L2+Murphy+Amber

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9- dimploma Topic: Health**

 * =**Objectives**:= ||
 * Student will understand that family life directly relates with ones personal health. ||
 * Student will know how family life effects ones health. ||
 * Student will be able to do relate how family life compares to ones health. ||

A6. Basic Health Concepts Grades 9-Diploma**
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results:// Health Education & Physical Health Education -A. Health Concepts
 * //Students analyze complex health concepts related to family life.//

__Rationale:__ This lesson supports the Maine learning results because students will know examples of good health family life compared to unhealth family life. These complex issues will be disseceted in the class debate.** ||

The students will be formatively assessed throughout the lesson. Students will be assessed on classroom participation and how the create points in the classroom debate. Students will organize class notes to make helpful points in the family life debate. Students will use their graphic organizer called the story map to keep their ideas and points in line. This will allow the students the opportunity to organize their thoughts and give a way to see their thought process. The graphic organizer will be used for students to write a paper about points which were made throughout the debate. ||
 * =Assessment= ||
 * **Formative**
 * **Summative:** The students will be assessed in their comic life presentation. This comic life will explain the story of the debate and they will be able to add their view point of the debate to their comic life presentation. This will give students opportunity to express themselves and rethink about the classroom debate which will give them deeper understanding of the class lesson. ||

= = Type II- Students will be using comic life to describe their point of view on the debate. Debating skills will be used throughout the students entire life to properly express how one feels on certain subjects. English- They will be writing the final paper about the classroom debate Technology- The students will be using comic life to explain what happened during the debate. Debate- Students will be using their skills to talk with students and give their point of view and why it is important for everyone to see their point of view. ||
 * =**Integration**= ||

Students will be grouped randomly by counting off by fours. The same numbers will get together and work together. The cooperative group learning activity is the three-step interview. **Three-Step Interview** (Kagan) **-** Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team. The students will be responsible to ask good questions for their partner whom has to really put a lot of thought into the questions. These students will be assessed for participation and they will turn in questions which were addressed during their three-step interview. || =Differentiated Instruction= ||
 * =**Groupings**= ||
 * Strategies
 * Verbal ** : The classroom debate will encourage students to talk and add to the discussion which
 * Logical:** The students will be thinking about essential points to make throughout the debate and thinking about valid points which might make one see a different perspective.
 * Kinesthetic:** The students will be moving around changing sides of the debate and being able to stand up while debating especially when they are the students making the point.
 * Intrapersonal:** The students will be looking up different points to make and be able to add their own personal beliefs on health family lives.
 * Interpersonal:** The students will work together as a team in the classroom debate to make strong points and support one another within the group.
 * Visual:** The story map which is being used to gather information for sides of the debate will provide students with a visual place for them to organize their thoughts. ||  ||


 * =Differentiated Instruction= ||
 * **Strategies**

I will review students IEP, 504 plans, or ELLIDEPs and will make the appropriate modifications and accommodations for these students if students are absent from class they are responsible for the lesson and work which was covered in class. If students are absent they must go and get all the information from their fellow classmates. If the students need to meet with me personally they must make an appointment and then once they have gained all the work they need to supply me with a plan of action as to how they are going to go about making up the work. || Students will use Type II technology when developing their comic life project. The students will prepare these presentations using the computers and following their preparation students will present out to the classroom. This technology will allow the students the opportunity to rethink the class lesson and will give them the opportunity to show their point of view to their fellow peer’s. ||
 * Verbal**: The classroom debate will encourage students to talk and add to the discussion which
 * Logical:** The students will be thinking about essential points to make throughout the debate and thinking about valid points which might make one see a different perspective.
 * Kinesthetic:** The students will be moving around changing sides of the debate and being able to stand up while debating especially when they are the students making the point.
 * Intrapersonal:** The students will be looking up different points to make and be able to add their own personal beliefs on health family lives.
 * Interpersonal:** The students will work together as a team in the classroom debate to make strong points and support one another within the group.
 * Visual:** The story map which is being used to gather information for sides of the debate will provide students with a visual place for them to organize their thoughts. ||
 * **Modifications/Accommodations**
 * **Extensions-**

cooperative group learning activity Mac Computer Comic Life program pens paper classroom ||
 * =Materials, Resources and Technology= ||
 * YouTube debate


 * =Source for Lesson Plan and Research= ||
 * [|Tips for healthy activities]

[|communication]

