A person who feels valued and appreciated will always

do more than expected

Emalee Rabinovitch
Capstone Professional Portfolio, 05/24/2016
BS in Public Health (Health Promotion/ Health Behavior), Education
(K-12, Health Education)

Table of Contents
Resume ......... 3/4
Sample Cover Letter 5
Philosophy of Education .. 6/7
Student Learning Growth Goal 8-11
Work Samples
Lesson 1. 12-17
Lesson 2 18- 22
Lesson 3 23- 28
Student Teaching Performance Reflection .. 29-31

Emalee J. Rabinovitch
1603 NW Jackson Ave, Corvallis, Oregon 97331
(503) 863-9901; emaleerabinovitch@gmail.com

EDUCATION
Oregon State UniversityBachelor of Science:
Public Health: Health Promotion Health Behavior
Education (K-12, endorsed in Health)

Expected graduation summer 2016

Taken courses in ESOL development (instructional approaches ESOL, foundations of ESOL

bi-ling ed, and linguistics for ESOL/bilingual)

WORK EXPERIENCE
Student Teaching
September 2015- June 2016
Crescent Valley High School, Corvallis, OR
Designed and implemented lesson plans for multiple Health 1/ Human Development
classrooms consisting of four main units: Social/ Emotional, Nutrition, Alcohol, Tobacco and
Other Drugs and Sexual Health
Constructed classroom policy to reflect my classroom management style and teaching
philosophy
Assessed students learning by creating a variety of different instructional strategies all aimed
at teaching students to better their lifelong health and also the health of their communities
30+ hours per week
OSU Foundation Telefund Student Supervisor
September 2015- Current
Oregon State University Foundation, Corvallis, OR
Work as part of a student supervisor team responsible for a 29 station nightly call center and
assist in the management of 40-55 student fundraisers
Interview, hire and train over 250 student fundraisers annually as well as oversee and manage
a special group of student fundraisers called lead callers
20+ hours per week
OSU Foundation Telefund Student Fundraiser & Lead Caller

Sept. 2014- Sept. 2015

Oregon State University Foundation, Corvallis, OR

Utilized sale and fundraising techniques to acquire and retain donors for OSU as well as
participating in a team that raised over $1,000,000 in a fiscal year, $34,000 individually
Assisted in Caller training and led quarterly continued caller training sessions, promoted to
Student Supervisor recently after

EXTRACURRICULAR CLUBS and AWARDS

Member of Oregon State University Cheer team (2012-2014)

Member of Alpha Gamma Delta Sorority, Phi Chapter
Member of Oregon State Peer Health Advocates (2015)
CPR/ First Aid Certification (Expires 2018)
Recognize and Report Child Abuse and Neglect in Oregon certificate of completion
Oregon food handlers card (Expires 2018)
Oregon central background registry, ID #R335692

COMMUNITY SERVICE
Red Cross Foundation, multiple student ran blood drives
Youth clinics for Oregon State and Westview High School cheerleading
Corvallis Heartland Humane society (60+ hours)
Participation in multiple philanthropy events for Alpha Gamma Delta, Phi Chapter
Crescent Valley Cheer leading Assistant Varsity Coach (2016)
REFERENCES
Skylar Erhardt
Telefund & Student Based Programs Manager, OSU Foundation
850 SW 35TH St
Corvallis, OR. 97332
541-737-5545
Skylar.Erhardt@oregonstate.edu
Sara Wright
College of Education, Oregon State University
Joyce Collin Furman Hall
200 SW 15th St, Corvallis, OR 97331
541 - 737- 4661
Sara.wright@oregonstate.edu
Sheila Fowler
Crescent Valley High School, Health One/ Pre-Algebra/ Health Occupations Teacher
4444 NW Highland Dr.
Corvallis, OR 97330
541-757-3886
Sheila.fowler@corvallis.k12.or.us

Sample Cover Letter

Name and Title of Recipient
Address of Business

Dear Mr. / Mrs. _________ ,

My name is Emalee Rabinovitch and I am currently a senior at Oregon State University
pursuing a degree in Public Health, with an option in health behavior and promotion, and a
degree in education with an endorsement in health education and possibly pursing one in FACS.
I am very interested in obtaining an interview with the ________ School District. I have heard
nothing but great things of the positive community building your school district does and how it
influences its students and faculty. I was privileged enough to get contact information from one
of my advisors here at OSU and I know I have already connected with the mission your
community stands for. Through my coursework I have developed a strong foundation in health
behavior and promotion that has allowed me to help overcome barriers to healthy
communication, learn conflict management and also to teach about the many health problems
that influence us today. I am very interested in this district because it carries the same values as I
wish to have in my future classroom.
I offer a strong academic background and have completed major courses in both public
health and education as I approach my expected graduation date. I not only meet the
requirements of this position, but additionally bring excellent communication, relationship
building and leadership experience to this team. I am eager to potentially get the chance to
further my education with your district and gain skills to become a better leader and teacher.
Thank you for your time and consideration in reviewing my resume. I look forward to the next
steps and believe that my abilities would be a valuable asset to your team and community.

