Work Sample Complete

Teaching Work Sample
Brock Dufek
HealthMadison High School
9-10
February 22, 2016
TABLE OF CONTENTS
CONTEXTUAL FACTORS
Community
District/School
Classroom
Implications for Instruction
GOALS AND OBJECTIVES
TIME LINE AND LESSON PLANS
Time Line
Lesson Plans
Reflection Log
ASSESSMENT
Pre-Assessment
Ongoing Assessment
Post Assessment
Student Work Document (All student work examples should be in a
separate folder with each document properly labeled)
DATA ANALYSIS AND RECOMMENDATIONS
Individual students
Whole Class
SUMMARY OF STUDENT PROGRESS
Example: Letter to parents
Example: Website posting regarding unit
CONTEXTUAL FACTORS
Return to ToC
Community
Madison is located in the Eastern part of South Dakota between Sioux Falls and
Brookings. The population of Madison, South Dakota is 6,949 people. The majority of the
people living in this town are Caucasian. The other demographics include Native American,
Oriental, and African American citizens. Madison is an urban area where most of the population
live inside of the time instead of outside of the town. There are no suburbs of Madison, however,
it is a big enough town with enough amenities to where it can be called an urban community.
There are two school systems in Madison and they are Madison Central School and St. Thomas.
District/School
Madison School District is a Title 1 school that has a Targeted Assistance Program. A
Targeted Assistance Program that is ineligible for a school wide program or has not chosen to
have a school wide program. Targeted Assistance provides services to students that are in the
most need for assistance and remediation. Madison High School has a special education
department, where students that qualify and are set on an Individual Education Plans. The IEPs
include Reading and Math intervention and students that are placed within this program have set
schedules to be taken out of the classroom during instructional time periods for remediation.
Classroom
The class that I completed my teaching work sample in consists of twenty students and is
at the grade level of ninth grade in high school. There are fifteen male students and eight female
students. The classroom setup is laid out to where the students sit at tables. There are two
students per table and a total of twelve tables. There is no seating chart so the students are
allowed to sit wherever they want at the beginning of class each day. If students cause
disruptions, they are instructed to move because they cannot handle sitting by that specific peer.
The teachers desk is located in the back of the room. The room feels cramped because of all the
tables needed, a teachers desk and technology of a projector takes up space as well. This setup
makes group and social work very difficult because of the close quarters to one another.
Discipline is expressed vocally in front of class, to correct the behavior as soon as
possible and to move on with the lesson since half the time is spent inside the health classroom
and the other half is spent in the gym for an activity or two. If the behavior continues, the student
is then sent to the office because at this age, classes should not be disrupted by a student.
Students know their expectations in the classroom, procedures, and how to act.
Implications for Instruction
Two implication for instruction in the health classroom is noticing and emphasizing
different learning styles in the classroom. In other words, diversity. Howard Gardners Multiple
Intelligences expresses how an educator should utilize all of the different types of learners in a
classroom. A few well known examples I found to be available in my health classroom were
auditory, visual, and bodily-kinesthetic learners. In a health classroom, content presented can be
confusing and complex. While delivering this content, multiple practice opportunities and
examples must be provided for each type of learner.
For example the topic of mental disorders. To emphasize a variety of learning styles, I
observed and expressed multiple examples for this. For auditory learners, whole class read
alouds were used for symptoms and classifications of mental disorders. For visual learners,
powerpoint presentations were used for each section of a chapter of content dealing with mental
disorders including classifications, and treatment. Lastly, for bodily-kinesthetic learners,
activities in the book were completed dealing with role-playing scenarios of how to help a person
with a mental disorder in real life situations.
There are resources in the classroom that can be used for instruction, content delivery,
and products in the health classroom. Technology availability in the classroom makes instruction
and content delivery engaging for students. In the health classroom, an EPSON projector is
available and is used during every class period. The projector works by inserting an USB to your
computer in order to work the clicker to the projector and to navigate from slide to slide on a
powerpoint presentation. Students are also one to one with laptop computers, making group work
accessible to every student. Students learn ways to gain an understanding of material presented
and to also present material to the class dealing with health chapters in the book for an
assessment grade.
GOALS AND OBJECTIVES

Return to ToC
Goals:
Health Education Standard 1: Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
1.12.3 Analyze how the environment affects personal habits.
1.12.4 Analyze how genetics and family history can affect personal health.
1.12.9 Analyze the potential severity if injury or illness if engaging in unhealthy
behaviors
Health Education Standard 2: Students will analyze the influence of family, peers,
culture, media, technology and other factors on healthy behaviors.
2.12.1 Analyze how family influences the health of individuals.
2.12.3 Analyze how peers influence healthy and unhealthy behaviors.
Health Education Standard 3: Students will demonstrate the ability to access valid
information, products and services to enhance health.
3.12.5 Determine when professional health services may be required.
Health Education Standard 4: Students will demonstrate the ability to use
interpersonal communication skills to enhance health and avoid or reduce health
risks.
4.12.1 Use skills for communication effectively with family, peers, and others to
enhance health.
4.12.3 Demonstrate strategies to prevent, manage, or resolve interpersonal
conflicts without harming self or others.
Health Education Standard 7: Students will demonstrate the ability practice healthenhancing behaviors to avoid or reduce health risks.
7.12.1 Analyze the role of individual responsibility in enhancing health.
Chapter-Unit Objectives:
By the end of Chapter 3, Managing Stress, students will identify, distinguish, and
compare and contrast ways of managing stress and dealing with stress with 90%
accuracy.
By the end of Chapter 4, Mental Disorders and Suicide, students will identify,
distinguish, and compare and contrast mental disorders and what effects depression has
on suicide with 90% accuracy.
Lesson Objectives:
Chapter 3, Lesson 1: Section 1
Students will be able to describe the different types of stressors.
Students will be able to compare and contrast eustress and distress.
Students will be able to give two examples of positive stress
Students will be able to give to examples of negative stress
Students will be able to complete the concept map with examples of the
different types of stressors.
Students will be able to complete section 1 content quiz with 90% accuracy.
Students will be able to describe how stress affects your body.
Students will be able to list the stages of stress.
Students will be able to fill in the sequence with details about the three stages
of the stress response
Students will be able to list some warning signs of stress
Students will be able to complete the graphic organizer by listing some ways
that stress can affect health.
Students will be able to describe the characteristics that resilience people

share.
Students will be able to describe what a perfectionist is.
Students will be able to answer two important questions when you assess a
stressful situation.
Students will be able to complete the table about stress and personality.
Students will be able to list some characteristics that people with resilience
share.
Students will be able to describe some ways to reduce tension and change the
way you think about stressors.
Students will be able to describe what mental rehearsal is.
Students will be able to list some strategies to help you bounce back from
setbacks in your life.
Students will be able to complete the graphic organizer by listing some
possible results of good time management.
Students will be able to complete the table with information about methods for
reducing tension
Students will be able to describe what mental disorders are.

