] [email protected]
Johnson, B. (2013). Deeper learning: Why cross-curricular teaching is essential. Retrieved from
http://www.edutopia.org/blog/cross-curricular-teaching-deeper-learning-ben-johnson
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