Name: Reagan Poteet

HEALTH AND PHYSICAL EDUCATION LESSON PLAN

Introductory Material:

Date of Lesson: 08/28/2021 Class Time: 2:38 – 3:30

School Name and Grade: Lassiter HS, 11 th & 12th Class Ability Level: Utilization

Length of Lesson (Time): 52 min Number of Students: 27

Equipment/Supplies (be complete): 27 Shoe Print outs, markers, colored pencils Description of Facility: Classroom

Teaching Style to be used: _______________________________________________

Behavioral/Performance Objectives: | Safety Considerations

Cognitive: 1. Students will be able to analyze how their environment affects their This is a heavily emotional topic for some students, have room for them to step
emotional health during the “in my shoes” activity out and process if needed.
2. Students will be able to comprehend how other’s environment
affects their emotional health during the “in my shoes” activity

Psychomotor: 1. Students will be able to write a list of influences on their overall

wellbeing
2. Students will be able to define “empathy”

Affective: 1. Students will be understanding and respectful of their peers

struggles

NASPE Standards/NEW Georgia Performance Standards (GPS):

Major Focus: Sub-focus:

National Standards Addressed (NASPE): GPSs Assessed:

HE.S.1.c Analyze how environment and personal health are
1
NHES 1 interrelated.
NHES 8 HE.S.8.bModel how to influence and support others to make positive
health choices.

LESSON BODY TIME SKILL FOCUS

SKILL (CONCEPT) DEVELOPMENT ALLOCATIONS
(Specific and detailed plan to facilitate student learning and skill development)
P2
1. Students will go over the terms “empathy” and “advocacy” in order to better 10 min
understand the depth of mental health issues others may experience. This will be
through a PowerPoint

2. Students will choose a “my shoe” coloring sheet of their choice. They will use this C1, P1, P2
shoe to add color, words, and decorations that show what it is like to “walk in their 15 min
shoes”. These decorations and words should show others what their mental health
looks like and what their struggles are. The students will remain anonymous by not
writing their names on their shoes.

3. When finished, students will ball up their anonymous shoe and throw it to the C1, C2, P2, A1
opposite side of the classroom, all at once. Then, they will open up another person’s 5 min
thrown paper and read it. This will give them the opportunity to see what it is like to
walk in their shoes.

4. Students will take turns reading a shoe other than their own out loud. This will show 10 min C1, C2, P2, A1
them how to speak for those who may not have a voice, and empathize with other’s
struggle.

CLOSURE TIME SKILL FOCUS

ALLOCATIONS
(Wrap Up, Review, Transition)

For closure, students will be asked questons as a class. 3 – 5 min C1, C2, P1, P2,
A1

2
How did it feel to read about someone else’s struggle? Was it difficult?
Did you find remaining anonymous helped you to feel more open about what you were
writing?
How did this activity highlight “empathy”?