Cody Ross

Health Unit Plan- Tools for Learning

Taught 9/9/14 - 9/30/14
5th Grade- Highland Elementary

Unit Outcomes, State Standards & Assessment Template

Grade Level____5th Grade_______

Unit Outcomes
Students will be able to

(B) Demonstrate skills to improve learning and

interpersonal communication between peers
through listenings skills, self-talk, and feelings.

(C) Develop knowledge of skills to improve

learning and interpersonal communication
with peers, through using self-talk having
empathy for others by being able to predict
ones feelings.

(A) Show respect for the teacher and

classmates by using their listening skills and
showing good PAWS behavior by respecting
others opinions during discussions.

Reference
MA
CF
Standards
by
number
MA CF #7.2

MA CF #7.2

MA CF #7.2

Assessments

Students will participate in multiple

turn and talks with partners
throughout the unit. Students will
complete worksheets to showcase
their knowledge of the subject. The
teacher will observe if the students
demonstrate understanding of the
topic.
Teacher will evaluate the
worksheets completed by the
students, and observe the turn and
talks sessions. Also the teacher will
use checking for understanding
questions throughout the unit to
check the students level of
understanding of the content.
Teacher will observe the students
ability to listen and interact
respectfully with students
throughout the lesson. The PBIS
PAWS class expectations poster will
be hung up in every class. Students
exemplifying the expectations will
be given a red ticket.

Block Plan/Sequencing of Lessons

Day ____1______

Day ____2______

Day_____3______

Focus/Outcomes/Essential Qs:

Focus/Outcomes/Essential Qs :

Focus/Outcomes/Essential Qs :

(C) SWBAT Define empathy

and respect through class
discussion and partner
discussion by the end of class

(C) SWBAT Describe

strategies for self talk to
ignore distractions and
improve listening skills

(C) SWBAT Discuss with a

partner the importance of
predicting someones feelings
and how that will impact how
you talk to them.

(A) SWBAT Show respect to

the teacher by listening to
instruction throughout the
class.

C) SWBAT List something that

they learned from the lesson,
either a self talk strategy, a
key word, or how to listen
with attention.

(B) SWBAT Display empathy

for classmates by being
respectful and listening to
them by the end of class.
Supplies/Materials/Technology:
DVD Player
Television
Second Step Materials:
Grade 4 and 5 DVD
Lesson 1 Teaching and Lesson
card
Empathy Poster
Listening cards
Learning activities including
pedagogical strategies :
-Second Step Introduction
-Key Terms
-Instructional DVD
-Discussion- Teacher lead
discussion with students
-Share Time
-Review of key terms

(A) SWBAT Show respect to

the teacher by listening to
instruction throughout the
class.
(B) SWBAT Practice self-talk
strategies during the final
activity of the class by
memorizing a phone number
while ignoring distractions.
Supplies/Materials/Technology
DVD Player
Television
Second Step Materials:
Grade 4 and 5 DVD
Lesson 4 Teaching and
Lesson card
4th grade feeling handout
Empathy poster
Blank pieces of big paper
Exit Slip
PBIS Expectations Poster

Assessment(s):

Learning activities including

pedagogical strategies :

-Teacher observation of
listening skills
-Teacher observation of
students ability to answer

-Whos Talking
-Key Terms
-Rules for Turn and Talk
-Instructional DVD

(A) SWBAT Show respect for

partner when working on the
worksheet listening to their
opinion and coming to a
decision on what feeling fits
the situation.
(B) SWBAT Demonstrate
knowledge of different
feelings when working with a
partner to complete a
worksheet describing
feelings for different
situations.
Supplies/Materials/Technology
DVD Player
Television
Second Step Materials:
Grade 5 DVD
Lesson 4 Teaching and
Lesson card
Feelings worksheet
PBIS Expectations Poster
Learning activities including
pedagogical strategies:
-Review from last class
-Key Terms
-Rules for Turn and Talk
-Instructional DVD
-Discussion with Turn and
Talk
-Wiggle Time
-Instructional DVD

questions properly.

