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Subject: Knock Out Stress |
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1. Topic-
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| The lesson plan will help students better understand what stress
is, why it happens, and how to deal with it at home, in school, and
with friends. |
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2. Content-
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Stress
Control
Change in Behavior
Tired
Irritable
Troubling
Unclear
Coping
Avoiding
Confused
Stress Management
Anxiety |
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3. Goals: Aims/Outcomes-
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Competency Goal 1:The learner will develop knowledge and skills
to enhance mental and
emotional well-being. |
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4. Objectives-
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1.01:Identify personal stressors at home, in school, and with friends.
-As a class, a chart will be made showing a type of stress followed
with a ways to cope with it.
-Students will interact with each other to discuss their own stresses.
-Students will decipher different types of stress through specific
behaviors.
-After the lesson, students will have a mastery level of understanding
stress. |
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5. Materials and Aids-
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1.6 pieces of poster board
2.colorful permanent markers
3.composition notebook for notes and journal entry. |
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6. Procedures/Methods-
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A. Introduction-
1.What is stress? Clear and define definition of stress.
2.What can cause stress? Have students openly respond to what stresses
them out.
3.Is stress serious? Explain how a serious amount of stress combined
with the inability to cope with it can lead to more harmful things,
such as unhealthy emotional and physical state. |
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B. Development-
1.Make a double column chart of three major topics stress is usually
developed from: home, school, and friends.
2. On the other side of the chart, identify what stressors the major
topics cause.
3. Lastly, openly discuss ways to take care of the stressors.
4. After clearly identifying everything on the chart move on to introducing
the group work pertaining to stress. |
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C. Practice-
1.The class will form 6 groups
2.Within each group will be a poster board with one of the following
situations that:
-make me angry
-make me worry
-make me happy
-take a lot of time
-make me frustrated
3.The students will start out with one of these situations and in
a short time period of 3 minutes their group will confine in each
other and write down a reaction to the proposal.
4. Play a fast tempo music while they write down their response, and
when the 3 minutes is up or the music stops the students will pass
the poster board to the right.
5.At this point the group will have a new situation and different
responses to the last. Continue until every group has had a chance
to write down their reactions to the situations. |
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D. Independent Practice-
| 1.The students independent work will consist of a short journal
entry of a time when they were stressed, what happened, and how they
coped with the situation. Make sure it deals with home, school, or
with friends. It will also be a requirement that the student incorporate
5 vocabulary terms in their story. |
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E. Accommodations (Differentiated Instruction)-
| This journal entry will allow creativity and the chance to write
about how the stress effected them emotionally and physically. It
will help them practice their spelling, writing, and memorization
of vocabulary words as well as mastering stress. |
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F. Checking for understanding-
| This journal entry will help me as the teacher decipher on whether
or not the students have understood the material taught in the lesson.
Stress will also be followed up on a unit test. |
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G. Closure-
| Stressors in the home, school, and with friends can hamper students.
Stress management can help students focus more and find ways to cope
with stress in order to stay focused and calm. |
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7. Evaluation-
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1.The students should be able to independently define stress and
the vocabulary words that tie into the factor.
2.Students should master the understanding of stress and the connection
it has to their mental and physical health.
3.The students will be evaluated through the journal entry and unit
test. |
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