Students will be able to give examples of mental disorders.
Students will be able to list the general symptoms of a mental disorder
Students will be able to complete the concept map about mental disorders
Students will be able to complete the table with details about anxiety disorders
Students will be able to complete the outline by adding details about other
mental disorders.
Students will be able to describe multiple eating disorders.
Students will be able to complete the table with details about eating disorders.
Students will be able to complete a section 2 content quiz with 90% accuracy.
Students will be able to explain what depression, suicide, and cutting is.
Students will be able to list 5 signs of clinical depression.
Students will be able to list 5 risk factors for depression.
Students will be able to define self-injury.
Students will be able to complete the outline by adding details about suicide
prevention.
Students will be able to identify the types of mental health professionals
Student will be able to identify different treatments.
TIME LINE AND LESSON PLANS

Return to ToC
Timeline
Day 1: Lesson 1- 2/22/16
By the end of Section 1 Chapter 3 What Causes Stress;
Objective
Students will be able to compare and contrast eustress and
distress.
Students will be able to complete the concept map with examples
of the different types of stressors.
Students will be able to complete section 1 content quiz with 90%
accuracy.
Introduction
What is stress?
Content Delivery
Chapter 3: Section 1 Notes and PowerPoint
Closure
Content Quiz of Chapter 3: Section 1
Teaching Strategies
Direct Instruction, Individual Work
Form of Assessment
Quiz
Approximate time for lesson 25 minutes
Objective
Day 1: Lesson 2 2/22/16

By the end of Section 2 Chapter 3: How Stress Effects Your
Body;
Students will be able to fill in the sequence with details about the
three stages of the stress response
Students will be able to complete the graphic organizer by listing

some ways that stress can affect health.
accuracy.
Introduction
Go over Section 1: What Causes Stress Content Quiz.

Ask: How can stress affect your body?
Content Delivery
Closure
Teaching Strategies
Form of Assessment
Quiz

Day 2: Lesson 3- 2/24/16
By the end of Section 3 Chapter 3: Stress and Individuals
Objective
By the end of Section 3: Stress and Individuals;
Students will be able to describe the characteristics that resilience
people share.
Students will be able to answer two important questions when you
assess a stressful situation.
Students will be able to complete the table about stress and
personality.
Students will be able to list some characteristics that people with
resilience share.
accuracy.
Introduction
Go over Section 2: How Stress Effects Your Body Quiz

Ask: What ways can stress effect other peoples body?
Content Delivery
Closure
Teaching Strategies
Form of Assessment
Quiz

Day 2: Lesson 4 2/24/16
By the end of Section 4 Chapter 3: Coping with Stress;
Objective
Students will be able to describe some ways to reduce tension and
change the way you think about stressors.
Students will be able to list some strategies to help you bounce
back from setbacks in your life.
Students will be able to complete the graphic organizer by listing
some possible results of good time management.
Students will be able to complete the table with information about
methods for reducing tension
accuracy.
Introduction
Go over Section 3: Stress and Individuals Quiz

Ask: What are ways someone can cope with stress?
Content Delivery
Chapter 3: Section 4 Notes and PowerPoint, Chapter 3 Review

and Test
Closure
Ask if any students are missing any blanks in their notes
Teaching Strategies
Form of Assessment
Quiz and Chapter 3 Test

Day 3: Lesson 5 3/01/16
By the end of Section 1 - Chapter 4: Mental Disorders
Objective
Students will be able to list the general symptoms of a mental
disorder
Students will be able to complete the concept map about mental
disorders
Students will be able to complete the table with details about
anxiety disorders
Students will be able to complete the outline by adding details
about other mental disorders.

accuracy.
Introduction
Go over section 4: Coping with Stress
Content Delivery
Closure
Teaching Strategies
Form of Assessment
Quiz

Day 3: Lesson 6 - 3/01/16
By the end of Section 2 Chapter 4: Eating Disorders
Objective
Students will be able to complete the table with details about
eating disorders.
Students will be able to complete a section 2 content quiz with
90% accuracy.
Introduction
Go over Section 1: Mental Disorders
Content Delivery
Closure
Teaching Strategies
Form of Assessment
Quiz

Day 4: Lesson 7 3/03/16
By the end of Section 3 Chapter 4: Depression and Suicide
Objective
Students will be able to explain what depression, suicide, and
cutting is.
Students will be able to complete the outline by adding details
about suicide prevention.

90% accuracy.
Introduction
Go over Section 2: Eating Disorders
Content Delivery
Closure
Teaching Strategies
Form of Assessment
Quiz

Day 4: Lesson 8 3/03/16
By the end of section 4 Chapter 4: Stress and Individuals
Objective
Students will be able to identify the types of mental health
professionals
90% accuracy.
Introduction
Go over Section 3: Depression and suicide.

Ask: Why do some people not ask for help when dealing with a
mental disorder.
Content Delivery
Chapter 4: Section 4 Notes and PowerPoint, Chapter 4 Review

and Test
Closure
Ask if any students are missing and blanks in their notes
Teaching Strategies
Form of Assessment
Quiz, Test
Lesson Plans
Lesson #1, Day 1- Section 1: What Causes Stress?
Dakota State University
College of Education
LESSON PLAN FORMAT
Name: ___Brock Dufek_________
Grade Level: ___9th ______
School: _____Madison High School __________
Date: ___2/22/2016____
Time: ___9:49-11:19________
Reflection from prior lesson:

