L4+Pelletier,Ryan+Adam


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name: Ryan Pelletier**
 * Lesson: 1 Self-knowledge, Organize**
 * Grade Level: 9**
 * Topic:** Students predict how behaviors can impact health status.

__**Objectives**__

 * Student will understand that** peer support is very important when becoming healthy and dealing with health problems.
 * Student will know** how to interact and handle peer support and pressure.
 * Student will be able to** relate with peers on personal, sexual, and physical health.

__**Maine Learning Results Alignment**__
Maine Learning Results: Health Education and Physical Education- A. Health Concepts A1: Healthy Behaviors and Personal Health Grade 9 - Diploma Students predict how behaviors can impact health status.


 * Rationale:** Students will learn how peer support can be a great method to help personal, sexual, and physical health.

__**Assessment**__
Students will use a describing wheel to learn more about their thoughts on peer pressure and peer support. They will gather this information and come together and use think-pair-share activity to formative assesses each others thoughts and interests on peer pressure and support. This activity involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.
 * Formative (Assessment for Learning)**

I will use a checklist. The students will not be graded on their blog entries. I will just make sure that they completed that week’s wiki, and check it off. I will not grade the blog on grammar or content, but it must demonstrate that they tried to answer the weekly question. The blogs requirements for the log are that it must be at least 10 sentences and passed in on time. I will use a checklist and check off next to the correct date if the blog was completed correctly.
 * Summative (Assessment of Learning)**

** Wiki (50 points) ** : reflect on what you learned in class that day by relating the material to your personal life. You will create one blog per week. It is not graded on anything but being complete. I will comment on your blog individually through a quick conversation or on a paper with comments. I will use a checklist to make sure each blog is in on time. Health class will hopefully help you understand how your body works, and how you can improve it. As a student you will need to participate in class and out of class. You will be expected to relate the topics to your work and yourself. I want you to think deeper about how you can help your body. You are expected to arrive to class on time and attend all classes. If there is an emergency or you are unable to attend class please let me know in advance through email. If classes get canceled due to weather, I will email you to let you know what you will need to bring for the next class.

Assignments are required to be turned in on time, unless prior arrangements have been made in advance. You may have the opportunity to redo some assignments, if they are turned in on time and will be due one week after being returned to you. You must submit the original work, rubric, checklists, the revised work and a brief statement of the improvements you made to the assignment. All assigned work must be typed on a word processor using Times font, 12 points, spelling and grammatical errors. Please keep a copy of all work submitted, until the final grade of the course has been determined.

Any work that is passed is expected to have academic integrity. If you use any outside resources they need to be credited. This means pictures, music, or videos. I will not accept any work that has plagiarism or does not have resources.

__**Integration**__
Technology: I will demonstrate how the class will be using a wiki to post a weekly blog on the question of the week. Students will be able to answer personal questions at a good pace. They will also be able to either post their blog for the class to see, and if they do not want to they can just send it to me if it is too personal. English: Students will be posting their blogs. So they will want it to be written correctly, knowing the class will see their final work.

__Groupings__
Students will complete a describing wheel and share it with their partners using the think-pair-share activity. I will make the groups by counting them off. This will allow them to share what they think about peer pressure and support. They can use life experiences or talk about examples they've heard or seen.

__**Differentiated Instruction**__
** Linguistic ** : students will be able to hear about other personal beliefs, and learn new ways to share express their opinion on physical, emotional, and sexual health. ** Spatial ** : Students will be able to learn many different peer perspectives on the health issues, and then will be able to share their own on the personal wiki. ** Logical ** : Makes students think of logical ways to relate with peers and how to focus on personal health. ** Intrapersonal ** : Students will work with others in the think-pair-share activity. ** Interpersonal ** : Students will create their own wiki to express their personal thoughts on that week’s topic. ** Naturalistic ** : Students will be having to have a better understand of their surrounding through sharing with their peers.
 * Strategies**