-Discussion with Turn and

Talk
-Wiggle Time
-Instructional DVD
-Discussion with Turn and
Talk
-Using Self-Talk Activity
-Exit Slip
Assessment(s):
-Teacher observation of
listening skills
-Teacher observation of
students ability to answer
questions properly.
-Exit slip

-Discussion with turn and

talk
-Feelings Worksheet
-Worksheet Share Time
Assessment(s):
-Teacher observation of
listening skills
-Teacher observation of
students ability to answer
questions properly.
-Feelings worksheet

Day ____4______
Focus/Outcomes/Essential Qs:
(C) SWBAT Discuss different
skills for learning through a
class brainstorm by coming up
with topics covered in the unit.
(A) SWBAT Work
cooperatively with classmates
when working in small groups
in class.
(B) SWBAT Demonstrate
knowledge of skills for
learning by representing
different concepts in image
form on a poster with a small
group.
Supplies/Materials/Technology:
PBIS Expectations Poster
Posters for Graffiti activity
Big sheet of paper for
Brainstorm
Music
Learning activities including
pedagogical strategies :
-Key Terms from Entire Unit
-Group Brainstorm
-Graffiti Posters
-Poster Sharing Time
Assessment(s):
-Teacher observation on
students ability to contribute
to class brainstorm
-Group graffiti art poster.

Grading System
Class worksheets 30%
Class Participation 50%
Graffiti Project 20%

Resources
Empathy. (n.d.). Retrieved October 19, 2014, from
http://www.merriamwebster.com/dictionary/empathy?show=0&t=14137417
88
Gibbs (1987) Tribes: a process for social development and cooperative learning. (as in
Bennett, B., Rolheiser, C., and Stevahn, L. (1991) Cooperative Learning: Where Heart
Meets Mind.
Massachusetts Comprehensive Health Curriculum Framework. (1999). Malden, MA:
Massachusetts Department of Education.
Meeks, Linda Brower., and Philip Heit. Comprehensive School Health Education: Totally
Awesome Strategies for Teaching Health. 7th ed. Blacklick, OH: MeeksHeit Pub., 2011.
Print.
National Health Education Standards. (2013). Retrieved from Center for Disease Control
and Prevention website: http://www.cdc.gov/HealthyYouth/SHER/standards/
Second Step Health Curriculum- Teaching cards, Handouts, DVDs.

Assessment Analysis
The students were given a worksheet during class on feelings. The goal of the
worksheet was to identify different feelings that one might feel during different
situations. My objective of giving them the worksheet was to assess their ability to
identify what feelings might come up in different situations. They worked in pairs
with on the worksheet; I have 22 students in the class. The students did very well on
the worksheet.
The first scenario that was given was forgetting your lines when youre in a
play. Seven groups put embarrassed with the others putting nervous, scared and
unsure. There were no right or wrong answers; I was looking for a variety of
answers for all of them. The question that received the most interesting array of
answers was the last one. The scenario was a friend getting a new video game that
you had wanted. Six pairs put jealous, this is what first popped into my head when
reading the scenario. Two other groups put mad, and angry. A little harsher then
jealous but made sense to me. The other two pairs put happy and excited. This was
not what first popped into my head but both are great answers. These students put a
positive outlook on the situation instead of a negative one. It was very interesting
seeing what perspective students had on the situation, maybe some of the situations
had happened to them and that's why they choose the feelings. The assessment
showed the students were very capable of identifying feelings in a variety of
situations.

SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name_Cody Ross____________________________________ Date _____9/9/14_____

School_____Highland Elementary school____________ Lesson # ___1______________
Grade___5_

Class size__18-25___ Class/Time_____9:25-10:05 and 10:05- 10:45_____

Unit/Theme ___Feelings____________ Lesson Focus ____Empathy and Respect_______

Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum
Frameworks
By the end of the lesson, students should be able to:
(C) SWBAT Define empathy and respect through class discussion and partner
discussion by the end of class NHES: 4.2.2; MACF: 7.2
(A) SWBAT Show respect to the teacher by listening to instruction throughout
the class. NHES: 4.2.2; MACF: 7.2
(B) SWBAT Display empathy for classmates by being respectful and listening
to them by the end of class. NHES: 4.2.2; MACF: 7.2
Materials/Supplies/Lesson Preparation
DVD Player
Television
Second Step Materials:
Grade 4 and 5 DVD
Lesson 1 Teaching and Lesson card
Empathy Poster
Listening cards
Special Accommodations (How will the special needs of individual students be
met?)
Key terms will be written in multiple languages so that every student can
understand them.

References/Resources (include books, articles, websites, etc.)

Second Step: Skills for social and academic success. Unit 1 Lesson 1 Grades 4-5

Opening (activator/instant activity)

Review of the three facts that the students learned about the teacher during
previous class.

Procedures Step by step description of teaching strategies/methods/pedagogy to

be used. (Include time frame for each activity, transitions, extensions/adaptations,
cooperative learning techniques jig saw, pair/share, etc.)
Preparation:
Key terms will be put on board
DVD will be set up.
1) 2 min- Second step Introduction: The teacher will talk about the second
step program, and mention that it will be used most of the time in class
with additions from the teacher, like books, films and activities.
2) 3 mins- Key terms: The teacher will go over the key terms and explain
that they will be covered throughout the lesson.
a. Respect
i. Respeto-Spanish
ii. Uvazhenie- Russian
b. Empathy
i. Empatia-Spanish
ii. Uvazhenie-Russian
3) 5 mins- DVD: The proper DVD for the class will be shown.
4) 10 mins- Discussion: The teacher will use discussion questions from the
Second Step teaching cards. When a question is read the students will
have a brief moment to turn and talk to their neighbor about the
question. Then the teacher will ask a couple students to share their
answers.
5) 2 mins- Wiggle time: Teacher will have all students stand up and lead
them through a mid class wiggle time to help them refocus.
6) 3 mins- DVD: Show the Walk, Walk, Walk music video
7) 8 mins- Discussion: The teacher will write some of the lyrics up on the
board. And pose the following questions:
a. What do these lyrics mean to you?

b. Think of a time you have helped another person or have shown

empathy to someone.
8) 5 mins- Share Time: The teacher will share a story showing empathy for
someone else with the students and allow 1 or 2 students to share
depending on how much time is left in class.

List Assessment(s) informal or formal how do you know they have learned the
desired content and you have achieved your objectives?
Teacher observation of listening skills
Teacher observation of students ability to answer questions properly.

Closure/Summarizer
2 mins- The teacher will review the key terms of the day with the students
along with the listening skills cards.

Notes/Reflection (to be completed right after you finish teaching a particular

lesson)
What did you accomplish? How much did the students learn? What would you
leave the same and what might you change in the future to improve this lesson?
Having the translation of respect and empathy in Russian worked really well. I
could see that the students who spoke Russian really appreciated me giving
them the word in Russian. Also the others students were able to learn a new
word in two languages.
I think if I taught the lesson again I would have had the students dance to the
music video or at least act out he walking to have a bigger impact. Try and
make it more enjoyable then just listening to it. It was geared towards a
younger age.
Also I would have had the students think of a story showing empathy for HW
and bring it to the following class.

SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name_Cody Ross____________________________________ Date _____9/16/14_____
School_____Highland Elementary school____________ Lesson # ___2______________
Grade___5_

