Peachtree Charter Middle School



65405002933700058801031369000DCSD Instructional Planning InstrumentFocus on Teaching and LearningPeachtree Charter Middle SchoolTeacherJ. MarquisUnit Length: 2 weeksUnit Implementation: Week 1CourseHealthUnit Theme: Mental, Emotional, and Social HealthGrade: 8Priority Standard:HE8.1 b. Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence. HE8.1g. Describe the benefits of and barriers to practicing healthy behaviors. HE8.1h. Examine the likelihood of injury or illness if engaging in unhealthy behaviors. HE8.1i. Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors HE8.2c. Describe how peers influence healthy and unhealthy behaviors.HE8.2g. Explain how the perceptions of norms influence healthy and unhealthy behaviors. HE8.2h. Explain the influence of personal values and beliefs on individual health practices and behaviors. HE8.3 d. Describe situations that may require professional health services. HE8.4a. Apply effective verbal and nonverbal communication skills to enhance health.Supporting StandardsHE 8.5 Students will demonstrate the ability to use decision- making skills to enhance health.HE 8.7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.HE 8.8 Students will demonstrate the ability to advocate for personal, family and community health.Non-Content StandardsREADING LITERARY (RL) ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ELACC8RL7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actorsReading Information (RI)ELACC8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ELACC8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Writing (W) ELACC8W7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.ELACC8W8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation SPEAKING AND LISTENING (SL) ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, text, or issue to probe and reflect on idea under discussion.LANGUAGE (L) ELACC8L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.Learning TargetsBy the end of this unit, students will be able to:1. Explain the interrelationships within the dimensions of wellness.2. Analyze the relationship between the “self” and others.3. Distinguish between positive and negative peer pressure and describe how peers influence behavior.4. Apply effective verbal and nonverbal communication skills. 5. Demonstrate effective and assertive communication using “I” messages. 6. Analyze the influence of technology, peers, and the school environment on bullying. 7. Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.8. Identify health-related situations that might require a thoughtful decision and can describe the outcomes of a health-related decision (using the seven-step decision making process).9. Demonstrate refusal and negotiation skills that avoid or reduce health risks.10. Demonstrate effective conflict management or resolution strategies.11. Explain how appropriate health care can promote personal health.12. Describe situations that may require professional health services. Essential Question(s)1. How can I practice balance to improve my overall health and wellness?2. How can I overcome various threats to my self-esteem and self-image?3. What forms can peer pressure take and how can I most effectively say no to negative peer pressure?4. How can I advocate for others when they are being bullied? 5. How can risk factors be compounded? What are the dangers of these combined risks? 6. How can I utilize effective communication skills to improve my health and wellness?7. How can my family, friends, and the environment influence my decision-making process?8. How can I combat negative influences and peer pressure with effective communication and refusal skills?9. In what ways can I build awareness in my school and/or community for mental illnesses? Big Idea(s):1. During adolescence, friendships take on a greater importance than ever before.2. Good communication is about getting your message across successfully and listening to other people’s messages.3. Practicing refusal skills will help you deal with peer pressure.4. One of the most important limits you can set for yourself during your teen years is choosing abstinence.5. All the dimensions of wellness are interconnected and what affects one area of your health eventually affects all areas. Academic VocabularyRelationships Verbal Communication Refusal skills Balance Sympathetic Non-Verbal Communication Aggressive CyberbullyingWritten Communication Passive Abstinence Self-ConceptPeer Pressure “I” Message Assertive HarassmentRisk Behaviors Active listening Self-Image Self-EsteemSTEM/STEAMN/AEngaging PerformanceStudents will create a concept map or chart displaying the interrelationships of all the MESH concepts. Research-BasedInstructionalStrategiesOpeningActivate prior knowledgeXQuestioningXClarify previous lessonXPhenomenonProvide feedbackXScaffold instructionXCreate interestXOtherWork PeriodFacilitate learningXAcademic discussionsXCooperative learningXOtherDemonstrate modeXGenerating and testing hypothesisXIndependent learningXOtherExplain/apply extend conceptsXHigh-level questioningXInterdisciplinary writingOtherClosingSummarize lessonXProvide alternative explanationXRespond to EQXReview rituals & routinesXStudent assess their own learningXQuick writeX3-2-1K-W-LXOtherDCSD RCD