Make appropriate modifications and accommodations. **Absent**: If there is an emergency or you are unable to attend class please let me know in advance through email. If classes get canceled due to weather, I will email you to let you know what you will need to bring for the next class. ** Extensions ** I will demonstrate to the class how to use Google Earth to find rich health resources in the area. Students will use Google Earth to map out landmarks and directions to find these centers. We will also cover reliable health resources that the students can use online. This will be a great tool so that they are able to find the real information that they need too. After using the checklist to grade their work, I will allow the students to add or change anything to their personal address book to help improve their grade. I also want them to redo their work, because these address books can be a great personal tool, and I want them to have the right information in it. Students will have one week from the day they I pass the work back to improve their work.
 * Modifications/Accommodations**

__**Materials, Resources and Technology**__

 * Laptops
 * A class wiki space
 * Describing Wheel

__Source for Lesson Plan and Research__
Wikispaces: will be what the class uses for this lesson and in other lessons [] We will explore some areas of this website that deal with peer support and pressure. [] This is a video for my hook.

__**Maine Standards for Initial Teacher Certification and Rationale**__
I want my students to feel comfortable with the material they are given, and comfortable exploring the material. I hope this method works for all my students so that they can be masters of their own health status. Beach ball: Students will be allowed to express their personal feeling on different health subjects. They will express their thoughts on peer support and pressure. They are able to express their thoughts without worrying if they are right or wrong. They can say if they like or dislike something. Clipboard: Students will need to be organized by having the assignment completed by the due date given. There is not much criteria, but they will have to answer specific questions. They can either share their feelings about the questions, or simply answer them. Microscope: Students will be able to express their opinions to their classmates. They will also be able to hear about different individual opinions on many different controversial health issues. Puppy: Students should feel comfortable using the class blog. I will focus on the importance of everyone's blogs. I will never make them feel like they were wrong or did it wrong. A big part of this is to help them prepare for the real world. They will have to share their incite with coworkers when they are older. I also will give them the option to email their blog to me if they do not feel comfortable sharing to the class.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:**

**Rationale:** Students will know how to learn and help their peers. This is not just a great method for improving health, but it is a great ability to have in life. It also builds more on the MLR. "Students predict how behaviors can impact health status. "
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

Explain: Students will be able to explain their opinions on peer pressure and peer support. They will be able to explain the importance of understanding both sides of the two. Interpret: Students will have to interpret their definitions of the peer pressure and support. Throughout other lessons they will interpret their own beliefs on all the different health topics we cover. They will be able to ask questions and answer them. Apply: Students will be able to create their own blog. They are able to design their own settings and them on their blog. They will apply the material they are learning to their real lives, and have the ability to share them or simply reflect on their personal blogs. Perspective: Students will get a better understanding on how their peers feel about certain health issues, and where their opinions stand amongst their peers. Empathy: Students will look at their own blogs and other students blogs and be able to reflect on them. Self-Knowledge: Students will express their knowledge in the blog, and they will hear from other students.

**Rationale:** I want to meet all my students’ intelligences. They will be able to use a wiki space for the technology in this lesson. The wiki will be used in every lesson. ** Linguistic ** : students will be able to hear about other personal beliefs, and learn new ways to share express their opinion on physical, emotional, and sexual health. ** Spatial ** : Students will be able to learn many different peer perspectives on the health issues, and then will be able to share their own on their personal wiki. ** Logical ** : Makes students think of logical ways to relate with peers and how to focus on personal health. ** Intrapersonal ** : Students will work with others in the think-pair-share activity. ** Interpersonal ** : Students will create their own wiki to express their personal thoughts on that week’s topic. ** Naturalistic ** : Students will have to a better understanding of their surrounding through sharing with their peers.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**

I want to assess my students as much as possible. I want them to always have feedback on what they did well and what they can improve.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