Students just completed a chapter over emotions. The students participated in whole class
discussions with a PowerPoint that was teacher directed. The mean of the test scores was 86%.
Thus, meaning students have mastered the content taught and are ready to move on.
Lesson Goal(s) / Standards:
1.12.3 Analyze how the environment affects personal habits.
Lesson Objectives:
By the end of Section 1: What Causes Stress;
Students will be able to compare and contrast eustress and distress.
Students will be able to complete the concept map with examples of the different types of
stressors.
I Can Statements:
I can identify the multiple causes of stress.
Materials Needed:
Computer
Projector
Note taking guide
Quiz
Pre-Test
Book
Contextual Factors/ Learner Characteristics:
In Madison High School, the class has 15 boys and 8 girls. This class is required to be taken by
all incoming freshman and is required for students to pass in order to graduate. The class can be
noisy at times but can easily be brought back to my attention by raising my voice slightly. When
doing individual work, the students all quiet down and work on the assignment that was assigned
to them. They all have computers that has the online book on it that can be used in class or at
home.
A. The lesson
1. Introduction (5minutes)
Give pre-test unit
i. Collect the pre-test
ii. See Key for Answers
Getting attention
i. Whole class discussion
ii. What causes stress?
Relating to past experience and/or knowledge
i. What do you stress about in your life?
1. School, sports, family, friends
ii. What are the different types of stressors?
1. Major life changes
2. Catastrophes
3. Everyday problems
4. Environmental problems
iii. What is good stresses and bad stresses
1. Good
a. Eustress
2. Bad
a. Distress
Creating a need to know
i. Stress
1. Response of your body and mind being challenged or

threatened.
ii. Catastrophe
1. Event that threatens lives and may destroy property
iii. Eustress
1. Positive stress
iv. Distress
1. Negative stress
v. PTSD: Post Traumatic Stress Disorder
1. Occurs when you have been through a traumatic event
a. Combat exposure
b. Child sexual or physical abuse
c. Terrorist attack
Sharing objective, in general terms
i. I can identify the multiple causes of stress
2. Content Delivery (15)
Activity 1: Read and Complete Chapter 3: Section 1- What Causes Stress
Notes
i. Student directed
1. Directions read to self INDIVIUAL
a. Give two examples of positive stress
b. Give two examples of negative stress
c. Complete the concept map with examples of the
different types of stressors.
Activity 2: PowerPoint Chapter 3 Section 1 1-P drive
i. Teacher Directed
1. Directions: Follow along and answer questions when they come
up.
a. What is stress? Slide 2
i. Response of your body and mind to being
challenged or threatened.
b. How can stress be positive? Slide 2
i. Escape from dangerous situations
ii. Promote personal growth
iii. Helps accomplish goals
2. Stressors: Slide 3
a. What is stressor?
i. An event or situation that causes stress
b. What are the 4 types of stressors?
i. Major life changes
ii. Catastrophes
iii. Everyday problems
iv. Environmental problems
c. What are examples of major life changes? Slide 4
i. Being accepted to college
ii. Breaking up with a significant other
iii. Losing job
d.
e.
f.
g.
iv. Not making a team

What are Catastrophes? Slide 5
i. An event that threatens lives and may destroy
property
What are examples of catastrophes? Slide 5
i. Hurricane, flood, tornado
Every day problems
i. What is a hassle/minor stressor? Slide 6
1. Misplacing keys, missing the bus, too
much homework
Environmental problems
i. How do you think temperature can affect your
stress? Slide 7
1. Too cold or too hot
3. Closure (5 minutes)
Ask students if they have any questions over section 1
Take content quiz over Chapter 3: Section 1
B. Assessment Used
Content Quiz- Chapter 3: Section 1
Name_________________________
Chapter 3: Section 1
1. How can stress be positive?
a. Makes you sick
b. No sleep
c. Promotes personal growth
d. Make you gain or lose weight
2. A hurricane that destroys property and takes lives is what type of stressor?
a. Major life changes
b. Catastrophe
c. Everyday problems
d. Environmental problems
3. Eustress is?
a. Negative stress
b. Stress that doesnt go away
c. Positive stress
d. None are correct
4. What is a stressor?
a. Positive response to stress
b. Negative response to stress
c. Event or situation that causes stress
d. Event or situation that relieves or removes stress.
5. What is an example of a hassles/ minor stressor?
a. Losing keys
b. Death of family member
c. Losing job
d. Not making a team
C. Differentiated instruction
Remediation
i. Activity 1 PowerPoint
ii. Notes
Enrichment
ii. Content Quiz- Chapter 3: Section 1
Language Support
D. Resources
Pruitt, B. E., John P. Allegrante, and Deborah Prothrow-Stith. Pearson Health.
Upper Saddle River, NJ: Pearson Education, 2014. Print.
Lesson #2, Day 1- Section 2: What Causes Stress?

LESSON PLAN FORMAT

Grade Level: ___9th _____
Date: ___2/22/2016____
Time: ___9:49-11:19________


Health Education Standard 7: Students will demonstrate the ability practice healthenhancing behaviors to avoid or reduce health risks.
7.12.1 Analyze the role of individual responsibility in enhancing health.
Lesson Objectives:
By the end of Section 2: How Stress Effects Your Body;
Students will be able to fill in the sequence with details about the three stages of the stress
response
Students will be able to complete the graphic organizer by listing some ways that stress can
affect health.
I Can Statements:
I can identify the multiple causes of stress.
Materials Needed:
Computer
Projector
Note taking guide
Quiz
home.
A. The lesson
Getting attention
ii. How can stress affect your body
1. Gain weight, lose weight
i. What are the stages of stress
1. The alarm stage

2. The resistance stage
3. The exhaustion stage
i. Fight-or-flight response
1. This response prepares you to fight the stressor or run away
from it.
i. I can identify/ ways that stress effects my body.

Activity 1: Read and Complete Chapter 3: Section 2- How Stress Affects
Your Body
i. Student directed
a. Fill in the sequence with details about the three stages of
the stress response
b. List some warning signs of stress
c. Complete the graphic organizer by listing some ways
that stress can affect health.
Activity 2: PowerPoint Chapter 3 Section 2: P drive
i. Teacher Directed
up.
a. What are the bodys three responses to stress? Slide 2
i. Alarm stage
ii. Resistance stage
iii. Exhaustion stage
b. What is the fight-or-flight response? Slide 3
i. Response of the body to either fight the stressor
or run from it.
c. What happens when the body uses a lot of energy in this
stage? Slide 4
i. Feel tired, irritable, and less able to handle any
other stress.
d. What kinds of stress are beyond your control? Slide 5
i. Death of family member or friend
e. What is being released in this stage to make these
changes happen? Slide 6
i. Adrenaline
B. Assessment Used
Name_________________________
1. What stage does your body use the most energy?
a. The alarm stage
b. The resistance stage
c. The exhaustion stage
2. The fight-or-flight response happens in what stage?
a. The exhaustion stage
b. The alarm stage
c. The resistance stage
3. Exhaustion occurs when the stress has been for?
a. Couple days
b. Hours
c. Weeks
d. Minutes
4. Which of the following is a physical sign of stress?
a. Pounding heart
b. Angry
c. Critical of others
d. Sleep Problems
5. Which of the following is an emotional sign of stress?
a. Excessive worrying
b. Nervous
c. Muscle Tension
d. Hurrying; talking fast
E. Differentiated instruction
Remediation
ii. Notes
Enrichment
Language Support
F. Resources
Lesson #3, Day 2- Section 3: Stress and Individuals

LESSON PLAN FORMAT

Date: ___2/24/2016____
Time: ___9:49-11:19________

discussions with a PowerPoint that was teacher directed. The mean of the test scores was ____.