Aligned Lesson Plan TemplateComponents of this lesson plan may change according to the needs of the students21st Century Learning SkillsTeamwork and collaborationXInnovation and creativityXAccessing and analyzing informationXInitiative and leadershipXCritical thinking and problem solvingXEffective oral and written communicationXCuriosity and imaginationXFlexibility and adaptabilityXOtherIntervention StrategiesIntervention Strategies(Tiers 1, 2, 3)Additional Support in ClassroomSpecially Designed Instruction for Exceptional Education StudentsStrategies for English Language LearnersXRe-voicingXConferencingXVisuals/realityXExplainingXAdditional timeFront loadingXPrompting for ParticipationXSmall group collaborationXEchoing/ Choral responseChallenging or encounteringXModify quantity of workXColor codingXAsking “why?” “how?”XTake student’s dictationMultiple exposures in different mediaRereadXScaffold informationXPair shareXPractice new academic vocabularyDifferentiated Content/process/productXModelingXAssistive technologyXConsistent reward systemLanguage scaffoldsXPre-teach & re-teach in a different wayXRefer to student’s IEP or 504Deconstruct complex sentencesUse of manipulativesXAssistive technologyXIncrease student-to-student talkXCollaborative workXStrategies vocabulary instructionCreate differentiated text setsXAdditional think timeGifted – Extensions for LearningTier 1XFlexible learning groupsXVaried pacing with anchor optionsXVaried supplemental materialChoice of booksXWork alone or togetherComputer mentorsHomework optionsXFlexible seatingXThink pair shareUse of reading buddiesVaried scaffoldingXOpen-ended activitiesVarious journal promptsXVaried computer programsXExplorations by interestXStudent/teacher goal settingDesign A-DayXOptions for competitionTier 2Gifted Ed. Cluster classesXAlternative assessmentsXCommunity mentorshipGifted Ed. Collaboration classesXSubject advancement within classXStationsXTiered activitiesCurriculum compactingGroup investigationsUse of literature clubsTiered centersXAssess students in multiple waysXMultiple testing optionsSpelling by readinessXStudent choice Multiple textsVarying organizersSimulationsTier 3Tier 4Advanced content (all core content)Above grade level accelerated (all core content)Resource classesAdvanced placement classesIndependent /directed studyInternational baccalaureate classesSocratic seminarsInternship/mentorship [Differentiated Instruction(content, process, product)Assessment evidence(formative, summative)1. Students may be given more time to complete written work.2. Students may receive simplified versions of quizzes and worksheets.3. Instructional strategies will include a variety of learning activities such as class debate, small group work, demonstrations, guest speakers, role playing, viewing videos and presentations, and individual work to accommodate different learning styles.4. Teacher may use proximity to encourage students to stay on task. 5. Gifted students may be used as mentors/tutors to other students via strategic grouping. Formative1. Quick quizzes2. Free response questions/journal entries3. Checking for understanding4. WorksheetsSummative1. Concept map/chart of MESH conceptsDCSD RCD Aligned Lesson Plan TemplateComponents of this lesson plan may change according to the needs of the studentsResourcesInternetXInstructional VideosXAudio/visual AidsXRole play scenariosXHandoutsXCopies of rubric for summative assessmentXPromethean BoardXPowerPointXWhite BoardXClass SyllabusXDaily Lesson Plans for MondayPre-Instructional Activity*First day of new term*Students will enter class and receive seating assignments.OpeningTeacher will introduce themselves and engage the class in an ice-breaker activity. Work PeriodTeacher will pass out and review course syllabus.Students will be asked to draft class expectations for themselves.Teacher will review additional routines/rituals/expectations.Closing (evaluate)Teacher will check for understanding of expectations/routine.Teacher will announce that the following class period students will take a Health Literacy Pre-Assessment (post-assessment to be taken at the end of the term). Daily Lesson Plans for TuesdayPre-Instructional ActivityTake roll. Collect signed syllabi. OpeningTeacher will introduce the purpose of the Health Literacy Pre-Assessment. Will be utilized as a guide to planning and to determine class growth over the term.The topics on the assessment will mirror the topics/content of the class. Will be graded, but NOT put into Infinite Campus.Students should work individually and try to answer every question as best as they can.Work PeriodStudents work individually on the Health Literacy Pre-Assessment.Closing (evaluate)Teacher will preview next lesson: The Dimensions of Wellness and Balance. DCSD RCD Aligned Lesson Plan TemplateComponents of this lesson plan may change according to the needs of the studentsDaily Lesson Plans for WednesdayPre-Instructional ActivityTake Roll.Collect signed syllabi.OpeningJournal Starter:1. What is wellness?2. What components make up wellness? EQ: How can I practice balance to improve my overall health and wellness?Work PeriodWhat is wellness? Have students take a piece of paper and fold it into 4 quadrants.Have students label each quadrant: 1. Wellness is…. 2. Wellness is NOT…. 