UMF Unit-Wide Lesson
Plan Template
Name: Jamie Dillon Program: SM ED
Lesson Topic / Title: Healthy/ Unhealthy Relationships
Lesson Date: 12/6/17 (Blue Lesson Length: 1 Day
Day), 12/7/17 (Gold Day)
Learning Objectives & Content Standard Alignment Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s)
Students will understand the components of a
healthy relationship
Students will recognize what their values and
opinions are regarding a relationship
Students will create ways to improve unhealthy/
negative relationships/ situations
Content Standard(s)
HEA9.1.3: Students identify risk factors and early
warning signs of emotional health issues.
HEA9.1.4: Students identify the difference
between healthy and unhealthy relationships to
prevent all types of abuse.
HEA9.2.1: Students demonstrate refusal skills
and setting limits to advocate for themselves.
HEA9.2.3: Students will demonstrate ways to
influence and support others in making positive
health choices.
Assessment Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment
Pre-Assessment: There will be a relationship
evaluation that the students will fill out with a
personal relationship in mind to start them out in
the lesson.
Course: EDU224
Grade/Age: 9-Diploma
Instructional Decisions / Reasoning
Students need to understand
what it means to be in a
healthy relationship whether it
is a friendship, partner, or
family member.
Students will gain a better
understanding of how to deal
with negative situations and
build healthier ones.
Students will learn what it
means to have a healthy
relationship and implement
them in their daily life.
Instructional Decisions / Reasoning
It is important to be able to
identify these things to carry
them out through the rest of
life.
Health is more than just
physical, and relationships are
apart of life. We surround
ourselves with people
constantly.
It is important to recognize
how our decisions affect others
that we surround ourselves
with.
Instructional Decisions / Reasoning
Pre-Assessment: This is given
to the students for them to
self-evaluate and reflect upon
something in their own life
 Formative: Fist to Five- Five meaning they dont
understand what we are doing or going over and
have many questions, and fist being they
understand and are ready to go.
Summative: Poster Project. Students will be
broken up in to 4 small groups. Each group will be
a different kind of relationship. Group 1:
Romantic, group 2: Parent-Child, group 3:
Teacher- Student, and group 4: Friend- Friend.
Each group will be given poster paper and asked
to explain, through words or visuals,
characteristics of a healthy relationship and an
unhealthy relationship depending on the kind of
relationship the group was given.
Feedback: Teacher and self-feedback will be
completed through a checklist that wont be given
to the class. Students will share their posters and
write a reflective comment/compliment on a
sticky note and post it to the board.
Instructional Materials and Resources Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology
Relationship Evaluation worksheet:
http://www.healthvista.net/wp-
content/uploads/2015/05/EvaluatingRel ationshi
psWorksheet.pdf
that has occurred outside of
the school. This also gives the
students an idea of how in
depth we will be going in the
lesson and what they already
know about it.
Formative: This will give time
to clear up any
misunderstandings or
questions that the students
may have. I will pair students
up with one another. The
student with the most
questions will be paired with
the student that has the least
amount of questions and so on.
And I will give time to answer
any questions that were not
answered within the pairs.
Summative: The posters will
depict how to have different
kinds of healthy relationships
and look out for unhealthy
characteristics. The students
will have an opportunity to be
creative and try and connect
themselves to these roles to
have a deeper meaning. The
poster will then be hung up for
others to see and presented for
the rest of class to hear.
Feedback: I will come up with
a checklist, so the students
have guidance on how to
complete the task. They will
first self-evaluate themselves
and how they did in the group
project and I will have a
section for them to add notes
in case they felt as though one
partner did not put their
weight.
Instructional Decisions / Reasoning
In the column over, I have copy
and pasted links to two
different slideshows that I will
be going through with the class
as a visual for visual learners
to look at while a talk and they
perform the activities. I will be
Rev 8/17
 Healthy Relationship Wheel: reading off as well for auditory
http://familyconsumersciences.com/wp- learners.
content/uploads/Power-Control-Wheels.pdf The relationship evaluation
Poster Project Checklist: worksheet is more for the
Relationship Scenarios: learners that work better
https://docs.google.com/presentation/d/18ZANL independently.
qAO2jHkCdznAjLu6pgw6LsvnBj0D 81O4OBCr3w/ The healthy relationship wheel
edit#slide=id.p will be a visual tool that I will
Content: pass out for them to have a
https://docs.google.com/presentation/d/1jLrISg closer read of healthy and
dO6jWk2vtJWJMHCwSizrMw4r2L_EpC8J4XOng/e unhealthy behaviors. They can
dit#slide=id.g2b47c4aa2a_0_171 also use this on their poster
project. Which I have provided
Poster Paper a link to a rubric.
Markers, Colored Pencils For the 4 corners activity, I will
Tape paper plates, one in each
Computers & Chargers corner of the room. On the
Sticky Notes backs of the paper plates will
Envelopes be envelopes with a piece of
Printing paper paper in them. When it comes
1 through 4 numbered paper plates time to do the poster projects,
one person from each group
will open the envelope and
read the piece of paper which
will reveal what type of
relationship the group is.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