1.12.4 Analyze how genetics and family history can affect personal health.
Lesson Objectives:
By the end of Section 3: Stress and Individuals;
Students will be able to describe the characteristics that resilience people share.
Students will be able to answer two important questions when you assess a stressful situation.
Students will be able to complete the table about stress and personality.
Students will be able to list some characteristics that people with resilience share.
I Can Statements:
I can identify how stress differs among individuals.
Materials Needed:
Computer
Projector
Note taking guide
Quiz
Book

home.
G. The lesson
Getting attention
ii. Why do you think one person is calm when faced to a stressor but the
other person could be tense and nervous for the same stressor?
1. How you react to a stressor is how you assess the situation.
iii. What is a perfectionist
1. A person who accepts nothing less than excellence.
iv. When assessing the situation, what two questions should you answer?
1. Is the situation a threat to my well-being?
2. Do I have the necessary resource to meet the challenge?
i. What characteristics do resilience people share?
1. They know their strengths and have confidence in their abilities.
2. They make realistic plans and take the steps to carry out those
plans.
3. They have good communication and problemsolving skills.
4. They are able to recognize and control their feelings.
5. They recognize that change is a normal part of life and are able
to put life changes in perspective.
i. I can identify how stress differs among individuals.
Activity 1: Read and Complete Chapter 3: Section 3- Stress and
Individuals
i. Student directed
a. What two important questions are you answering when
you assess a stressful situation?
b. Complete the table about stress and personality.

c. List some characteristics that people with resilience
share.
i. Teacher Directed
up.
a. What are the two important questions when you assess a
stressful situation? Slide 2
i. Is this situation a threat to my well-being
ii. Do I have the necessary resources to meet the
challenge?
b. Who do you think would win and why? Slide 3
i. Player A because they are more confident in
themselves and is calm.
ii. Player B is nervous, and uncertain.
c. What is Optimism? Slide 4
i. The tendency to focus on the positive aspects of
a situation.
d. What is pessimism? Slide 4
i. The tendency to focus on the negative and expect
the worst.
e. Raise your hand if you are a glass full type of person
i. Is that optimism or Pessimism.
f. What is a perfectionist? Slide 5
i. A person who accepts nothing less than
excellence.
g. What is resilience? Slide 6
i. The ability to recover from extreme or prolonged
stress.
h. What are some characteristics or resilient people? Slide
6
i. They know their strengths and have confidence
in
their abilities.
ii. They make realistic plans and take the steps to
carry out those plans.
iii. They have good communication and problemsolving skills.
iv. They are able to recognize and control their
feelings.
v. They recognize that change is a normal part of
life and are able to put life changes in
perspective.
H. Assessment Used
Name_____________________
Chapter 3, Section 3 Quiz
I. What is optimism?
Focus on negative
Focus on positive aspects of a situation
Dont focus on either side
How you deal with stress.
J. What is pessimism?
Focus on negative
Focus on positive aspects of a situation
Dont focus on either side
How you deal with stress.
K. What might a perfectionist do?
Getting ready for school quick
Dont try on homework
Person that studies and gets an A on a test
Cleaning up as fast as they can
L. How can you break the cycle and reduce stress?
Be mad when you arent perfect
Take pride in things you do well
Focus on your mistakes
M. What is resilience?
The ability to recover from extreme or prolonged stress
Being a good listener to someone that has stress
Are unable to recover from extreme or prolonged stress
A place to go when you want to be stress free
N. Differentiated instruction
Remediation
ii. Notes
Enrichment
Language Support
O. Resources
Lesson #4, Day 2- Section 4: Coping With Stress

LESSON PLAN FORMAT

Date: ___2/24/2016____
Time: ___9:49-11:19________

discussions with a PowerPoint that was teacher directed. The mean of the test scores was ____.

Health Education Standard 4: Students will demonstrate the ability to use interpersonal
communication skills to enhance health and avoid or reduce health risks.
4.12.1 Use skills for communication effectively with family, peers, and others to enhance
health.
4.12.3 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts
without harming self or others.
Lesson Objectives:
By the end of Section 4: Coping with Stress;
Students will be able to describe some ways to reduce tension and change the way you think
about stressors.

Students will be able to list some strategies to help you bounce back from setbacks in your life.
Students will be able to complete the graphic organizer by listing some possible results of good
time management.
Students will be able to complete the table with information about methods for reducing tension
Students will be able to describe methods for changing your thinking about stressors.
Students will be able to list strategies for building resilience.
Students will be able to identify two benefits for sharing your problems.
I Can Statements:
I can identify different coping strategies when dealing with stress
Materials Needed:
Computer
Projector
Note taking guide
Quiz
Book
home.
P. The lesson
Getting attention
ii. What are some ways to reduce tension, and change the way you think
about stressors?
1. Physical Activity and Relaxation.
iii. What is the value of seeking support from others when you are under
stress?
1. Sharing your problems can help you see more clearly.
iv. What is a mental rehearsal?
1. You practice an event without actually doing the event
a. Events take place in your head
v. How can you release tension that builds up in your muscles?
1. Wrinkle your forehead
2. Close your eyes as tightly as you can
3. Tightly clench your fists

i. What are some strategies to help you bounce back from setbacks in
your life?
1. Take care of yourself
2. Build a support system
3. Take action
4. Help somebody
5. Confide yourself
6. Go easy on yourself
7. Put things in perspective
8. Find a hassle-free zone
9. Stick to your routines
i. I can identify different coping strategies when dealing with stress

