Suggested pacing guide for middle school comprehensive health education

A teaching tool to ensure students in grades 6-8 achieve the NYS standards in Health Education. This pacing guide provides suggested order of foundation units and lessons from recommended curricula: “HealthSmart Middle School” 2nd Edition, “Draw the Line/Respect the Line” Grade 7, “NYCDOE HIV/AIDS Curriculum” 2012 Edition.

Standards:
Quality Review Indicators 1.1 CurriculumQuality Review Indicators 1.2 PedagogyQuality Review Indicators 1.3 Leveraging ResourcesDanielson Framework for Teaching 1a: Demonstrating Knowledge of Content and PedagogyDanielson Framework for Teaching 1d: Demonstrating Knowledge of ResourcesDanielson Framework for Teaching 1e: Designing Coherent InstructionLanguage L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.Language L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Reading R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.Reading R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Speaking and Listening SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.Speaking and Listening SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.Speaking and Listening SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.Speaking and Listening SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.Writing W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Writing W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.Writing W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Educational Use: