L3+Stefanilo,+Daniel

** COLLEGE **** OF **** EDUCATION ****, HEALTH AND REHABILITATION **  ** LESSON PLAN FORMAT ** Maine Learning Results: Health Education and Physical Education-C. Health Promotion and Risk reduction C1 Healthy Practices and Behaviors Grade 9-Diploma Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; and other drug-use prevention; and prevention of STD's, HIV, and unintended pregnancy. Students have received the KWL chart and a T-chart in the class before we start this lesson. I will be picking up the results the night before I teach the lesson to go over them a little more. I will use the KWL chart to enhance my lesson and make it more meaningful. The students were told to fill out the what they know and what they want to know sections for now. With the T-chart I turned it into a rating scale. On the left side I put the aspects of a healthy relationship (trust, communication, honesty, sexual aspects, support etc.) On the right side of the T-chart my students were to write a rating for how important they thought it was. 1 being of highest importance in a relationship and 8 being the lowest importance in a relationship. Students will also get the chance to act out different topics that may come up in romantic relationships. (breaking-up "bringing relationship to the next level") For the students summative assessment they will need to tell a story about a relationship in their life. It could be between a girl/boy friend, a best friend, a family member, or a fictional character. The idea behind this assessment is that the students can choose any way they wish to present it. They can write a story, make a comic, make a movie, or make a recording. By using the content they get from their notes and the hook, and the class discussion they should have enough ideas to fill out a web and create a story.
 * UNIVERSITY **** OF **** MAINE **** AT **** FARMINGTON **
 * Teacher’s Name: ** Mr. Dan Stefanilo
 * Date of Lesson: ** Lesson 3 Healthy Relationships (Perspective)
 * Grade Level: ** ** 9 **
 * Topic: **** Healthy relationships
 * __ Objectives __**
 * Student will understand that ** Students will understand that healthy relationships have many parts and are important to practice.
 * Student will know ** the different aspects that make up healthy and unhealthy relationships.
 * Student will be able to ** compare similarities and differences in healthy and unhealthy relationships.
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale: ** Students will take their knowledge from class on the different aspects of healthy relationships and ways to communicate and be able to avoid the areas mentioned in the MLR standard.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: ** Students will be able to watch the hook (movie) and have a slide show well they are taking notes. The students were going to use their computers (imovie, garage band, comic life, inspiration 8) to make their stories but they didn't get their laptops in time.
 * Other Content Areas: **
 * Drama: ** Students will have the chance to act out and explain their body language and facial expressions.

As the students walk into the class they will fill out a paper on my desk (by the door) that has them put their name, favorite color, favorite season, favorite number and their birthday. I will use these groups for discussion and reporting out to the class. We will use these after the hook (movie) and after class notes. Interpersonal: Students will get the chance to work and discuss within their groups healthy relationship aspects, and report back to class what they have talked about.
 * English: ** Students will get the chance to fill out the T-chart and KWL chart as well as participate in class discussions
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Logical: ** Students will get to use logic when they are making their final product. The final product will use logic because the students will use logic in healthy ways to communicate with others.
 * Verbal: ** Students will get the chance to share group discussion with classmates, and shout out thoughts to what their teammate is acting out.
 * Visual: ** Students will get a chance to watch the hook (movie) and see the student sample made for them so they have an idea for their final product.
 * Intrapersonal: ** The student final product will be based on students work by themselves outside the classroom.
 * Kinesthetic: ** Students will get the chance to act out different emotions and feelings in front of the class to show how to understand communication through facial expressions and body language.

