Breanne Kauck-Fiacco



Unit PlanWhat Does Respect Look Like?What does it mean to respect ourselves in healthy ways?PRE-INTERNSHIP UNIT PLANESSENTIAL QUESTION: WHAT DOES RESPECT LOOK LIKE?BIG IDEA: RESPECT FOR SELF, FAMILY/FRIENDS, AND COMMUNITY#APERSONISAPERSONNOMATTERHOWSMALL -DR. SEUSSThis unit plan is based around respect. Throughout this unit plan, the goal is to teach students how to gain respect for self, others, and the community. In the grade 4/5 health curriculum, it strongly emphasizes that respect is the foundation of which students will need to develop an understanding throughout their learning process. The subject areas that will be integrated in this unit are Health Education, English Language Arts, Arts Education, and Science. Students need to initially start to learn about respect through health and well-being. Then, students will be able to understand the importance of self-respect, they will be able to look at broader perspectives which includes others and community. The essential question for this unit plan is, “what does respect look like?”. This unit then branches into the big idea of “what does it mean to respect ourselves in healthy ways?”, which is learning about how health affects self, others, and the community in relation to respect. My professional goals are related to building relationships, communication skills, management skills, and implementing differentiated instructional strategies. I have set goals that will reflect my fall experience, in hopes that I can plan actions to achieve these professional goals to improve learning. Therefore, I plan to work on my communication skills, oral and non-verbal. Orally, I would like to work on my language usage where I can avoid using the words guys, like, okay, so, uhm, etc. My goal is to sound fluent and confident in what I am teaching. Non-verbal, I would like to work on movement. I want to ensure that I am not blocking sides of the board from students on the other side of me, blocking their view of what is going on. I want to move around the classroom when teaching so that the students know that I am engaged and excited in what I am teaching as well.I also plan to work on basic management, improving time management skills. I struggle with pacing my lessons. I plan to time myself for instruction time(s), discussion time(s), activity time(s), etc. I want to guarantee that I am not running out or short of time in my lessons. I would like to fix that where I become efficient so there is no stress/anxiety. I also would like to work on group focus strategies, keeping students alert and accountable. My plan of action includes using various strategies to grab my students’ attention when conversation or excitement gets carried away for whatever reason. One last goal that I would really like to work on is differentiated instruction. I plan to implement a variety of instructional methods that will allow every diverse learner in the classroom to achieve. My lessons will include adaptive dimensions to help those students who need differentiated instruction (visual learners, verbal/linguistic learners, kinesthetic learners, and so on).Lesson 1: Pre-assessment & IntroductionEssential Question: What does respect look like?Outcome(s):Arts Education:CR4.1 Analyze how dance, drama, music, and visual art works represent unique ideas and perspectives.Indicator(s):b) Analyze and describe how various arts elements and techniques are applied in own and others’ arts expressions.Materials:Poster boardColoured paperGlueScissorsMarkers & Pencil crayonsDevelopment:Introduce to the students that for the next 3 weeks we will be teaching them about respect for self, others, and the community. Start by creating a word wall on the board with the term respect in the middle. Have students collaborate to the word wall and discuss with them the types of words they come up with. After give each student a pre-assessment (four corner) sheet. Go over each question with the students so they understand exactly what is expected from them. After the students are done, have them move onto creating their hands. Each student in the class will get the opportunity to choose a colored sheet of paper to trace their hand on. The students will trace their hand and cut it out. After they cut it out, they will design it to suit them. Students can create their hand however they wish. After the students are done creating their hands they will write words in their hand that represent what respect means to them.Have student’s hand in their hands and explain to them the purpose of the activity.(Throughout the unit students can add words, quotes, or experiences to their hand. This is teaching students to be independent and to reflect on their learning. We will put all the students hands up on a board (eventually adding the circle of courage in the middle)After collecting the hands from the student’s, we will give each student a journal. This journal will be used for students to keep all their notes in throughout the unit. Students are also able to add to their journal whenever they want. After each lesson, the students will either hand their journal into a bin that either says “Feedback” and “In progress”. We will give students either time before each lesson or time after to add something to their journal.Assessment Strategies:Pre-Assessment: Four Corners Something you know about respect?What are two questions you have about respect?What are three words that come to mind when you think about respect?What is one way that you could model respect?Link to sheet: Assessment:Product: collection of hands with words that connect to respect. Students will also be assessed based on the unique designs on the hands to represent student identity through art work.Instructional Strategies: Experiential Learning: Project based & SurveyAdaptive Dimension:Have instructions written on the boardHelp students individually with understanding what they need to completeStudents who are done early can share their pre-assessment hand-out with a peerHave students paraphrase back instructions Lesson 2: Circle of CourageEssential Question: What does respect look