3. Balance is…. 4. Having wellness/balance looks like…Have students work individually first, then as a group to come up with a consensus as to what belongs in the four quadrants. Bring class together and have groups share their answers for quadrants 1 and 3. Try to get students to verbalize the dimensions of wellness within their answers/brainstorm.1. Physical2. Mental3. Emotional4. Social5. EnvironmentalOnce dimensions are established, have students share answers from quadrants 2 and 4. Use these answers to draw connections between characteristics/behaviors/actions in one dimension and how it affects the other dimensions (i.e. Physical inactivity affects not only the physical dimension, but also social, emotional, and mental health). Once students have listed several connections between the dimensions and healthy/unhealthy behaviors, have groups work together to improve their definitions of “wellness” and “balance”. Closing (evaluate) Have students work individually to answer the EQ. Collect quadrant activity and answers to EQ for assessment. Daily Lesson Plans for ThursdayPre-Instructional ActivityTake roll. Class walk outside.OpeningJournal Starter: 1. What does self-image mean to you?2. What does a healthy self-image look like? Work PeriodReview with class the various definitions of the “self” on PPT.1. Self-esteem2. Self-image3. Self-concept4. Self-efficacyUsing the definitions, ask students to brainstorm what can influence one’s self-esteem or self-image? Using the list, the class comes up with, ask which influences can be positive or negative. (Write a + or – on the board next to each influence). Then, taking the list of negative influences, or threats, to one’s self-esteem or self-image (list should include things like – unhealthy relationship with food, poor physical activity habits, negative peer pressure, bullying, mental illness, media, etc.). Take 4-5 and have students work in groups (one group per threat) to come up with strategies to counteract their assigned threat. Groups should use pieces of butcher paper to write down their strategies using a different colored marker for each group. After groups are done, post the butcher papers around the room. Have students move in their groups to each poster. Groups will have 1-2 minutes at each poster. If the group agrees with the strategies presented, they should put a check mark by each strategy. If they are confused, they should write a question mark, and if they don’t agree with the strategy, they should put an X mark by it. If the group visiting the poster has another idea, they should write it down on the butcher paper. Make sure all groups have a chance to visit all posters, then have each group return to their original poster to see any changes or suggestions their classmates made. Closing (evaluate)Bring class back together to discuss their poster and what each group thought of the changes/agreements/disagreements made to their poster. As a class, come up with a handful of useful, realistic strategies to help someone build their self-esteem/image. Daily Lesson Plans for FridayPre-Instructional ActivityTake roll. Quick quiz – matching definitions of self learned the day prior. OpeningThink-Pair-Share1. What is peer pressure?2. Is peer pressure always a negative thing? Why or why not?Work PeriodRole Play ActivityStudents will be in groups (6 groups total). Each group will get a peer pressure scenario/script that the group must act out. While each group is performing their scene, the rest of the class must decide the following:1. If the scene depicts direct or indirect peer pressure 2. What “trick” is being used (teacher should write on the board the following: The huddle, the look, reasoning, the put down, the example, rejection). 3. How does the situation presented make the main character feel?*Students can answer these questions verbally in a class discussion, or a worksheet can be used*Resistance Skills ActivityIf time, have groups brainstorm and perform “endings” to their skits.Closing (evaluate)Tell students that they will revisit these skit “endings” on Monday when we discuss communication skills. Components of this lesson plan may change according to the needs of the studentsWeek 2Daily Lesson Plans for MondayPre-Instructional ActivityTake roll.Class walk outside.OpeningJournal Starter:1. What are the different ways we communicate?2. Is it possible to NOT communicate? Why or why not?Work PeriodDiscuss opening questions with the class.Review Communication PowerPoint (stopping at the 3 modes of communication).Ask pods/groups to brainstorm the following:1. What are the three modes/methods of communication?2. What does each mode entail?3. What mode is the EASIEST? Why? What mode is the most EFFECTIVE? Why? Bring class back together for a discussion of the three modes (verbal, nonverbal, and written). Emphasize the difference between ease and effectiveness! Drawing activityHave students take out a blank piece of paper and pencil. Give students instructions on what they are to draw (see elephant hand out). At conclusion of the activity, ask students to show what they drew, then show them what they were supposed to have drawn. Ask class what you could have done to make the directions more clear and effective? Use that question to lead into effective communication