UMU Lesson Plan Template (redesigned to fit MCH 205 Advisory Lesson Plan including some Planning

Commentary PROMPTS)

Name: Natalee Mulhall & Sarah Jansen Date: April 24, 2014
Grade Level: 5-6 Class Period: Health
Subject: Self-Esteem Lesson # & Title: Self-Esteem Lesson #1
Big Idea/Lesson Focus: Improving self-esteem by focusing on positive characteristics
Essential Question: Do the students understand what self-esteem is? Can the students identify their strengths?

Context for Learning: A group of ten fifth grade girls and twelve sixth grade girls. There is one student who is on an
IEP.

Function of the Lesson (check all that apply):
Introduce New Skill or
Content
Practice
Review
Remediation/Reteaching
X Advisory Lesson

Content Standards: This Advisory Lesson is in accord with the Association for Middle Level Educators (AMLE -
formerly known as National Middle School Association Philosophy aka NMSA) as contained in This We Believe, the
AMLE Belief Statement re: Advisory Programs that are Challenging, Exploratory, Integrative, and Relevant.

Learning Objectives: Students will be able to understand body image. Students will be able to analyze their personal
strengths and weaknesses.

Academic Language (or A.L. Demands, A.L. Objectives): Self-Esteem, body image

Instructional Materials and Support: Paper, pencils, SMARTBoard, handout of self-esteem facts, 22 white paper
bags (students names are on them), 22 packs of post-its

Prior Knowledge: Students know what self-esteem is and can list positive and negative characteristics that go along
with self-esteem.

Assessments:
Pre-Assessment for the unit: We will ask the students what makes them beautiful. We can evaluate their
answers by seeing what they consider to be beautiful.
Assessment(s) during the lesson: We will get their feedback after we watch the Celebrity Photoshop
before and after video. We also assess their self-esteem with the guided practice activity.
Assessment(s) at the end of the lesson: The students post-it note/bag activity we will monitor their
adjectives
Post-Assessment for the unit: Dove selfie activity with a female member of their family

Strategies & Learning Tasks

Introduction: Show Dove commercial What Makes YOU Beautiful
(Link -http://www.youtube.com/watch?v=oJocY-RMkK4)
We will ask every student to introduce themselves. They will say their first and last name, grade level, and say one
thing that makes them beautiful. This activity will take about 4 minutes.

Presentation/Explicit Instruction: We will give students the definition of self-esteem. We will hand out and go over
facts on self-esteem, including statistics. (See attached document named Self-Esteem Facts) This instruction will take
about 8 minutes.

Structured Practice/Exploration: We will watch Celebrity Photoshop before and after. The students will reflect
orally their opinions of the video this will be done as a class. This activity will take about 7 minutes.

Guided Practice/Specific Feedback: Students will write down 10 things they like about themselves or 10 things
they are good at. Then students will write down 5 things they dislike about themselves or 5 things they are bad at.
Make it known that the students can mix and match the things they like and things they are good at, same goes for the
negative traits. Then the students will split into groups of two, they will choose these groups. The partners will
exchange their lists and they will make positive comments on 10 good items, and they will make suggestions on how
to look at the 5 negative things in a positive light. This activity will take about 10 minutes.


Independent Practice/Application: We will watch the Dove Selfie video as a class. We will pass out a letter for the
students to give to their mothers/aunt/sister and explain their assignment. Each student will get together with their
mother/aunt/sister and they will both take a selfie, the next day they will need to bring in the selfies of their mothers
and them with comments on what makes those selfies good. This activity will take about 6 minutes.

Closure: Songs What Makes You Beautiful by One Direction and Who Says by Salena Gomez will be playing
during the final activity. Every student has a bag with their name on it; we will place the bags around the room. Each
student will get a pack of post-its, they will go around the room and write positive words or phrases to describe their
classmates and put them in the bags anonymously. They will have 5-6 minutes to complete this activity.

Differentiation, Individualized Instruction, and Assessment: The student on the IEP has partial blindness and
handouts will have enlarged print and a front seat for the videos and other class activities.