*Seating arrangement: Clusters because students will be The purpose of these activities
working together at many points. is to heighten their awareness
of what makes a healthy
80 min class period (70 min on late arrival) relationship and what doesnt.
Relationship Evaluation Worksheet (10 min) These activities will also help
Hook: 4 corners scenario (10-15 min) the students think about their
Content Slideshow (20 min) own values and opinions and
Checking for Understanding (5 min) how they would apply what
Poster Project (20 min) they have learned to their
Post it positive reflections (5 min) current relationships.
The content slideshow is a tool
Relationship Evaluation Worksheet (10 min) to be used to how to handle
I will hand out this worksheet for the students to fill out to certain situations more in
the best of their ability. I will explain the directions and depth that arent always talked
make sure they dont have to put their names down, so about such as the difference
they feel that they can be completely honest. After giving between unhealthy and
them the time to fill out the worksheet I will show them abusive and the subtle signs
the slide that tells them how to assess their answers. and how to get out of the
relationship.
Hook: 4 corners scenarios (*time will vary) The poster project is to really
Hang four signs (numbered 1,2,3 & 4) in each corner of the bold the fact that unhealthy
room. Inform students that I will read a relationship relationships dont just occur
situation. Each situation calls for a decision to be made romantically, they can take
and I will give them four choices. They must make a place in any kind of
decision about that situation and move to the corner of the relationship with anyone,
room that indicates their choice. Remind students that friend, parents, siblings, etc.
there is no right answer in each situation. This exercise is This topic is not an easy one
intended to clarify their values and opinions about especially for anyone who has
relationships. Allow discussion of why they may have experienced it first or second
chosen this scenario. hand. So, to end the class on a
good note, I will have the
Content Slideshow (20 min) students right a positive
I will pull up a slideshow that contains guided, thought reflective sticky note, no
provoking questions regarding healthy relationships. I names needed or required.
would like the students to have a piece of paper out to They will stick it to the board
write down any thing that they want to answer, and we once they have finished
will leave the floor open for many discussions over the righting their compliment.
questions.
Statistics to possibly throw in:
- One in every 3 women will experience domestic
violence in her lifetime
- 75% of victims in abusive relationships were
killed as they attempted to leave the relationship
or after the relationship had ended.
- More women died from domestic abuse from the
year 2001-2012 than troops in the Afghanistan
war by at least 5,000 people.
- Its not just women that get abused.
- Emotional abuse occurs everywhere and the most
because it goes unseen.