Class size__18-25___ Class/Time_____9:25-10:05, 10:05-10:45__

Unit/Theme __Skills for Learning__ Lesson Focus ___Respecting Similarities and

Differences_
Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum
Frameworks
By the end of the lesson, students should be able to:
(C) SWBAT Describe strategies for self talk to ignore distractions and improve
listening skills NHES: 4.2.2; MACF: 7.2
C) SWBAT List something that they learned from the lesson, either a self talk
strategy, a key word, or how to listen with attention. NHES: 4.2.2; MACF: 7.2
(A) SWBAT Show respect to the teacher by listening to instruction throughout
the class. NHES: 4.2.2; MACF: 7.2
(B) SWBAT Practice self-talk strategies during the final activity of the class by
memorizing a phone number while ignoring distractions. NHES: 4.2.2; MACF:
7.2
Materials/Supplies/Lesson Preparation
DVD Player
Television
Second Step Materials:
Grade 4 and 5 DVD
Lesson 4 Teaching and Lesson card
4th grade feeling handout
Empathy poster
Blank pieces of big paper
Exit Slip
PBIS Expectations Poster
Special Accommodations (How will the special needs of individual students be
met?)

Key terms will be written in multiple languages so that every student can
understand them.

References/Resources (include books, articles, websites, etc.)

Second Step: Skills for social and academic success. Unit 1 Lesson 1 Grades 4-5
Opening (activator/instant activity)
5 min- Whos Talking: Everyone will form a circle. The teacher will explain the
rules of the game. 1. Everyone must keep their eyes closed. 2. Focus your attention
on who is talking. Rules three Use one hand to point out who is talking. 4. Use other
hand to show thumbs up or thumbs down if you know who is talking.
Procedures Step by step description of teaching strategies/methods/pedagogy to
be used. (Include time frame for each activity, transitions, extensions/adaptations,
cooperative learning techniques jig saw, pair/share, etc.)
Preparation:
Key terms will be put on board
DVD will be set up.
1) 2 mins- Key terms: The teacher will go over the key terms and explain that
they will be covered throughout the lesson.
a. Similarities
b. Differences
c. Distractions
2) 2 mins- Rules for Turn and Talk: Turn to the person sitting next to you, if
no one is sitting next to you then move and find a partner. If you still cant
find a partner then come find the teacher. Both people get a chance to talk.
Keep voices down, no yelling. Respect each others opinions.
3) 5 mins- DVD: The proper DVD for the class will be shown. 4th grade DVD
will be shown to 3rd grade.
4) 5 mins- Discussion: The teacher will use discussion questions from the
Second Step teaching cards. When a question is read the students will have a
brief moment to turn and talk to their neighbor about the question. Then the
teacher will ask a couple students to share their answers.
5) 1 mins- Wiggle time: Teacher will have all students stand up and lead them
through a mid class wiggle time to help them refocus.
6) 5 mins- DVD: The second part of the DVD will be shown to the appropriate
class. 4th grade DVD will be used with 3rd grade.
7) 5 mins- Discussion: The teacher will read off the questions from the Second
Step teaching cards. The discussion will be based on self-talk methods to

increase listening ability. Students will turn and talk with a partner. The
teacher will call on certain students to share answers.
8) 8 mins- Using Self-Talk Activity: Rules will be explained to the students. 1.
Students will be paired up by the teacher randomly using playing cards (if
there is a student who does not speak English they will be paired with
another student who speaks their language) 2. Partner A will stay at desks,
partner B will come to the board. 3. Partner A will have to memorize the
phone number listed. 4. Partner B will play hangman with the teacher at the
board. 5. After 2 minutes the teacher will say stop and partner B will return
to the desk. 6. Without looking at the sheet of paper, partner B has to tell
partner A the phone number. 7. Then the partners will switch places and do
the same thing. After the activity the teacher will pose questions for a class
discussion.
a. What self-talk strategies did you use to help memorize the phone
number?
b. Was it hard to memorize the phone number with everyone playing
hangman?
List Assessment(s) informal or formal how do you know they have learned the
desired content and you have achieved your objectives?
Teacher observation of listening skills
Teacher observation of students ability to answer questions properly.
Exit slip

Closure/Summarizer
2 mins- The teacher will hand out an exit slip. The exit slip will ask the students to
write down one thing that learned from the lesson.

