Lesson Plan

Lesson Title/#: Stress Awareness

Grade Level: Learning Central Focus
Central Focus

What is the central focus for the
content in the learning segment?


To teach children and adolescents the symptoms and effects of stress and how to effectively cope
with it.
Content Standard

What standard(s) are most
relevant to the learning goals?


Student Learning
Goal(s)/ Objective(s)

Skills/procedures
What are the specific learning
goal(s) for student in this lesson?

Concepts and
reasoning/problem
solving/thinking/strategies
1

What are the specific learning
goal(s) for students in this lesson?




SWBAT correctly identify the various negative effects of stress on a peer as well as themselves.

SWBAT apply coping concepts to real life situations involving peers stress levels.
Prior Academic
Knowledge and
Conceptions

What knowledge, skills, and
concepts must students already
know to be successful with this
lesson?

What prior knowledge and/or
gaps in knowledge do these
students have that are necessary
to support the learning of the
skills and concepts for this
lesson?



A basic understanding of the relationship between ones mental state and physical well-being.







Common errors,
developmental
approximations,
misconceptions, partial
o Stress is inevitable
o Drinking can help relieve stress
o Stress has the same effect on everyone
o Stress is an attitude of successful people

1
The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the Making Good
Choices resource for subject specific components.
understandings, or
misunderstandings

What are common errors or
misunderstandings of students
related to the central focus of this
lesson?

How will you address them for
this group of students?

o Stress and anxiety are the same thing
o Stress will give you an ulcer
o If you have no symptoms, stress is not effecting you
o Having an open class discussion about what they know about stress, prior to the lesson.

Instructional Strategies and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
_____7:00______
Minutes

How will you start
the lesson to engage
and motivate
students in learning?



Having an open class discussion about the students knowledge of stress, as stated above.
Instruction
___15:00___
Minutes

What will you do to
engage students in
developing
understanding of the
lesson objective(s)?

How will you link
the new content
(skills and concepts)
to students prior
academic learning
and their
personal/cultural
and community
assets?

What will you say
and do? What
questions will you
ask?

How will you engage
students to help

o Discuss and explain the various effects of stress on ones mental/emotional well-being
o Discuss and explain the various effects of stress on ones physical well-being
o Provide correlations between the psychological and physical effects of stress on young students
o Provide a correct way of dealing with each affliction.













them understand the
concepts?

What will students
do?

How will you
determine if
students are meeting
the intended
learning objectives?




Structured
Practice and
Application
____10:00____
Minutes

How will you give
students the
opportunity to
practice so you can
provide feedback?

How will students
apply what they
have learned?

How will you
determine if
students are meeting
the intended
learning objectives?

After each discussion, ask questions such as, Can this material be tied in to what you previously knew about stress? How
many in this class have dealt with situations involving the material? Do you feel more prepared for these types of
situations in the future?

Assessment will be measured by hypothetical scenarios involving the material covered. Students will provide their best
answers as to how these situations should be handled.

Will provide pamphlets with all of info covered in the lesson for each student.

*provide fun activities for younger children. Puzzles, varying from crosswords to word searches of terminology discussed
in the lesson.
Closure
_____3:00_____
Minutes

How will you end the
lesson?
Give a formal recap of all topics and concepts covered and leave time for open discussions/questions students may have.
Differentiation/
Planned
support

How will you
provide students
Whole Class: Teach the class as a whole by keeping the entire class engaged in group discussions and activities.



Groups of students with similar needs: Have one of the instructors take the group to the side and provide more in depth
information.
access to learning
based on individual
and group needs?

How will you
support students
with gaps in the
prior knowledge that
is necessary to be
successful in this
lesson?





Individual students: Have another instructor take the individual student to the side of the class as well and have a one on
one discussion and provide extra scenarios for the student to personally engage in.



Students with IEPs or 504 plans: Have a specialized teacher on staff to provide any accommodations these students might
require.



Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial
understandings, and/or misunderstandings: Let the students voice what they already know and provide feedback to their
answers.



Student
interactions

How will you
structure
opportunities for
students to work
with partners or in
groups? What
criteria will you use
when forming
groups?


The room will be divided into two large groups. One side will take thirty seconds to come up with a scenario involving
stress. The other side will provide the best solution based on the discussion.
What ifs

What might not go as
planned and how
can you be ready to
make adjustment?

There are a lot of misconceptions about stress. It will be easy for students to let this get in the way of learning. If students
take too long grasping the new concepts because of their previous knowledge, it might take a toll on the organization of
the lesson.

Fortunately, the times provided are not strict and are very broad (i.e. 10 minutes instead of 2 minutes and thirty seconds).
This allows us to be flexible in how much time is spent on each section.
Theoretical
principles
and/or
researchbased



They cover a serious topic in a comfortable environment, where students are more open to discussion about specific
best practices

Why are the learning
tasks for this lesson
appropriate for your
students?

stressors in their lives.
Materials

What materials does
the teacher need for
this lesson?

What materials do
the students need
for this lesson?



Informational pamphlets, letters to parents explain what will be discussed, overhead projector to display website, various
activity sheets

Academic Language Demand(s):
What language function do you
want students to develop in this
lesson? What must students
understand in order to be
intellectually engaged in the
lesson?
o Cause and Effect
o Asking Questions
o Summarizing


What content specific terms
(vocabulary) do students need
to support learning of the
objective for this lesson

o Stress
o Stressor
o Ulcer
o Anxiety
o Motivator
What specific way(s) will
students need to use language
(reading, writing, listening
and/or speaking) to participate
in learning tasks and
demonstrate their learning for
this lesson?

Listening and/or speaking
What are your students
abilities with regard to the oral
and written language
associated with this lesson?


Be able to recall the various symptoms of stress and explain what they are, what they cause, and
how they can be treated.


How will you support students
so they can understand and use
the language associated with

Terms will be thoroughly explained in class. However, full definitions will also be provided in the
the language function and other
demands in meeting the
learning objectives of the
lesson?

pamphlets.

Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and the evaluation
criteria/rubric in the resources section at the end of the lesson plan.
Type of assessment
(Informal or Formal)
Description of assessment Modifications to the assessment so
that all students could demonstrate
their learning.
Evaluation Criteria - What evidence of
student learning (related to the learning
objectives and central focus) does the
assessment provide?
Informal

Ask the class what they
already know about stress
Briefly go down the line and let each
student voice their opinion
Students at least have a basic understanding
that stress is an issue in todays society.
Informal

Split the class in two
groups. One side will come
up with scenarios while
the other will provide
solutions to them
Have each student in each group give
a small part of answer
Students are understanding misconceptions
and are learning and retaining corrected
information provided to them.
Informal

Provide spoken quiz on
material, asking questions
pertaining to real life
situations
Students will write short essay
reflections explaining how the
material will help them in their
individual lives. Reflections will not be
for grade and will be turned in to
teacher.
SWBAT fully explain how information
pertains to life. The information will have
served its purpose in reaching out to young
people because they can now understand
stress, its symptoms, its effects, and how to
deal with it.