Berryville Lesson Plan – High School
Teacher Name: Joey Curtis
Grade Level and Content: Health
Timeline of Lesson Plan: Start Date: 1-4-2016 End Date: 01-15-16
Number |
Description |
PHS.6.HW.9 |
Compare and contrast short-term and long-term effects of stress and depression (e.g., appetite change, low activity level, personality change, sleep patterns)
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PHS.6.HW.10 |
Identify risk factors associated with suicide (e.g., depression, destructive behaviors, feelings of hopelessness, poor coping skills, poor self-concept, social isolation)
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Enduring Understandings and Essential Questions
Enduring Understandings for Content or Grade Level |
Essential and Guiding Questions for Content or Grade Level |
Students shall demonstrate the ability to use skills to enhance relationships and promote wellness. |
Define the term Health? (K) |
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Analyze reasons why health informed teens do not practice health y habits. (R) |
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Describe the relationship between Health and Life. (R) |
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Determine the top three causes of teen deaths. (K) |
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Use text and technology to research specific topics. (S) |
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Use technology to present topic related information. (S) (P) |
Learning Target: R-reasoning/understanding ; S-Skill; P-product; K-knowledge |
Define Self Esteem. (K)
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Assessment Evidence
Type and Tools |
Aug 18 Bell Ringer, Fill out Student Information Sheet |
Aug 19 Bel Ringer, Define the term, Health. |
Aug 20 Bell Ringer, Define the term, Self Esteem. |
Aug 21 Bell Ringer, Define Stress, and provide two examples of how it effects you. |
Aug 22 Bell Ringer, Group Presentation prep. |
Learning Activities:
Day |
Common Core State Standard/AR Framework Instructional Plan |
Resources DOK |
Monday |
PHS.6.HW.9 Bell Ringer Students complete “first day” forms, receive seating assignments Teacher breaks class into groups, teacher outlines course expectations w/ handout
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Handouts 2 |
Profile sheets |
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Paper/pencils |
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Tuesday |
PHS.6.HW.9 Bell Ringer Teacher/Students, in groups, discuss general Health related Topics, Decision Making, and Skills
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Textbooks 3 |
Pens/pencils |
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Paper |
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Cpu |
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Handouts |
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Wednesday |
PHS.6.HW.10 Bell Ringer Teacher/Students, in groups, discuss Mental Health related topics.
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Textbooks 3 |
Pens/pencils |
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Paper |
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Cpu |
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Handouts |
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Thursday |
PHS.6.HW.10 Bell Ringer Discussion on Mental Health and Stress |
Textbooks |
Pens/pencils |
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Paper 3 |
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Cpu |
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Handouts |
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Friday |
PHS.6.HW.9, PHS.6.HW.10 Bell Ringer Group presentations Discussion/Reflection |
Textbooks 4 |
Cpu |
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Projector |
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Pens/pencils/paper |
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Handouts |
Differentiated Instruction: Be sure include Special needs, ESL, and GT
ESL students are paired with a higher level of ESL students. IEP or accommodations: Students are provided with visuals, with teacher provided work sheets if needed. Students are provided with hands on activities and class interactions, using models to reinforce different learning styles. All tests are modified for IEP students which include either extended time or reduced length. Gifted and Talented: Students are given several thought provoking questions throughout lesson and on each assessment. These questions are designed to prepare students for AP courses. All writing assignments (HOT Topics) are differentiated with the GT students. They are asked to write about a topic in which they will practice higher order thinking skills, and the depth of the writing assignment is at the top level of Blooms Taxonomy.
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