L2+Fortin,+Jackson


 * ** UNIVERSITY OF MAINE AT FARMINGTON **


 * COLLEGE OF EDUCATION, HEALTH AND **** REHABILITATION **


 * LESSON PLAN **** FORMAT **


 * __ Teacher’s Name __ : Jackson Fortin ** **__ Lesson #: __**** 2 ****__ Facet: __**** Self Knowledge **
 * __ Grade Level __ : 9-Diploma ****__ Numbers of Days: __** ** 3 **
 * __ Topic: __**** Health Influence **


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** that people outside of your family can have positive and negative affects on individual health.
 * Student will know ** critical details, vocabulary/definitions, and key factual information about affects that peers have on individual health.
 * Student will be able to do ** recognize positive and negative effects that others have on your health
 * Product: ** Students will create a 5-8 page digital comic on ComicLife that will depict a superhero who shares the same health values as the individual does. They will also develop a villain who threatens their values. The student then will explain how their superhero will save the day without compromising his/her values.

Maine Learning Results: Content Area: Health Ed. & P.E. Standard Label: D. Influences on Health Standard: D1. Influences on Health Practices/Behaviors Grade Level Span: 9-Diploma
 * __ Maine __****__ Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Performance Indicator: Students analyze and evaluate influences on health and health behaviors a, b, c, d, e, and f


 * Rationale: ** Students will learn how culture, family, and media play a role on individuals lives.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

I will use the students journals to check for their understanding by asking them to write about how a person in their life has positively influenced their life. Students will also write down any questions they have about the class and put it into a question box where it will be addressed in the next class. Hand signals will also be used to check for understandings periodically throughout the class.


 * Section II – timely feedback for products (self, peer, **** teacher) **

I will use teacher feedback to evaluate students comics with a rubric. I will give them positive specific comments in which will help students see what their strengths and weaknesses.


 * __ Summative (Assessment of Learning): __**

ComicLife: Students will create a 5-8 page digital comic on ComicLife that will depict a superhero who shares the same health values as the individual does. They will also develop a villain who threatens their values. The student then will explain how their superhero will save the day without compromising his/her values.

Students will create a 5-8 page digital comic on ComicLife that will depict a superhero who shares the same health values as the individual does. They will also develop a villain who threatens their values. The student then will explain how their superhero will save the day without compromising his/her values.
 * Integration **** Technology: **

** Content Areas: ** English: Students will need to use proper english when creating their comics. Art: Students will need to be creative when making their comics.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

I will have students fill out a coats of arms graphic organizer to organize what types of values they have individually. The organizer comes with four areas to write in but in this case students will be able to break the shield up as much as they want. Students can either write their values in the areas provided; another option may be to draw their values in an artistic way.


 * Section II – Groups and Roles for Product **

Students will complete their graphic organizers individually and then I will form groups of 3 or 4 by lining the students up alphabetically. Once the students are in their respected groups they will discuss the values each person has. Students will also create their comics individually and then present their comics in small groups which they will be allowed to choose. Students will be responsible for having their product done on time so they can present to their peers.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: ** Rank how people can affect individuals from worst to least.
 * Verbal: ** Tell a story, personal or fiction about an event where someone has negatively or positively affected your life.
 * Visual: ** Picturesor drawings will be used to create the comic.
 * Intrapersonal: **Students will work individually on their comics.
 * Interpersonal: **Students will work ingroups for some time to discuss how people in their lives positively and negatively affect their lives.
 * Kinesthetic: ** Student groups will act out certain social situations where something positive or negative in influenced.
 * Naturalist: ** Students will talk about how the type of environment they surround themselves in affects them.


 * __ Modifications/Accommodations __**

//** From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) **//// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: **

The student will be responsible to come see me to get important assignments. Students will also be responsible to schedule a meeting with me to be caught up on what was covered in class. Students will be expected to have their work done on time unless a meeting with me was scheduled and we talked about a different due date.