Notes/Reflection (to be completed right after you finish teaching a particular

lesson)
What did you accomplish? How much did the students learn? What would you
leave the same and what might you change in the future to improve this lesson?
The video did not work due to the remote having bad batteries. This was
something I should have checked before hand. I reenacted the story with one
of the students in the class. I still think the message got through to the
students. They showed me through answering my questions that they
understood the importance of ignoring distractions and focusing your
attention on someone. They were able to give me some self-talk strategies.

We did not reach the phone number activity. I promised the students we
would do it during the next class.
There were many students in the third grade class that were causing
distractions making It so I could not cover all the material I wanted to. I ended
up stopping class and going over the PBIS poster reminding them of the
expectations I have for them. The material will need to be revisited next week.

Name____________________

Date____________________

Write down 1 thing you learned today.

SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name_Cody Ross____________________________________ Date _____9/23/14_____
School_____Highland Elementary school____________ Lesson # ___5______________
Grade___3_

Class size__18-25___ Class/Time_____9:25-10:05__

Unit/Theme __Skills for Learning__ Lesson Focus ____Predicting someones feelings_

Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum
Frameworks
By the end of the lesson, students should be able to:
(C) SWBAT Discuss with a partner the importance of predicting someones
feelings and how that will impact how you talk to them. NHES: 4.5.1; MACF: 7.2
(A) SWBAT Show respect for partner when working on the worksheet
listening to their opinion and coming to a decision on what feeling fits the
situation. NHES: S4.E4.5; MACF: 7.2
(B) SWBAT Demonstrate knowledge of different feelings when working with a
partner to complete a worksheet describing feelings for different situations.
NHES: 4.2.2; MACF: 7.2
Materials/Supplies/Lesson Preparation
DVD Player
Television
Second Step Materials:
Grade 5 DVD
Lesson 4 Teaching and Lesson card
Feelings worksheet
PBIS Expectations Poster
Special Accommodations (How will the special needs of individual students be
met?)
Key terms will be written in multiple languages so that every student can
understand them.
If a student has a IEP they will be given the accommodations needed to be
successful in class. Feelings, predicting.

References/Resources (include books, articles, websites, etc.)

Second Step: Skills for social and academic success. Unit 1 Lesson 4 Grade 5
Opening (activator/instant activity)
5 min- Review from last class. Students will share what they learned from the last
class. The teacher will ask students to come up to the front of the room and
share with the class one thing they learned from the last class.
Procedures Step by step description of teaching strategies/methods/pedagogy to
be used. (Include time frame for each activity, transitions, extensions/adaptations,
cooperative learning techniques jig saw, pair/share, etc.)
Preparation:
Key terms will be put on board
DVD will be set up.
1) 2 mins- Key terms: The teacher will go over the key terms and explain that
they will be covered throughout the lesson.
a. Listening with Attention
b. Respect
c. Self Talk
2) 2 mins- Rules for Turn and Talk: Turn to the person sitting next to you, if
no one is sitting next to you then move and find a partner. If you still cant
find a partner then come find the teacher. Both people get a chance to talk.
Keep voices down, no yelling. Respect each others opinions.
3) 5 mins- DVD: The DVD for the 5th grade will be shown, the 4th lesson video.
4) 5 mins- Discussion: The teacher will use discussion questions from the
Second Step teaching cards. When a question is read the students will have a
brief moment to turn and talk to their neighbor about the question. Then the
teacher will ask a couple students to share their answers. The questions will
be focused on identifying the problems in the video, and what the students
did wrong.
5) 1 mins- Wiggle time: Teacher will have all students stand up and lead them
through a mid class wiggle time to help them refocus.
6) 5 mins- DVD: The second part of the DVD will be shown.
7) 5 mins- Discussion: The teacher will read off the questions from the Second
Step teaching cards. The discussion will be based on self-talk methods to
increase listening ability. Students will turn and talk with a partner. The
teacher will call on certain students to share answers. The questions will be
focused on what the students did write and why he was being more
respectful and listening.

