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5.15
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5.11
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5.19
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5.16
MA CF
5.14
Day 2
Day 3
Focus/Outcomes/Essential
Qs:
Focus/Outcomes/Essential
Qs:
Focus/Outcomes/Essential
Qs:
Supplies/Materials/Technolo
gy:
Pre-Assessment
Mental Health
Website
Mental Health
Articles
Supplies/Materials/Technol
ogy
Mental Health
Articles
Stigmas Website
Supplies/Materials/Technol
ogy
iPads
Paper/Pens
Learning activities
including
pedagogical strategies :
Read articles and
websites
Take notes for
advocacy editorial
Learning activities
including
pedagogical strategies:
Create advocacy
editorial for mental
health stigmas
Assessment(s):
Students will read articles
and create an advocacy
editorial for mental health
stigmas.
Assessment(s):
Students will take a preassessment and post
assessment where they
will identify what a stigma
is in the context of
emotional health. Students
will create an advocacy
Day 4
Focus/Outcomes/Essential
Qs:
SWBAT identify positive
techniques for handling
difficult situations.
SWBAT identify the signs of
destructive behavior, and
identify whom you can go
to for help.
Supplies/Materials/Technolo
gy:
iPads/Airplay
Articles/Editorials
Post-Assessment
Assessment(s):
Use information from
articles to help form the
advocacy editorial and
present it to the class.
Students will list support in
the school that they can go
to for support.
Grading Policy
Participation (30%)- Students ask/answer questions during class and
add to class discussions.
Knowledge (70%)- Student correctly completes written/oral
assessments of the basics of mental and emotional health.
5- Outstanding: Student comes to class prepared with proper attire
and follows all class rules and expectations. Student excels in all three
domains or shows major improvement throughout the unit. Student
respects the teacher, classmates, and all equipment.
4- Good: Student comes prepared to class 90% of the time and follows
class rules and expectations. Student respects all other students, the
teacher, and equipment. Student shows significant improvement
throughout the unit or excels in all three domains.
3- Average: Student comes prepared to class 80% of the time.
Students behavior is inconsistent but shows effort most of the time.
The student shows some improvement or performs in all three
domains.
2- Below Average: Student does not come to class prepared on a
consistent basis. Student is disruptive and does not show full effort
throughout the unit. Student shows little improvement and does not
perform in all three domains.
1- No Participation: Student is unprepared multiple times during the
unit and does not unprepared student evaluation.
Daily Observation
Students are scored daily on a scale of 1-5.
5- Outstanding: Student comes prepared to class and follows all rules
and expectations. The student always responds to teachers signals
and actively participates in each lesson.
4- Good: Student comes prepared for class and follows all rules and
expectations. The student responds to teachers signals most of the
time and participates in most activities.
3- Average: Student comes to class prepared. Student does not
consistently follow class rules and expectations. The student responds
to teachers signals most of the time and participates in most
activities.
2- Below Average: Student comes to class prepared and does not
follow class rules and expectations for most of the lesson. The student
does not respond to teachers signals and has to be reminded
frequently of them. The student participates in some of the activities.
1- Unsatisfactory: Student comes to class prepared but does not
follow class rules. The student has to be sat out frequently. The
student participates in some of the activities.
0- No Participation: The student is unprepared for class and does not
fill out the unprepared student evaluation.
DATE: 12/9/2016
LESSON#: 1/4
`CLASS SIZE: 24
1.) Laptop
5.) Whiteboard
TIME: 40 mins
GRADE: 9th
3.)Youtube Video
SEQUENCE OF LESSON
ORGANIZATION
The students will walk into the classroom and find their seat.
The students will take out their iPads and put them on their desk.
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10 mins
Pre-Assessment:
The pre-assessment for the mental and emotional health unit will
be posted on google classroom. The student will individually fill
out the pre-assessment and put their iPad away when they have
completed it.
11 mins
Transition: All iPads should be put away and the teacher will
hand out the stigmas worksheet.
17 mins
Activity One:
On the back of the stigma worksheet the students will work with
a partner near them to come up with all of the mental illnesses or
disorders that they know of. The teacher will go over what the
students know and list them on the board. If any of the students
have questions about any of the mental illnesses the teacher will
address them.
Transition: Students will stay seated.
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21 mins
30 mins
Activity Three:
Students will read the first paragraph of the stigma hand out that
they were handed out. On the sides of the paper they will write
what stigma is on the left, and how reading made them feel on
the right. The teacher will discuss with the class what stigma is
with students sharing their answers. The teacher will also talk
about the different forms of self: ideal self, public self, and
private self.
31
34
Activity 4:
In small groups discuss the difference between the three forms
of self and what that means in the mental health field. Have a
large group discussion after to tie it together.
Transition: Students will stay seated with their attention on the
teacher.