 * __ Extensions __**


 * Type II technology: **

Students will create a 5-8 page digital comic on ComicLife that will depict a superhero who shares the same health values as the individual does. They will also develop a villain who threatens their values. The student then will explain how their superhero will save the day without compromising his/her values.


 * Gifted Students: **

Students will be asked to think of different situations in which different people in their life have affected their health choices and explain why they may have influenced their decision.


 * __ Materials, Resources and Technology __**

// List all the items you need for the lesson. //
 * Coat of Arms Graphic organizer
 * ComicLife Rubrics
 * Laptops
 * Printer Paper
 * Projector


 * __ Source for Lesson Plan and Research __**

// List all URL and describe. //

[] : Estimating Peer Effects on Health in Social Networks by: John Fowler. A study on how peers can effect individuals.

[] : Peer-Led Tobacco Prevention Programs in Schools strategy.

[] :A study on Thai students about the affects of family and peers.

[] : Family and Peer Influences on Adolescent Behavior and Risk-Taking by:Nancy Gonzales

http://www.youtube.com/watch?v=04eWltMszDM : Bullying video

[] Website where I found the coat of arms organizer


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Day 1:

(15 Minutes) The Hook: Students will come in and the projector will be on but a sheet of paper is covering up the image. I will introduce the topic of interest and then reveal the image on the wall. Students will be allowed to talk openly about the image on the projector in an appropriate manner. We will go through a couple of images continuing to discuss the what everyone thinks.

(10 Minutes) I will then propose the question, "What if you had a image on the internet that you didn’t want people seeing?" "How might you feel if people made fun of you?" Students will discuss these questions as we learn about how peers affect our individual health.

(10 Minutes) I will then hand out the Coat of Arms organizer and explain how I would like the student to fill it out.

(15 Minutes) I will then lead the class into more specific things about the topic such as vocabulary such as peer pressure, information, persuasion, competition etc. I will use specific situations/examples where peers have positively and negatively affected peoples lives. Students will be able to share examples of their own at this time as well.

(10 Minutes) I will introduce the ComicLife project and how they will create it using inspiration. I will use one that I made as an example.

(15 Minutes) Students will have time to start creating a rough draft of their Comic.

(5 Minutes) Students will write in their journals about how a person in their life has affected them in a positive way. They also can be writing down any other important notes from the class.

Homework: Bring pictures to add to their comics and work on their comics if possible.

Day 2:

(10 Minutes) Class discussion on previous class.

(15 Minutes) Show Bullying youtube video introduction and then show the video.

(10 minutes) Class discussion on the video; what were your reactions? What could have been done? etc.

(5 Minutes) Introduce peer scenario activity and break students up into small groups of 3-4.

(15 Minutes) Give students time to prepare their role playing scenarios.

(15 Minutes) Students will present their scenarios to the class.

(10 Minutes) Students will write in their journals about the class and what they learned from the scenarios.

Day 3: (10 Minutes) Class Discussion on previous class. (25 Minutes) Students will get to present their comics. (10 Minutes) Discuss the comics as a whole class. (15 Minutes) Introduce the power that positive peer pressure can have on people. (10 Minutes) Students will write in their journals about how positive peer pressure can have positive affects on individual health.

Students will understand that people outside of your family can have positive and negative effects on individual health. Students will analyze and evaluate influences on health and health behaviors. Other people affect individual’s health in positive and negative ways so it is important to understand how the people who surround us will affect us. The tables/desk will be arranged in a semi circular pattern to ensure that all students will be able to see the board and actively participate in classroom discussion. When students come in they will take a seat at a desk, once all students are seated and paying attention I will reveal a image on the projector. I will explain that we will give honest and appropriate opinions on the images that are being portrayed on the board. After that I will propose a couple questions that will get students thinking about how they would feel if they found their picture on a site like this. These questions will then be a lead into the topic.