skills (on PowerPoint).Ask students what they know about “active listening” and “I messages”. Explain if needed.Then, have students apply what they know now to the peer pressure scenarios from last week to create an appropriate ending to their scene. Closing (evaluate) “Balls in your court” activity. Daily Lesson Plans for TuesdayPre-Instructional ActivityTake roll.OpeningQuick quiz on the modes of communication and effective communication skills. Work PeriodAsk students to define “risk behavior”. Prompt if needed to come up with a working, age-appropriate definition. Ask students to list/brainstorm “risky behaviors” for teens/adolescents. Teacher should write suggestions on board as they are offered.Once a solid list is established, try to collapse the suggestions into broader categories. Eventually you will want to end up with the top six risk behaviors of youth/adolescence as outlined by the CDC.1. Violence/injury2. Poor dietary habits3. Physical inactivity4. Alcohol and other drugs5. Sexual activity6. TobaccoAfter this list is established, introduce the YRBS and its purpose. Then assign groups of students to study the current statistics and trends on their risk behavior assigned (print out one-pagers beforehand). Ask groups to note any significant changes over time and brainstorm what could cause those changes. Bring the class back together to discuss the interrelationship between the risk behaviors. Closing (evaluate)Quick quiz at beginning of class. DCSD RCD Aligned Lesson Plan TemplateComponents of this lesson plan may change according to the needs of the studentsDaily Lesson Plans for WednesdayPre-Instructional ActivityTake roll.Class walk outside.OpeningAsk students to write list 2 small decisions they make every day and 2 large decisions they either have made or will make in their life. Work PeriodUsing a handout, describe and go over the 7-step decision making process. Then, use an example from your own life to help walk students through the process.Have students then pick one of their large decisions they wrote down earlier and, using the 7-step process, go through how they would make that decision. If time, move onto discussing peer pressure situations where an immediate decision needs to be made and how the 7-step process can be modified to suit such situations. Pick a peer pressure scenario (drugs, sex, drinking and driving, etc.) and have students walk through the modified process to come to an appropriate and healthy decision.Closing (evaluate)Collect student papers on the decision-making process they used for their own decision and grade on accuracy and completion. Daily Lesson Plans for ThursdayPre-Instructional ActivityTake roll.OpeningHave students complete the anonymous bullying survey. Work PeriodOnce students have completed the survey, take them up and review answers while students watch the following TED Talks below about cyberbullying and its consequences.1. . Some talking points to bring up with students during the videos (particularly the video about the software developed to “stop” cyberbullying.1. Why are 9 out of 10 cases of cyberbullying not reported? What could be done to change those statistics? 2. Does the software developed REALLY stop cyberbullying? What about the intent behind the message? 3. Why are teens/adolescents afraid to tell adults about cyberbullying? 4. What are the consequences of telling an adult you’re being bullied versus not telling? Teacher can also use the answers students provide on the survey to discuss various resources within the school and community where they can receive help/advice. Closing (evaluate)Anonymous question boxDaily Lesson Plans for FridayPre-Instructional ActivityTake roll.Class walk outside. OpeningJournal Starter:1. Do you have a personal experience dealing with mental illness (either self, friend, family member, etc.)?2. How did/does it make you feel? 3. Has it changed your relationship with that person, or if self, with others around you?4. Has the person (or self) sought help and if so, what kind?Work PeriodEach pod/group will be randomly assigned a mental illness. The pod/group must work together to create a poster (on butcher paper) informing their classmates on their assigned illness.Illnesses:OCDADD/ADHDBulimiaAnorexia NervosaDepressionGeneral Anxiety DisorderSchizophreniaPTSDBipolar DisorderEach poster must contain the following information:1. Definition of the illness2. Symptoms3. Treatment options4. Advocacy/awareness efforts (i.e. social media pages, hashtags, events associated with raising awareness for the condition)Students may use their textbooks, the internet, and (if internet or iPad not available) informational packets about the illness provided by the teacher. Students will have about 30 minutes to complete their posters. After that, posters will be displayed around the room. Students will then rotate around the room while completing a worksheet about the illnesses presented and facts about them. Closing (evaluate)Groups will be graded on their poster via a teacher created rubric. Assign MESH concept map/chart project for homework. DCSD RCD Aligned Lesson Plan TemplateComponents of this lesson plan may change according to the needs of the students ................
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