8) 10 mins- Feelings worksheet- Students will be partnered up. Each group

will receive a worksheet. The worksheet will have the students reading
different situations that they could be in and they have to choose a word that
will show how they might feel in the situations.
List Assessment(s) informal or formal how do you know they have learned the
desired content and you have achieved your objectives?
Teacher observation of listening skills
Teacher observation of students ability to answer questions properly.
Feelings worksheet

Closure/Summarizer
2 mins- The teacher will ask the students to share a couple feelings they put down
for different situations.

Notes/Reflection (to be completed right after you finish teaching a particular

lesson)
What did you accomplish? How much did the students learn? What would you
leave the same and what might you change in the future to improve this lesson?
The class did very well with the material in this lesson. I was very pleased with
how they worked together when completing the worksheet. Some students
would trade off question by question and others would discuss the answer
together. I liked both strategies and made sure to praise the students for using
them.
We did not have time in this lesson again to do the umbers worksheet. I made
a note to make sure to complete it next week.

SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name_______Cody Ross___________________________

Date _____9/30/14_____

School_____Highland Elementary school____________ Lesson # ___4______________

Grade___5_

Class size__18-25___ Class/Time_____10:50-11:35__

Unit/Theme __Skills for Learning__ Lesson Focus ____Culminating activity _

Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum
Frameworks
By the end of the lesson, students should be able to:
(C) SWBAT Discuss different skills for learning through a class brainstorm by
coming up with topics covered in the unit. NHES: 4.5.1; MACF: 7.2
(A) SWBAT Work cooperatively with classmates when working in small
groups in class. NHES: 4.5.1; MACF: 7.2
(B) SWBAT Demonstrate knowledge of skills for learning by representing
different concepts in image form on a poster with a small group. NHES: 4.5.1;
MACF: 7.2
Materials/Supplies/Lesson Preparation
PBIS Expectations Poster
Posters for Graffiti activity
Big sheet of paper for Brainstorm
Music Player
IPod with Health Playlist

Special Accommodations (How will the special needs of individual students be

met?)
Key terms will be written in multiple languages so that every student can
understand them.
If a student has a IEP they will be given the accommodations needed to be
successful in class.

References/Resources (include books, articles, websites, etc.)

Second Step: Skills for social and academic success. Unit 1 lessons 1-4 grades
1-5

Opening (activator/instant activity)

1) Phone number activity. Using Self-Talk Activity: Rules will be explained to
the students. 1. Students will be paired up by the teacher randomly using
playing cards (if there is a student who does not speak English they will be
paired with another student who speaks their language) 2. Partner A will
stay at desks, partner B will come to the board. 3. Partner A will have to
memorize the phone number listed. 4. Partner B will play hangman with the
teacher at the board. 5. After 2 minutes the teacher will say stop and partner
B will return to the desk. 6. Without looking at the sheet of paper, partner B
has to tell partner A the phone number. 7. Then the partners will switch
places and do the same thing. After the activity the teacher will pose
questions for a class discussion.
a. What self-talk strategies did you use to help memorize the phone
number?
b. Was it hard to memorize the phone number with everyone playing
hangman?
Procedures Step by step description of teaching strategies/methods/pedagogy to
be used. (Include time frame for each activity, transitions, extensions/adaptations,
cooperative learning techniques jig saw, pair/share, etc.)
Preparation:
Key terms will be put on board
DVD will be set up.
2) Key terms: The teacher will go over all the key term from the entire unit
with the class. Asking the students to verbally define them and give
examples.
a. Empathy
b. Respect
c. Similarities
d. Differences
e. Feelings
f. Self-Talk
g. Distractions
h. Listening Skills

3) Group Brainstorm: While the class is defining the key terms the teacher will
write the definitions up on a big piece of paper. After writing the definitions
the teacher will lead a group brainstorm about everything that has been
learned in the class so far.
4) Graffiti posters: The class will be split up into groups. Each group will be
given a poster. On the poster they will be drawing images that represent any
of the concepts that have been written up on the big sheet of paper, or any
other concepts they can think of. The teacher will give an example of images
they can draw on the posters. The teacher will be playing music while the
students are working on their projects.
5) Poster Sharing: Students will share their posters if there is time with the
class and explain what they did and what concept areas they chose to
represent.

