Standards-Aligned Lesson Plan Template

Subject(s): Health Grade: 9

Teacher(s): Amber Alexander School: Fountain Valley High School Date: Fall 2018

Part I – GOALS AND STANDARDS (TPE3.1)

1. Common Core Learning Standard(s) Addressed: Reading Standards for Informational Texts (9th Grade):

- 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and Performing Arts): Health Standards:

- 4.1.G Analyze how interpersonal communication affects relationships - 4.3.G Demonstrate effective communication skills within healthy dating relationships

3. ELD Standard Addressed: (include Part I, II; Communicative Modes – A. Collaborative, B. Interpretive, C. Productive; and Proficiency Level addressing – Emerging, Expanding, Bridging) Part 1: Interacting in Meaningful Ways A. Collaborative

1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics ELD Proficiency Level: Expanding

1. Contribute to class, group, and partner discussions sustaining conversations on a variety of age and grade-appropriate academic topics by

following turn-taking rules, asking an answering relevant, on-topic questions, affirming others, providing additional, relevant information, and

paraphrasing key ideas

B. Interpretive 5. Listening actively to spoken English in a range of social and academic contexts 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

ELD Proficiency Level: Expanding 5. Listening actively: Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering questions that show thoughtful consideration of the ideas or arguments, with moderate support 6. Reading/viewing closely: a) Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and an increasing variety of general academic and domain-specific words.

C. Productive 12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas

ELD Proficiency Level: Emerging 12. Selecting language resources: a) Use familiar general academic (e.g., temperature, document) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) words to create clear spoken and written texts

4. Learning Objective: (What will students know & be able to do as a result of this lesson?)

- After reading a scenario independently, students will be able to analyze the information given, and develop alternative solutions, or actions that could be taken

STUDENT-FRIENDLY TRANSLATION

- I will be able to apply my understanding of communication skills to a given scenario, and come up with different actions that could be taken

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?)(TPE1.3)

Utilizing effective communication skills is essential to building healthy interpersonal relationships. This skill is particularly necessary for healthy dating relationships. Students at this age and grade level are beginning to form romantic relationships with peers, and learning how to communicate effectively, and conversely, being able to recognize unhealthy communication, can help to build a foundation and a standard of healthy relationships in their lives today and in the future.

STUDENT-FRIENDLY TRANSLATION Being able to communicate effectively with others will help me establish healthy relationships throughout my lifetime.

6. Essential Questions (TPE1.5): - How do we communicate?

- What does effective communication look like?

Part II – STUDENTS’ INFORMATION (TPE1.1,3.2,4.1,4.2, 4.5 SSP-DAP)

7. Class Information: a. Total number - 37

b. English Learners/Standard English Learners – 19/18

a. 4 English Learners; 10 RFEP Learners; and 5 FEP Learners

b. 18 Standard English Learners

c. Students with Special Needs – 1

a. Student has Autism

i. Has deficits in his social language and pragmatic skills

ii. Impacts his social interactions with peers and adults.

d. Academic language abilities, content knowledge and skills in content area (TPE5.2) - This lesson will be the introduction into

communication methods. All students have some knowledge and skill in this content area, because we all utilize communication daily.

However, not all of our communication is effective.

e. Linguistic background – English, Vietnamese, Chinese

f. Cultural background (home/family) – Vietnamese, Chinese, American Indian/Alaskan Native, Hispanic, White, Asian/Pacific Islander

g. Health considerations (if any) – none

h. Physical development factors that may influence instruction in this academic content area – none

i. Social development factors that may influence instruction in this academic content area – this class has a wide range of

personalities and social development levels. Some students are more inclined to speak with others in class and others are more

reserved socially

j. Emotional development factors that may influence instruction in this academic content area – none

k. Interests/Aspirations (relevant to this academic area) – This lesson is about communication with others, and all students have

relationships with peers that they would like to have grow or be strengthened

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with special needs.):

- Student #1 with ASD may struggle applying the content to real-life scenarios

- Students who are more reserved may not participate as much in class discussion - ELLs may struggle with the vocabulary aspect of the lesson

Part III - LESSON ADAPTATIONS (TPE1.4,3.5,3.6,4.4,4.5,5.7,5.8 SSP-ELD)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English Learners, and/or students with special needs. )

- I will provide direct assistance to Student #1 during the application portion of the lesson. I will also use a modelling technique to help

provide clarity on how to apply the content prior to requiring students to perform the task on their own. - When having class discussion, I will utilize the Think-Pair-Share strategy, in an attempt to lower the affective filter for students who are

hesitant to contribute to discussion, allowing students to collaborate with a partner and not feel singled out or isolated in giving responses.

- I will provide all students with a graphic organizer to be utilized with the vocabulary given in the direct instruction portion of the lesson. While this is a useful strategy for ELL students, it is also a beneficial scaffold for all students as well

10. 21st Century Skills – Circle all that are applicable Communication Collaboration Creativity Critical Thinking Describe how the 21st century skill(s) you have circled will be observed during the lesson (TPE1.5,3.3,4.7):

- Communication will be used in this lesson as students participate in class/partner discussions regarding communication skills. - Collaboration will be utilized in this lesson as students collaborate with their table partners during Think/Pair/Shares to discuss their

thoughts about effective communication. - Creativity will be present in this lesson as students act out scenarios given to them regarding healthy dating relationships and

communication. - Critical Thinking will be observed during this lesson as students are asked to reflect upon a given scenario and create alternative actions

that could have been taken to establish more effective means of communication

11. Technology - How will you incorporate technology into your lesson? (TPE3.6,3.7,4.4, 4.8) - A PowerPoint presentation will be used