Sincerely,

Emalee Rabinovitch

Emalee Rabinovitch
Philosophy of Education
A person who feels valued and appreciated will always do more than expected
Health instruction plays a vital role in preventing health issues and improving the quality
of life and total well-being of individuals. My primary goal is to motivate students to take an
active role in maintaining and improving not only their physical health but also their emotionalmental state and their interpersonal relationships. Health does not just focus on the physical
aspects of ones life. The term health applies to all areas of life including physical, mental, social,
spiritual and emotional. According to the Center for Disease Control (CDC), there are six major
health behaviors of concern for todays youth. These include alcohol and drug use, injury and
violence, tobacco use, nutrition, physical inactivity and sexual behavior. Most of these behaviors
are established during childhood and adolescence and are preventable. I want to provide a solid
health education program based on clear goals, research and student engagement in the learning
process.
This is why I find the Oregon Health Education Standards (OHES) so important. These
standards require students to comprehend concepts, demonstrate the ability to access valid health
information and services, enhance positive health behaviors, recognize social influences and
create communication. They also require students to set goals and make decisions to better not
only their health but also the communities. These standards will allow for my students to create a
health life while considering their physical, mental, emotional, cultural, vocational and spiritual
well-being.

With this also comes the need to understand the differences in learners. Educators must
work with children of all needs and understand that the needs, interests and lifestyles of students
in crucial to their success. I want students in my classroom to be engaged in activities such as
group work, discussions and peer interaction. Active learning makes students want to participate
and make learning more fun for all. Differentiating the work also allows for diverse learners to
prosper in school. I support having different types of assessment for the different types of
learners. I want my students to be able to apply knowledge learned to their lives outside of the
classroom and consider how the choices they make will affect the rest of their life. By
challenging my students to think deeper and critically they will be able to better themselves and
the community around them.
Healthy People 2010 describes health literacy as, the degree to which individuals have
the capacity to obtain, process and understand basic health information and services needed to
make appropriate health decisions. I want to honor this in my future classroom by supporting
student communication and interaction. For every student who enters a classroom, it is a unique
and different experience. Teachers must facilitate growth academically and personally by
providing a quality education to each individual in ones classroom. A teacher gives children the
tools necessary for success in life. To me, being a health professional means I have made the
commitment to myself and my students to be the best role model I can be. I aim to continue to
have an open mind and support those around me by communication with my peers and students.

Student Learning Growth Goal

Teacher: Emalee Rabinovitch
School: Crescent Valley High School
Grade and subject
9th and 10th, Health One

Date
05/18/2016

Goal
In my health education (health 1) class, students will increase their
participation and engagement with on-topic discussions as well as engaging
is respectful language towards one another. They will also be able to be held
responsible for their own work for the class and not losing papers and
disorganization.
Evidence (baseline data) and Rationale
I write this goal in mind with a specific period in mind. My period 5 health 1
class is very energetic and very diverse. We range from having 6 or 7 TAG
students to 5 or 6 IEP/504 students. We also have a couple in that class that
fall on the spectrum. With being energetic, they are also very talkative. We
have no issue talking about topics for the day but the very often become off
topic or skewed in a different direction. This then becomes hard for us to
bring them back to what the lesson was or the point of the days discussion.
They also struggle with the language they use towards one another in the
classroom. We have a couple students that have moved to the area from
completely different locations (one from Detroit and one from Compton) who
constantly use inappropriate language towards one another. Even though this
case is the extreme, I do want to implement nicer ways to speak to one
another and get our point across in all classes I teach so I thought this would
be a good goal.
Currently, the classes are responding well to instruction and also participating
in discussions but they usually go off topic and it is hard to get the class
focused again. After the last summative assignment (a debate project that
was worth 150 points) very few of them got As and many of them turned
them in late. These issues are more behavioral than academic but can be
shown through the grades and how it can affect their school work.
As far as organization goes, a good percentage of the students find it very
hard to keep ahold of some of their material like worksheets and such. These
students will take a piece of paper home and not bring it back with them to
next class. This is problematic because we often use those worksheets for
other assignments in the unit. The evidence I have to support this is that I
made extra copies for one of this units worksheets and counted that I handed
out at LEAST 10 extra worksheets per class. I have 5 class periods for health
one and that equals out to an extra 50 copies even though they already got
one.

Step Two Strategies

My idea on how to keep the class on topic and use respectful language is one
I thought of last semester while observing different classrooms. I would like to
get more of the class participating so I am going to make name cards to start
just calling on people in discussions rather than having the same 3 or 4
people answer them all. I will also work on my own organization and tools to
keep the class on track. This means maybe organizing my PowerPoints to
have a questions section at the end or even just using these slides as a tool
to keep the class on topic. I could also install a question box and tell the
students that if they have a question that isnt exactly about the topic we are
covering to put it in the question box (name or no name) and I will read it
when I get a chance and answer it.
As far as language goes, I think I am going to make a sentence stem poster
for I- statements. The class really struggles with expressing themselves
respectfully and in an appropriate matter. Creating sentence stems and
hanging them up for the class to see would be an idea because if they did
start to say something like that I could reference the poster and have the
students change their wording. As far as grades go for behavior purposes I
like the idea of keeping everything in the classroom until it needs to go home.
So if I could supply the kids somewhere to put their papers or keep them
there it could help them turn in things. As well as try and give them time to
work on it in the classroom.
I also believe installing a class code of conduct could be beneficial for this
goal as well. At the beginning of the semester we could all come up with class
rules and expectations and then write them on a poster board and have
everyone in the class sign. Therefore, it requires them to be responsible for
their words and actions because they signed the document. This could help
students feel safe and also learn how to express their opinion without hurting
others.

