Weekly Lesson Planner Lesson Design for Student Learning Performance Standards: (paraphrased) Teacher: Mr. Casey Subject: Health All Standards are reviewed during this Health EoC Review: 9-12 Benchmark 1: analyze how behavior can impact health maintenance and disease prevention 9-12 Benchmark 2: describe the interrelationships of mental, emotional, social and physical health throughout life 9-12 Benchmark 3: explain the impact of personal health behaviors on the functioning of body systems 9-12 Benchmark 4: analyze how the family, peers and community influence the health of individuals 9-12 Benchmark 5: analyze how the environment influences the health of the community 9-12 Benchmark 6: describe how to delay onset and reduce risks of potential health problems during adulthood 9-12 Benchmark 7: analyze how public health policies and government regulations influence health promotion and disease prevention 9-12 Benchmark 8: analyze how the prevention and control of health problems are influenced by research and medical advances. CCSS.ELA-LITERACY.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. CCSS.ELA-LITERACY.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Monday Activities / Procedures (Modeling/Guided Practice/HW…) Include the Differentiated Groups Bell Ringer: No Bell Ringer. Tuesday Activities / Procedures (Modeling/Guided Practice/HW…) Include the Differentiated Groups Wednesday Activities / Procedures (Modeling/Guided Practice/HW…) Include the Differentiated Groups Bell Ringer: No Bell Ringer Thursday Activities / Procedures (Modeling/Guided Practice/HW…) Include the Differentiated Groups Bell Ringer: Bell Ringer: Why did you choose the topic you did for our Health Final Project? Was the topic What’s the most interesting thing you’ve learned during the research process so far? Weekly Lesson Planner Lesson Design for Student Learning something you have actual, outof-class interest in? Materials needed: Materials needed: Materials needed: Materials needed: Health EoC Study Guide 32 copies of Final Health Project WS Yoga Cart Yoga Cart 1: Go over expectations for the year, our goal (to pass EoC’s) and push working hard these last few weeks of school. 1: Students will show me where there are in terms of understanding the statements as they’ll test each other with the flashcards they’ve made. Class expectations for the rest of this year are: They can partner up with someone and run through the questions. 1: Students will begin in-class research on topic and formulate their outline. Help them structure this so they’re able to get it through it easier than the last research paper. 1). Be Kind. 2). Be Respectful. 3). Be Positive. These questions will be presented as a Jeopardy game next Monday. (15 – 20 min) These may seem cheesy but let’s keep them in mind in order to manage ourselves for this busy part of the school year. (10 min) 2: Review for Health EoC by handing out the EoC Health Statements. They need to know these. 2: Students will pick a topic in health class that we have gone over. There are many topics to choose from but you are not limited to topics covered in class. Every student will have a topic chosen by Tuesday, 4/9/19 and must be approved by Mr. Casey. Once the topic is approved, the student will research, write a report (55 min) 2: Make sure students are staying on tasks and remind them how much this can negatively or positively affect their grade. 3: Remind students two things: 1). to ask themselves: What kind of information are you looking for? Do you want facts? Opinions? News reports? Research studies? 1: Students will continue inclass research on topic and formulate their outline. (30 - 40 min) 2: The body of the research paper should be coming together. 3: Students will present to Mr. Casey the work they have finished in-class today. IF student has done sufficient work. 4: For the last 20 minutes of class, students have the option to pull out their EoC handouts and note cards and get a study Weekly Lesson Planner Lesson Design for Student Learning and present their findings in front of Analyses? Personal reflections? Students will use flashcards that the class. A two-page, original History? were created in class and study research paper and a five (5) minute with ONE other partner (only presentation to the class are required 2). How many sources of groups of 2). of this final project for Health. (5 information are you looking for? min) Do you need to view both sides of (30min) the issue? 3: Students will go back to 3: Before they begin the research, assigned seats and do a rapid you should ask themselves some fire, Q and A with EoC questions. These will help narrow questions. your search parameters:. (10 min) What kind of information are you looking for? Do you want facts? Opinions? News reports? Research studies? Analyses? Personal reflections? History? How many sources of information are you looking for? Do you need to view both sides of the issue? (30-40 min) 4: Students will select topic before end of class. Use notes, textbook and memory that’s all that’s required. TOPICS ARE DUE BY ALL STUDENTS BY END OF CLASS TODAY. session with no more than three people in the group. They must actually be studying or they can continue on the research paper. (20 min) Checking for student understanding Formal / Informal Weekly Lesson Planner Lesson Design for Student Learning Checking for student Checking for student understanding understanding Formal / Informal Formal / Informal Checking for student understanding Formal / Informal FCSU: Health EoC FCSU: Health Final Project FCSU: Health Final Project FCSU: Health Final Project ICSU: EoC groupwork ICSU: n/a ICSU: Bell Ringer ICSU: EoC groupwork Assessment Formative / Summative Assessment Formative / Summative Assessment Formative / Summative Assessment Formative / Summative SA: Health EoC SA: Health Final Project SA: Health Final Project SA: Health Final Project and Health EoC notecards Student Modifications: Weekly Lesson Planner Lesson Design for Student Learning 3rd period: E.B. – Communication difficulties / help with reading / lots help with math / engage with active listening techniques to extract words from her / preferential seating / reduce audio and visual distractions / provide extra time for assignments / reduce exam length if possible. N.W. Provide extra time for assignments, quizzes and tests. Provide frequent feedback. Check for understanding of instructional words. Reduce visual / auditory distractions. Seating near teach as needed. 5th period: M.H. – Separate location for independent work / Help with writing / read questions aloud / define and describe vocab in different ways / engage in active listening techniques / Extra exam time will be provided and read questions aloud to him. R.D. – Engage and promote better communication skills / stay on topic when describing / help with reading and writing. B.V. – Assist in reading, writing and math / minimize auditory and visual distractions / pair her up with intellectually superior peers and minimize distractions from friends / provide extra time for HW / give extra time for exam and allow open book and notes / read questions on exam / allow for oral answers / give short instructions / provide visual aids / give immediate and frequent feedback, both positive and critical. R.R. – Give extra exam time / preferential seating away from friends / allow for extra time on quizzes and exams / provide frequent feedback / enjoys hands-on activity / provide quiet space to complete or make-up work when needed / allow computer use for essays or written work.