** Formative (Assessment for Learning) ** Students will use a describing wheel to learn more about their thoughts on peer pressure and peer support. They will gather this information and come together and use think-pair-share activity to formative assesses each others thoughts and interests on peer pressure and support. This activity involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group. ** Summative (Assessment of Learning) ** I will use a checklist. The students will not be graded on their blog entries. I will just make sure that they completed that week’s wiki, and check it off. I will not grade the blog on grammar or content, but it must demonstrate that they tried to answer the weekly question. The blogs requirements for the log are that it must be at least 10 sentences and passed in on time. I will use a checklist and check off next to the correct date if the blog was completed correctly. ** Wiki (50 points) ** : reflect on what you learned in class that day by relating the material to your personal life. You will create one blog per week. It is not graded on anything but being complete. I will comment on your blog individually through a quick conversation or on a paper with comments. I will use a checklist to make sure each blog is in on time.

__Teaching and Learning Sequence__
My classroom arrangement will be U shaped. The desks will be grouped in the U shape, so that they can still work in their groups. My desk will be placed in the open part of the U. The reason why I am using this arrangement is to create a comfortable engaging environment. I will have many class discussions and I want everyone to be able to see and hear the person speaking. Students will understand that there are many contact services and people who can help them with emotional, physical, and sexual issues. You will have the knowledge of what physical, sexual, and emotional services are and how to find them. "//Students predict how behaviors can impact health status//". **Where, Why, What, Hook, Tailors:** spatial, intrapersonal, interpersonal, naturalistic, logical


 * Agenda:**

I will start off showing a [|music video] as a hook. This music video demonstrates strengths in unity. This will make for a good discussion on peer support and pressure. (**10 minutes)** I will then cover our class wiki. I will describe the purpose and expectations of the wiki. Students will have time to learn how to use it and ask any questions. I will assign a question for this week. "How do you cooperate or not cooperate with your peers in your everyday life?" "Do you ever feel pressured by others to do something you do not want to do, or do you ever feel the need to help others?" This will be due for next class.
 * Day 1:**

[] to explore different ways to handle peer support, and how to give and use peer support.
 * Day 2:** The start of class will consist of retrieving the assignments. We will cover any difficulties students had completing their work. We will also discuss and share any of the blogs. (**20-30 minutes**) The rest of class we will go on

Students will need to work together to discuss the importance of peer support. I will roam the room and add to the student discussions. Then I will introduce the class wiki. Students will need to know how to use the class wiki in order to complete this assignment and other assignments. I will expect my students to complete these assignments on time. The first question for the blog is " How do you cooperate or not cooperate with your peers in your everyday life?" The next class we will answer any clarifying questions about the class wiki, and discuss the blogs that were posted for the question. Students will be formative assessed by the class discussions and comments I leave them individually. They also learn from each other during the think-pair-share activity. They will be summative assessed by a checklist that makes sure the blog was completed on time.**Equipment, Explore, Rethink, Tailors:** Interpersonal, intrapersonal, spatial, naturalistic, logic

Students will have the opportunity to voice their opinions on a class wiki. They will be able to learn from their peers. They will be able to discuss opinions. I will have them all feel as comfortable as possible sharing their own blogs. This will be a great tool for helping them express their ideas and thoughts about a certain material. Students will want to have well written blogs, because they will be sharing it with their peers. **Experience, Revise, Tailors:** intrapersonal, interpersonal, logic, spatial

Students will know what is expected in their blogs. The class wiki will post the expectations on the main page if they are never unclear. They will get it check off as complete if they meet the standards. I will email any students who miss a blog so they will be able to remember to complete it. **Evaluate, Tailors:** Logical, intrapersonal

This will be used to help develop deeper conversations in the classroom. []
 * Content Notes**

[] I will use this resource to allow my students to explore a great variety of information on teen health. They can learn about different personal health issues. This site can help them realize how diverse personal health is, and different ways they can improve their healths on their own or from the help of others. It very clear examples to help students have a understanding on the importance of peer support and pressure.

[] This is a video for my hook.


 * Handouts**

Describing wheel