 * Where, Why, What, Hook, Tailors: Spatial, Intrapersonal, Interpersonal, **

Students will need to know how peers can influence individual choices and actions. How does the action of your friends affect your decisions in life? Students will need to know vocabulary/definitions like peer pressure, competition, persuasion suicide, self-harm, etc. Students will be asked to critically think about certain situations about bullying and the affects it has on their peers or what kinds of situations teenagers are faced with in today’s society that influences their decision making. See content notes. By having the students fill out the Coat of Arms organizer they will be able to consider some of the health values they have. The graphic organizer will be away for them to reflect on their own lives and experiences. By having students think about how their values it will make for a good class discussion to get to know what students value in their life. By having a group discussion with the graphic organizer will be a good way for students to share with their peers what they value in their own life. Having this kind of personal discussion will allow for students to learn a little bit about one another and their values with their peers. Students will take what they know from their experiences and relate it to situations that will be brought up in class discussion. After the initial class discussion, time will be given to students to share their own experiences about certain social situations they have been in which will help build a caring respectful community in the classroom. After the class discussion I will introduce the ComicLife project and allow them some time to develop a rough draft of their comic. This will also be a time for students to ask any questions they have on the project or the class itself. At the end of the class I will leave some time for the students to write in their journals. I will give the students a question to help them reflect on the class.


 * Equip, Explore, Rethink, Revise, Tailors: Verbal, Intrapersonal, Interpersonal **

Students will have a better understanding of how peers affect their individual lives and what they can do to help ensure that they surround themselves in a positive environment. After doing the ComicLife Project the students should also have a better understanding of how they can make a difference in someone else’s life. Students should also have taken time in class to hear their peers experiences and take into account how they might treat people. Students will use the knowledge that they all ready possessed along with the knowledge that they learned in class to reflect on their own lives and how they might become a positive influence in someone else's life. Throughout the classes I will evaluate the class by having them give me some sort of hand signal that I will come up with in class. At the end of every class I will have a questions box for any student who has a question they would like to address but would like to keep their identity a secret; those questions will be brought at the beginning of each class. Questions will always be encouraged to ensure that students are understanding the material being presented to them. At the end of the lesson I will have students self assess their family health trees by using the checklist that I handed out to them.


 * Explore, Experience, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Verbal, Spatial **

Students will be asked to write in their journals about various questions I will propose to them along with reflecting on the class. Within their journals they should be writing down things that interest them and the their thoughts on it, they should keeping record of what they learn in the class and reflecting on how the information being presented to them will affect the way they go about their daily life. I will review the journals and give them positive specific feedback on what they wrote in their journals. For their ComicLife project I will use a rubric that is provided for them to assess their work, I will also give positive specific feedback on the Comics.


 * Evaluate, Tailors: Interpersonal, Verbal, logical, Intrapersonal, spatial **


 * __ Content Notes __**

Students will know…..

// Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //

Peer: A person of the same age, status, or ability as another specified person. Classmates, teammates, club members etc.

Bullying: Is a form of harassment used among peers to hurt each other physically, emotionally, or mentally. Bullying can take on many forms such as physical, emotional, and cyber bullying. Physical bullying takes form of one person abusing another person physically by hitting, kicking, pushing, etc. This type of bullying is more common among boys then girls. Emotional bullying is targeting a persons emotions, this type of bullying is achieved through someone using words to hurt another persons feelings. Emotional bullying is more common among girls then boys. Cyber bullying is bullying that happens through the internet or other technological means. Cyber bullying is a growing problem in schools because it is harder to catch. Cyber bullying tends to be more dangerous because kids can say more hurtful things to each other through the forms of social media. Bullying can lead to numerous health problems including eating disorders, harming oneself, and even suicide.

Peer Pressure: Influence from members of one's peer group. Peer pressure can come in many forms as listed below. Peer pressure has been a common problem among teens because they are always looking to prove something to their peers.

Competition: Is a form of peer pressure where a challenge may be brought up and one person wants to prove that they can do the challenge better then the other person. This can lead to dangerous activities which could end up getting people seriously hurt or even killed. Information: Information is a powerful tool for peers. Information can be used to get something that a students want. Persuasion: Persuasion is also a powerful tool in peer pressure. Some people have ways to persuade people into doing stuff that might be wrong which can then get them into trouble. Suicide: In many cases some students have taken their own lives because they were bullied so bad by their peers.