like?Who am I and who am I to others?Outcome(s):Health Education:USC 4.5 Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.Arts Education:CR4.3 Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.Indicator(s):Health Education:b) Investigate information and definitions of self-concept (i.e., thoughts one has about self), self-esteem (i.e., a feeling of pride in self), and self-determination (i.e., right to make own choices) to develop an understanding of identity.Arts Education:e) Ask thoughtful questions that probe deeper thought and respond to questions with elaboration.Materials:LaptopsProjectorMentimeterPowerPointPaper copy of survey Development:Introduce to the students that they will be participating in a Mentimeter. Explain to students that a Mentimeter is a tool that allows you to engage and interact with an audience. It is a polling tool where you create and set questions and your audience can give their input using any device that connects to the internet. Students will receive the school laptops (depending how many laptops there are, students can work individually or in partners). Students will then go to and enter the code that will be written up on the board by the teacher. There are two Menti’s created (due to technical difficulties) Presentation 1: 2: the students have put in their code(s) in, there will four questions in total that the students will answer.1. What comes to mind when you think of Belonging?2. What comes to mind when you think of Generosity?3. What comes to mind when you think of Independence?4. What comes to mind when you think of Mastery?Students will each have an opportunity to respond to each question. As each student answers, the word cloud will enlarge and show students the diverse ideas and perspectives of what each word means to them.As a class, we will discuss why we believe each word has a meaning to the question. The teacher will then save/take a picture of each word cloud.Introduce to the students the circle of courage.Go through the PowerPoint, teaching the students what it means to be part of each quadrant in the circle of courage. Have a class discussion about each term. , have the students complete a survey that questions their personal connections to each part of the circle of courage.After the students completed the survey, have them think about what part of the circle of courage connects to them the most. As an exit slip, have students write on the back on the survey explaining why they believe that they connect with this part of the circle of courage the most.Assessment Strategies:Formative Assessment:Observation: Observe what the students contribute on the Mentimeter.Conversation: Communicate with the students the main words that appear on the Menti. Have a discussion for deeper understanding.Observation/Conversation: have students show an understanding of self-concept, self-determination, self-esteem through the survey, observe and discuss survey results.Exit Slip:Journal writing: students will respond to the prompt, “what part of the circle of courage do you connect with most?”Instructional Strategies: Direct Instruction: Questioning, Compare and Contrast, Listening and Viewing.Adaptive Dimension:Read off the questions off the Mentimeter presentation Give visual/written and oral instructions to the students-Read off the questions off the PowerPoint presentation. (oral instruction)-Visual aspects align with terms on the PowerPointLesson 3: Sticky Note ActivityEssential Question: What does it mean to respect ourselves in healthy ways?Outcome(s):Health:USC5.4 Analyze the connections between personal identity and personal well-being, and establish strategies to develop and support a positive self-image.English Language Arts:CR4.3 Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.Indicator(s):Health:a) Investigate knowledge and information about self-image.g) Reflect on self-image as “the way you see yourself as a result of what you believe about your appearance, abilities, and character”. English Language Arts:e) Ask thoughtful questions that probe deeper thought and respond to questions with elaboration.Materials:WhiteboardSticky NotesJournalsDevelopment:-Introduce students to instructions of the activity:Give each student 2 sticky notes. Have four different shapes on the whiteboard along the top, side by side. Ask students to write a word on each sticky note that they think of when they are asked the following questions: “What is health? What does it mean to be healthy? What does it sound, feel, look, or taste like?” Write these questions on the board.Using these prompting questions, students will write one answer one each sticky note. Answers can vary. Once students have all three answers on their sticky notes, the teacher will call one student to the whiteboard and ask them to place their 2 sticky notes under whatever shape they see fit. They can choose to put their sticky notes under all the same shape or any different columns; whatever they think makes most sense to them. Once that student has placed their sticky notes, begin to instruct students by rows/pods to come place their notes according to the sticky notes that are already in columns.Once all students have put their sticky notes on the board, instruct all students to return to their seats. Read aloud column by column-by-column all the sticky notes. Tell students that as a class, we are going to be organizing the answers and labelling each column according to the answers within the columns. Before labelling the columns, ask students if they any sticky notes need re-organizing and/or moving around. Encourage student to come to the whiteboard and make the moves. After that, read the columns again, and ask class for an appropriate name for each column according to the answers in each. Once the column has a name, ask the students if there are any more changes and/or moving around that needs to be done. If students have any more answers to add, now that each column will have an appropriate category name, they are welcome to come up whenever and add to the list.Explain to students that by doing this activity, it introduces different