This lesson is designed to build problem solving strategies as a class and individual.  With covid please consider having students wear masks.

This lesson is designed to build trust in your classroom.  With covid please consider having students wear masks and using 2ft. noodles instead of physically tagging with your hands.

This lesson is designed to build community in your classroom.  With covid please consider having students wear masks and using 2ft. noodles instead of physically tagging with your hands.

Students will choose books from SEL list to read, analyze and do SEE Paragraph of why books should be added to approved English Book List

Social Emotioal Learning at the beginning of the school year and every math class: Brain Breaks!

This is part of a series of six documents from Mount Vernon School District educators that provide lessons that integrate Washington's Social Emotional Learning and Physical Education learning standards along with educator guidance and strategies.

This is part of a series of six documents from Mount Vernon School District educators that provide lessons that integrate Washington's Social Emotional Learning and Physical Education learning standards along with educator guidance and strategies.

This is part of a series of six documents from Mount Vernon School District educators that provide lessons that integrate Washington's Social Emotional Learning and Physical Education learning standards along with educator guidance and strategies.

These presentations are part of a larger body of resources from educators in Mount Vernon School District in Washington state that explore the intersection of social emotional learning and physical education learning standards.

This is part of a series of six documents from Mount Vernon School District educators that provide lessons that integrate Washington's Social Emotional Learning and Physical Education learning standards along with educator guidance and strategies.

This is part of a series of six documents from Mount Vernon School District educators that provide lessons that integrate Washington's Social Emotional Learning and Physical Education learning standards along with educator guidance and strategies.

This is part of a series of six documents from Mount Vernon School District educators that provide lessons that integrate Washington's Social Emotional Learning and Physical Education learning standards along with educator guidance and strategies.

This lesson is part of a larger body of resources from educators in Mount Vernon School District in Washington state that explores the intersection of social emotional learning and physical education learning standards.

This lesson is part of a larger body of resources from educators in Mount Vernon School District in Washington state that explores the intersection of social emotional learning and physical education learning standards.

This lesson is part of a larger body of resources from educators in Mount Vernon School District in Washington state that explores the intersection of social emotional learning and physical education learning standards.

Learn how classroom teachers, artists and arts organizations are using the arts to teach social and emotional learning (SEL). Social and emotional learning gives students strategies on how to manage their emotions and how to collaborate and empathize with others. These are important skills that help students succeed at school, work, and life. SEL can be incorporated into any subject matter and any grade level, but incorporating the arts can be an especially effective way to learn and practice SEL.

Developed through SETDA's Data Modernization Working Group, this brief provides the key points for interoperability and data modernization. Data modernization allows state education agencies to leverage data as a strategic asset and drive insights, decision-making, and innovation.

Death and Dying: Culture and Issues

Introduces the institution of death in the United States. Includes a broad multicultural, interdisciplinary approach, including sociological, psychological, historical, ethical, cultural, and religious approaches to death, dying, and bereavement across the lifespan. Recommend: SOC 204, 205, or instructor permission. Prerequisites: WR 115, RD 115 and MTH 20 or equivalent placement test scores. Audit available.

This course intensely examines the processes and cultural influences on death and dying. It is appropriate for those who have an interest in these issues, works (or desires to work) in the health care field. This course is a core course of the Gerontology Certificate/Degree Program.

Students successfully completing this course will be able to do the following:
· Analyze and compare the changing social, psychological, cultural, religious, spiritual, ethical and historical changing patterns of death beliefs and traditions related to varying modes of death, across the lifespan
· Describe the physiology of death and dying, compare the effectiveness of the medical model of dying and palliative model of dying on end of life care from an individual, family, and cultural perspective, and assess the impact of legalities and legal instruments on end of life decision making for individuals and families from diverse religious and cultural backgrounds.
· Explore individual and family grief and bereavement issues through an understanding of theories, models of coping, spiritual, religious, and cultural beliefs, and end of life practices and institutions, including care facilities, burial practices ,funeral homes, crematoriums, and cemeteries.

PDF Link to summary and appreciation: PDF : https://drive.google.com/file/d/19pEm0fne9Zo1Ke2tDNSF3X_vqfHrgWwg/view?usp=sharing

"Song of the Open Road" is a poem by Sir Walt(er) Whitman from his 1856 collection ‘Leaves of Grass’. It is widely admired by people of all age groups.
It symbolically speaks about self-awareness, free-will, tenderness of heart, mobility, love and freedom.
Out of the fifteen sections of the original poem, Yuvakbharati English book of Std. XII has prescribed the first section of the poem. This multi-themed poem has been written in free verse, and motivates us to cross hurdles, be optimistic and live in a free and democratic society. The title is apt as it depicts the poet’s free will and carefree tone. It appeals to the readers as it urges them to join the poet’s journey of the open road which is democratic and free.
Indoors is a place of secret and silent despair. It's only roads where people walk with some meaning and purpose. A road is classless and the most democratic segment of a society.Road symbolizes mobility. So don't stay at one place, move ahead. Mobility makes you wise and versatile!
Summary of the first section:
Sir Walt(er) Whitman’s “Song of the Open Road” is a celebration of travel - an ode to himself or any democratic individual. He embarks upon a journey “Afoot and light-hearted…” He is free to choose wherever he wishes. He chooses his own journey after being fed up of experiencing four-walled home spun politics, high philosophies and bookish disciplines. He feels self-contented and doesn’t desire anything more in life. He doesn’t want the influence of powerful or wiser people who appear good in their power and persona (constellations). He doesn’t want their support as he himself is his good fortune. He is the maker of his own luck. Mother Earth would take care of him. He appeals to his fellow-travellers to travel with him on that democratic path in which he himself is travelling. The powers and influence of great people are nothing when compared to a winding, tortuous road which bears stresses and turns of events due to passengers. The road bears our stress (burden), still takes us to the goals we had set for ourselves before commencing. There may be situations when difficulties would arise, but no shortcut or escaping would work. He tells the fellow Americans to understand the concept of freedom and break free from the fetters of conventional rules. In conclusion, he separates himself from the rest of the world by keeping himself in brackets and admits that he admires his delicious burdens because of their symbiotic relationship with each other - burdens fill him; he fills them in return!
Regards
Sudhir Khullar
License
Creative Commons Attribution license (reuse allowed)

Sacred Breath is a Middle School curricular program created by EarthGen. For this unit, we offer professional development training and assistance with implementation. If you are interested in implementing this program at your school or district, please let us know! Please contact info@earthgenwa.org for more information.