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Unit of Study: Concept or skill to be taught Lesson Goal Lesson Objectives Accommodations Common Core

Stress Learning how to prevent unnecessary stress Students will have demonstrate comprehension of how to prevent unnecessary stress. Students will describe what it means to prevent; students will explain the difference between prevention and coping; students will name two ways to prevent stress Review behavioral expectations. Use proximity. Use specific praise. Help prompt students during the guided practice. Model during the independent practice Health 4.5 Demonstrate the ability to express emotions constructively, including use of anger management skills.

Sequence of Plan

Time (approx) (40 min)

Modality (visual, auditory, tactile, motor) auditory

Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory Set:

Start class by reading and displaying the quote by Ben Franklin, "An ounce of prevention is worth a pound of cure." Have students do a Think Pair Share for 1 minute to discuss what that means and then call on students to give their ideas. Connect this to last lesson as coping comes after but prevention comes before. Teacher will lead class in explaining prevention vs. coping. Draw a timeline on the board of prevention on the left, stress in the middle, and coping on the right. Teacher may have to give examples of prevention to get students thinking.

3 min

pairs

Instruction:

3 min

visual, auditory,

whole group

Guided Practice (Modeling):

Independent Practice:

Have students use guided notes to fill out the graphic teacher put on the board. As a class, brainstorm ideas to put under each category (prevent, stressor, and coping). Aim to come up with at least 4 prevention ideas. Also have a student look up the definition of prevention and put it on the board/in notes as well. Challenge students to create a short story, a comic strip, or a poem about preventing stress. For all types of expression- have students aim to explain preventing stress, contrast it to coping, and give two examples of how to prevent stress. Review the definitions and preventing stress. Our next 3 lessons will focus on ways to live, think, and act healthy to prevent stress.

10min

tactile, visual, auditory auditory, visual, tactile auditory and visual

pairs and 1's

20 min

whole group

Closure:

3 min

whole group

Evaluation Materials needed References

Rubric Attached- assess during guided practice and independent practice Guided notes, paper and markers for story, comic strip, or poem

http://www.ushistory.org/franklin/quotable/quote67.htm

3: Fully
Obj 1: Students will describe what it means to prevent;

2: Partially

1: Attempts

0: does not try

described it fully

described it mostly correctly

tried but not correct

didnt try

Obj 2:students will explain the difference between prevention and coping;

contrasted and defined both

contrasted but only defined one

explained they are different but couldnt explain why

didnt try

Obj 3:students will name two ways to prevent stress

named 2

named both but only one correctly

named both but neither correct

didnt try

Name

Participation during instruction/ GP 10 or above: great! 5-9: good 2-4: Participate more 0-1: Focused attention needed