ideas that may or may not apply to the action that they will be creating (relating to respecting ourselves in healthy ways reflecting a positive self-image and personal well-being on the inside and the outside).Ask students and discuss, “why do we believe it is important to identify positive yet healthy ways to live?” PLAN B:-After activity is complete, the teacher will hand out the students’ journals. Students will write about this activity, while answering the question, “what does it mean to respect ourselves in healthy ways?” and what that means to them thus far. Their responses will be formed off their responses within the activity. Assessment Strategies:Formative assessment: Observation: the teacher will observe students with their participation in activity. Ensuring that they are engaged as they need to retain the knowledge that they learn about how to communicate what healthy living looks like in regard to healthy eating, physical activity, management of health challenges, personal identity, and stressors. PLAN B: Exit Slip:Journal writing: students respond to the prompting question, “what does it mean to respect ourselves in healthy ways?” in their journals and what that means to them thus far. This assessment is a strategy used to check for understanding after the sticky note activity is complete. Instructional Strategies: Interactive Instruction: Brainstorming, Discussion.Adaptive Dimension:Print out step by step instructionsWrite questions on the boardLesson 4: Stress & Coping StrategiesEssential Question: What does it mean to respect ourselves in healthy ways?Outcome(s):Health:USC 4.6 Assess healthy stress management strategies (e.g., relaxation skills, stress control skills, guided imagery, expressing feelings, exercising).English Language Arts:CR4.3 Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.Indicator(s):Health:b) Communicate an informed personal understanding of stress (e.g., reaction of worry and/or pre-occupation).c) Explore the responses one may experience as a result of stress (e.g., heart-rate increase, blushing, knots in stomach, butterflies in stomach, dry mouth, sleeplessness, loss of concentration).f) Analyze common coping strategies for managing stress.g) Describe strategies (e.g., writing in a journal, seeking guidance from a trusted adult/elder, talking with a friend, participating in cultural ceremonies, reading a book about grief) for managing stress (including divorce, death, and loss).English Language Arts:e) Ask thoughtful questions that probe deeper thought and respond to questions with elaboration.Materials:JournalsFake tests (25 copies)Pie wheel sheets (25 copies)Pie wheel sheets with one part cut out (25 copies)Duo-Tang clips Development:-Introduce what stress is, what it looks and feels like. Put on the board TEST DAY!!, hand out fake tests to them. After approximately 2 minutes, have students put their pencils down and explain to them this was not a real test. Have them explain their feelings!Have students do a Think/Pair/Share about the different causes of stress. (the fake test was an example for students) Give students an appropriate amount of time to think about it, then have them pair with whoever is beside them, then they will share to the class.-Students will understand that stress can be caused by anything, as everyone has different stress triggers. Everyone experiences stress in different ways and can manifest itself through a variety of signs.-Then, explain to the students that are different signs of stress. Categorize them into different sections like physical, emotional, and health related signs of stress and brainstorm together.Physical signs of stress might include: speeds up heart, shaky hands, shaky legs, clenching fist, reddening of the skin, headaches, tenseness, muscle spasms, sweating, etc.Emotional signs of stress might include: feelings of anxiety, feeling overwhelmed, inability to focus, avoidance behaviors, inability to make decisions, acting out.Health-related signs of stress: inability to sleep, excessive sleep, loss of appetite, binge eating, irrational behaviors, mood disorders, etc.-Introduce coping strategies for stress. Ask students to give examples of strategies they have used to deal with stress. The teacher will record their responses on the whiteboard. (Use a graphic organizer to organize different ideas).-After the class discussion, students will write in their journals responding to the following question: “What are some of the healthy ways you deal with stress? List 6 different strategies that help you deal with stress.”-Let students know that they will have different responses from their peers as everyone deals with stress differently. -After students are finished writing in their journals, students will refer to the 6 different strategies that they listed and will create a coping strategies wheel:Students will receive a hand-out that has a wheel that is divided into six pieces. On each section, they will write their coping strategy on it. They may choose to draw on it as well. Students will then receive another hand-out that has NAME’s Wheel of Coping Strategies and they can decorate it however they would like. Students will then put their wheels together using the duo-tang clip -Creating the coping strategies wheel is a fun and engaging way to help students remember skills and realize that they have a choice in how to cope with stress in different situations. HANDOUTS: Strategies:Formative Assessment:Students will communicate through Think/Pair/Share about the different causes of stress.Conversation: brainstorming as a class the responses one may experience as a result of stress.Conversation: students will analyze common coping strategies to manage stress through a group discussion.Product: students will create a coping strategies wheel. It will represent their learning through conversation and applying it to themselves. Showing the teacher their understanding as well as developing their own coping skills that they can use when they are stressed. Exit Slip:Journal writing: students will respond to the following question, “What are some of the healthy ways