12. Visual and Performing Arts – How will you provide the students with opportunities to access the curriculum by incorporating the visual and performing arts? (TPE1.7)

- Students will be given various scenarios depicting effective/ineffective communication, and will be asked to act out the scenarios

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

- Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)

- Formative: - Students will be asked questions periodically - Students will provide answers in class discussion setting after each scenario is read

- Summative (if applicable): - Students will read a scenario and will complete an analysis assessment

- Attach rubric here (and copy and paste your objective above your rubric): - Objective:

o After reading a scenario independently, students will be able to analyze the information given, and develop alternative solutions, or actions that could be taken

Rubric: o Total Points Possible: 12

▪ 1 Point for every question answered correctly/fully

- How do you plan to involve all students in self-assessment and reflection on their learning goals and progress? (TPE5.3) While students are working on the assignment, I will walk around and note students who gave correct answers. Once all students are finished, I will ask certain students with correct answers to share what they wrote and we will discuss why their answers were correct, giving students chances to ask clarifying questions. The next class period, students will be given an entry ticket asking them to reflect on their understanding and ability to apply the content to their lives.

Part V - INSTRUCTIONAL PROCEDURE

13. Instructional Method: Circle one – Direct Instruction Inquiry Indirect Instruction Cooperative Learning

14. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

- Scenarios packet - “Decision For Two” Analysis Assessment - Communication Styles Graphic Organizer - Communication PowerPoint

15. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning to ask.):

OPEN: (10 minutes) - Do 30 Day Challenge Journal Entry (5 mins) - Miscommunication via nonverbal communication/texting examples (5 mins)

o “Who has used a form of communication today?” o Communication is verbal AND nonverbal o “Has anyone ever experienced a miscommunication over text or a social media platform?” o Miscommunication is extremely common with texting and social media

▪ Subtle ways to communicate emotions ▪ [show pictures]

BODY: (30 minutes) - PowerPoint on Communication (10 mins)

o “I” Messages (not iMessages) o Active Listening o Assertiveness

[Hand out graphic organizer for 3 types of assertiveness behaviors] ▪ Passive – Aggressive – Assertive

- Scenario Scripts (20 mins) o Script #1:

▪ “What about Chris’s words/actions make her communication passive?” ▪ Differences between typical male and female reactions in relationships

o Script #2: ▪ “What changed in Chris’s words/actions that now make her communication assertive?”

o Script #3: ▪ Passive Scene: “why is this classified as a passive response?” ▪ Aggressive Scene: “why is this classified as an aggressive response?” ▪ Assertive Scene: “why is this classified as an assertive response?”

• John is responding differently; he’s taking responsibility for his actions in response to Yvonne being assertive with him

o Script #4: ▪ Aggressive Scene: “let’s talk about how the night has progressed for John; what might he be thinking?”

• Discuss the seriousness of John’s actions

▪ Passive Scene:

• Discuss confusion and mixed signals present ▪ Assertive Scene:

• Everything is being laid out on table

• Confusions are being vocalized

• Assumptions are not being made

• Discuss some mixed signals that students may be sending o DOES NOT GIVE ANYONE THE RIGHT TO BE DISRESPECTFUL AND ASSUME CONSENT FOR ANOTHER PERSON o Being aware of signals may be sending o Being aware that we can’t know what another person is thinking or wanting without them verbalizing it to

us; we cannot assume

CLOSE: (15 minutes) - Analysis Assessment (10 mins)

o Read “Decision For Two” Scene independently o Discuss as a class John’s actions

▪ Fine line between misinterpretation and disrespect o Answer Analysis questions

[provide direct assistance to Student #1 if needed] - Display correct responses (5 mins)

Part VI – REFLECTION (TPE3.4,6.1)

1. Please include your rubric data here. Include 5 student work samples – low, medium, high, EL, & Student with Special Needs. On student work samples, please include scores according to rubric categories.(TPE5.4)

Student work from low student

Student work from medium student

Student work from high student

Student work from ELL student

Student work from student with special needs

2. Were the students successful at achieving the lesson objective? a) If so, explain which areas in which students were successful, according to your data analysis.

30 out of 37 students were successful in correctly developing alternative solutions or actions that could be taken.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do you think they were not able to achieve the lesson objective in these areas?

Of the 7 students who were not 100% successful, the main issue was not explaining enough or giving an adequate amount of detail in answers. They seemed to grasp the concept, but just did not fully express those concepts in the assessment. This could be due to my explanation of the assessment and a not very detailed rubric. 5 of the 7 students I would classify as being between low and high. My explanation may have been too broad and not descriptive enough for them to fully grasp the concept. I also should have provided lower students and ELLs with examples of what adequately described answers look like.

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific pedagogical skills did you employ to help students be successful? (Reference TPE Part 2: Subject-Specific Pedagogy) (TPE SSP1-7)

I modeled concepts that I wanted students to know and actions I wanted them to be able to repeat. I did this when going through the various scenarios with the students, by asking them questions that were the same as the ones on the assessment. I utilized whole-group discussions. I also used chorale reading, as students dramatically read and acted out scenes from a script. I also used think/pair/shares in this lesson.

4. What would you change about the lesson and why (according to your data analysis)? When getting volunteers to act out the scenarios, the boys in the class were much more willing to participate than the girls. Eventually, the boys acted both the male and female characters in the script. This was fun, but the silliness somewhat took away from the importance of the lesson and the understanding I was trying to elicit from it. I would have changed the way I asked for volunteers, especially for the female roles. Another thing I would change is my tone when I was doing the direct instruction portion of the lesson. I would like to teach the portions of the lesson about passive, assertive, and aggressive behaviors by altering my tone and mannerisms to reflect which communication style I was describing. I think that would be another means of helping students to remember the concepts and create connections to it.