List Assessment(s) informal or formal how do you know they have learned the
desired content and you have achieved your objectives?
Teacher observation on students ability to contribute to class brainstorm
Group graffiti art poster.

Closure/Summarizer
Next Unit Preview- The teacher will preview the next unit for the students. Grades
3-5 will be learning more about the health benefits of exercise. Grades k-2 will be
learning about how to not get sick.

Notes/Reflection (to be completed right after you finish teaching a particular

lesson)
What did you accomplish? How much did the students learn? What would you
leave the same and what might you change in the future to improve this lesson?
We finally got the phone number activity in at the beginning of class. Then we
moved onto creating the poster. I ended up talking a little to much and due to
the fact that we did the opening activity the students did not have much time

to create the posters. I promised the students that I would give them time to
finish and present during the next class.
I was very pleased with how the students were able to draw images that
represented the material we were learning. This really showed me that they
received the information and could convey their knowledge through images.

Sub Plans
Unit/Theme: Skills for Learning
Lesson Focus: Sub Plans
Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum
Frameworks
By the end of the lesson, students should be able to:
(C) SWBAT Discuss the importance of being respectful and using listening
skills. NHES: 4.5.1; MACF: 7.2
(A) SWBAT Respect others opinions during a class discussion by listening to
them and responding positively. . NHES: 4.5.1; MACF: 7.2
(B) SWBAT Demonstrate understanding of the importance of respect and
listening when deciding on the top ten reasons why they are important. NHES:
4.5.1; MACF: 7.2
Materials/Supplies/Lesson Preparation
Top Ten list
Discussion Topic and Guiding Questions Sheet

Special Accommodations (How will the special needs of individual students be

met?)
Repeat instructions so those with language issues can understand. Any
student who has trouble listening can have preferential seating in the front of
the room.
References/Resources (include books, articles, websites, etc.)

Opening (activator/instant activity)

1) Introduce your self as the substitute. Let the teachers know that you
will be reporting back to me their ability to participate in class.

Procedures Step by step description of teaching strategies/methods/pedagogy to

be used. (Include time frame for each activity, transitions, extensions/adaptations,
cooperative learning techniques jig saw, pair/share, etc.)
Preparation:
Have Discussion Qs handy.
Have Top Ten worksheets ready but don't hand out yet.
Key terms: Write these Key terms up on the Board: Listening Skills, Respect

1) Key terms: Go over the key terms and ask the students to define them. They
should be able to define them with no issue.
a. Listening Skills
b. Respect
2) Class Discussion: Use the discussion questions on the handout provided to
lead a class discussion. Make sure to get all the students input and call on
everyone. Keep the discussion on topic; if they start talking about something
off topic refocus them with a new question.
3) Top Ten Reasons Worksheet: Have a student who has been behaving well
hand out the worksheet. Explain to the students that they will be writing
down the top ten reasons why it is important to be respectful and use their
listening skills. Give them the rest of class to work on the worksheet. If they
finish they can write on the back of the worksheet examples of being
respectful. Try and give them at least 7minutes for the worksheet. But value
the discussion first. Collect the sheets at the end of class.

List Assessment(s) informal or formal how do you know they have learned the
desired content and you have achieved your objectives?
Teacher observation on students ability to contribute to class discussion
Teacher will evaluate the worksheets

Closure/Summarizer
Homework: If the students did not complete the worksheet in time give it to
them as homework to complete.

Notes/Reflection (to be completed right after you finish teaching a particular

lesson)
What did you accomplish? How much did the students learn? What would you
leave the same and what might you change in the future to improve this lesson?
Use this page to let me know how the lesson went:

Discussion Qs
What is Respect?
Why is it important to be respectful?
Who do you respect most in your life?
Why do you respect that person?
Is listening a part of respect?
Who do you show the most respect to in your life?
Why this person?

Feel free to add in any questions you feel are relevant.

Top Ten reasons why being respectful and listening are

important.

1)
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10)