you deal with stress? List 6 different strategies that help you deal with stress.”Students will understand that journaling is a strategy of managing stress.Instructional Strategies: Interactive Instruction: Brainstorming, Discussion.Adaptive Dimension:Have students write down each graphic organizer in their journals that is written on the board throughout the lesson Have students come up to the board and write their responses as we go along in group discussionsStudents who are done fast, encourage them to help othersLesson 5: MindfulnessEssential Question: What does it mean to respect ourselves in healthy ways?Outcome(s):Health Education:USC 4.6 Assess healthy stress management strategies (e.g., relaxation skills, stress control skills, guided imagery, expressing feelings, exercising).Indicator(s):f) Analyze common coping strategies for managing stress.g) Describe strategies (e.g., writing in a journal, seeking guidance from a trusted adult/elder, talking with a friend, participating in cultural ceremonies, reading a book about grief) for managing stress (including divorce, death, and loss).Materials:Mini water bottlesName labelsGlitterClear glueHot glue gunDevelopment:Reflect on lesson 4 (stress & coping strategies)Present Mindfulness PowerPointExplain to students that they will be creating a glitter jar (what is a glitter jar and how does it work?)Create glitter jar with students.Practice mindfulness using the glitter jarInvite students to write down any feelings they felt while practicing mindfulness on their hands.Assessment Strategies:Formative Assessment:Observation: students will be assessed based on participation and execution in the creating of their own glitter jars.Conversation: students will develop an understanding that mindfulness is a practice that relates to managing stress.Instructional Strategies: Direct Instruction: Explicit teaching, Listening and Viewing.Experiential Learning: Simulations, Model Building.Adaptive Dimension:Instead of using glass mason jars, mini waters will be used to avoid any safety concerns. Lesson 6: The Best Part of MeEssential Question: What does it mean to respect ourselves in healthy ways?Who am I?Outcome(s):Health Education:USC5.4 Analyze the connections between personal identity and personal well-being, and establish strategies to develop and support a positive self-image.Indicator(s):a)Investigate knowledge and information about self-image.g)Reflect on self-image as “the way you see yourself as a result of what you believe about your appearance, abilities, and character”.Materials:Polaroid Camera & FilmConstruction PaperGlueMarkersDevelopment:In the previous lesson students were challenged with thinking about a positive feature that they like about themselves.Introduce the activity to the students by creating a word web with physical features in the middle.Ask students to share some of the things that they came up with about themselves and other physical characteristics that support a positive self-image.Remind the students that we have to be respectful for self and others when doing this assignment (not everyone will like the same thing about themselves and that is ok!).Explain rationale behind assignment. WHAT: Tell students that they will be creating a Best Part of Me poster, representing a favourite/positive feature about themselves. WHY: By having students involved in this assignment, it helps students to understand why having a positive self-image about the way they see themselves is important to their health. It will help build confidence in students.HOW: Show students an example on the board of final product. Explain the steps to reach the expected final product for this assignment: DRAFT: graphic organizer (brainstorm strategy) The Best Part of Me TemplateDRAFT: write up (sentence form) (on lined loose leaf) (students need to check for spelling, grammar, punctuation, capitalization etc.)Choose a piece of colored paperGOOD COPY: have students write their write up in PENCIL first, then they can go over it in MARKER.Go over with students the rubric and expectations of this assignment.The teacher will be pulling students out one at a time to take the picture for them.Have students begin their poster. Remind students that they only have 20-25 minutes to complete their final product.The teacher will put a digital timer on the board.Once students have completed their poster, encourage students that they can share with the class their final product.Assessment Strategies:Summative Assessment:Product: students will be assessed on their final product (see rubric)Formative Assessment:Observation: observing that students are engaged with the activity by being able to connect to the assignment through a positive lens. Students are able to see themselves in the assignment and can recognized personal characteristics that they like about themselves (have a positive self-image).Think-Pair-Share (conversation & observation) (if there is enough time left over) Students will be given time to think about what part of their final product they feel comfortable sharing with a peerStudents will pair up with a partner and share their final product with each other A few students will be invited to share if they feel comfortableInstructional Strategies: Experiential Learning: Project WorkAdaptive Dimension:Students who might have did this before, have students challenge themselves to do something different (a different physical feature).Work with students who cannot think of a positive featureHave students paraphrase the instructionsLesson 7: Positive/Healthy RelationshipsEssential Question: What does respect look?Outcome(s):Health:USC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships.English Language Arts:CR4.3 Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.Indicator(s):Health:a) Compare qualities of healthy and unhealthy relationships and determine the connections of these relationships to a healthy mind, body, and spirit.e) Determine healthy ways to relate to peers not in personal circle of friends (e.g., listen and ask questions, give compliments).f) Reflect on personal behaviours that might influence