Checking for Understanding (5 min)

This is the time I will take to reflect over everything we
just went over and make sure students arent too
overwhelmed with the information they just learned. This
will also be a good time to take a break if this topic is
touchy for anyone who might have experienced an
unhealthy or abusive relationship. We will be doing the
fist-to five activities. People with 5 fingers up have many
questions and the people who put their fists up are ready
to move on. Depending on how many people put 5 up, they
will either work in pairs to help answer their questions or
I will answer them as a class.

Poster Project (20 min)

I will split the class into 4 different groups. They will be
asked to open the envelope on the back of the paper plate
and each group will be a different relationship;
- Group1: romantic
- Group2: parent-child
- Group3: teacher-student
- Group4: friend-friend
Each group will be given a checklist and a poster paper
and 4 different colored markers. The checklist will include
everything that they need to include on their poster
project. They will need to list at least 3 characteristics of
how this relationship would be healthy and 3
 characteristics of how this relationship could be
unhealthy. We will then take time to present them as
groups to the rest of the class so everyone else can have an
understanding for the other relationships.

Post-it Positive Reflection (5 min)

Students will be given a post-it note that they must write
at least one warm and fuzzy about the other posters and
presentations. As an exit ticket they will stick them up on
the board for me to read.
Meeting students needs (differentiation, extensions, Instructional Decisions / Reasoning
modifications, accommodations)
It is important to me as an
Visual-Spatial: Slideshows for content knowledge aspiring educator to include all
and 4 corners activity. the multiple intelligences so
Bodily Kinesthetic: The hook, 4 corners scenarios. that I reach a wide range of
Musical: I will play music during the making of the students so that everyone can
poster project. get excited to learn.
Interpersonal: The scenarios will allow the There will also be exceptions
students to engage with one another along with for students who are gifted,
the poster project. with IEPs, or a 504 plan. I will
Intrapersonal: The relationship evaluation make special arrangements
worksheets allow students to work by themselves before each class to talk to
and reflect upon relationships in their own life. these specific students to
Linguistic: The slideshows will be for students prepare them and seek an
who are more visual, and I will be reading them alternative if necessary.
aloud for the auditory learners. Students will be
writing on the posters as a reflection of what they
learned, and there will be a relationship wheel for
them to read.
Logical-mathematical: The relationship
evaluation calculating and analyzing the results.
Along with talking about some statistics involving
relationships.
Special Education: Students that are listed with
IEPs or 504s will be addressed at the beginning
of the lesson in regard to what they feel
comfortable with. Most students in the health
class have been identified with ADHD or ADD so I
tried to make this lesson as kinesthetic as possible
but with structure, so the class doesnt get too
chaotic.
Absent Students: Students missing this lesson will
have to see the teacher (in this case Arvid
Cullenberg) to get an alternative assignment that
will get them caught up meaning they will still
need to be able to identify different relationships
and situations, evaluate their own relationships,
and the difference between healthy, unhealthy,
and abusive relationships.

Field Courses Only Post lesson

Reflection

What I got out from trying to teach this lesson is that it should probably be a two -
day lesson. There a few things that we did not get to because some important
conversations were taking place and students were being involved and engaged
with the topic and were really taking something out of the lesson that I had not
really seen them do with a couple of the other topics. I believe that it had to do with
how real and relevant this topic is to their lives. I incorporated questions that
provoked their thinking of if they have ever observed certain relationships and gave
them a personal example to show that it can happen at any age and it can happen to
anyone. The first two classes I presented this lesson to was extremely talkative but
they were all on topic, so it was hard to kind of shut those conversations down
because there were many insightful comments made that helped other students to
think. They all seemed to really enjoy the lesson and the activities I had for them.
The things I didnt really get to for the lesson was the poster discussion and the
post-it reflection. I switched some things around so that maybe I could get through
everything, but I cant account for the discussions that will take place that I love
hearing so much. A lot of my students have a lot of energy, so I wanted to ensure
that they had an opportunity to do something kinesthetic that I could guide without
it getting to chaotic. The period I chose to be observed in was my quietist class that I
wanted to wake up and really get them talking and I am not disappointed with how
the class went. Of course, there are still adjustments that I would make with the
lesson for future reference, but it largely depends on the kind of class I have and the
time Im given throughout the year. I really enjoyed giving this lesson and all my
students seemed to have a blast with it and will hopefully carry some of the
conversations we had with them throughout life.