I will be willing to help any student filling them in with what they missed. Come see me before or after school. I will have the movie on tape that students can see the video. They will be responsible for writing a formative assessment of the movie they watch. They will need to fill out their KWL chart and T-chart and bring them to class the next day as well. At the beginning of the next class we will be taking 5 to 10 minutes to recap the previous class. I will discuss with the student the communication skills they missed out on. I will have a handout of class notes/slideshow that they missed. Students will take the knowledge they have gained from their KWL, class notes, class discussion, and T-chart and create a comic, written entry, imovie, or audio file product that is a story that produces a story of a person and the communication skills they should use to enhance their relationship with a significant other, parent, family member, friend, teacher, or other. One of their big jobs is to use their knowledge they have gained to try and get a character to use these communication skills to make their relationship better. Doing it in this order will ensure students have full mastery of the communication skills that may arise in their life and in their relationships. At this point students should all have similar knowledge. From here they use their own imagination and creativity to create the product. Students can relate back to the rubric if they get stuck on what is expected. KWL chart T-chart Movie (hook) projector from computer to screen Laptop Student Laptops Group making sheet Slide show Alignment of desks in groups of 6 Ball students can throw around during class discussion [|Healthy relationships K-State site.] [|Communicating with others] [|Am I in a healthy relationship?] [|Tips for a healthy relationship] [|Communication tips] ** Logical: ** Students will get to use logic when they are making their final product. The final product will use logic because the students will use logic in healthy ways to communicate with others. Students will enter the classroom on the first day with their desks in fours. Groups of four with 2x2 facing towards each other will be made as they come into class.
 * Modifications/Accommodations **
 * Absent Students: **
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * // Rationale: //** This lesson demonstrates Maine Standard for Initial Teacher Certification because it provides the chance for students to learn and develop content knowledge in different ways. In one way students will be given many sources and varieties of information on healthy relationships and communication skills. Students are also given the chance to be creative by making a comic life product, writing product, movie or other production. The product choice is a wide range, and the students can use their imagination with this project and stem off in anyway they choose and see fit. (Beach Ball) In another way students are given clear and set directions of what is expected from them during this lesson. Class syllabus for the lesson will be known to all students so they may get a grasp on the work that is ahead and behind them. They will be given a rubric for their product that gives them a straight forward procedure of the work they must accomplish. (Clipboard) Students will be given the chance to discuss and debate in class their deep learning, their experiences, and thoughts or expectations. Students will have the ability to discover healthy relationships that will arise in their lives at an early age and and ways to communicate in them. (Microscope) Class expectations during discussions and debate will be laid out before starting to discuss, in order to try and make the classroom a comfortable learning area. (Puppy)
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** This lesson demonstrates Maine Standard for Initial Teacher Certification because it allows different students to learn in the way that they need and choose. A pre-assessment on their current knowledge of healthy relationships will be given at the beginning of the lesson. My lesson then can be altered to the students need to know knowledge. Students' IEPs, 504s, and ELLIDEPs will have the chance to have modifications during the lesson. During this lesson students will be able to tell a story of a person in a healthy or unhealthy relationship. This satisfies the MLR by giving them the background information on healthy relationships so they participate in one in the future.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Verbal: ** Students will get the chance to share group discussion with classmates, and shout out thoughts to what their teammate is acting out.
 * Visual: ** Students will get a chance to watch the hook (movie) and see the student sample made for them so they have an idea for their final product.
 * Intrapersonal: ** The student final product will be based on students work by themselves outside the classroom.
 * Interpersonal: ** Students will get the chance to work and discuss within their groups healthy relationship aspects, and report back to class what they have talked about.
 * Kinesthetic: ** Students will get the chance to act out different emotions and feelings in front of the class to show how to understand communication through facial expressions and body language.
 * Technology used **
 * Comic Life/ i Movie/ garage band- ** If students have their laptops by the time we do the lesson instead of giving them choice in product they will make a comic life, garage band, i Movie.
 * Video tape **- Students will have a chance to watch video tape as the hook to enhance their learning about healthy relationships.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //** This lesson demonstrates Maine Standard for Initial Teacher Certification because it gives the teacher the ability to get progress and informal evaluation from the students on prior knowledge (pre-assessment), the students gaining knowledge (sharing their rating scales with partners and with the class as well), and gives the teacher a chance to support the development of the learner by giving feedback during class discussion and on pre-assessment. Their final product the students will produce can give the teacher a chance to evaluate the student formally.
 * __ Teaching and Learning Sequence __**** : **