37
Activity Four:
The teacher will show the students the google classroom posting
of all of the unit materials for the mental and emotional health
unit. They will show one of the personal videos posted on one
of the websites. To end the class.
40 mins
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3. True or False: You can tell by looking at someone that they have a
mental disorder.
o True
o False
4. Define what the autism spectrum is.
DATE: 12/12/2016
LESSON#: 2
`CLASS SIZE:
TIME: 40 mins
1.) Laptop
24
GRADE: 9th
3.)Powerpoint
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the
students in this class?
The teacher needs to be moving around the room to make sure all students are working on their
projects and not plying games on their iPads.
REFERENCES :
Glastonbury Public Schools Mental and Emotional Health Curriculum
http://www.shapeamerica.org/standards/health/
https://www.ctclearinghouse.org/Topics/Customer-Files/Stigma_And_Mental_Illness_022013.pdf
http://www.decaturdaily.com/news/local/teen-uses-own-battle-with-depression-to-helpothers/article_216c435c-2c02-11e4-aadf-0017a43b2370.html
http://content.time.com/time/health/article/0,8599,1736618,00.html
http://store.samhsa.gov/shin/content//SMA07-4257/SMA07-4257.pdf
http://teenmentalhealth.org/live/understanding-stigma/
https://www.youtube.com/watch?v=CoqaNG0Ozqc
https://www.youtube.com/watch?v=Uq-FOOQ1TpE
SEQUENCE OF LESSON
ORGANIZATION
The students will walk into the classroom and find their seat.
The students will take out their iPads and put them on their desk.
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10 mins
11 mins
Transition: After the teacher gives out the organizing sheets the
students will begin working individually on collecting
information.
35 mins
Activity One:
Students will be responsible for looking at all the sources
provided in order to collect information for their final
assessment, which is an editorial. They need to make sure that
they are using multiple sources and that they are valid. There
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Transition: Students will close their iPads and face the teacher.
40 mins
Name: ____________________________________
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B.
C. Read through all resources listed above to answer the following questions. Be sure to use
evidence from each of the sources in order to address each question.
Provide examples that illustrate how individuals with mental disorders are treated
by people who stigmatize or label them.
Article/Video
#
Information
Provide examples of how stigmatizing can affect someone with a mental illness.
Article/Video
#
Information
In your opinion, why are people with mental or emotional disorders stigmatized?
What does it say, if anything, about our society or the person(s) doing the
stigmatizing?
Article/Video
#
Information
DATE: 12/14/2016
LESSON#: 3
`CLASS SIZE: 24
TIME: 40 mins
1.) Laptop
GRADE: 9th
3.)Google Classroom
SEQUENCE OF LESSON
ORGANIZATION
The students will walk into the classroom and find their seat.
The students will take out their iPads and put them on their desk.
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38 mins
Activity One:
The teacher will introduce the students to the editorial. They
will get out the information that they collected during the last
class and use it to start to create their essay. There will be
graphic organizers and example editorials printed out in the front
of the room for students to use to help them create. Students
should use their headphones to listen to videos.
Transition: Students will close their iPads and face the teacher.
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40 mins
Development:
The text provides
sufficient data
and evidence to
back up the
claim as well as a
conclusion that
supports the
claim or positon.
The text
introduces
precise,
knowledgea
ble,
significant
claim which
takes a
purposeful
position; is
distinguishe
d from
alternate or
opposing
claims.
The text
provides
convincing
and relevant
data and
evidence to
back up the
claim. The
conclusion
strengthens
the claim
and
The text
introduces a
precise,
knowledgea
ble
significant
claim which
takes an
identifiable
position; is
distinguishe
d from
alternate or
opposing
claims.
The text
provides
sufficient,
relevant
data and
evidence to
back up the
claim. The
conclusion
effectively
reinforces
the claim
The text
introduces a
knowledgea
ble
significant
claim which
takes a
position; is
distinguishe
d from
alternate or
opposing
claims.
The text
provides
sufficient
data and
evidence to
back up the
claim. The
conclusion
ties to the
claim and
evidence.
The text
contains
an unclear
claim
which
suggests a
vague
position
and is
unclear
from
alternate
or
opposing
claims.
The text
provides
data and
evidence
that
attempts
to back up
the claim.
The
conclusion
merely
restates
The text
contains an
unidentifia
ble claim
or vague
position.
The text
contains
limited
data and
evidence
related to
the claim.
The text
may fail to
conclude
the
argument
evidence.
Audience:
The text
anticipates the
audiences
knowledge level
and concerns
about the claim.
The text
addresses the
specific
audiences
needs.
Organization:
The text
presents: order
developed and
sustained with in
and across
paragraphs,
linking major
sections of the
text, including
introduction and
conclusion.
Style and
Conventions:
The text presents
a formal,
objective tone
that
demonstrates
standard English
conventions of
usage and
mechanics.
