Field Version of UMF Unit-Wide Lesson Plan Template

Name: ​Jamie Dillon Program: ​EDU 490 Course: ​Health

Lesson Topic/Title: ​Relationships & Communication

Lesson Date: ​10/16/2020 Lesson Length: ​ 65 minutes Grade/Age: ​Sophomores

Learning Objectives (Targets):

- Students will be able to identify people in their lives they would like to communicate
with and information they would like to share with those people.
- Students will be able to discuss healthy, unhealthy, and abusive relationship
characteristics.
- Students will be able to describe characteristics of effective communication.
- Students will be able to demonstrate their communication skills.

Content ​Standards: Content Standards Alignment & Justification:

A. ​Health Concepts​: Students comprehend Standard A1 addresses that the individual has
concepts related to health promotion and to take responsibility for enhancing their own
disease prevention to enhance health. health - this is connecting to communicating
A1. ​Healthy Behaviors and Personal and learning about toxic relationships.
Health​ - Students predict how behaviors can Surrounding yourself with toxic or abusive
impact health status. behaviors can have a negative impact on your
a. Analyze individual health. Students will predict the actions that
responsibility for enhancing may occur when in a healthy relationship
health. making healthy decisions rather than an
b. Predict how healthy behaviors unhealthy (toxic/abusive) relationship.
can positively impact health
status.
E. ​Communication and Advocacy Skills​: Standard E1 specifically addresses
Students demonstrate the ability to use communication and how the students are
interpersonal communication and advocacy able to demonstrate the skill. They are aware
skills to enhance personal, family, and of how to offer help to others as well as other
community health. forms of communication for themselves. The
E1. ​Interpersonal Communication communication stations allow for students to
Skills​ - Students utilize skills for start practicing these skills with one another.
communicating effectively with family, peers,
and others to enhance health.
a. Students demonstrate effective
communication skills including
asking and offering assistance
to enhance the health of self
and others.

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 b. Demonstrate refusal,
negotiation, and collaboration
skills to enhance health and
avoid and reduce health risks.

Assessment: ​X ​Pre ​X​ Formative Assessment (Data & Student Feedback):

​☐​ Summative ​☐​ ​ S​ tudent
Self Formative Assessment​: this is a checking for
understanding by a show of thumbs up for ‘i
understand completely’ ; thumbs sideways for
‘I’m getting there’ ; and thumbs down for ‘I don’t
understand at all’.

Pre Assessment​: this is the hook aspect of the

lesson. Students will expose the knowledge they
already know of relationships & communication,
how many of their peers face other difficulties,
that communication takes work. Another
pre-assessment would be the journal #3 about
their encounters with relationships and how they
communicated, also how they might change the
way the communicated.

Integration of Other Content Areas: (If appropriate)

English: acronyms of communication cues, writing & reading.

Instructional Strategies to Differentiate Whole Class Instruction:

Multiple Intelligences:
- Natural:
- Kinesthetic: Hook (reading others sticky notes), Communication stations
- Musical:
- Interpersonal: Communication stations
- Intrapersonal: Hook (silently thinking/writing of who & what)
- Linguistic: Relationship slideshow (lecture aspect)
- Logical:
- Visual: Relationship wheels

Students are given the opportunity to connect to the lesson in various ways through
movement, tactile materials, listening, and conversing.

Modifications / Accommodations / Extensions For Individual Students with Identified Needs:

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I will review student IEP and 504 plans to modify the lesson and make appropriate
accommodations for all students.

For the assignments, many of them have been writing assignments. To break that up, students
will have the option to write a journal entry or do a video clip/podcast in its place.

Technology Integration: (if appropriate)

- Slideshow presentation.
- Students have the option to submit an audio recording instead of a writing for their
journal entry.

