Content – What will be learned?
Learning Objectives/Big Ideas: (What do students need to know and do?) The students will learn different stress management techniques and be able to manage stress safely.
Lessons/Learning Activities: (How will I structure the unit)
L1: Lecture the class with notes for stress management and classroom discussion.
L2: Conclusion-pop quiz, class discussion, stress management practice.
Effective Teaching Strategies
Initiation:
 Establish Objectives/ Engage learner
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Cueing
Learning Environment:
Effort/Recognition
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Review prior learning
Advance Organizers
Instruction:
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Comparing/Contrasting
Classifying
Note-taking
Questioning
Nonlinguistic Representations
Cooperative learning/grouping
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Practice
Generating and Testing
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Hypotheses
Direct Instruction
Closure:
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Providing Feedback
Summarizing lesson
Homework
Assessments:
Pop Quiz in 2 nd lesson.
Rigor – Degree of Difficulty
Bloom’s Taxonomy
 Create (design, construct, produce, invent, revise)
 Evaluate (hypothesize, critique, test, judge, monitor)
 Analyze (deconstruct, organize, structure, compare)
 Apply (use, implement)
 Understand (interpret, summarize, classifying, comparing)
 Remember (list, describe, identify, retrieve, name, locate)
Equipment/materials needed:
Whiteboard/markers
Pop Quizzes
Interventions/Modifications/Enrichment:
Evidence/Products: (What will be collected/measured to determine student mastery/proficiency of objectives?)
1. Pop Quizzes

Lesson 1
Learning Objectives:
The students will be able to learn good stress management techniques and be able to identify techniques are unhealthy.
Cues: Write on the whiteboard:
What is eustress? What is distress? How have you dealt with stress before?
Activities:
1. Eustress is positive stress. Distress is negative stress. Talk about stress management experiences.
2. Lecture-explain the
4 A’s of stress management-avoid, alter, adapt, and accept. Write on whiteboard so class can take notes.
-Avoid the stressor.
-----learn to say no
-----avoid people who stress you out
-----take control of your environment
-----avoid hot-button topics
-----pare down your to-do list
-Alter the stressor.
-----express feelings instead of bottling them up
-----be willing to compromise
-----be more assertive
-----manage your time better
-Adapt to the stressor.
-----reframe problems
-----look at the big picture
-----adjust your standards
-----focus on the positive
-Accept the stressor.
----don’t try to control the uncontrollable
-----look for the upside
-----share your feelings
-----learn to forgive
4. Give an example for each statement-for example under avoid it says to avoid hot-buttons topics. I avoid talking politics with my brother because we then argue and that increases my stress.
5. Have the class list possible stress management techniques. Go over some of the techniques that are unhealthy-such as eating (like eating ice cream after a break-up), shopping (shopping for needs is good, to make you feel better could prove to be costly), fighting, etc. Ask for anyone to give an example of when they have used a stress management technique-some students may admit cutting which needs to be reported to guidance counselor.
Assessments:
1. Classroom interactions/participation
Lesson 2
Learning Objectives
The students will be able to manage stress from the teacher and identify how they handled it.
Cues: Get out pens/pencils and put everything away. We are having a pop quiz on stress management! I have now stressed you out and you need to be able to handle this stress!
Activities:
1. Pop quiz!
2. Explain the students had to accept the stressor of the pop quiz. Then announce that the teacher was altering the stressor (pop quiz) by allowing students to take out the notes from last class to use. (Students who do not have notes cannot share-will explain later)
3. Collect pop quizzes. Explain the stress from the pop quiz with class in open discussion. Students given a list from teacher (iPod, homework, reading, etc.) to choose to relieve stress the rest of class. (Students who took pop quiz without notes could either go get notes from locker, or copy someone’s notes-and show the teacher the copy-and re-take the pop quiz)
Assessments:
1. Pop quiz
2. Ability to relieve stress without distracting others.

Stress Management POP QUIZ!!!!!! OH NO!?!?!?!?!
Name_____________________
Block____________
1.
What are the 4 A’s of stress management? Please describe each one. a.
_______________ the stressor. (5 points total) i.
_____________________________________. ii.
_____________________________________. iii.
_____________________________________. iv.
_____________________________________. v.
_____________________________________. b.
_______________ the stressor. (5 points total) i.
_____________________________________. ii.
_____________________________________. iii.
_____________________________________. iv.
_____________________________________. c.
_______________ to the stressor. (5 points total) i.
_____________________________________. ii.
_____________________________________. iii.
_____________________________________. iv.
_____________________________________. d.
_______________ the stressor. (5 points total) i.
_____________________________________. ii.
_____________________________________. iii.
_____________________________________. iv.
_____________________________________.
2.
Which of the 4 A’s did you use to handle the original stress of the pop quiz?_____________________ (2.5 points)
3.
Which of the 4 A’s did I use to make the stress on you easier?_______________________ (2.5 points)