Teaching Standards and Rationale

Introduction to Standard:

Standard: Standard 4- The teacher understands the central concepts, tools

of inquiry, and structures of the discipline(s) he or she teachers and creates
learning experiences that make these aspects of the discipline accessible and
meaningful for learners.
Indicator: 4(p) Appreciates multiple perspectives within the discipline and
facilitates learners' critical analysis of these perspective
Interpretation of Standard: The teacher understands that the classroom is
filled with many different kinds of people that come with their own
perspectives and idea. The teacher then uses this acknowledgement to their
advantage by including their learning styles and creating a influential learning
environment and experiences.
Introduction to Artifact: In this lesson I had a series of assessments for the
students to get involved with. The summative assessment was at the end of the
lesson where the students had to work in groups to create a poster that reflected
over the what they just learned. The lesson was over healthy and unhealthy
relationships. The students did activities such as a self-evaluation and a four corners
with different scenarios and then a power point to clarify any misunderstandings in
regards to the topic.
Rationale: Creating this lesson I made sure to include many different perspectives,
ideas, and multiple intelligences to engage all kinds of learners and provoke
insightful thoughts for the students to reflect upon.

Introduction to Standard:

Standard: Standard 5- The teacher understands how to connect concepts

and use differing perspective to engage learners in critical/ creative
thinking and collaborative problem solving related to authentic local and
global issues.
Indicator: 5(o) Understands creative thinking processes and how to
engage learners in producing original work.
Interpretation of Standard: The teacher has a good understanding and
grasp of the students different perspectives and having the students
connect to the subject so that the students will be engaged and be
creative.
Introduction to Artifact: While creating this lesson it was important that I
included all learning styles in different and multiple ways that inspired more
creativity along with helping the students connect themselves to the lesson. This
way discussions are sparked and they feel as though they can add real life
experience to what they are learning and every experience is different.
Rationale: In all the classes that this lesson was presented to, there were many
thought provoking and insightful conversations sparked that included personal
experiences and questions surrounding experiences along with stories heard that
related to the topic. During the lesson I had the students perform a four-corners
activity that included different scenarios and choices for the students to choose
from. Once they made their choice, at least one student from each group was to
explain why they chose it. Many were in between multiple choices and there were
some very honest answers that fueled many questions and conversations.

Introduction to Standard:

Standard: Standard 7- The teacher draws upon knowledge of content areas,

cross-disciplinary skills, learners, the community, and pedagogy to plan
instruction that supports every student in meeting rigorous learning goals.
Indicator: 7(g) Understands content and content standards and how these
are organized in curriculum.
Interpretation of Standard: The teacher plans their lessons upon what the
standards are, their content, and making sure every student is thought of and
accounted for in some way or multiple ways during the lesson.
Introduction to Artifact: I was able to cover more than one standard by performing
this one lesson. Of course it would have been nice to have more time to allow the
students to really dive deep into it while I was there but that was not the case. I
provided them an opportunity to be artistic and show and explain what they know. I
allowed them time for an activity known as four corners. This gives them a chance to
really think about the situation and place themselves in it and come up with a
response to what they would do and why.
Rationale: I created this lesson plan with the standards in mind that I needed to
cover and make sure that the students needed to complete. I gave them multiple
ways to meet these standards and embrace and dig deep into the topic we were
discussing. I had multiple activities, visuals, and questions for the students to really
think and talk about. We shared stories, personal and country wide, to bring in more
outside experience to the lesson. The students seemed to really enjoy the lesson
and almost everyone had something to contribute at some point during the class.