10
Step Three Reflection on Results
To keep the class more on task and participating in discussions, I ended up
using cold calling instead of making name cards. I used the seating chart to
just randomly pick people to call on and it seemed to work. Students were
more engaged in conversations because they knew they might be called on.
It also worked in getting certain quieter students more talkative in class.
With language, I ended up teaching a lesson about I- statements and was
able to reference that when unnecessary comments were made in class.
When someone was offended by a topic and started to get out of hand we
reminded them of the lesson we taught about how to cope and strategies to
communicate and it worked.
This semester I did implement an in class folder system. We had a box with
hanging files where students kept their folder and papers. They came in
every class, grabbed their folder and used it during class and then returned it
into their hanging file at the end. We would announce the test and due dates
way in advance so that if students needed to take things home they could.
This reduced the amount of kids not turning in things from last semester. It
was interesting to compare the grades from the two semesters and the
amount of missing work. Some students do the work, but just never turn it in.
This allowed us to see if they just had it in their folder, done, but just hadnt
turned it in.
In the Tables below it shows both semesters compared. Semester one with no
folders and semester two with hanging files. You can see that they had a
direct correlation with overall grade. However, multiple factors could have
influenced this as well but overall grades went up.
Measureable Evidence
Semester One Overall Grades (No Hanging Files, Period 2)
Student
C
A
B
A
C
C
D
B
E
B
F
A
G
C
H
D
I
F
J
D
K
C
L
C
M
C

11
N
O
P
Q
R
S
T
U

D
B
A
A
A
B
A
B

Semester Two Overall Grades (With hanging Files, Period 2)

Student A A
B
A
C
A
D
B
E
C
F
B
G
B
H
B
I
D
J
D
K
C
L
C
M
C
N
F
O
D
P
A
Q
C
R
C
S
B
T
B
U
B

Name: Emalee Rabinovitch

Learning Segment: Sexual Health/ Education

12
Lesson title: Media and Social Influences on Sexual Behavior (90 minutes)
Desired Results or Learning Targets
Standards:

OHES Standard #4: Students will analyze the influence of

culture, media, technology and other factors on health.
OHES Standard #8: Students will demonstrate the ability to
advocate for personal, family and community health.

Lesson Objectives:

SWBT establish an
understanding of the
concepts of gender, sex
and gender roles
SWBT identify influences on
young peoples behavior
and decision- making
SWBT identify key aspects of
a healthy relationship

Assessment for objectives:

Students will participate in a

class discussion about the
messages young men and
women receive about
masculinity and femininity.
They will listen to
statements said aloud and
stand up in their place if
that statement is applicable
to their life and sit if not.
After the activity, they will
fill out a handout about the
ways they would want to be
treated in a relationship.

First, just the men will be involved

but I want girls to observe
respectfully and be prepared to share
your observations. Then we will
switch and the females will
participate.
Language Function Targeted:

Identify
A language function is identified by students participating in a
class discussion and activity that helps students identify social
messages and pressures around masculinity and femininity by
examining how these pressures and messages affect behavior by
hearing from their peers experiences.
A language function is identified by naming the two qualities that
are most important in a relationship.

Supports to use and understand the function:

Students will fill out a worksheet titled How I Want to be Treated

by my Boyfriend or Girlfriend helping them identify 5 ways they
want to be treated in a relationship important to them.

Vocabulary targeted:

Sex, Gender Role, Stereotype, Gender, Relationships, Partner,

13

Social Media, Social Pressure, Masculinity, Femininity

Supports to understand the vocabulary:

As we discuss the key terms, they will be written on the board for
all students to see. They can also reference their text book to
further understand vocabulary.
Completed teacher-notes will be given to those who qualify (IEP/
504).

Learning Plan
Hook:
We started off our sexual health unit by going over the reproductive parts and
learning about the different types of sexually transmitted infections. What we
are doing today is getting more into the relationship side of things. Today we
are taking a look at the media and social influences on sexual behavior and
also what we consider a healthy relationship. Can anyone tell me what they
think a gender role means? A gender role is the role or behavior learned by
a person as appropriate to their gender, determined by the prevailing cultural
norms. Can anyone tell me the difference between sex and gender?
Someones sex is either male or female and specifically divided based off the
reproductive parts they were born with. Gender is the state of being male or
female which is typically used in reference to social and cultural differences
rather than biological (Use of functional health knowledge).
Activities and transitions:
Transition:
With that being said, we are going to take a look at the messages that you as
young men and women receive about masculinity and femininity. Where do
you all think you receive a lot of your messages? (Parents, family, friends,
media)
A large portion of the messages our young people receive today comes from
social media. There are these social messages and pressures revolving
around ideas of masculinity and femininity that can affect how many people
behave, and a lot of it is subconscious.
Activity:
The activity we are going to do is going to give us a better perspective on
how these messages are translated to you guys. Whether you know it or not
there are a lot of messages you all are exposed too.
First, just the guys will be involved, but I want the girls to observe respectfully
and be prepared to share your observations. Then we will switch and females
will participate. What I am going to do is read some statements. I want you to
stand if this applies to your life and past experiences (development of
personal beliefs and analysis of group norms to help students to adopt and

14
maintain healthy behaviors). If you have experienced it, please stand. If you
have not, please sit down. Please remember there are no right or wrong
answers and values do differ. The purpose of this activity is to identify some
of the pressures we feel. You may notice you are even experiencing pressures
while doing this activity as well. Okay so boys.