others to feel included and those that may cause feelings of rejection.English Language Arts:e) Ask thoughtful questions that probe deeper thought and respond to questions with elaboration.Materials:LaptopProjectorColoured paper (25)MarkersPowerPointDevelopment:Introduce the lesson by showing students this video: (3:31 seconds) watching the video, have students participate in a Turn and Talk with their peers, using a prompting question, “what do you think people should say/do more often?” Give students approximately 1 minute to discuss. Have students share to the class.Introduce the qualities of a healthy/positive relationship on PowerPointStudents will participate in an activity called “Name Compliment”. Instructions: each student will be handed out a piece of paper, they will then write their names in the middle of the page. Then, students will be asked to move to everyone’s paper and write a compliment about them. It can be as simple as, “I like your smile!” or, “You are very humorous!”. Once each student has written a positive compliment on everyone’s piece of paper, students will go back to their seats and read all the anonymous compliments they received from their peers. This is an amazing activity to share with students to boost their confidence. (10 minutes)Explain purpose behind the “Name Compliment” activity. Have students reflect on the qualities of healthy/positive relationships in their journals. Students will respond to the following question: “What can you do to maintain a healthy/positive relationship with your friends or family?” Have students list 2 different ways that they will do this. (3 minutes)If students finish journals before bell, encourage them to write any feelings they felt during the lesson on their hands.Assessment Strategies:Formative Assessment:Turn and Talk: after watching the video, have the students turn and talk to their peers about the question that was asked at the end of the video, “what do you think people should say/do more often?” Students will share their answers with the class. This will quickly notify the students of characteristics of a positive relationship through conversation (complimenting people).Observation: the teacher will observe the students while they participate in the “Name Compliment” activity. Students will reflect on their own personal behaviours that might have influenced others to feel included through actively participating in this activity. Exit Slip:Journal writing: Have students reflect on the characteristics of positive relationships in their journals. Students will respond to the following question, “What can you do to maintain a positive/healthy relationship with your friends/family?” Have students list 2 different ways that they will do this to deepen their understanding of positive relationships.Instructional Strategies: Direct Instruction: Listening and Viewing.Interactive Instruction: Discussion.Adaptive Dimension:If technology fails, write down information from PowerPoint on the board during instruction. (written and verbal)Lesson 8: Action Plan (Entire Morning)Essential Question: What does it mean to respect ourselves in healthy ways?Outcome(s):Health:AP4.1 Design and apply, with guidance, two four-day action plans that require communication related to healthy eating and physical activity, prevention/ management of health challenges, negotiating disagreements, safety and protection, personal identity, and stressors.Indicator(s):Health:a) Identify basic steps to design and carry out effective action plans (i.e., who, what, where, when, why, how).b) Design and follow a brief outline of a plan, including a schedule.Materials:WhiteboardLaptopProjectorMy Action Plan template (26)Arrow template (26)Development:Introduce “What Stuck?” poster on the board. Have students reflect on sticky note activity. Have each student write on one sticky note of what they remembered from that activity. The prompting question is “what does it mean to be healthy?”Introduce to students that they will be creating one two-day action plan. Explain that throughout the entire morning, they will be learning many different things that will help them understand how to create an action plan.Introduce PowerPoint on Action Plan/Goal Setting. (What is a goal, S.M.A.R.T goals, importance behind setting goals, action plan purpose and steps)10:00 AM -BRAIN BREAKTo extend student understanding, teach the students the meaning of specific, measurable, action plan, realistic, and time-limit using the Frayer Model (emphasizing the example/non-examples, define and list characteristics of each component). The teacher will project the Frayer Model on the board, having students copy the model in their journals. As a class, we will decode each component and come up with creative example/non-examples related to health. (Could draw model on board instead, depending on technology). As an example, we will create one 2-day classroom goal. An example might include keeping the classroom clean. This classroom goal will work toward improvement (as opposed to everyone meeting a specific standard). We will brainstorm different ideas and majority votes on one idea. We will use the arrow template on a poster board to set the goal and brainstorm activities that the class can do to reach the goal. Decide on a specific set of activities and implement then as we go. Students will understand that goal setting is an ongoing process. The teacher will review the rubric with students (projected on the whiteboard). Students will also be handed out the rubric so that they are aware of what is to be expected of them through this action plan. Now, students will begin to work on their action plan. Students will be given the arrow template as a draft. Students will brainstorm what they can do to meet the goal they would like to achieve for their action plan. Have them also brainstorm outside things that will not help students meet that goal. (DRAFT)After the arrow template is complete, students will receive My Action Plan sheet. This is where students plan… What is my goal? Why is this my goal? How will I reach my goal? Where will my goal occur? On