Activity 1: Read and Complete Chapter 3: Section 4- Coping with Stress
i. Student directed
a. Complete the graphic organizer by listing some possible
results of good time management.
b. Complete the table with information about methods for
reducing tension.
c. Describe methods for changing your thinking about
stressors.
d. List strategies for building resilience.
e. Identify two benefits for sharing your problems.
i. Teacher Directed
up.
a. What are the two techniques that can help you keep
stress under control? Slide 2
i. Time management
ii. Mental rehearsal
b. How could you track how to spend your time? Slide 4
i. You could use a planner
c. What is mental rehearsal? Slide 5
i. When you practice an event without actually
doing the event.
d. Where does these events usually take place?
i. Events take place in your mind. Slide 5
e. What are the two strategies you can do to reduce stress?
Slide 6
i. Physical activity
ii. Relaxation
f. What are some strategies for building resilience? Slide 8
i. Take care of your self
ii. Build a support system
iii. Take action
iv. Help somebody
v. Confide in yourself
vi. Go easy on yourself
vii. Put thing in perspective
viii. Find a hassle-free-zone
ix. Stick to your routines
g. When reaching out for support who should you talk to?
Slide 10
i. A parent or other adult relative
ii. A teacher or a coach or religious leader
iii. A school counselor or nurse
iv. A sibling or friend
Q. Assessment Used
Name_____________________
Chapter 3, Section 4 Quiz
R. What are the two techniques to keep stress under control?
Time management & rehearsal
Mental rehearsal & change your thinking
Use humor & avoid negative thinking
Ignore & forget
S. What is mental rehearsal?
Rehearsing event out loud to a friend
Rehearsing event in your head
Rehearsing in front of a mirror
Rehearsing right before then event
T. When building resilience, what shouldnt you do?
Be hard on yourself
Take action
Take care of yourself
Help somebody
U. What is a strategy to reduce stress?
Using drugs and alcohol
Avoiding family and friends
Criticize yourself
Relaxation
V. Which of the following is not a stress free zone?

Community center
Library
Work
Home
W. Differentiated instruction
Remediation
ii. Notes
Enrichment
Language Support
X. Resources
Upper Saddle River, NJ: Pearson Education, 2014. Print
Lesson #5, Day 3- Section 1: Mental Disorders

LESSON PLAN FORMAT

Date: ___03/01/2016____
Time: ___9:49-11:19________
Students just completed a chapter over stress. The students participated in whole class

1.12.9 Analyze the potential severity if injury or illness if engaging in unhealthy
behaviors.
Health Education Standard 2: Students will analyze the influence of family, peers, culture,
media, technology and other factors on healthy behaviors.
2.12.1 Analyze how family influences the health of individuals.
Lesson Objectives:
By the end of chapter 4, Section 1: Mental Disorders;
Students will be able to list the general symptoms of a mental disorder
Students will be able to complete the concept map about mental disorders
Students will be able to complete the table with details about anxiety disorders
Students will be able to complete the outline by adding details about other mental disorders.
I Can Statements:
I can identify the multiple mental disorders.
Materials Needed:
Computer
Projector
Note taking guide
Quiz
Pre test
home.
A. The lesson
Getting attention
ii. Are you familiar with any mental disorders?
1. Anxiety disorder, bipolar disorder
i. What is Obsessive-Compulsive Disorder?
1. Is characterized by unreasonable thoughts and fears
(obsessions) that lead to compulsive behaviors.
1. Mental disorder
2. Anxiety
3. Anxiety disorder
4. Phobia
5. Obsession
6. Compulsion
7. Mood disorder
8. Depression
9. Schizophrenia
10. Personality disorder
i. I can identify the multiple mental disorders.
Activity 1: Read and Complete Chapter 4: Section 1- Mental Disorders
i. Student directed
a. List the general symptoms of a mental disorder
b. Complete the concept map about mental disorders
c. Complete the table with details about anxiety disorders
d. Complete the outline by adding details about other
mental disorders
2. See Key
i. Teacher Directed
up.
i. What is an example of of an early experience?
1. Child abuse or neglect
ii. What would be a recent experience?
1. Death of a loved one
iii. What are the warning signs of a generalized
anxiety disorder?
1. Irritability
2. Muscle tension
3. Trouble falling asleep
4. Trouble concentrating
iv. Does anyone else have an OCD thing?
1. Volume, keys light switch
v. What are some warning signs of PTSD
1. Flashbacks
2. Nightmares
3. Inability to sleep
B. Assessment Used
Name_________________________
6. What is a sign of hyperactivity
a. Has trouble staying in a seat
b. Works quietly
c. Waits for his or her turn
d. Sits quietly
7. What is a sign of attention deficit
a. Pays attention to details
b. Listens well
c. Is easily distracted
d. Is very organized.
8. What is post-traumatic stress disorder
a. An unwanted thought or image
b. An unreasonable need to behave in a certain way
c. People who survive a life threatening event
d. Fear caused by a source you cannot identify
9. During a panic attack a person may experience
a. Rapid breathing
b. Fear of suffocation
c. Trembling or shaking
d. All the above
10. What is a warning sign of generalized anxiety disorder
a. Muscle tension
b. Irritability
c. Trouble falling asleep
d. All the above
C. Differentiated instruction
Remediation
ii. Notes
Enrichment
Language Support
D. Resources
Lesson #6, Day 3- Section 2: Eating Disorders
LESSON PLAN FORMAT

Date: ___03/01/2016____
Time: ___9:49-11:19________

4.12.3 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts
without harming self or others.
Lesson Objectives:
By the end of chapter 4, Section 2: Eating Disorders.
Students will be able to complete the table with details about eating disorders.
I Can Statements:
I can identify the multiple health risks, possible causes, and treatments of eating disorders.
Materials Needed:
Computer
Projector
Note taking guide
Quiz
home.
E. The lesson
Getting attention
ii. Are you familiar with any eating disorders?
1. Anorexia Nervosa, Bulimia, Binge Eating Disorder
i. What is Anorexia Nervosa
1. Person doesnt eat enough food to maintain a healthy body
weight.
ii. What is Bulimia?
1. Eating food and then purging.
iii. What is binge eating disorder?
1. Uncontrollable urge to eat large amounts of food.
i. Eating disorder
1. Mental disorder that reals itself through abnormal behaviors