Stand up if you have ever been told not to cry

Stand up if you have ever worked out to get bigger muscles
Stand up if youve ever worn or bought clothes to show off your
muscles
Stand up if youve ever held back tears so you wouldnt look
weak
Stand up if youve ever wanted to give someone a hug but didnt
Stand up if youve ever been told to act like a man
Stand up if youve ever been told or told someone you do that
like a girl
Stand up if youve ever been pressured to do something because
its the manly thing to do
Stand up if youve ever wanted to ask for help but felt you
couldnt

With these next ones in mind, I want you to think media influence. I want you
to think if youve ever felt pressured by media, not by a best friend or peer.

Stand up if you have ever felt pressure by the media to drink or

use drugs
Stand up if you have ever felt pressure to be sexually active
Stand up if you have ever felt pressure to have multiple sexual
partners
Stand up if you have ever felt pressure to do something
physically unsafe or high risk
Stand up if you have ever gone along with conversations that
degrade or objectify women, even though you may feel
differently
Stand up if you have ever stood up for something you believe in

Transition:
Thank you for participating in that and giving us your opinions and sharing
your experiences. Boys, you may now all sit. Were going to give the girls a
chance. I want you all to remember to respectfully listen and keep any
comments for after this is done.
Activity:

Stand up if you have ever felt he pressure to be thinner

Stand up if you have ever bought clothes to make you look
skinnier or larger breasted
Stand up if you have ever wanted to go see a movie, but been
told its a chick flick
Stand up if you have ever felt pressured to do something

15

because it is the lady-like thing to do

Stand up if you have ever been told to act like a lady
Stand up if you have ever gone along with conversations that
degrade or objectify men, even if you feel differently
Stand up if you have ever held yourself back from doing
something challenging that boys were doing
Stand up if you ever acted weak or dumb to get help from
someone else
Stand up if you have ever been made to feel that your opinion
didnt matter or that youre not smart
Stand up if you have ever called someone or been called a
dumb blonde
Stand up if you have ever been called or called someone a
bitch for being assertive or smart
Stand up if you have ever been called or called someone a slut
Stand up if you have ever told someone or been told to not date
someone because youll get a bad reputation

Just like with the boys, think of the media in mind for these next ones.

Stand up
Stand up
Stand up
partners
Stand up

of you have ever felt pressure to drink or use drugs

if you have ever felt pressure to be sexually active
if you have ever felt pressure to have multiple sexual
if you have ever stood up for something you believe in

Transition:
Thank you everyone for participating. Why do you all think we did this
activity? Did any of the statements or responses surprise you? Did you feel
hesitant to answer any of these statements honestly? For those of you
observing, what did you notice as we were doing this activity?
Now that we have identified some social messages about masculinity and
femininity. I want you all to think about the relationships you have in your life.
Not just the dating relationships but also the relationships with family
members, friends and others in your life. What two qualities are the most
important in a relationship? Communication and respect. A lot of you said
trust, but when you really think about it, isnt trust an aspect of respect?
What are some aspects of a healthy relationship? (Happiness, trust, love,
friendship, affection, mutual respect, communication, equality, etc.) What are
some aspects of an unhealthy relationship? (No trust, no respect, jealousy,
power struggles, lying, manipulation, poor communication, low self-esteem,
abuse, etc.) It does take two to be in a relationship and takes two to
contribute all the good qualities. The best relationships are the ones
constantly worked at.
My mother was telling me about a something she read where counselors
asked Is love a feeling or a choice? They proceeded to ask young people

16
(under the age of 20) whether they thought it was a feeling or a choice. They
said it was a feeling. They then asked older couples who had been married for
numerous years. They stated that it was a choice. That they chose to love
their partner every day they had been with them. After a long period of time,
the initial feeling they had didnt fade, but changed. Although love is a feeling
and a choice, it was interesting to see the ideas about love and how they can
differ in time.
Activity:
I am going to hand out a worksheet about the ways you want to be treated in
a relationship (development of personal beliefs and analysis of group norms
to help students to adopt and maintain healthy behaviors). This activity
should be done silently and independently because it is based on your ideals
and values and your table partner may not have the same ones. (Distribute
hand out)
Closing:
It is extremely important that we are aware of the messages social media
sends to us. Even if you not directly notice it, the media sends a lot of
messages out you may not even realize you are receiving. Hold on to your
worksheet, it will be included in the packet you will turn in before you take
the unit test (I will use this as an assessment for this learning objective). By a
show of hands how many of you learned something new about the influences
we receive from others? (Ask some of the people raising their hand to share
what they learned). I want you all to go home and pay close attention to the
media influences you see in your life, songs, commercials, magazines etc.
and think about the activity we did today.
I also want you to think about the relationships in your lives and if they
demonstrate the values you put on that worksheet. And if they dont, how
can you change that? Raise your hand if you can think of a relationship in
your life where at least one of those aspects is met? Next class we are going
to talk about what to do when those relationships start to become sexually
active and go over what types of protection we can use to prevent STIs and
unwanted pregnancy.
Targeted support for whole class learning or special groups such as
ELL, TAG:
See above for whole class supports. No ELL students. For TAG students, while
participating in the activity will have the chance to share their experiences
and ideas on how social pressures affect behavior. Will also be able to share
ideas written and verbally on healthy relationships and ask a variety of
different questions.
Targeted Support for IEP and 504:

Students will always have a chance to write their thoughts and

17

then share them with a partner or with the class.