backside of this paper, students will record anything that happens throughout the action plan. EXAMPLE: goal might change, challenges/obstacles, strategies/skills used to achieve goal, etc. BRAIN BREAKS: (2)Trading Places: have students stand behind their pushed-in chairs. Call out a trait, and everyone who has that trait must change places with someone else (students who do not have the trait stay where they are). Examples: “Everyone with curly hair.” “Everyone who ate cereal for breakfast.” “Everyone who is wearing stripes.”Find It Fast: call out a color or other trait (e.g. something round, something made of wood), and students must find an object in the room that fits the trait and get to it quickly.RESOURCES: Strategies:Formative Assessment:Product: students will be assessed based on their arrow template and following the My Action Plan template, where students are identifying basic steps to design and carry out an effective action plan. (i.e., what is my goal, why is this my goal, how will I reach my goal, and where will my goal occur?)Instructional Strategies: Interactive Instruction: Brainstorming, Discussion.Direct Instruction: Structured Overview.Adaptive Dimension:Include visuals on the board (PowerPoint, writing on the board, etc.)Check for understanding with every student (during preparation of action plan goal setting and/or check over templates overnight), ensuring students are setting realistic goals in their lives.Lesson 9: Readers TheatreEssential Question: What does respect look like?Outcome(s):Health Education:USC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships.Arts Education:CP5.3 Demonstrate how various roles, strategies, and elements (e.g., tension, contrast, symbols) function within a drama.English Language Arts:CR4.3 Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.Indicator(s):Health Education:b) Describe and recommend healthy behaviours, including positive communication skills for getting along with others in play and competitive situations (e.g., an appreciation of silence as an opportunity to reflect and refrain from "jumping in", analyzing and criticizing ideas and not the people offering them).Arts Education:a) Demonstrate sustained belief in each dramatic situation and a variety of own roles.b) Respond to others in role in ways that aid the progress of the drama.d) Analyze and describe how various roles and strategies (e.g., flashbacks) functioned within the drama.i) Discuss drama work in relation to own lives and communities.English Language Arts:e) Ask thoughtful questions that probe deeper thought and respond to questions with elaboration.Materials:Variety of scriptsLaptopProjectorYouTube videoDevelopment:Introduce to the students that we will be doing readers theatre by showing them this video: the students what they gathered/understand from watching this videoExplain the students that we are doing readers theatre because it is a fun and interactive way to demonstrate showing respect for others in healthy and unhealthy relationshipsThe teacher will put students into groups and give each group one script.Give the students 10 minutes to plan and prepare their script for the class (they do not have to memorize, and no props will be needed)After each group will perform their scripts in front of the classWhen finished teacher will “randomly” switch groupsStudents will have again another 10 minutes to prepare for their scripts and then present them If time is remaining have a class discussion on what they learned about respect through role playingSCRIPTSAssessment Strategies:Formative Assessment:Observation: students will be assessed on participation through observation by the teacher. Students should be engaged while demonstrating various roles, strategies, and elements.Observation: students will be assessed based on how well they work in their groups.Participation: students will be assessed on equal contribution to the activity.Instructional Strategies: Interactive Instruction: Role Playing, Peer Practice, Cooperative Learning Groups.Adaptive Dimension:Give students who feel uncomfortable speaking in front of others shorter parts in the scriptsChange groups if needed (students who are not working well together, who are not cooperating/participating)Lesson 10: Action Plan (continued)Essential Question(s): What does respect look like?What does it mean to respect ourselves in healthy ways?Outcome(s): Health:AP4.1 Design and apply, with guidance, two four-day action plans that require communication related to healthy eating and physical activity, prevention/ management of health challenges, negotiating disagreements, safety and protection, personal identity, and stressorsIndicator(s):Health:a) Identify basic steps to design and carry out effective action plans (i.e., who, what, where, when, why, how).b) Design and follow a brief outline of a plan, including a schedule.c) Implement the action as outlined.Materials:JournalsClassroom Goal PosterWhiteboardDevelopment: Review students’ actions plans thus far. Explain that we are going to work on creating the steps for day one and day two based on what they think they need to do to achieve these goals. (they can also include skills, strategies, challenges, obstacles, etc. that they think they could potentially face). Explain to students that we are still working to achieve our classroom goal. Today will be day one of our classroom goal. Tuesday, March 27/18 will be day two. Explain to students that we will only focus on doing one action plan so that they do not have to worry about getting it done at home, where the classroom goal will occur at school.After explaining the changes to the action plans, hand out journals to students.Students will be given time to work on day one and day two of their own goals. While they work on them, remind students to come up to the board and have them describe how they think the classroom goal is going, what are they doing well, and what needs to be worked on.To wrap up lesson, we will begin to focus on respecting our environment/community.Assessment Strategies: Product: students will be assessed based on their day one and day