Eating Disorders: In some cases students, more specifically girls, develop eating disorders from peers making fun of their weight.

Self-harm: Some victims of bullying have also been reported of inflicting self-harm on themselves as a way to cope with their pain


 * __ Handouts __**

// List the items that need to be printed out for the lesson. //


 * Breakout Topic Organizers
 * ComicLife Rubric
 * __ Maine __****__ Common Core Teaching Standards for Initial Teacher Certification and Rationale __**
 * __ Maine __****__ Common Core Teaching Standards for Initial Teacher Certification and Rationale __**

//** Standard 1 – **////** Learner Development. The teacher understands how learners grow and develop, **////** recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. **//

//** Learning Styles **//

//** Clipboard: **// Students will think about who in society/lives are positive and negative influences in their lives. //** Microscope: **// Students will need to analyze what makes people positive or negative influences in their lives. //** Puppy: **// During classroom discussions and the small group presentations students will be respectful and supportive to one another. Also in a caring environment it should be possible to develop trust with peers in order to share some personal stories. //** Beach Ball: **// Students will be physically engaged in some portions of the lessons.

//** Rationale: **// The lesson is designed to accommodate the various learning styles of students. By accommodating the various learning styles it makes for a better environment for more students to feel comfortable to learn.

//** Standard 6 - **////** Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth **////**, **////** to monitor learner progress, and to guide the teacher's and learner's decision making. **//

//** Formative: **// In class I will use the students journals as a way to check for their understandings. The journals are also a way for students to reflect on the class and keep down any notes/thoughts that they may feel is important to the class. I will also be using a question box for students who may feel shy about asking questions in class. Those questions will be addressed the next class. Finally throughout the lesson I will ask my student to give me hand signals about how comfortable they feel with the material that is being covered in the class.

//** Summative: **// Students will create a 5-8 page digital comic on ComicLife that will depict a superhero who shares the same health values as the individual does. They will also develop a villain who threatens their values. The student then will explain how their superhero will save the day without compromising his/her values.

//** Rationale: **// //** Standard 7 **//** - **//** Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, **////** cross **////** -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. **//

//** Content Knowledge: **// See content notes.

//** MLR or CCSS: **// Maine Learning Results: Content Area: Health Ed. & P.E. Standard Label: D. Influences on Health Standard: D1. Influences on Health Practices/Behaviors Grade Level Span: 9-Diploma Performance Indicator: Students analyze and evaluate influences on health and health behaviors a, b, c, d, e, and f

//** Facet: **//Students will be able to evaluate positive and negative effects media has on individual health behaviors.

//** Standard 8 - **////** Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. **//

//** MI Strategies: **//
 * Logical: ** Rank how people can affect individuals from worst to least.
 * Verbal: ** Tell a story, personal or fiction about an event where someone has negatively or positively affected your life.
 * Visual: ** Picturesor drawings will be used to create the comic.
 * Intrapersonal: **Students will work individually on their comics.
 * Interpersonal: **Students will work in groups for some time to discuss how people in their lives positively and negatively affect their lives.
 * Kinesthetic: ** Student groups will act out certain social situations where something positive or negative in influenced.
 * Naturalist: ** Students will talk about how the type of environment they surround themselves in affects them.

//** Type II Technology: **// Students will create a 5-8 page digital comic on ComicLife that will depict a superhero who shares the same health values as the individual does. They will also develop a villain who threatens their values. The student then will explain how their superhero will save the day without compromising his/her values.

//** Rationale: **//

The lesson targets many different many types of learning styles. The lesson is tailored more towards interpersonal learning; although their are portions of the lesson which allow students to use their own intelligence's.

**//__ NETS STANDARDS FOR TEACHERS __//** a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. **

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

Students will have to explore real world situations that they have experienced or witnessed and then create a digital representation of what they value and strategies on how they would deal with certain situations.

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

** 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. **

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

The ComicLife portion of the lesson allows for a lot of diverse learning styles to be used.

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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