Unit Title: Mental Health in YA Literature Workshop

Teacher: Sarah Geist

Focus Class Description: 9th Grade

Text Set
Each students chooses to read one of the following:
● Elena Vanishing by Elena and Clara B. Dunkle
● Girl in Pieces by Kathleen Glasgow
● That’s Not What Happened by Kody Keplinger
● Charm and Strange by Stephanie Kuehn
● When Reason Breaks by Cindy L. Rodriguez
● Challenger Deep by Neal Shusterman
● It’s Kind of a Funny Story by Ned Vizzini
● Hush by Jacqueline Woodson
All students with read/engage with the following:
● Personal Attitudes Survey (pg. 8)
● DSM V Diagnostic Criteria and Codes
● Toward a New Understanding of Mental Illness TED Talk
● PSA Examples

Essential Question(s): What kinds of mental health challenges do adolescents experience? How do those mental health challenges affect the lives of adolescents?

CCSS (list three to four standards below that you plan to Knowledge/Concepts (for the CCSS, what knowledge or Skills (for the CCSS, what skills will the students need
address in this unit) concepts will the students need to learn to meet the standard) to learn to meet the standard)

1. CCSS.ELA-LITERACY.RL.9-10.2 Definitions of the following terms: How to identify a theme

Determine a theme or central idea of a text and analyze in ● Theme How to analyze a text
detail its development over the course of the text, including how ● Analysis How to identify details and analyze their impact on the
it emerges and is shaped and refined by specific details; ● Details theme of the text
provide an objective summary of the text. ● Summary How to keep track of significant moments in the text
The fact that all aspects of a text contribute to the theme How to write a summary
The fact that there are multiple themes and that they change
throughout the progression of the text

2. CCSS.ELA-LITERACY.RL.9-10.3 Definitions of the following terms: How to analyze a text

Analyze how complex characters (e.g., those with multiple or ● Analysis How to analyze character, conflict, motivation, and
conflicting motivations) develop over the course of a text, ● Characters theme
 interact with other characters, and advance the plot or develop ● Conflict How to keep track of significant moments in the text
the theme. ● Motivation
● Theme
The fact that all aspects of a text contribute to the theme

3. CCSS.ELA-LITERACY.SL.9-10.5 Definitions of the following terms: How to explain findings, reasoning, and evidence
Make strategic use of digital media (e.g., textual, graphical, ● Digital media How to use the various video editing tools available to
audio, visual, and interactive elements) in presentations to ● Findings them
enhance understanding of findings, reasoning, and evidence ● Reasoning How to combine multiple modes of expression
and to add interest. ● Evidence effectively
The various video editing tools available to them

Objectives/Goals of the Unit:

SWBAT analyze how mental health impacts the lives of teens in YA novels.
SWBAT make connections between YA novels and real issues surrounding adolescent mental health.

Summative Assessment: Mental Health PSA

Calendar/Sequence of Objectives, Activities and Assessments

Monday Tuesday Wednesday Thursday Friday

SWBAT choose a YA novel to focus
on for the unit.
Activities:
● Review statistics about
mental health in teens
● Define mental health
● Book selection and group
formation (students reading
the same YA novel will be
placed in the same group)
HW: Read Part 1 of YA novel by
Friday
SWBAT describe the organization,
point of view, and conflict of their YA
novels.
Activities:
● Reading comprehension
worksheet (in groups,
students will answer
questions about their book’s
organization, point of view,
and conflict)
● Silent reading time
HW: Read Part 1 of YA novel by
Friday
SWBAT define stigma and evaluate
their own attitudes toward mental
health.
Activities:
● Personal attitudes survey
● Stigma Mini-Lesson
HW: Read Part 1 of YA novel by
Friday
SWBAT respond to other opinions
about the mental health stigma.
Activities:
● Class discussion on mental
health stigma
● Retake personal attitudes
survey
HW: Read Part 1 of YA novel by
Friday
SWBAT use the DSM V to diagnose
the protagonist of their YA novels.
Activities:
● Symptom list (individually,
students will create lists of
psychological symptoms
experienced by the
protagonist of their YA
novels)
● DSM Diagnosis (in groups,
students will explore the
DSM V and use their
symptom lists to decide on a
specific psychological