Students will talk with classmates and share ideas with one
another about the activities.
Use of visuals, writing on the board and also different types of
assessment using worksheets and activities.
Students will also get a copy of notes if needed.

References and materials needed:

Classroom white board and marker

How I want to be treated by my boyfriend or girlfriend handout

Post Lesson Reflection

Was my assessment effective?
Yes, students understood the difference between sex, gender and gender
roles by seeing the difference between them written on the board the whole
lesson. They also were able to identify influences on young peoples behavior
and decision- making by observing and participating in the stand up/ sit
down activity on social messages.
What feedback did I give my students and how will they use it for
future or current assignments?
The feedback I gave to my students will help them in the future because next
lesson we are learning about contraceptive methods and learning in
importance of healthy relationships will help them identify the importance of
picking an effective method and a method that is right for them. The
importance of social media influences will help them in future lessons and
also in their own lives.

18

Name: Emalee Rabinovitch

Learning Segment: Sexual Health/ Education
Lesson title: Contraception Methods Presentations

(90 minutes)

Desired Results or Learning Targets

Standards:

OHES Standard #1: Students will comprehend concepts related

to health promotion and disease prevention.
OHES Standard #2: Students will demonstrate the ability to
access valid health information and health-promoting services

Lesson Objectives:
SWBT

Explain what the different

kinds of contraceptive
methods, their effectiveness
and advantages and
disadvantages to that type
of method
Identify the two different
types of contraceptive
methods (hormonal/barrier)

Assessment for objectives:

Students will be divided into

groups of two or three and
will be given information on
a specific contraceptive
method and be responsible
for creating an outline and
poster to present to the
class to promote that type
of contraceptive method
and teach about it to the
class. They will also have a
note taking chart to take
notes on each different type
of contraceptive as the
groups present.

I am going to divide you all into

groups of two or three and assign you
a contraceptive method and give you
information about that type. What I

19
want you all to do is get out a piece
of notebook paper and make an
outline for the method. This outline
should have all important information
on it. Then, you all will make a poster
positively promoting the type of
contraceptive you were assigned. You
will then present that poster to the
rest of the class, teaching them about
that method.

Language Function Targeted:

Explain
A language function is explained by students teaching to the rest
of the class their assigned contraceptive method and how the
method is used by creating a poster to positively promote that
type of contraceptive method.

Supports to use and understand the function:

Students will have a handout with blank spots to take notes of

the different types of contraceptive methods and how they work,
how it is used, effectiveness, etc.
Students will make a poster for the type of method, promoting
that specific type. It will illustrate the key points of that method
and help explain it in further detail to the rest of the class during
that groups presentation.

Vocabulary targeted:

Hormonal, barrier, sexually transmitted infection/ disease,

contraceptive, tubal ligation, vasectomy, IUD, spermicide,
vaginal ring, diaphragm, female/male condom

Supports to understand the vocabulary:

Students will make posters focusing on one specific type of birth

control. This poster will include how the method is used and
works (hormonal/barrier), advantages, disadvantages and if it
protects against STI/STDs as well as a catchy slogan to help
students remember the function of the method. They are also
asked to draw a picture of the method so students can make
connections with the type of contraceptive.
Words will be written on their note sheet and also students can
refer to the textbook they will be using to understand vocabulary.
Completed teacher-notes will be given to those who qualify (IEP/
504).

Learning Plan
Hook:

20
Last class we talked about the messages social media sends to us. Even if
you not directly notice it, the media sends a lot of messages out you may not
even realize you are receiving. These messages that are portrayed to us send
out a lot of sexual messages about the way our society views relationships
and sexual activities and norms. Today, we are going to talk about what to do
when someone decides to become sexually active. What is important to
consider once someone starts to become sexually active? (They should list
things like partners, love, self-esteem but aim towards getting them to
protection). Right! Today we are going to go over what types of protection we
can use to prevent STIs and unwanted pregnancy.
Activities and transitions:
Transition:
There are many different birth control methods available today. All the
methods can help prevent pregnancy, but not all STIs like Gonorrhea and the
HPV virus. There are two main types of birth control methods; hormonal and
barrier. Hormonal methods of birth control use hormones to regulate or stop
ovulation and prevent pregnancy. Ovulation is the biological process in which
the ovary releases an egg, making it available for fertilization. Hormones can
be introduced into the body through various methods, including pills,
injections, skin patches, transdermal gels, vaginal rings, intrauterine systems,
and implantable rods. Depending on the types of hormones that are used,
these pills can prevent ovulation; thicken cervical mucus, which helps block
sperm from reaching the egg; or thin the lining of the uterus (functional
health knowledge). Health care providers prescribe, monitor, and administer
hormonal contraceptives. Barrier methods are designed to prevent sperm
from entering the uterus, barrier methods are removable and may be an
option for women who cannot use hormonal methods of contraception? What
are some reason a woman might not want to have a hormonal method of
birth control? (breast feeding, preexisting conditions, trying to get pregnant
again, spontaneous intercourse, cheaper option sometimes, health reasons).
Activity:
Divide you into groups and give you a packet on a specific BCP, your group is
in charge of making an outline for the BCP that includes how it is used, how it
works (hormonal/barrier), advantages and disadvantages and if it protects
against STIs. Then transfer that information to a poster and include a picture
of the method/ how it is used, a catchy slogan promoting that type of BCP
and any statistics you found interesting. (Allow for groups to work for at least
30 minutes on poster and outline)
Transition:
Alright, we are going to start presenting our types of BCP. What I am passing
out now is a note taking sheer much like the one you had in the nutrition unit.
You will keep track of what method was presented on this sheet of paper and
it will help you study for the unit test in a couple weeks. Lets get the first