The text
consistently
addresses
audiences
knowledge
level and
concerns
about claim.
The text
addresses
specific
needs of
audience.
The text
explains the
relationship
between the
claim and
reasons as
well as the
evidence.
The text has
a structure
and
organization
that is
carefully
crafted to
support the
claim.
The text
presents an
engaging,
formal and
objective
tone. The
text
intentionally
uses
standard
English
conventions
of usage
and
mechanics.
Comments:
_____________________
and
evidence.
The text
anticipates
the
audiences
knowledge
level and
concerns
about the
claim. The
text
addresses
the specific
needs of the
audience.
The text
identifies
the
relationship
between
the claim
and reasons
as well as
the
evidence.
The text has
an effective
structure
and
organization
that is
aligned with
the claim.
The text
presents an
appropriate
and formal,
objective
tone. The
text
demonstrat
es standard
English
conventions
of usage
and
mechanics.
The text
considers
the
audiences
knowledge
level and
concerns
about the
claim. The
text
addresses
the needs of
the
audience.
The text
connects
the claim
and
reasons.
The text
links the
claims,
reason and
evidence.
The text has
a structure
and
organization
that is
aligned with
the claim.
The text
presents a
formal,
objective
tone. The
text
demonstrat
es standard
English
conventions
of usage
and
mechanics.
the
position.
The text
illustrates
an
inconsisten
t
awareness
of the
audiences
knowledge
level and
needs.
or position.
The text
attempts
to connect
the claim,
reasons,
and
evidence.
The text
does not
connect
the claims,
reasons
and
evidence.
The text
attempts a
structure
and
organizatio
n to
support
the
position.
The text
has limited
structure
and
organizatio
n.
The text
illustrates
a limited
awareness
of formal
tone. The
text
demonstra
tes some
accuracy
in standard
English
convention
s of usage
and
mechanics.
The text
illustrates
a limited
awareness
or
inconsisten
t tone. The
text
illustrates
inaccuracy
in standard
English
convention
s of usage
and
mechanics.
Total:
The text
lacks an
awareness
of the
audiences
knowledge
level and
needs.
DATE: 12/16/2016
LESSON#: 3/4
`CLASS SIZE: 24
TIME: 40 mins
1.) Laptop
GRADE: 9th
GENERIC LEVEL: Control
2.) iPads
3.)Google Classroom
(B) Create a call to action to stop the stigmatizing of people with mental disorders (Standard ).
(C) Identify what stigmas are and how they can affect a person with a mental disorder (Standard
3).
(A) Follow all directions given by the teacher throughout the entire lesson (Standard 5).
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1, Demonstrate with-it-ness by keeping the learners on task throughout the
lesson.
2. Check for student understanding throughout the lesson.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the
students in this class?
The teacher needs to be moving around the room to make sure all students are working on their
projects and not playing games on their iPads.
REFERENCES :
SEQUENCE OF LESSON
ORGANIZATION
The students will walk into the classroom and find their seat.
The students will take out their iPads and put them on their desk.
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10 mins
11 mins
36 mins
Activity Two:
The students will be working on finishing up their editorials.
They will be given the rest of the class time to work
independently and quietly on the essay. The handouts from last
class will be available for the students to use again on the front
desk of the classroom.
37 mins
Transition: Students will close their iPads and face the teacher.
40 mins
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3. True or False: You can tell by looking at someone that they have a
mental disorder.
o True
o False
4. Define what the autism spectrum is.
Results of Assessment
During the course of the four-day mental and emotional health unit I
used a variety of assessments. I carried out these assessments with
46 9th grade students. The primary assessment that I used was a pre
and post-assessment that was given to students prior to the unit and
once the unit was complete. The assessments I used were exit tickets,
guiding packet, editorial essay, and a pre/post assessment. I could not
compare the students to one another so I had to use a variety of
assessments to meet the needs of all of my learners. I was able to see
how my students grew and what they learned over the course of the
Works Cited
Glastonbury Public Schools Mental and Emotional Health Curriculum
http://www.shapeamerica.org/standards/health/
https://www.ctclearinghouse.org/Topics/CustomerFiles/Stigma_And_Mental_Illness_022013.pdf
http://www.shapeamerica.org/standards/health/
http://www.decaturdaily.com/news/local/teen-uses-own-battle-withdepression-to-help-others/article_216c435c-2c02-11e4-aadf0017a43b2370.html
http://content.time.com/time/health/article/0,8599,1736618,00.html
http://store.samhsa.gov/shin/content//SMA07-4257/SMA07-4257.pdf
http://teenmentalhealth.org/live/understanding-stigma/
https://www.youtube.com/watch?v=CoqaNG0Ozqc
https://www.youtube.com/watch?v=Uq-FOOQ1TpE