Research and Theory: They are in Erik Ericksons fifth stage of development and this stage is identity vs role
confusion. This involves his self-esteem movement. This lesson can help them answer questions such as, who am I,
where do I fit in, etc. These are the questions they should be asking at this age to form their identity in a positive
manner.
Here is the Assignment for the Teaching Unit for MCH 205 re: edTPA

1. Respond to the Content Focus for the Advisory Lesson. The summary can be holistic covering the Advisory lesson, but be
sure to show how the lesson would connect to Advisory Lessons that come before and after this lesson!
Content Focus Summarize the central focus for the content you will teach in this learning segment.
Explain how this focus allows your students to ask and answer significant and challenging questions about their world
and to make relevant, interdisciplinary connections.

2. Respond to the 5 bolded and italicized PROMPTS in the next two sectionsonce again BE THOROUGH! (Respond only to
the five prompts that are bolded and italicized - a + b from Knowledge of Students to Inform Teaching and b, d, and f from
Supporting Young Adolescent Learning in the Discipline)
Knowledge of Students to Inform Teaching
For each of the categories listed below (ad), describe what you know about your students prior learning and experiences with respect
to the central focus of the learning segment. What do they know, what can they do, and what are they learning to do? Consider the
variety of learners in your class who may require different strategies/support.
a. Academic development (e.g., prior knowledge, prerequisite skills, ways of thinking in the subject areas,
developmental levels, special educational needs
b. Academic language development (e.g., students abilities to understand and produce the oral or written language
associated with the central focus and standards/objectives within the learning segment)
c. Family/community/cultural assets (e.g., relevant lived experiences, cultural expectations, and student interests)
d. Young adolescent development, including cognitive, physical, and social and emotional dimensions

Supporting Young Adolescent Learning in the Discipline
Respond to prompts af below to explain how your plans support your students learning of history/social studies related to the central
focus of the learning segment. As needed, refer to the instructional materials you have included to support your explanations. Cite
research and theory, including concepts addressing young adolescent learning, to support your explanations.
a. Explain how your understanding of your students prior learning, experiences, and development guided your choice or adaptation of
learning tasks and materials for students to use facts, concepts, interpretations, and analyses to make and explain claims/arguments
about a significant historical event, topic/theme, or social studies phenomenon.
b. How are the plans for instruction sequenced in the learning segment to build connections between students prior
learning and experiences and new knowledge?
c. Explain how you will help students understand the interdisciplinary or integrative connections that build on the central focus of the
learning segment.
d. Explain how, throughout the learning segment, you will help students make connections between and among facts,
concepts, interpretations, and claims/arguments regarding your content area.
e. Describe how you will engage students in analyzing and interpreting primary and secondary sources as evidence to support their
claims/arguments about a historical event, topic/theme, or social studies phenomenon.
f. Describe any instructional strategies planned to support young adolescents with specific learning needs. This will
vary based on what you know about your students but may include students with individualized education programs
(IEPs), English language learners, or gifted students needing greater support or challenge.

Supporting Student Understanding and Use of Academic Language
Respond to the prompts below to explain how your plans support your students academic language development.
a. Identify the key academic language demand and explain why it is integral to the central focus for the segment and
appropriate to students academic language development. Consider language functions and language forms, essential
vocabulary, symbols, and/or phrases for the concepts and skills being taught, and instructional language necessary for
students to understand or produce oral and/or written language within learning tasks and activities.
b. Explain how planned instructional supports will assist students to understand academic language related to the key language
demand to express and develop their content learning. Describe how planned supports vary for students at different levels of
academic language development.

Monitoring Student Learning (This section is not required for the assignment; however, I do want you to be familiar with it for
edTPA.)
a. Explain how the informal and formal assessments were selected and/or designed to provide evidence you will use to monitor
student progress toward the standards/objectives. Consider how the assessments will provide evidence of students understanding
of facts, concepts, interpretations, and analyses to make and explain claims/arguments about a significant historical event or social
studies phenomenon.
b. Describe any modifications or accommodations to the planned assessment tools or procedures that allow young adolescents with
specific needs to demonstrate their learning.