SWBAT explain their DSM
diagnoses to classmates who have
not read the same YA novel.
Activities:
● Diagnosis poster (in groups,
students will create a poster
of their DSM diagnosis from
Friday)
● Poster presentation (each
group will explain how the
character’s symptoms align
with the diagnosis criteria)
HW: Read Part 2 of YA novel by
Friday
SWBAT use YA novels to support
their arguments about the treatment
of mental disorders.
Activities:
● Watch “Toward a New
Understanding of Mental
Illness”
● Class discussion: Based on
your own knowledge and
what you have learned from
your YA novels, do you think
that Thomas Insel’s
proposal is helpful for
treating mental disorders?
How do you think his ideas
impact the stigma around
mental health?
SWBAT describe the
characterization in their YA novels.
Activities:
● Reading comprehension
worksheet (in groups,
students will answer
questions about their book’s
characterization)
● Silent reading time
HW: Read Part 2 of YA novel by
Friday
SWBAT describe the themes in
their YA novels.
Activities:
● Reading comprehension
worksheet (in groups,
students will answer
questions about their book’s
themes)
● Silent reading time
HW: Read Part 3 of YA novel by
Friday
SWBAT relax.
Activities:
● Guided mindfulness
exercise
● Mental health day (coloring
pages and board games)
HW: Read Part 2 of YA novel by
Friday
SWBAT analyze model texts for
important features that they can use
in their own composition.
Activities:
● Introduce final PSA project
● Analyze PSA examples
HW: Read Part 3 of YA novel by
Friday; Final PSA Project due next
Friday
SWBAT write from the perspective
of someone who cares about a
person struggling with their mental
health.
Activities:
● Writing activity (students will
play the role of someone
who cares about the
protagonist of their YA novel
and write a short journal
entry about their concerns
for the protagonist)
● Journal entry read-around
HW: Read Part 2 of YA novel by
Friday
SWBAT write advice for
maintaining/improving one’s mental
health.
Activities:
● Class discussion: Based on
your own knowledge and
what you have learned from
your YA novels, what can
people do to maintain and/or
improve their mental health?
● Create class poster with
mental health tips
HW: Read Part 3 of YA novel by
Friday; Final PSA Project due next
Friday
diagnosis for their character)
SWBAT compare literary and
real-world treatments of mental
disorders.
Activities:
● In groups, students will look
back through their books for
information about the
psychological treatment
received by the protagonist)
● In groups, students will
search online for information
on treatment options for the
disorder(s) they chose in the
diagnosis activity
● Venn diagram worksheet
SWBAT describe the importance of
reading about mental health in YA
literature.
Activities:
● Class discussion: Why does
reading about mental health
in YA literature matter?
What did you learn from the
YA novels?
HW: Final PSA Project due next
Friday
HW: Read Part 3 of YA novel by
Friday
SWBAT plan and begin writing a
PSA about mental health.
Activities:
● Planning and writing
Mini-Lesson
● Group work time
HW: Final PSA Project due Friday
SWBAT film a PSA about mental
health.
Activities:
● Filming Mini-Lesson
● Group work time
HW: Final PSA Project due Friday
SWBAT edit a PSA about mental
health.
Activities:
● Editing Mini-Lesson
● Group work time
HW: Final PSA Project due Friday
SWBAT collaborate with instructor
and classmates to revise a PSA
about mental health.
Activities:
● Final work day
● Teacher conferences with
each group
HW: Final PSA Project due Friday
SWBAT share their videos with their
classmates and celebrate their
achievements.
Activities:
● Present final PSA project
● Celebrate!
● Collect feedback on unit
from students
 Mental Health in Literature Workshop Final Project
PSA (Public Safety Announcement)
DUE DATE

With your workshop groups, you will identify an issue from your YA novel that relates to
mental health and create a video public service announcement (PSA) informing viewers
about the issue.

Your PSA should be at least 1 minute long, although you can make it longer if you would
like. You should use the DSM and your YA novel as your main sources of information,
but are welcome to do additional research as well.

In your PSA, try to focus on how your chosen issue impacts the lives of the characters
in your novel. Prioritize qualitative over quantitative information.

Along with your completed video, which you will show to the class on the last day of the
unit, you will also need to turn in a plan/outline for your PSA. This can be a script,
storyboard, or other way of representing your thought process for your PSA.