Teacher Candidate: Aareon Carter Date: 11/30/2019

Grade and Topic: 6-8th Length of Lesson: 35mins

Mentor Teacher: Jennifer T Townes School: The University Of Memphis IDT-
3600-410

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

● In this learning segment, students will create and use a table chart to identify coping skills to deal with
the health effects of stress, loss, and depression. This lesson builds on their prior knowledge of the
components of mental, emotional, and social health and will deepen their understanding of mental health
by understanding why help should be wanted and needed. This is an important skill because mental
health requires our emotional, psychological, and social well-being. It affects how our minds work, how
we feel, and how we function. It also helps determine how we handle stress, relate to others, and make
choices. The lessons build clear and consistent connections by vividly explaining the cause and effect of
mental health and what it actually is for humans. The purpose of this learning segment is to show
students how important health and mental health is as a young adult, and it applies to real-life because it
is important from a child and adolescence through adulthood. This is needed throughout every stage of
life.

LESSON OBJECTIVE:
● Given a table chart on Microsoft Word, TSW correctly fill in each column, heading them “Stress, Loss,
and Depression.”

● Given 3 website domains, TSW find 3 ways to cope with stress, loss, and depression and copy them on
their table charts - getting 7 out of 9 correctly.
● TSW performs 3 stress-reductions after the lesson over Mental Health.

STANDARDS ADDRESSED:
● 7.MESH.1 Describe the signs, causes, and health effects of stress, loss, and depression.

MATERIALS:
Microsoft Word
Computer/Laptop
Notepad
Pencil & Pen
Highlighter
3 Websites
1. http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Responding-to-a-
Student%27s-Depression.aspx
2. http://www.behavioradvisor.com/Depression.html
3. https://www.edutopia.org/article/teaching-students-how-deal-stress

BACKGROUND and RATIONALE:

● Key Concepts/ Ideas: The main concept of this lesson is for the students to visualize how and what
causes stress and depression. Also, how to cope with loss in addition to having to deal with both
 depression and stress. Educating students in mental health leads to access to formal materials when
needed. Teaching students to manage stress also helps them distinguish between healthy and death-
dealing feelings and or actions. In this lesson, students will use a table chart to identify coping skills to
deal with the health effects of stress, loss, and depression. This lesson builds on their prior knowledge of
the components of mental, emotional, and social health and will deepen their understanding of mental
health by understanding why help should be wanted and needed.

● Academic Language: Distinguishing what thoughts, actions, and choices up to Anxiety/Stress and or
Depression. Having knowledge about specific words. Table Chart, column, depression, coping,
stress/stressors, anxiety, hurt, sad, angry, mad.

● Connections and Building On: The relation of this lesson connects and forms on the previous lesson of
students becoming knowledgeable about coping with depression, loss, and stress is. Overall what Mental
health is, such as being down, depressed, having anxiety, dealing with loss, being stressed, affects you as
a human being. This lesson separates those effects in their class, for instance: not eating after a loss of
someone close to you is depression, and how to cope with that is calling a friend to talk to and going out
to lunch/dinner with them. All in one lesson is to guarantee students are tutored for the margin unit
assessment, students must be proficient to pass this class.

● Differentiated Activities: I am aware that modifications will be made for students who did not master the
objectives and for those ready for enrichment. However, modifications are not covered in this course
and are not part of this particular lesson.

PROCEDURES AND TIMELINE:

● Introduction: For the introduction, I will introduce 3 stressors, depression/loss acts/ actions and
perform them in front of the class and ask students to give me 2-3 reasons why I’m stressed, or
depressed and how can I cope with them. After this, students will be required to write out 1 personal
depression, stressors, or loss and tell me the “teacher” how will you the “student” cope with it now that
you’re familiar with techniques and tactics about coping. (20mins)

● Procedures: After introducing the topic, I will direct the students to the computers and making sure they
have all of their materials that are required. Assigning them to computers by the last name will be the
order because it will make everything flow well. Then I will stir them to the Microsoft Word app on the
computers and get them set up. After that, I will pull up an example that I have for students to shadow
mine for better unf=derstanding. Followed, by answering all questions that students have any and
getting everyone into the Microsoft Word App. (5-7mins)

● Closure: Finally, I will direct the students into a stress-reduction zone. I will lead the class into doing 3
stress-reductions which are: Telling a funny enthusiastic joke to get laugher, sitting up straight with your
eyes closed following a inhale for 5 seconds and a exhale for 4, and then standing up stretching the neck,
arms, and legs for 10 seconds each. (3-5mins).

ASSESSMENT EVIDENCE:
Formative Assessment -For this lesson’s formative assessment, students will fill out their table charts on
Microsoft Word and list 3 ways to cope with stress, depression, and loss. The completion of this chart will
provide evidence that students comprehend and understand today’s lesson. This assessment connects to the
goals and objective because if students can list 3 facts for each they’ve shown mastery of the objective and
they’re prepared to move to the upcoming lecture.
MODIFICATIONS:

I am aware that modifications will be made for students who did not master the objectives and for those ready for
enrichment. However, modifications are not covered in this course and are not part of this particular lesson.