two action plan goals, where students are identifying detailed steps related to the provided rubric to design and carry out an effective action plan. (i.e., what is my goal, why is this my goal, how will I reach my goal, and where will my goal occur?)Instructional Strategies: Direct Instruction: Compare and Contrast. Structured OverviewExperiential Learning: SimulationAdaptive Dimension:Students are free to record their data however they would like (point form, sentence form, etc.)Students who finish early will be encouraged to help their peersCheck for understanding with a thumbs up, thumbs sideways, or thumbs down stop check to ensure students understand the changes made to the action planLesson 11: The LoraxEssential Question(s): What does respect look like?Outcome(s): Science:HC4.3 Assess the effects of natural and human activities on habitats and communities, and propose actions to maintain or restore habitats.Indicator(s):Science:a) Recognize and discuss the role of traditional knowledge in learning about, valuing, and caring for plants and animals within local habitats and communities.c) Categorize human activities by the effects they have or may have on habitats and communities.Materials:The Lorax book“If I was the Lorax, this is how I would help our Earth…” activity sheet (25 copies)Development:Introduce students to respect to community by reading The Lorax by Dr. Seuss. Info: The Lorax is a metaphor to make us think about the world around us and the impact we (humans) have on the environment. Invite students to listen carefully to the story.Unpack the story: what the story was about, the message behind the story, anything students are still wondering about. Have students engage in conversation.Share the quote, “Unless someone like you cares a whole awful lot, it’s not going to get better. It’s not.” -The Once-ler from The Lorax on the board, then ask students, what does this message mean to you?Explain to students that we should individually and collectively should show respect for our communities, including respect for the environment. Students will fill out an activity sheet that asks them how they would respect the environment in positive ways. “If I was the Lorax, this is how I would help our Earth…” **refer to classroom goal (keeping the classroom clean)** Explain that we are finding ways to respectfully keep our classroom clean in many different ways, now have students think about how they might do the same for outside the classroom in the environment/community. Once students have completed their activity sheet, ensure they hole punch it and put it in their journals. While students are finishing up, invite students to reflect one more time on day two of our classroom goal. Having them describe how they think the classroom goal is going, what are they doing well, and what needs to be worked on.Assessment Strategies: Formative Assessment:Conversation: the teacher and students will engage in a discussion after reading The Lorax, where students will contribute to unpack the story to represent their understanding of what the story means.Product: students will be assessed based on their responses on The Lorax activity sheet, answers should reflect reasonable ways to how they will respect, value, and care for the environment in positive ways. Representing how human activity can positively affect communities and environments.Instructional Strategies: Interactive Instruction: Discussion.Indirect Instruction: Reading for Meaning, Concept Formation.Adaptive Dimension:Project the book on the board and have students engage in reading the book (creating a better visual and auditory experience for some students).Use prompting questions to guide the conversation/discussion after reading the book.Lesson 12: Action Plan (wrap-up)/Wrap-Up of Unit PlanEssential Question(s): What does respect look like?What does it mean to respect ourselves in healthy ways?Outcome(s): Health:AP4.1 Design and apply, with guidance, two four-day action plans that require communication related to healthy eating and physical activity, prevention/ management of health challenges, negotiating disagreements, safety and protection, personal identity, and stressorsEnglish Language Arts:CC4.1 Compose and create a range of visual, multimedia, oral, and written texts that explore:identity (e.g., Expressing Myself)community (e.g., Celebrating and Honouring Others)social responsibility (e.g., Within My Circle) through personal experiences and inquiry.Indicator(s):Health:d) Document and reflect on implementation (e.g., What did I do well? What will I do differently next time? Did I effectively communicate my action?).English Language Arts:a) Create spoken, written, and other representations that include:-a specific message-a coherent organization of ideas-ideas and information which are clear and complete-appropriate use of language and conventions Materials:Classroom Goal PosterWhiteboardLaptopProjectorRecipe cards (25)MarkersDevelopment:Review classroom action plan goal. As a class, we will debrief how our goal went and what the students learned throughout the process of learning how to achieve a goal.Focusing on the two-day classroom action plan goal, prompting questions include:What did we do well?What did we not do so well on?What will we do differently next time?What might out next goal be? Explain that by setting goals, it reflects an importance that can be represented in many different ways, such as, the goals we chose to respect ourselves, others, and our environment/communities in healthy ways. Introduce final activity to wrap-up the unit plan for a deeper understanding of what they have learned in the past three weeks. Students will be creating a recipe for “Respecting ourselves, others, and the environment/community in healthy ways”. We will be combining everything that we have learned into one final product! Just like a recipe, you need to combine items to make a cake. Learning (pieces of the recipe) = Understanding (cake).Learning means gathering the important pieces to mix the pieces together to create an meaningful understanding, being able to reflect and respond to