related to food.
ii. Anorexia nervosa
1. Not eating enough to maintain a healthy body weight.
iii. Bulimia
1. Eating food and then purging right after eating.
iv. Binge eating disorder
1. Uncontrollable urge to eat large amounts of food.
i. I can identify the multiple health risks, possible causes, and treatments
of eating disorders.
Activity 1: Read and Complete Chapter 4: Section 2- Eating Disorders
i. Student directed
a. Complete the table with details about eating disorders.
2. See Key
i. Teacher Directed
up.
i. What is anorexia nervosa?
1. Not eating enough to maintain healthy
body weight.
ii. What is bulimia?
1. Uncontrolled eating binges followed by
purging, or removing, the food from their
bodies.
iii. What is binge eating disorder
1. Uncontrollable urge to eat large amounts
of food
F. Assessment Used
Name_________________________
11. What is anorexia nervosa?
a. Not eating enough to maintain healthy body weight
b. Eating large amounts at one time
c. Eating and then purging
d. None of the above
12. What is a symptom of anorexia?
a. Faster heart rate
b. Weight loss
c. Weight gain
d. Increased sweating
13. What is bulimia?
b. Eating large amounts at one time
14. What is binge eating?
b. Eating large amounts at one time but not purging
15. What is a possible sign or bulimia?
a. Eating in public
b. Eating too much food to quickly
c. Bathroom visits right after eating
d. Both B and C are correct
G. Differentiated instruction
Remediation
ii. Notes
Enrichment
Language Support
H. Resources
Lesson #7, Day 4- Section 3: Depression and Suicide

LESSON PLAN FORMAT
Date: ___03/03/2016____
Time: ___9:49-11:19________

discussions with a PowerPoint that was teacher directed. The mean of the test scores was 86%
4.12.1 Use skills for communication effectively with family, peers, and others to enhance
health.
Lesson Objectives:
By the end of chapter 4, Section 3: Depression and Suicide
Students will be able to explain what depression, suicide, and cutting is.
Students will be able to complete the outline by adding details about suicide prevention.
I Can Statements:
I can identify the risk factors dealing with depression and suicide.
Materials Needed:
Computer
Projector
Note taking guide
Quiz
Pre test

home.
I. The lesson
Getting attention
ii. Are you familiar Depression?
1. A mood disorder causing a persistent feeling of sadness and loss
of interest.
iii. What is Cutting
1. Use of a sharp object to intentionally cut or scratch ones body
deep enough to bleed.
iv. What is Suicide
1. Intentionally killing of oneself.
i. Clinical Depression
1. May feel sad and hopeless for months.
ii. Cutting
1. Use of a sharp object to intentionally cut or scratch ones body
deep enough to bleed
iii. Suicide
1. Intentionally killing of oneself
iv. Cluster suicide
1. Series of suicides that occur within a short period of time within
the same peer group.
i. I can identify risk factors dealing with depression and suicide
Activity 1: Read and Complete Chapter 4: Section 3- Depression and
Suicide
i. Student directed
a. List five signs of clinical depression
b. List five risk factor for depression
c. Define the term self-injury
d. Complete the outline by adding details about suicide
prevention
i. Teacher Directed
up.
i. What some signs of clinical depression?

1. Changes in appetite.
2. Change in sleep patterns
3. Change in activity level
4. Loss of interest in usual activities
5. Loss of energy
6. Hopelessness; boredom; guilt;
worthlessness
7. Unexplained crying
8. Repeated thoughts of death and suicide
9. Body pains; headache; digestive
problems
10. Difficulty remember details,
concentrating on tasks, and making
decisions.
ii. What are risk factors for depression?
1. A parent of other close biological relative
with mood disorder.
2. A major life change or prolonged
stressfull situation
3. Being the victim of a violent crime or
witnessing violence.
4. A previous bout of depression
5. A sense of hopelessness.
iii. What is cutting?
1. Use of a sharp object to intentionally cut
or scratch ones body deep enough to
bleed.
iv. What is suicide?
1. Intentionally killing of oneself
v. What are the protective factors of suicide
1. Seeking treatment for any mental disorder
2. Seeing treatment for alcohol or drug
abuse
3. Establishing connection with school
4. Developing closer relationships with
family and friends.
J. Assessment Used
Name_________________________
1. What is a sign of clinical depression?
e. Changes in appetite
f. Loss of interest in usual activities

g. Change in sleep patterns
h. All the above
16. What is a cutting?
a. Use of a sharp object to intentionally cut or scratch ones body.
b. Intentional killing of oneself
c. Lack of access to mental health treatments
d. A series of suicides that occur within a short period of time in the same peer
group.
17. What is Cluster Suicides?
a. Use of a sharp object to intentionally cut or scratch ones body.
b. Intentional killing of oneself
c. Lack of access to mental health treatments
d. A series of suicides that occur within a short period of time in the same peer
group.
18. When a friend is talking about suicide, you should
a. Judge the person
b. Leave the person alone
c. Stay until help arrives
d. Dare the person to go ahead and attempt suicide
19. When a friend is talking about suicide, you should NOT
a. Leave the person alone
b. Take the threats seriously
c. Talk calmly
d. Involve a trusted adult
K. Differentiated instruction
Remediation
ii. Notes
Enrichment
Language Support
L. Resources
Lesson #8, Day 4- Section 4: Stress and Individuals

LESSON PLAN FORMAT
Date: ___03/03/2016____
Time: ___9:49-11:19________

discussions with a PowerPoint that was teacher directed. The mean of the test scores was 86%
Lesson Objectives:
By the end of chapter 4, Section 4: Treating Mental Disorders
Students will be able to identify the types of mental health professionals
I Can Statements:
I can identify the types of mental health professionals and treatments.
Materials Needed:
Computer
Projector
Note taking guide
Quiz
Pre test

home.
M. The lesson
Getting attention
ii. Why dont people seek for help for a mental disorder?
1. Dont recognize the signs of a mental disorder
2. May have been told that, with willpower alone, they can
overcome the problem.
3. May not know where to go for help.
iii. What are the different types of Mental Health Professionals
1. Psychiatrist
2. Clinical psychologist
3. Social workers
4. Mental health counselors
i. Psychiatrist
ii. Neurologist
iii. Clinical psychologist
iv. Psychiatric social worker
v. Therapy
i. I can identify the types of mental health professionals and treatments.
Activity 1: Read and Complete Chapter 4: Section 4- Treating Mental
Disorders
i. Student directed
a. List three reasons why people do not seek help for a
mental disorder.
b. Complete the table with details about mental health
professionals.
c. Complete the outline by adding details about treatments
for mental disorders.
i. Teacher Directed
up.
i. Why do people not seek help for a mental
disorder?
1. Dont recognize the signs of a mental

