WLU

Teaching-Learning Plan_V.2_Annotated

Teaching and Learning Outline Assessment Checkpoints Materials Differentiation Strategies

What teacher and student actions and activities will you What strategies/activities What materials do Identify specific strategies
use to help students meet the objectives of the teaching- will you use to gather you need to that you will use to
learning plan? assessment information for prepare/gather and differentiate the plan for
What key questions/prompts will you use to diagnostic, formative and have on hand during specific students with
promote/guide learning at each stage? summative purposes? each phase of the specific teaching-learning
teaching-learning needs.
plan?
Est. Getting Started Can anyone remember Access to Setting the stage for
Time 1) 5 minutes of mindful meditation, using Calm.com what we discussed last internet and learning with Calm
Loving-Kindness 5 minutes class? bright link
10 2) Review last class
min List of student responses for the beach ball
activity, once again stress that the classroom
will be a safe environment, and to be sensitive
to the experiences of others.
Discuss how we can deal with emotions in a
healthy and unhealthy way
Est. Working On It How is cyber-bullying Power-point presentation
Time 1) Introduce the topic of bullying (especially cyber- different from most Placemat for
bullying) and how it related to substance bullying? Substances Media clips
30 use/abuse as well as an array of mental health
min concerns. What exactly is a
https://www.youtube.com/watch?v=bfT2qqrq substance?
zgo
Show statistics and share first-hand accounts Did anyone do their info-
of bullying and its effects. graphic project on an illegal
Discuss further what the different substance substance?
terms are, as well as the causes and
implications of them.
https://www.youtube.com/watch?v=ISMLIAXE
WLU Teaching-Learning Plan_V.2_Annotated

NFc (play until 4 min)

Substance use, abuse, dependency
Discuss the four categories of substances
o Inhalants, Stimulants, Depressants,
and Hallucinogens.
o Short and long term effects
Est. Reflecting and Connecting How would we define the Pre-cut scenario Skits/role play:
Time 1) To make the topic of substance abuse more word peer pressure? cards differentiated for bodily-
relatable to students as they become young kinesthetic learners
25-30 adults, we will discuss the impacts of peer Have you ever felt peer Cue cards for exit
min pressure. pressured before? card
Define what peer pressure is with students
first.
Go over strategies that students can use for
refusing substances.
2) Then, have students pick a card that has a peer-
pressuring scenario related to substances.
Students in groups of 4 will prepare a small
skit about the scenario they chose.
After about 5 minutes, the groups will present
their skits.
Exit Card: What is something you learned today that was
interesting or surprised you?