Students will come into class and we will watch a movie on healthy relationships. (10 minutes) By using the boards we will start a discussion on healthy relationships.(25 Minutes) By using a powerpoint, we will continue discussion on aspects of healthy and unhealthy relationships. (20 minutes) I will pass back the students rating scales. In their groups of six I will have them discuss their ratings with the person across from them then their group of six and then share with the class. (15 minutes) I will introduce the students to their final product. (10 Minutes) We will start our lesson on Communication. (25 Minutes) We will do another class activity on communication. (25 Minutes) I will allow students the chance to work on their final products. (30 Minutes) Students will understand that Healthy relationships have many parts and are important to practice. This is important because you will be presented with many different relationships in your life and by knowing how to keep them healthy can maintain or increase your overall health level. You will most likely be part of a relationship while in high school and this lesson will show you why it is important for them to be healthy. Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy. There will be able to watch a movie on healthy relationships. Students will have the chance to respond and ask questions. Students will know aspects of healthy relationships. These are communication, trust, support, honesty, being yourself, tips for communication, reading body language and facial expressions, and how to communicate effectively. Between a class discussion or through the lecture and/or teaching moments, student will gain information about these topics. Remember that to speak students must have the "speaking ball" during the class discussion. Students will also have the chance to research this information through the links I give them for when they are making their final product. Students may also gain knowledge through the three step interview with their colleagues. I will check for understanding through their KWL charts. The students are to start plotting out steps that a person goes through from the initial thought to participate in an relationship, all the way to a final outcome of how the person chooses to get out their relationship back in tact or end it. Students will be able to explore and experience their knowledge while being in groups. These groups are chosen by random when I place their rating scales on desks when they come into the classroom. They will explore each others experiences with the different areas of healthy relationships. By three step interview they will get to explore many different ideas about healthy relationships as well. After the lesson students will be able to tell a story of a person making healthy choices to help make their relationship healthy. Students will be grouped once to share their ideas (rating scale) on the following rating of these aspects of healthy relationships (communication, trust, support, honesty, being yourself, tips for communication, reading body language and facial expressions, and how to communicate effectively). Students will show evidence of learning through their KWL's and class discussion as well as their three step interview. Students will present their final product in class so I may base their knowledge content as well as pass back their KWL charts to assess their new knowledge. I will provide timely feedback to students through notes on their ratings (t-charts) and on their final products. This connects to the next lesson because we will now take the content mastery we have gained and be able to tell a story of a person who participates in a healthy relationship. · Communication Know what both people want before practice. Listening Clarity and Honesty Paying attention to both emotions Body Language Understanding both points of view Admittance make eye contact. · Knowing what you want out of a relationship Keep things Interesting · Support Being for them mentally and physically Accepting the others weaknesses and differences Working with the same communication styles · Respect Allow for give and take Disperse power equally set limits and boundaries. · Having Separate Identities Be connected but separate as well. (have a relationship without the relationship having you) Make time for other things in your life (friends, family, events) Have your own opinions, interests, friends, and other things going on in life. Put importance in other things in your life. Be open to being influenced by other person Be yourself.
 * Day 1: **
 * Day 2: **
 * Where, Why, What, Hook, Tailors: ** Visual, Verbal ** : **
 * Equip, Explore Rethink, Revise Tailors: ** Intrapersonal, Kinesthetic
 * Explore, Experience, Rethink, Revise, Refine, Tailors: ** Interpersonal, Intrapersonal
 * Evaluate, Tailors: ** Intrapersonal, Interpersonal, Kinesthetic
 * __ Content Notes __**
 * Aspects of a Healthy relationship: **

Other comes on strong or shows signs of jealousy. They want you to change your ideas to theirs They attempt to isolate you. They have mysterious behavior They confuse you They are self centered They don't take responsibility They have a temper They force you into physical intimacy
 * Aspects of an Unhealthy relationship**

Make up your mind and stick to it. Be assertive and vocal Be clear Prepare for the worst. Make boundaries for the future Know when enough is enough and walk away
 * If you want to end a relationship**

Stay calm Comfort to a point (be vocal) Choose and pick the important reasons you are breaking up with them. Distance yourself afterwards Don't spark an argument You don't have to be friends right away Don't play games. If you are done let them know. KWL chart T-Chart Rubric for final product Tutorial for comic life
 * Helping tips**
 * __ Handouts __**