disorder
2. May have been told that, with willpower
alone, they can overcome the problem.
3. May not know where to go for help
ii. What are the types of mental health
professionals?
1. Psychiatrist
2. Clinical psychologist
3. Social workers
4. Mental health counselors
N. Assessment Used
Name_________________________
20. Why do people seek help for a mental disorder?
a. Dont recognize the signs of mental disorder
b. May have been told that, with willpower alone, they can overcome the problem
c. May not know where to go for help.
d. All the above
21. Who are mental health professionals?
a. Psychiatrist
b. Clinical psychologists
c. Social workers
d. All the above
22. Who is a psychiatrists?
a. Physician who treats physical disorder of the nervous system
b. Physician who can diagnose and treat mental disorders
c. Worker who helps people with mental disorders and their families to accept.
23. What type of therapy meets with groups of people?
a. Insight therapy
b. Cognitive and behavioral therapy
c. Group therapy
d. Psychotherapy
24. Who is a neurologist?
a. Physician who treats physical disorder of the nervous system
b. Physician who can diagnose and treat mental disorders
c. Worker who helps people with mental disorders and their families to accept.
O. Differentiated instruction
Remediation
ii. Notes
Enrichment
Language Support
P. Resources
Reflection Log
Lesson 1
Objective Met: YES
Students will be able to complete section 1
content quiz with 90% accuracy.
Instructional Decisions:
Based off of my formative assessment my
objective goals was met. This meaning that
students showed comprehension of the section
and we will be moving onto the next section.
Student Engagement:
The students were kept engaged by answering
my questions when they came up. Also the
students stayed on task when going over the
material. There were a few moments when I
had to tell the students to be quiet and focus
back onto what we were doing. The students
normally focused back onto the material being
taught. The PowerPoints were an interactive
class discussion resource.
Data Analysis
Range: 60%-100%
Average: 93.04#
Lesson 2
Objective Met: NO
Student Engagement:

During this lesson the students behaved very

well. Only a few times did I have to bring the
class back to attention. I kept the students

engaged by asking the class questions as well
has having class discussions. The PowerPoints
were an interactive class discussion resource.
Data Analysis
Based on my formative assessment. The goal

was not met. We will be moving on to the next
section due to the fact that it is extremely
difficult to get a 90% on a 5 question quiz.
Range: 0%- 100%
Lesson 3
Objective Met: YES
Average: 75.28
Student Engagement:

During the PowerPoint the students stayed

engaged by answering my questions and
adding stuff when I asked them to do so. Also
the class participated in a whole class
discussion. The class stayed on task and were
easily brought back to attention when started to
lose focus.
Data Analysis
Based on my formative assessment. I will be

moving on because the students met my
objective for this lesson and showed
comprehension of section 3.
Range: 40%-100%
Lesson 4
Objective Met:YES
Average: 93.91%
Student Engagement:
During lesson 4. The students engaged in
answering questions whenever they came up
during the PowerPoint. In doing so the class
did lose focus and start to talk but I could

easily bring them back to attention by simply
raising my voice and telling them to stop
talking.
Instructional Decisions
Data Analysis
Students met my objective based on my

formative assessments. Therefore we will be
moving on to the next section.
Range: 40%-100%
Lesson 5
Objective Met: NO
Average: 92.17%
Student Engagement:

Druing lesson 5 the students very well

behaved. They all focused in on what was
being discussed making my lesson go very
smooth. During the PowerPoint I asked the
students questions as well has had them start a
whole class discussion among their peers.
Data Analysis
The students did not meet my requirements but

due to the quiz only being 5 questions long. It
is very difficult for the students to get a 90%
therefore, I decided to move on to the next
section.
Range: 60%-100%
Lesson 6
Objective Met: NO
Average: 86.95%
Student Engagement:
During lesson 6, the students all participated in
group discussions as well as whole class
questions. When asking the questions to the
students, the class normally broke out into a

class discussion, which is something that I was
trying to do when asking the questions. The
entire class behaved very well and followed
along to the material being discussed. The
entire class also engaged in the class discussion
by adding material to the discussion.
Data Analysis
The students did not meet my objective but I

will still be moving onto the next section. The
reason for this is because the quiz is only 5
questions long and that makes it very difficult
for students to get a 90%. When the average is
this close to meeting the objective, I feel as
though the class has mastered the content
Range: 40%-100%
Lesson 7
Objective Met: YES
Average: 87.8%
Student Engagement:

During lesson 7, the students were very well

behaved. Only a few times did I have to stop
the lesson and bring the class back to attention.
During the PowerPoint the students all engaged
in my questions and participated in all the
classroom discussion.
Data Analysis
The students met my objective for this section Range: 60%-100%

and will be moving onto the next section. The
entire class showed that they have mastered the Average: 96.52
material and are ready to move on to new
material.
Lesson 8
Objective Met: NO
Student Engagement:
During lesson 8, the students all actively
engaged in class discussion and questions that

came up when I was going over the
PowerPoint. This class behaved very well,
listened and followed instructions very well.
Data Analysis
The students did not meet my objective but I

have decided to move on. I am moving on
because the average was so close to being 90%
and when the quiz is only 5 questions long it
makes it extremely difficult for students to
meet this objective.
Range: 20%-100%
Average: 85.21%
ASSESSMENT
Return to ToC
Pre-Assessment
The students were each given a paper test before we started the chapters. I did this for chapter 3
and 4. The test consisted of 10 multiple choice questions, 4 true and false questions and 1 essay
question. However many questions the student gets wrong, I take that number minus 15 and then
divide that number by 15 and round up to give them their score. For chapter 3 pre-assessment
they knew 57% of the material. For chapter 4 the test was in the same format and the students
knew 62% of the material.
Ongoing Assessment
The students were given 5 question quizzes after each section so see if they comprehended the
material.
Section 1: 5 multiple choice question quiz.
Section3: 5 multiple choice question quiz.
Post Assessment
After completing the sections of each chapter the students were given the same test as the preassessment and the average of chapter 3 increased to an 84% and chapter 4 increased to 89%.
Link to Student Work Folder

