West Virginia State University College of Professional Studies: Department of Education TASK FIVE Arts and Humanities Lesson

Teacher Candidate __Annamaria King__ Date___11/13/2013_____ School ___St. Albans High School___ Grade/Subject __Health 9-12___ Lesson Topic _____Stress_____ INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Students will be able to demonstrate commination skills in order to deal with/prevent good /bad stress. Students will develop personal plans to manage their own stress to improve long term health. Students will be able to identify signs of stress. WV CSOs HE.HS.4.03 demonstrate a variety of communication skills (e.g., verbal, non-verbal, listening, writing, technology, workplace). HE.HS.6.02 develop a plan to attain a personal health goal that addresses strengths, needs, and risks (e.g., short-term/long-term goals). HE.HS.7.04 identify signs of stress (e.g., physical, mental/emotional, social) and common stressors (e.g., personal, environmental) and develop effective stress management techniques. NATIONAL STANDARDS NCTE Standard 2.6 Students are engaged in activities that demonstrate the role of arts and humanities in learning. Standard 4.3 Lesson integrates interdisciplinary teaching strategies and materials into the teaching and learning process for students. AAPHERD/NASPE Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. MANAGEMENT FRAMEWORK Describes how time is set to accommodate the lesson. Just give time and not details. For example: Overall Time - 50 minute lesson Time Frame 5 minute introduction/Diagnostic Assessment 20 minute presentation on stress/Formative Assessment 5 minute explanation of assignment 15 minutes to work on assignment/Summative Assessment 5 minute closure/homework

STRATEGIES Teacher led discussion, teacher modeling, project learning. DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS This lesson offers students of all learning styles the opportunity to learn. Audio visual learners will benefit from the power point presentation with teacher led discussion. Students with special needs will be able to succeed in this lesson with an aid or peer helper. The Power point presentation is group oriented and open guided discussion where the instructor leads and allows the students to add opinions. All cultures will be able to relate with stresses and how it affects the body. ELL students may need so extra help with reading the text on the presentation; however it will all be read aloud. An aid or peer helper can assist when needed, and when we begin the activity the ELL students will have additional assistance. PROCEDURES This section has three parts, each are an important part of the lesson. Introduction/ Lesson Set The introduction will be brief and to the point. Open discussion on what stresses the class out. Instructor will open up by asking the students for examples of what stresses them out. A quick TRUE FALSE Diagnostic to determine prior knowledge that students have about stress. Body & Transitions Power Point presentation is interactive. SEE ATTACHED What is it? Defines stress Describes stress Bodys response to stress eNotes Interactive real life scenarios o Family o Friends o Money o Sports o School Students have opportunity to respond to examples provided. iNbox Discussions about schedules and dealing with stress You Provides an example of the Arts & Humanities activity o Students will create an Art project depicting themselves What stress they are under Things that stress them out Things that allow them to relax Idea o Allow students to be creative o Visualize what stress they are under o Visualize what relieves their stress

o Create a plan to manage stress Closure Instructor will summarize what stress is, and how we can manage the way it affects our overall health. We will see where students are with their projects and assign homework if necessary.

ASSESSMENT Diagnostic: Instructor will assess prior knowledge with a quick TRUE FALSE quiz about stress and how it affects our health. Formative: Instructor will assess during the interactive presentation by observing student behavior and participation in open discussion. Quick observable behaviors will be recorded on post-it notes during open discussion. HE.HS.4.03 Summative: Students will be summatively assessed with their MyStress projects. Students will create a collage of items that stress them out, help them relax, and ways to manage their stress and organize their thoughts. HE.HS.7.04 HE.HS.6.02 NCTE 2.6, 4.3 MATERIALS Smart board Construction paper Magazines Scissors Glue Colored pencils Markers . EXTENTED ACTIVITIES If Student Finishes Early Due to the lack of instructional time, students should not finish early. I have added several more links inside the PowerPoint presentation just in case we have left over time within the allotted 20 minute presentation block. If for some reason a student is able to complete the activity earlier than the rest of the class then we will watch discovery health videos on coping with stress. If Lesson Finishes Early If the lesson finishes early then we will watch discovery health videos on coping with stress and students will write a one page essay on the video. If Technology Fails This will allow the students to work on their individual projects. Students will work on projects when the instructor lectures on Stress and the effects on health. A print out of the PowerPoint presentation will also be available for students to look out as the lecture takes place.

POST-TEACHING Reflections I was not entirely impressed with this lesson. The students seemed to enjoy the incorporation of Arts and Humanities with the activity, but there was not enough time for students to get creative. Some students took their activities home. If I did not need some examples to turn in I would have liked for all of the students to keep the projects because they can look back at them as motivation for their future stressful situations. I am struggling with the lack of time available for classroom teachers. Personally I am constantly watching the clock and being stressed myself that I will not have enough time to complete each necessary task. I am much better at teaching in the physical education setting because students do not need to be reading and writing during the majority of our lessons. Also they are visibly getting better at certain physical activates. They cannot cheat off of each other. Everyone has to fend for themselves. If I could change anything about this lesson, I would change the slides on the presentation by adding more motion and action, but not make it too lengthy. My assessment for this lesson was sufficient. Students did well on the pre-test since they had gone over some stress related material on Monday with a guest speaker. The summative assessment that I planned went fantastic. As mentioned above I wish the students had a little more time to complete the art projects, but overall they were great. The students responded well to my method of assessment and put forth a great deal of effort in the time they had.