21
group up here.
(Have groups present, there should be 12 types of BCP to present, if not all
types received a group, go over the left over ones after they present)
Activity:
(Groups present types of contraceptive method poster they were assigned to
the rest of the class for the duration of the rest of the class. There should be
12 types of BCP to present, if not all types received a group, go over the left
over ones after they present. As they are presenting walk around the class
with physical type of birth control from the sexual health methods box and
explain in further detail if needed).

Closing:
After reviewing all the methods, why do you all think it is important for us to
learn about birth control methods? Why is it important for both men and
women to be aware of the different types of contraceptive methods? After
learning about the different ones you can see that not all contraceptive
methods are appropriate for all situations. The most appropriate method of
birth control depends on a woman's overall health, age, frequency of sexual
activity, number of sexual partners, desire to have children in the future, and
family history of certain diseases. Individuals should consult their health care
providers to determine which method of birth control is best for them. Some
types carry serious risks, although those risks are elevated with pregnancy
and may be higher than the risks associated with the various methods.
Therefore, not every method works with every lifestyle. If you are becoming
sexually active it is important to identify a method that supports your lifestyle
and health concerns. That is why it is important to consult with a doctors
before use as well. We want you to safe in your choices and be able to use a
method that is comfortable for you.
Hang on to your note sheets but turn in your posters and outlines on the way
out. Next class we will talk about the use of refusal skills and delay tactics to
help in unwanted situations.
Targeted support for whole class learning or special groups such as
ELL, TAG:
See above for whole class supports. No ELL students. For TAG students, while
participating in the activity will have the chance to share their experiences
and ideas on birth control methods as well as have the chance to create
posters with visuals, high level language and higher level writing skills using
an outline.
Targeted Support for IEP and 504:

Students will always have a chance to write their thoughts and then share them
with a partner or with the class.

22

Students will talk with classmates and share ideas with one another about the
activities.
Use of visuals, writing on the board the questions and also different types of
assessment using the posters.

References and materials needed:

Textbook: Prentice Hall Health (2007), Pearson Prentice

Hall. Pages 190-193
Individual birth control packets to give to groups to use
as resource material
BCP methods notetaking sheet
Poster Paper to make poster
Crayons, colored pencils, markers, etc.
Contraceptive methods/ Sexual health methods box of
resources (includes physical examples of types of BCP)

Post Lesson Reflection

What feedback did I give my students and how will they use it for
future or current assignments?
Using my rubric, I gave students effective feedback based on the information
they had on their poster.
What will I do next time to help students learn the concepts more
effectively?
I would like to be able to connect these methods a little closer to their
personal experiences and lives. I would also like to utilize different types of
technology. Show a video or find another resource to use to emphasize the
understanding and learning.

23

Name: Emalee Rabinovitch

Learning Segment: Sexual Health/ Education
Lesson title: Refusal and Delay Tactic Role Plays

(90 minutes)

Desired Results or Learning Targets

Standards:

OHES Standard #3: Students will demonstrate the ability to

practice health enhancing behaviors and reduce health risks.
OHES Standard #5: Students will demonstrate the ability to use
interpersonal communication skills to enhance health.
OHES Standard #7: Students will demonstrate the ability to use
goal- setting skills to enhance health.

Lesson Objectives:

SWBT demonstrate using

the 5 steps of refusal
statements
SWBT demonstrate using
the 5 steps for delay tactics
SWBT identify key aspects of
a healthy relationship

Assessment for objectives:

Students will briefly discuss

verbal and nonverbal
aspects of effective refusals
and delay tactics and then
see how the skills can be put
into practice by using role
plays and outlines. They will

24

hear examples if ineffective

and effective examples of
refusal and delay tactics and
then create their own role
play using effective
techniques and preform
them in front of the class.

I am going to pass out small pieces of

scrap paper. I want you all to number
them 1-10. You do not need to put
your name on these pieces of paper,
they are for reflection only and can
remain anonymous.
Language Function Targeted:

Demonstrate
A language function is demonstrated by students participating in
a class discussion and role plays that help students demonstrate
the five steps of refusal and 5 steps to using delay tactics. These
activities will also help demonstrate and clarify key aspects to a
healthy relationship.

Supports to use and understand the function:

Students will create a role play using refusal skills and delay
tactics. They will outline their role play on a separate piece of
paper and will then act out their role play in front of the class.
This allows for students to be able to see refusal and delay tactic
in multiple forms and reinforce the meaning and how they can be
used.
Students will anonymously answer a serious of yes/no
questions about a relationship in their own life by acknowledging
the purpose and ideals of that relationship helping reinforce
important aspects of a relationship.

Vocabulary targeted:

Role plays, refusal skills, delay tactics, verbal refusals, nonverbal

refusals, relationship building, body language

Supports to understand the vocabulary:

As we discuss key terms and steps of refusal and delay tactics,

they will be written on the board for all the students to see.
There will also be materials and worksheets for students to
reference if needed. These worksheets will have other phrases to
help them with these skills if needed.

