Grade and Age: 5th/ 6th grade, Ages --10, 11, 12, 13

Group Size: 5 students

Special Education Classifications: Autism, Learning

Disabilities, Auditory Processing Disorder, Anxiety Disorder, Multiple Disabilities, ADHD and Mood Disorder.
Curriculum Area or Learning Domain: Health
Specific Lesson/ Skill Taught: Stress
CENTRAL FOCUS: The students will be studying Health throughout a series of lessons.
BEHAVIORAL OBJECTIVE: Individually, the students will be able to identify at least 2 out 3 stress triggers they
feel during the school day.
NEW YORK STATE COMMON CORE LEARNING STANDARDS:
W.5.4Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
W.5.8Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a list of sources.
SL.5.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly.
RATIONALE: The students are completing a semester long unit on health, and will be continuing with the topic of
stress and how to deal with different stressful situations.
MATERIALS:
Empty Water Bottles (1 for each student, prefilled with flour)
Balloons (1 for each student)
Sharpies
Smart Board
Teacher-made Smart Board presentation
Teacher-made activity sheet packets (Top 5 stressors and Anger Map) Attached
DEVELOPMENT/PROCEDURES:
INTRODUCTION/MOTIVATION:
The teacher will put a Smart Board drag and drop page up on the Smart Board. Students will be asked to
come up and drag and drop the situations into one of the two categories. They will drop the situation into either the
In my control zone or the Out of my control zone. As the students drop each of the situations, they will discuss it
as a class why it fits properly in that zone.
INSTRUCTIONAL STRATEGIES:
1. The teacher will begin the Smart Board lesson with a slide about Stress.
a. The teacher will ask for a volunteer to read the definition of stress and discuss together some situations
that may be stressful for people when at school.
2. The teacher and students will have a collaborative discussion about some situations and the teacher will record
them on the blank slide.
3. The teacher will then hand out the teacher-made activity sheet packets and ask students to turn to the Top 3
Stressors page.
4. Students will be asked to write down their top three triggers for stress at school.
a. The teacher will explain to students that they will not have to share their top three stressors, unless they
choose to do so.

5. The teacher will explain that a big stressor for most kids in school is when someone disagrees with them and
how to handle it.
a. The teacher will ask students, Can someone tell me about a time they disagreed with someone? How
did it go?
6. The teacher will bring up the next slide titled Disagreeing Appropriately. The teacher will review the five
steps with students.
a. Look at the person.
b. Use a pleasant voice.
c. Tell why you feel differently.
d. Give a reason.
e. Listen to the other person.
7. The teacher will also tell students that when you disagree using a pleasant voice and dont say that the other
person is wrong, people are more likely to listen to what you have to say.
8. The teacher will put examples of topics on the board and ask two students at a time to practice disagreeing
appropriately.
9. Students will be asked to complete the Anger Map activity sheet in their packets.
10. The teacher will then tell students that one way to help with stress at school is a stress ball.
11. The teacher will inform students that they will be making their own stress balls.
ACADEMIC LANGUAGE:
Stress
Disagreement
Appropriate
Triggers
DIFFERENTIATION:
Students who have a difficult time seeing from a far distance will be sat up front during the lesson.
Students with difficulty paying attention will be sat up front during the lesson to ensure they can be redirected.
Students who receive frequent breaks will be allowed to take their 10/5s, which allows them to work for
ten minutes and then take a five-minute break.
Four students receive copies of class notes, which will be emailed home to parents.
One student who has Autism has a watch on to keep track of time on his own, rather than asking.
One student always has the option to use technology for handwriting while taking notes.
One student always has the option to use technology for dictation while taking notes.
One student who has an auditory processing disorder will be seated on the left side of the classroom due to
low frequency in the left ear.
TECHNOLOGY COMPONENT:
The Smart Board is used to present the lesson.
CLOSURE:
Students will be given sharpies to draw on their stress balls to give them faces and or characters. The teacher
will discuss Disagreeing Appropriately aloud with the group, asking students for their ideas and feelings about the
process. The teacher will ask the students how they are going to cope with stressful situations in school.
ASSESSMENT:
Formative Assessment: The teacher will observe the students as they work together in a small group on
Disagreeing Appropriately.
Summative Assessment: The students will complete the teacher made activity packet, which will be collected
for future activities on stress.
RE-ENGAGEMENT:

As a re-engagement lesson the teacher will have students act our social stories of stressful situations with
scripts. The students will eventually be given a topic and opinions and figure out how to work the situations on their
own. A final project in this topic will be for students to form their own opinions and participate in a debate.