Materials and Resources for Lesson Plan Development

- Communication Skills ​Template

- Effective Interpersonal ​Worksheet
- Relationship ​Slideshow
- Communication Stations ​Scripts
- Relationship Wheel ​Sheet​ & Violence Wheel ​Sheet

Teaching & Learning Sequence:

Day 1

- Overview of Objectives & Sign-in (5 min)

- Hook (10 min)
- Relationships (20 min)
- Effective Interpersonal Communication (15 min)
- Communication Stations (10 min)
- Check for Understanding (5 min)

Assignment:
Journal #3: Students were to answer ‘what does having a healthy relationship mean to you?’
and describe. Explain what made it that way, share the type of communication style used.
Complete the Effective Communication Worksheet.

Overview of Objectives & Sign-in (5 min)

Begin class by putting the agenda on the board. Make sure everyone logs in to the Google Meet
and address what is expected of them before next class. Go over objectives of this lesson
(listed above) with the in-person class.

Hook (10 min)

This activity is called “I wish I could talk to . . .” To begin this activity, hand out two sticky
notes to each student. ​*Address that these are anonymous, but will be read aloud*​ For the
first sticky note, students will answer the prompt “I wish I could talk to . . .” On the second
sticky note, they finish the phrase “about . . .” Leave open ended so students can list absolutely
anything. Once finished, students will stick their sticky notes up on the board. Students will
find a set that is not theirs and read them aloud.
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Once a couple are read aloud, have students browse the other sticky notes posted. Ask them to
observe whether there are similar desires listed (who they want to talk to). What are the
types of relationships listed (family, peer, romantic, etc.). Assess whether it was easy or hard
to come up with someone they wish to talk to.

Relationships (20 min)

Slideshow​ Presentation.
Address the different types of relationships:
1. Family (parent/child or sibling).
2. Friend/Peer (casual, platonic or close)
3. Romantic (gf/bf, gf/gf, or bf/bf)
4. Professional (teacher/student or employer/employee)
Address the skills/foundations of a healthy relationship.
1. What are some healthy characteristics?
a. Communication, cooperation, compromise, respect, honesty, dependability,
commitment, trust, etc.
b. Go over what these mean. Address that we still have to work with people we
may not particularly like.
Address the different types of abuse: verbal, emotional, physical, sexual/date rape, and
harrassment (stalking).
1. Can abuse happen in any relationship?
2. How may abuse be subtle?
3. What are steps to end the abuse?
Pass out the relationship wheel ​sheet​ & violence wheel ​sheet​.

Effective Interpersonal Communication (15 min)

Hand out ​worksheets​ OR have students pull worksheet up on their iPads. Each row (4) will
work on a different type of relationship individually. After 5 min, pull class together and have
a group discussion. Advise students to take notes (the worksheet will be for homework if not
completed in class). Each row will go over what they wrote down for that relationship type.
Encourage others to share if they have a different idea for that particular relationship. Pass
out the Communication skills ​template​. Review the different definitions for ​assertive, passive,
aggressive, & passive-aggressive ​communication.

Communication Stations (10 min)

Have three stations set up: self-expression, refusal, & conflict resolution. Assign students to a
station. Provide ​scripts​ (relevant & realistic). Allow them to make their own scripts if desired.
If time, have them present in front of the class.

Check for Understanding (5 min)

To make sure that students are understanding the material, ask for a thumbs up for ‘good’,
thumbs sideways for ‘getting there - still have some questions’ or thumbs down for ‘don’t
understand at all’. Make time for questions if necessary. Go over the assignment for the next
class.

Content Knowledge Notes:​ (if applicable/instructor discretion)

- Different types of relationships:

1. Family (parent/child or sibling)
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 a. A basic unit of society. Where values begin to form.
2. Friend/Peer (casual, platonic or close)
b. Cliques are a small circle of friends, usually with similar backgrounds or tastes,
who exclude people viewed as outsiders.
3. Romantic (gf/bf, gf/gf, or bf/bf)
c. Infatuation is the exaggerated feelings of passion for another person(s). Love
(attraction & affection) vs. Lust (strong physical desire)
4. Professional (teacher/student or employer/employee)
d. An ongoing interaction between people that observe a set of established
boundaries/limits deemed appropriate.
- Effective Interpersonal Communication:​ ​is the process by which people exchange
information, feelings, and meaning through verbal and non-verbal messages.
- Communication Styles:
- Passive:​ A style of communication where individuals avoid expressing their
thoughts, feelings, opinions, and identifying/meeting needs. Often do not
respond openly to hurtful or anger-inducing situations.
- Assertive: A​ form of communicating (expressing thoughts, feelings, opinions, and
needs) in a way that makes your views and needs clearly understood by others,
without putting down their thoughts, feelings, or opinions.
- Aggressive: ​A form of communicating their feelings, thoughts, opinion, and
needs in a way that violates the rights of others. Often try to dominate others,
more likely to become abusive.
- Passive-aggressive: ​A style of communication where individuals appear to be
passive, but are really acting out anger in subtle, indirect, or behind-the-scenes
ways. Subtly undermining the object of their resentment.
- Abuse:​ ​the improper usage or treatment of a thing, often to unfairly or improperly gain
benefit. Various forms: physical, mental, emotional, sexual, harassment.

Common Core Teacher Standards (CCTS) Alignment & Justification ​(Field/Student Teaching
Only)

- Standard # 1: Learner Development

The teacher understands how students learn and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.
- Justification: ​Addressing the multiple intelligences and learning differences are
important to encourage better understanding of content and overall learning. Health is
a difficult subject for some who have faced serious health issues - mentally,
emotionally, physically, etc. This alone puts those students in a different place when
learning certain topics.
- Indicator
- 1(b) Creates developmentally appropriate instruction that takes into
account individual learners’ strengths, interests and needs and that
enables each learner to advance and accelerate her learning.
- 1(e) Understands that each learner’s cognitive, linguistic, social,
emotional, and physical development influences learning and knows
how to make instructional decisions that build on learners’ strengths
and needs.
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 - Standard # 4 Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline she teaches and creates learning experiences learning experiences that make
these aspects of the discipline accessible and meaningful for learners.
- Justification: ​This standard and indicators are especially important to me because
with a room of varying learners, it is important to address the topic in various ways so
students find multiple ways to comprehend and increase their chances of mastering the
content.
- Indicator
4(a): Effectively uses multiple representations and explanations that
capture key ideas in the discipline, guide learners through learning
progressions, and promote each learner’s achievement of content
standards.
4(b): Engages students in learning experiences in the discipline that
encourage learners to understand, question, and analyze ideas from
diverse perspectives so that they master the content.
4(r): Is committed to work toward each learner’s mastery of
disciplinary content and skills.
- Standard # 5 Innovative Applications of Content
The teacher understands how to connect concepts and use differing perspectives to
engage learners in critical/creative thinking and collaborative problem solving related
to authentic local and global issues.
- Justification: ​It is important to me as a teacher to engage students and find ways for
them to connect to other contents or experiences for better understanding and
comprehension.
- Indicator
5(b): Engages learners in applying content knowledge to real world
problems through the lens of interdisciplinary themes.
5(d): Engages learners in questioning and challenging assumptions and
approaches in order to foster innovation and problem solving in local
and global contexts.
- Standard # 11 Technology Standards for Teachers
Effective teachers model and apply the National Educational Technology Standards for
Students as they design, implement and assess learning experiences to engage students
and improve learning;enrich professional practice; and provide positive models for
students, colleagues, and the community.
- Justification: ​During a regular year, and especially a pandemic, technology is very
useful and has a large impact on education (whether it is the teacher or student).
Everyone seems to use it in some form, and it eliminates some barriers to learning
allowing students to access information without it being lost and teachers to have
everything ready for all students in one click.
- Indicator
5. Designer: Educators design authentic, learner-driven activities and
environments that recognize and accommodate learner variability.
Educators:
a. Use technology to create, adapt and personalize learning
experiences that foster independent learning and accommodate
learner differences and needs.

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 b. Design authentic learning activities that align with content area
standards and use digital tools and resources to maximize
active, deep learning.
c. Explore and apply instructional design principles to create
innovative digital learning environments that engage and
support learning.

Post-Lesson Reflection:

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