Learning Plan
Hook:
In our past classes we have talked about the ways to tell if a relationship is

25
healthy or not. What types of aspects or traits make a relationship work or
not work. Now that you all have labeled that piece of scrap paper 1-10, I want
you all to think of a relationship you have in your life. This can be a significant
other or a best friend or just a friend or someone in your life. I am going to
read a statement out loud and I want you to answer it with either a yes/no
next to the number. Remember this can be completely anonymous if you
want it to be, just be honest with yourself and this assignment because it can
help you identify if this relationship is truly a healthy one (development of
personal beliefs and analysis of group norms to help students to adopt and
maintain healthy behaviors)..

1)
2)
3)
4)
5)

My partner and I have clear communication.

We have trust in one another.
There is mutual respect between us.
We have common interests.
We are able to perceive things differently without expecting each
other to see things the others way.
6) I feel valued intellectually, emotionally and if intimate, physically.
7) I am able to grow independently and I support my partners
growth and our relationship is able to grow.
8) We have activities and friends out of the relationship.
9) We accept each other and do not try to change one another.
10)
Our relationship adds joy to my life.

Once you finish this activity I want you to bring me your piece of paper and
go ahead and sit back down.
Activities and transitions:
Transition:
Okay now that we finished that, I want you all to think back at our alcohol,
tobacco and other drugs unit when we went over refusal skills. Do you think
refusal skills would also be important to have in relationships (intimate or
not)? Yes, they are! Why do you think that theyre just as important? We
learned that many of the time people first try drugs is with a close friend or
family member. Do you think it might have different if the person being
pressured had the skills to refuse and still keep the relationship close/ strong?
This is very similar to try to handle difficult situation and avoid unwanted and
unprotected sex. There are five steps to refusals. (As we get through them,
write them on the board)

1) Say No! Its sometimes really hard to say no to someone we

care about, but the key to it is to say no clearly and effectively.
Sometimes were saying no but it doesnt come across as NO.
The ability to say no clearly gives us a lot of power over our lives
in a lot of different situation. (Verbal refusal)
2) Repeat the refusal Make sure youre repeating your request
multiple times so they can get the picture of where you are at.
(Verbal refusal)
3) Suggest an alternative This is pretty self-explanatory, if
youre in a situation you do not want to be in a good way to get

26

out of it is to suggest an alternative. Going to eat, going to a

movie, going to hang out with more friends or people so an
unwanted situation is less likely to happen compared to if you
were alone.
4) Use body language that says NO! We talked about this in
other units as well. Using tone of voice, gestures, and the look on
your face, the way you sit or stand, etc. are important ways to
communicate with or without talking. (Nonverbal refusal)
** If all else fails, fighting back is an option and you might have
to use your body weight and strength to protect yourself.
5) Build the relationship (if appropriate) If you are in a
relationship and are contemplating sexual activity a good way to
postpone this type of activity is to build the relationship more. If
someone really values your relationship and company, they
should not have any problem waiting longer and building a
stronger relationship. And if they do have a problem with it, you
should really ask yourself if that is someone you should be in a
relationship with.

Another way to avoid unwanted situations is to use delay tactics. For many
reasons its better to just give a clear no to offers you dont like but people
often feel confused when it comes to saying no. A lot of times people cant
find the courage to say no to their friends or peers. Delay tactics allow you to
make time and think about the decisions youre about to make.

1) Make a delay statement This could be statements simply

like Im not ready or not right now, anything to buy you time.
2) Take a delay action Things you could do such as go to the
restroom, remember something you forgot to do earlier, stop any
sexual activities that you are already engaged in, etc.
3) Create space Things you could say or do like I need to think
about this Use body language to stop the situation (crossed
arms, turn away, take a step back, etc) Leave the room
4) End the situation quickly End the situation you do not want
to be in. You could say things like Look at the time! or Ive got
to go now, My moms going to kill me if I am late
** Have any of you ever known you were going to be in a
situation that you might have wanted to get out of depending on
how it went? I was watching an episode of Greys Anatomy and
Meredith was having dinner with her long lost dad and Christina
volunteered to interrupt in the middle of it with a huge dramatic
story of why she needed her right then! So if any of you have
great friends like that ask them to give you a call at a certain
time or have a code word you can text them and say that
everything is okay.
5) Build the relationship- Once again, if you are in a relationship,
they should understand if you need more time and want to
develop the relationship further.

27
Activity:
I need two volunteers (If no one volunteers pic two). Okay what we are going
to do is a example role play of ineffective ways to refuse. I will be narrator
and student 1 and student 2 will act this out. (Students act out example role
play).
Perfect. So who can tell me what was infective about that.

Never said no
Never restated the first objection
Asked questions rather than stating their view
Expressed doubt
Failed to offer any alternative situation
Failed to use body language
Gave up

Now they are going to demonstrate the effective way to use these role plays.
(Students act out example role play). Good, so did you all see how that was
very different and more effective than the first?
Transition:
You all get to make your own now! Youre going to get into groups of two or
three have write your own role play that demonstrates ineffective refusals
and delay tactics and then on the back rewrite it to demonstrate effective
refusal and delay tactics. You can have some fun with it but also take it
seriously. You can also use the props at the front of the room as well. You will
be turning in this outline so make sure you write all the names of your group
on it. I have some examples up here if any of you need them. Go ahead and
get started and we will be performing them to the class around 8:50
(demonstration of health- related skills).
Activity:
(Each group acts out their written ineffective/ effective role plays in front of
the other students).