Student Work File
DATA ANALYSIS AND RECOMMENDATIONS

Return to ToC
Individual students
Prior to beginning chapter three Managing Stress, and chapter four, Mental Disorders and
Suicide, the students were given a fifteen question test related to the information found in those
two chapters. Data collected from chapter three pretest, the students ranged from an 87% to a
13% and chapter 4 students ranged from a 100% to a 27%. I used this information to determine
what students knew and have mastered and what students did not know and was needed to
instruct over. To check for understanding, after each section, I assessed my students. After
completing the ongoing assessments and going over the material the students were then given the
same test as the pretest. Chapter three, the students ranged from a 100% to 60% and chapter four,
students ranged from 100% to 54%. As individual increases, in Chapter three the greatest
increase was from student fourteen, who jumped from a 13% to a 67% and for chapter four the
greatest increase was from student fourteen, who jumped from a 27% to an 87%.
Whole Class
The results of chapter three pre-test showed an average of 57% and after completing the chapter
and other assessments the average jumped to 84%. The results of chapter four pre-test showed an
average of 62% and after completing the chapter and other assessments the average jumped to
89%.
SUMMARY OF STUDENT PROGRESS

Return to ToC
Example: Letter to parents
Dear Parents of Student Two,
We are sure getting spoiled by this nice seventy degree spring weather! Feels nice to walk
my dog outside, without freezing or putting multiple layers on. As you know, in the health
classroom we are completing a unit over stress and mental disorders. Our unit started out by the
teacher, me, administering two pre-test over the content that was going to be taught throughout
the unit, which was two chapters. I then collected and analyzed this data in order to spend more
time on troubled areas and less time on the content already known.
Student Two showed exhibited great effort throughout the unit instruction. I appreciate
how hard your child worked in the classroom. As a whole class, the average of the pre-test over
chapter three was fifty-seven percent. Also, the average of the pre-test over chapter four was a
sixty-two percent. Student Two scored a forty-seven on the chapter three pre-test and a thirtyfour percent on the chapter four pre-test. At this point I was not worried about Student Two,
because this content has not been taught in previous years.
I want to proudly tell you that Student Two made phenomenal growth throughout the
instruction of the content. This student was hard-working, determined, and takes his/her studies
very seriously. It is always fun to work with a student like Student Two. Student Two completed
the post-test of each chapter that was administered before. This student received a one-hundred
percent on chapter threes post-test score and an eighty-seven percent on chapter fours postscore. Awesome growth! Thanks for all the help at home, as well, with studying and making sure
the notes were complete over each chapter. I am very proud of Student Two and wish I had more
students like him/her! If you have any comments or questions, feel free to contact me.
Thanks,
Brock Dufek
Example: Website posting regarding unit
Physical Education and Health

Classes
Contact
About Me
Good Morning students and parents! I appreciate when you check in for our Monday
morning messages every week. As you know we just finished chapter three and chapter four
in our health books. Chapter three was titled, Managing Stress, and chapter four was titled,
Mental Disorders and Suicide. I did this process a little differently than I have in the past. I
decided to pre-assess or in other words gather information before I taught the unit. I wanted to
see what the students knew as a whole group and as individuals. After I gathered the
information, I determined what was in the most need for instruction or teaching and what
could be hit on briefly on skills that were already mastered.
After the instruction of both chapters, I then gave a post-test or final test of what was
taught. The two chapter tests were the exact same when students took them before the
teaching and after the teaching. I am very proud to say that there was growth in both
chapters. I appreciate all the hard work from my students! I showed the results to the
principal and he/she is very pleased as well to see growth in the classroom. Below, I have
attached a couple of graphs to show this growth. Each of you should be very proud of your
accomplishments. The average of the class and as individuals increased in about every
situation. Keep up the good work and lets have a great week!
-
Mr. Dufek

Work Sample Complete

Caricato da

Informazioni sul documento

Descrizione originale:

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Work Sample Complete

Caricato da

Copyright:

Formati disponibili

Teaching Work Sample

GOALS AND OBJECTIVES

Students will be able to describe the different types of stressors.

Students will be able to compare and contrast eustress and distress.

Students will be able to give two examples of positive stress

Students will be able to give to examples of negative stress

Chapter 3, Lesson 2: Section 2

Students will be able to describe how stress affects your body.

Students will be able to list the stages of stress.

Chapter 3, Lesson 3: Section 3

Students will be able to describe the characteristics that resilience people

Chapter 3, Lesson 4: Section 4

Chapter 4, Lesson 5: Section 1

Students will be able to describe what mental disorders are.

Chapter 4, Lesson 6: Section 2

Students will be able to describe multiple eating disorders.

Chapter 4, Lesson 7: Section 3

Students will be able to list 5 signs of clinical depression.

Students will be able to list 5 risk factors for depression.

Students will be able to define self-injury.

Chapter 4, Lesson 8: Section 4

Students will be able to identify the types of mental health professionals

Student will be able to identify different treatments.

TIME LINE AND LESSON PLANS

Chapter 3: Section 1 Notes and PowerPoint

Content Quiz of Chapter 3: Section 1

Direct Instruction, Individual Work

Approximate time for lesson 25 minutes

Day 1: Lesson 2 2/22/16

Students will be able to complete the graphic organizer by listing

Go over Section 1: What Causes Stress Content Quiz.

Chapter 3: Section 2 Notes and PowerPoint

Content Quiz of Chapter 3: Section 2

Direct Instruction, Individual Work

Approximate time for lesson 25 minutes

Go over Section 2: How Stress Effects Your Body Quiz

Chapter 3: Section 3 Notes and PowerPoint

Content Quiz of Chapter 3: Section 3

Direct Instruction, Individual Work

Approximate time for lesson 25 minutes

Go over Section 3: Stress and Individuals Quiz

Chapter 3: Section 4 Notes and PowerPoint, Chapter 3 Review

Ask if any students are missing any blanks in their notes

Direct Instruction, Individual Work

Quiz and Chapter 3 Test

Approximate time for lesson 25 minutes

Students will be able to complete section 1 content quiz with 90%

Go over section 4: Coping with Stress

Chapter 4: Section 1 Notes and PowerPoint

Content Quiz of Chapter 4: Section 1

Direct Instruction, Individual Work

Approximate time for lesson 25 minutes

Go over Section 1: Mental Disorders

Chapter 4: Section 2 Notes and PowerPoint

Content Quiz of Chapter 4: Section 2

Direct Instruction, Individual Work

Approximate time for lesson 25 minutes

about suicide prevention.

Go over Section 2: Eating Disorders

Chapter 4: Section 4 Notes and PowerPoint

Content Quiz of Chapter 4: Section 4

Direct Instruction, Individual Work

Name: _Brock Dufek_______

Name: _Brock Dufek_______

Name: _Brock Dufek_______

Name: _Brock Dufek_______

Name: _Brock Dufek_______