Objective: SWBAT demonstrate the ability to use interpersonal communication skills to enhance health or reduce health risks.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: Last time, we learned that healthy relationships should make you feel good. How would you describe or define an “unhealthy” relationship? What might you do to heal that relationship? Direct:
Collaborative:
Exit Ticket:
Optional independent reflection: In what ways do you treat people with respect? Are there any ways in which you don’t? More Resources: https://www.goodcharacter.com/middle_school/respecting-others/ https://ed.ted.com/on/gGcZ8ATe because who doesn’t love KID PRESIDENT?! https://freespiritpublishingblog.com/wp-content/uploads/2016/01/unfairness2.pdf
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Objective: SWBAT demonstrate the ability to use interpersonal communication skills to enhance health or reduce health risks.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: In the previous unit, we worked on building a positive self-image, high self-esteem, and ways of communicating and listening with others effectively. Today, we are going to start a unit, where we will be building healthy relationships, resolving conflicts positively, and treating others with kindness. Healthy relationships make you feel good! In your journal, write about one person with whom you have a healthy relationship. What makes the relationship healthy? Why do you value this relationship? Direct:
Collaborative:
Exit Ticket:
More resources: https://www.youtube.com/watch?v=u4WbqphGaZY https://classroom.kidshealth.org/classroom/6to8/personal/growing/healthy_relationships.pdf https://www.loveisrespect.org/wp-content/uploads/2016/08/middle-school-educators-toolkit.pdf Objective: SWBAT recognize their own strengths and limitations, and demonstrate personal characteristics that contribute to self-confidence and self-esteem.
Criteria for Success (CFS): Scholars will be successful in today’s lesson if they can… SELF ESTEEM COLLAGE PROJECT: Today, scholars are going to spend time creating a collage that inspires them to do and be their personal best. This should include:
You may use words, decorations, pictures (people, animals, objects), or really anything that inspires you. The goal of the activity is for students to visually represent a positive self-image, build self-esteem, feel beautiful/loved/intelligent, etc. Objective: SWBAT develop and use effective communication skills.
Criteria for Success (CFS): Scholars will be successful in today’s lesson if they can…
Do Now:
Direct:
Collaborative:
Exit ticket:
More resources: https://storycorps.org/discover/education/lesson-the-power-of-active-listening/ (See activity: Celeste Davis and Aaron) https://busyteacher.org/14387-how-to-improve-listening-skills-8-activities.html https://socialmettle.com/active-listening-exercises https://www.youtube.com/watch?v=-BdbiZcNBXg https://www.youtube.com/watch?v=cSohjlYQI2A https://ed.ted.com/lessons/how-to-avoid-miscommunication-katherine-hampsten Objective: SWBAT develop and use effective communication skills.
Criteria for Success (CFS): Scholars will be successful in today’s lesson if they can…
Do Now: In the last few classes, we have been discussing self-esteem, self-image, and prioritizing our values. We have also been talking about how important it is to exercise self-control when our emotions get intense. Today, we are going to talk about communication. Effective communication is essential to understanding and getting along with others. Journal about a time when you were trying to communicate with someone, but the communication broke down or was misunderstood. How did it make you feel? How did it make the other person feel? Direct:
Exit ticket:
Teachers may consider extending this conversation to talk about texting, and the way that social media (being only one-way communication) can endanger our mental health. More resources: https://www.youtube.com/watch?v=pf2ROqiFYLs https://www.youtube.com/watch?v=xT0UbVlfb-I (these are instructions for an activity called Seeking, Thinking, Feeling) https://ed.ted.com/lessons/your-body-language-shapes-who-you-are-amy-cuddy Objective: SWBAT develop and use effective coping strategies including critical thinking, decision making, goal setting, and problem solving.
Criteria for Success (CFS): Scholars will be successful in today’s lesson if they can…
Do Now:
Collaborative/Independent:
Exit Ticket/Closing Discussion:
More resources: http://thegoodproject.org/toolkits-curricula/the-goodwork-toolkit/value-sort-activity/ https://wire.wisc.edu/quizzesnmore/Mypersonalvaluesactivity.aspx http://www.icarevalues.org/value_activity.htm Objective: SWBAT identify, express, manage and share feelings in appropriate ways.
Criteria for Success (CFS): Scholars will be successful in today’s lesson if they can…
Do Now: Yesterday, we discussed how our experiences can affect our emotions and self-esteem.
Debrief. Direct:
Collaborative:
Independent:
Discussion Question: People often react instinctively to a situation without thinking, which might make them feel better at the time, but in the long run sometimes makes things worse. Has this ever happened to you? What would have been a better response? Exit Ticket/Closing Discussion:
More resources: http://www.upcyclededucation.com/2012/10/nurturing-emotional-intelligence.html http://www.upcyclededucation.com/2011/04/halted.html https://www.counselorkeri.com/2018/12/31/teach-kids-self-regulation-skills/ https://heartmindonline.org/resources/lesson-plan-the-emotion-wheel Objective: SWBAT analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.
Criteria for Success (CFS): Scholars will be successful in today’s lesson if they can…
Do Now: Eleanor Roosevelt once said, “No one can make you feel inferior without your consent.” What does this message mean to you? What is an example of this in real life? (Students journal their answers) Debrief Direct:
Key Vocabulary: Self-Image: how you “see” yourself or the mental image you have of yourself. It changes constantly and can be positive or negative. Self-Esteem: how you “feel” about yourself. It involves your self-confidence and self-worth. People with positive self-esteem are more likely to avoid unhealthy behaviors.
EXAMPLE: Consider modeling Owl: Who are you? Response: Rachel. Owl: Who else are you? Response: An adult. Owl: Who else are you? Response: A teacher. Continue in a rapid-fire for 8-10 statements. Allow both partners to have a turn as the owl.
Independent:
Direct:
More Resources and OPTIONAL activities A person’s level of self-esteem and their emotions work together to impact behavior and health decisions. (Emotions: feelings or reactions to a situation that can affect your body or mind) The ability to recognize and appropriately express emotions is an important part of a healthy personality. “Emotions People Hunt” activity https://kidshealth.org/en/teens/self-esteem.html?WT.ac=ctg#catmental-health https://kidshealth.org/en/kids/self-esteem.html?WT.ac=ctg#catemotion Objective: SWBAT describe the interrelationship of physical, mental, and social health by analyzing a short story and reflecting on their own personal health habits.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can...
Do Now:
Direct:
Collaborative:
Independent:
Teachers may consider wrapping up the lesson by asking:
Objective: SWBAT develop and use skills to identify, avoid, and cope with potentially dangerous situations
Criteria for Success (CFS): Students will be successful in today’s lesson if they can..
Do Now: Journal: Do you think marijuana is addictive? What do you know about how marijuana impacts memory, motor skills (movement), and judgment? Direct:
Collaborative:
Independent/Exit Ticket:
Using evidence from both “Marijuana: Breaking Down the Buzz” and “Mind Over Matter,” evaluate the truth of this claim: “Because marijuana is natural, it is safe for anyone to use.” More resources: https://teens.drugabuse.gov/games |
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March 2020
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