Closing:
You all did a great job! Although some silly, I think you all really got the
message of how important these skills are for real life. Going back to todays
objective and by a show of hands, do you all think you effectively
demonstrated the 5 steps of refusals and delay tactics? Do you all think you
can identify aspects of a healthy relationship?
The point of these skills is so that you can tell a person you mean no without
losing a friendship and these skills can be used in a variety of situations you
might have in your life. But mostly we want you to be able to use these in
situations where you might feel pressured to be sexually active or do
something you may not want to. You can use them to avoid unwanted sex or

28
pregnancy, along with HIV or other STIs.
Something my dad has always said to me that has really stuck in my head is
that if you have to ask yourself if what youre doing is right or wrong, it is
usually something you shouldnt be doing. Great job today!
Targeted support for whole class learning or special groups such as
ELL, TAG:
See above for whole class supports. No ELL students. For TAG students, while
participating in the activity will have the chance to share their experiences
and ideas on refusal and delay tactics. Will also be able to share ideas written
and verbally on healthy relationships and ask a variety of different questions.
Targeted Support for IEP and 504:

Students will always have a chance to write their thoughts and

then share them with a partner or with the class.
Students will talk with classmates and share ideas with one
another about the activities.
Use of visuals, role play and writing on the board and also
different types of assessment using worksheets and activities.
Students will also get a copy of notes if needed.
Students can also see examples of activity if needed to complete
their own.

References and materials needed:

Classroom white board and marker

Students will need piece of note book paper and writing utensil
for their outline of the role play (one per group)
Example role play Trying to Slow Down ineffective/ effective
version
Role play props in the room if students chose to use them

Post Lesson Reflection

Was my assessment effective?
Yes. To prove it was effective I looked at the unit test students were given at
the end of this learning segment and over 80% of the class could correctly
name the steps to refusal skills and delay tactics.
What feedback did I give my students and how will they use it for
future or current assignments?
The feedback I gave my students was helpful because it allowed students to
see where they could improve for the next role play we did. Whether that be
improving their performance or changing their outline. This will be used for
future role plays and to help them study for the unit test they will take.

29

Student Teaching Performance Reflection

This past academic year I have spent my time student teaching in a health one classroom.
We covered four main units; social/ emotional health, alcohol/tobacco/other drugs, nutrition and
sexual health. With that we completed two projects, a group debate on controversial topics to do
with drugs or alcohol and also a 3-5 minute persuasive speech. During my time student teaching
I also observed in other classrooms as well. I sat in on leadership, outdoor fitness, child

30

development, and health occupations. Over the course of this year I have been able to experience
the atmosphere of being an educator in a high school setting in many different ways.
During my experience I felt like I was well prepared for certain situations. Writing
lessons and planning out activities came very easily because of the practice we had done in all
our classes before entering our placements. However, I felt like I could have benefitted more if in
those classes we focused on time management as well. I was hard to plan a lesson and time out
how long an activity would take. Eventually, I started to write in my lesson plans how long an
activity or transition would be because it aided in making my lesson more effective and not spill
over into the next class. This in turn helped me reinforce my lesson objectives and knowing the
learner and their process of learning. Some students did well with timed activities and others did
not.
Instructional practices for my students was one of the areas I believed I did well in. With
the summative/ formative grading system we have many formative assessments that aided in the
reinforcement of the content. This eventually would help students take the tests and study. The
way it was set up was that during the unit students would acquire different formative assessments
and then when it came time to study for the unit test, they used these as study guides. Those
applications helped fuel effective and efficient classroom interaction to drive students on their
journey of discovery in their learning experience.
As far as content knowledge goes, there were aspects I was very confident on and others
where I was a little hesitant. With health, a lot of the basic and science based research is taught to
you during high school or in your freshman or sophomore year of college. I have had two years
since I took a class on the logistics of STI/STDs and a lot of the specifics I was lacking. With
this I took it upon myself to make sure I knew to research the topic and re-educate myself on

31

certain aspects of the content. I took home a text book and made cheat-sheets for myself. This
actually ended up being a good thing as well because I used my notes to give students who had
been absent or needed that extra help due to a 504/IEP. I found that when I was not comfortable
with some aspects of the content it was also a good idea to refer to my CT who could help with
any questions I had.
This whole experience was a big demonstration of professional collaboration and
leadership. Taking over classes, talking to parents, being in charge of lessons and activities were
all a demonstration of professional collaboration. I would talk with my CT about the lessons and
topics she usually covered and try and make them my own. Also being able to take constructive
criticism when something might not have gone as well as I had planned shows a level of
professionalism and collaboration. Working with different teachers to try and communicate ideas
and schedules. I also ended up taking a coaching position at my placement which showed
leadership to the students and allowed me to get to know majority of them better. I also am going
to chaperone prom this upcoming weekend, showing initiative and leadership.

As my student teaching experience is coming to an end I have learned many valuable

lessons. I have not only learned professional skills but also realized what I want to do with my
future career. Getting to know the students and learning about them was one of my favorite
aspects to this past year. My mentor teacher helped me realize where I really want to take my
future and what I want to do with it. I realized that teaching is such a rewarding profession and I
hope someday it is the profession for me.

32