http://www.homebusinessandfamilylife.com/ ||

This lesson proves Maine's standard by attempting to reach each of the individual students. Each student will have the opportunity to learning in their best learning style and I will provide opportunities in each of the 8 different intelligences. The students will be provided a supportive environment by both their team in the debate and by the teachers. Students will apply their debating skills to this class and they will use them to make effective points throughout their entire debate. These skills will be used in and out of their lives consistently when trying to prove points or calmly stating their points of view on controversial subjects. . || This lesson demonstrates how to use six of the eight different multiple intelligences. It is crucial to meet these different learning styles to ensure that all students are given a fair and equal opportunity to learn. Verbal: The classroom debate will encourage students to talk and add to the discussion which Logical: The students will be thinking about essential points to make throughout the debate and thinking about valid points which might make one see a different perspective. Kinesthetic: The students will be moving around changing sides of the debate and being able to stand up while debating especially when they are the students making the point. Intrapersonal: The students will be looking up different points to make and be able to add their own personal beliefs on health family lives. Interpersonal: The students will work together as a team in the classroom debate to make strong points and support one another within the group. Visual: The story map which is being used to gather information for sides of the debate will provide students with a visual place for them to organize their thoughts. The students will use comic life to form a presentation showing their point of view on the classroom debate. This will allow students to rethink the class and allow the to show their stand on the topic and give feedback they may not of been presented to the class. Students will create this comic life on the debate and will be encouraged to add their perspective. || The students will be formatively assessed throughout the lesson. Students will be assessed on classroom participation and how the create points in the classroom debate. Students will organize class notes to make helpful points in the family life debate. Students will use their graphic organizer called the story map to keep their ideas and points in line. This will allow the students the opportunity to organize their thoughts and give a way to see their thought process. The graphic organizer will be used for students to write a paper about points which were made throughout the debate. The students will be assessed in their comic life presentation. This comic life will explain the story of the debate and they will be able to add their view point of the debate to their comic life presentation. This will give students opportunity to express themselves and rethink about the classroom debate which will give them deeper understanding of the class lesson. This lesson incorporates different classes into this lesson to help better develop the individual learner. The classes which are included are computer class, social studies, English, and psychology. This includes computers because student’s final product is in the comic life presentation and they will be working on the computers to create their presentations. Social studies is involved in the lesson because of the debate with the presidents. English is included in the student’s writing their points of view and being able to write a comic strip showing their perspective. Psychology is in this lesson because students need to be able to think about how other people see points of view or essentially what other individuals are thinking. Students also need to be able to appropriately express how they as individuals are feeling towards certain subjects or how they can convince others to see their point of view. ||
 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:** This lesson will provide the students opportunities to learn in their best learning style. The different activities will be used to develop these different learning styles and will encourage the students to learn as best as they can. The students will be provided a comfortable environment where the students feel that they can contribute openly in the classroom discussion. The two separate teams with the debate will provide the students with group support and they will be able to support each others ideas when presenting information or ideas to the other teams. This debate will encourage deep exploration in the concept of family life and the positive and negative effects that they have. This learning is sequential and will build on the other as the unit is presented to the individual students. The students will be able to decide on the topics and will be able to have the freedom of choosing the topics which are discussed within the group. All these concepts help to support the separate learning styles within the classroom. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale: This lesson will give the students knowledge on curriculum goals and learning**
 * __Standard 5__ - **Rationale:**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

The classroom will have the desks divided into two different sides. The students will be divided onto the different sides and it is their choice to sit or stand on their side of the classroom. The students will be learning how to debate and stand up for issues and situations they believe in. It is essential for students to have these skills in the real world. It is very important for students know how to get points across and for students to know how to listen and hear other sides of the situation. This is covering analyzing complex health concepts dealing with family life. The hook to this lesson is having the students watch a debate on YouTube http://www.youtube.com/watch?v=VswkUaaAXuM and have them take note on how to make positive points and what is essential to include in a speech or the debate. This YouTube clip is a clip from the presidential debate and will help to gain the students interest in this subject. The agenda for this class’s lesson is as follows: Hook Cooperative group activity Debate Create project with time remaining And present project in follow class ** What, Where, Why, Hook, Tailor: Visual, Kinesthetic, Interpersonal, Logical, (5 minutes) ** || The students will need to know assets which support a health family life such as family dinner, exercises, stress relief, and other family activities or support which provides a positive family atmosphere. After watching the YouTube debate the class will discuss ideas which are good and healthy for families and they will also discuss some negative ideas which maybe perceived as positive, such as being provided with everything you want or need and how this many negatively impact an individual. Following the debate students will be assessed on their formal paper which is reflecting on the debate and the comic life presentation both of these assessments provide insight on the knowledge the students have mastered or gained throughout the lesson. The students will discuss ideas and gain this information through the class discussion. ** Equip, Tailor: Interpersonal, Naturalist, Intrapersonal, Visual, and Logical (20 minutes) ** || Each student will be able to explore different ideas and will experience the debate. Students will be able to properly debate and give ideas and then be able to provide supportive information backing up their information. Students will be grouped into two sides and they will provide a two concepts that they perceive to be a health family relationship and they will debate back and fourth on the topic. They will show evidence of learning by reflecting on the classroom debate. When using comic life students will be encouraged to experiment with the program and explore all the things the program offers to them. Following the class they will be writing an essay and doing a comic life presentation which allows them to rethink what went on in the class and refine their debate. Students will be given the opportunity to revise their essay if they pass them in prior to the due date and receive feedback from the teacher. The students will self-asses themselves in the essay. They will be asked to write how they felt the debate went and how their points provided a positive point towards the other team. I will give the students feedback on the debate following the debate and I will provide advice and skills which can be used to improve skills. This debate connects to both the comic life presentation and the essay because they are reflecting on it. Students will show how they felt about the debate in their comic life presentation and students will offer insight on their feelings during the comic life presentation. ** Evaluate, Tailor: Verbal, Intrapersonal, Interpersonal, and Logical (10 minutes) ** ||
 * =Teaching and Learning Sequence:= ||
 * Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, Bodily-kinesthetic, Visual and Logical (45 minutes) ** ||

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