what you have learned. Instructions include: You must list 2 ingredients on respect for self, 2 ingredients on respect for others, and 2 ingredients on respect for environment/community. Once you have thought about your 6 ingredients, you will decide on measurements. Your recipe is called “NAME’s Recipe for Respecting Ourselves, Others, and the Environment/Community.” Put this at the very top of your recipe card.Once rough draft is complete, transfer information onto recipe card. If finished early, begin to colour and decorate recipe card. Assessment Strategies: Formative Assessment:Observation/Participation: students will be assessed based on how the classroom goal went. All students should have participated in attempting to achieve the classroom goal of keeping the classroom clean (teacher observation/student participation).Product: students will be assessed on the creation of their recipe cards. Students will represent their knowledge based on what they have learned throughout the last three weeks. Students will reflect on their own learning and respond to what comes to their mind by combining their knowledge from week 1-respecting ourselves in healthy ways, week 2-respecting others in healthy ways, week 3-respecting the environment/community in healthy ways) into one product. Students must include two ingredients on respect for self, two ingredients on respect for others, and two ingredients on respect for environment/community. Instructional Strategies: Direct Instruction: Questioning.Interactive Instruction: Discussion.Indirect Instruction: Concept Attainment.Adaptive Dimension:Include visuals on the board (PowerPoint, writing on the board, etc.)Provide an example projected on the board, and provide a physical exampleFloat around to help any students who might be stuck Outcomes (Students need to know)What a student is expected to know, understand and be able to do.Indicators (Students are able to do) Ways that students demonstrate their learning of an outcome; think ‘verb’; tells the story of outcome. Arts Education:CR4.1 Analyze how dance, drama, music, and visual art works represent unique ideas and perspectives.CP5.3 Demonstrate how various roles, strategies, and elements (e.g., tension, contrast, symbols) function within a drama.Health Education:USC 4.5 Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.AP4.1 Design and apply, with guidance, two four-day action plans that require communication related to healthy eating and physical activity, prevention/ management of health challenges, negotiating disagreements, safety and protection, personal identity, and stressors.USC 4.6 Assess healthy stress management strategies (e.g., relaxation skills, stress control skills, guided imagery, expressing feelings, exercising).USC5.4 Analyze the connections between personal identity and personal well-being, and establish strategies to develop and support a positive self-image.USC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships.English Language Arts:CR4.3 Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.Science:HC4.3 Assess the effects of natural and human activities on habitats and communities, and propose actions to maintain or restore habitats.Arts Education:b) Analyze and describe how various arts elements and techniques are applied in own and others’ arts expressions.a) Demonstrate sustained belief in each dramatic situation and a variety of own roles.b) Respond to others in role in ways that aid the progress of the drama.d) Analyze and describe how various roles and strategies (e.g., flashbacks) functioned within the drama.i) Discuss drama work in relation to own lives and communities.Health Education:b) Investigate information and definitions of self-concept (i.e., thoughts one has about self), self-esteem (i.e., a feeling of pride in self), and self-determination (i.e., right to make own choices) to develop an understanding of identity.a) Identify basic steps to design and carry out effective action plans (i.e., who, what, where, when, why, how).b) Design and follow a brief outline of a plan, including a schedule.c) Implement the action as outlined.d) Document and reflect on implementation (e.g., What did I do well? What will I do differently next time? Did I effectively communicate my action?).b) Communicate an informed personal understanding of stress (e.g., reaction of worry and/or pre-occupation).c) Explore the responses one may experience as a result of stress (e.g., heart-rate increase, blushing, knots in stomach, butterflies in stomach, dry mouth, sleeplessness, loss of concentration).f) Analyze common coping strategies for managing stress.g) Describe strategies (e.g., writing in a journal, seeking guidance from a trusted adult/elder, talking with a friend, participating in cultural ceremonies, reading a book about grief) for managing stress (including divorce, death, and loss).a) Investigate knowledge and information about self-imageg) Reflect on self-image as "the way you see yourself as a result of what you believe about your appearance, abilities, and character".a) Compare qualities of healthy and unhealthy relationships and determine the connections of these relationships to a healthy mind, body, and spirit.b) Describe and recommend healthy behaviours, including positive communication skills for getting along with others in play and competitive situations (e.g., an appreciation of silence as an opportunity to reflect and refrain from "jumping in", analyzing and criticizing ideas and not the people offering them).e) Determine healthy ways to relate to peers not in personal circle of friends (e.g., listen and ask questions, give compliments).f) Reflect on personal behaviours that might influence others to feel included and those that may cause feelings of rejection.English Language Arts:e) Ask thoughtful questions that probe deeper thought and respond to questions with elaboration.Science:c) Categorize human activities by the effects they have or may have on habitats and communities.Resources:Student Resources:Presentation 1: 2: Teacher Resources: ................
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