Name: Rick Sandlin Grade/Subject: Wellness, 3rd, Period Week of: 9-18–22-17

Monday / Tuesday / Wednesday / Thursday / Friday
Standard / 1.12.1/1.12.2/2.12.7/2.12.8
6.12.2/6.12.4/7.12.4 / 1.12.1/1.12.5/2.12.8/4.12.1
6.12.4/7.12.1/7.12.2 / 1.1.2/1.1.4/1.3.1/1.3.3/2.1.6/2.2.6
3.1.3/4.1.8/5.1.1/5.1.5/5.1.8/5.2.7 / 1.1.2/1.1.4/1.3.1/1.3.3/2.1.6/2.2.6
3.1.3/4.1.8/5.1.1/5.1.5/5.1.8/5.2.7 / 1.12.1/1.12.2/4.12.1/4.12.2/4.12.3
7.12.2
Learning
Goal / EQ: What are some factors that impact teens’ self-esteem? / EQ: What are some positive characteristics that make you unique? / EQ: What direction may a player pass the ball in the game of Castle Ball? / EQ: What is the distance a defensive player should be from an offensive player with the ball in the game of Castle Ball? / EQ: What are some common emotions expressed by teens?
Activator / Students will write the new vocabulary words in their notebook defining them with their current knowledge, then complete the definitions after reading the lesson / Students will create a cluster chart by placing a circle in the middle of six other circles. Writing the term “Character” in the middle circle and terms that defines and describe in the other six. / Students will complete 5 laps as warm-up laps, stretch upper body, (arms & shoulders) trunk, and legs. Then strength the three areas of their body they just stretched through various muscle enhancing activities. / Students will complete 5 laps as warm-up laps, stretch upper body, (arms & shoulders) trunk, and legs. Then strength the three areas of their body they just stretched through various muscle enhancing activities. / Create a K W L chart. Create a three column chart. First column is what you know about emotions, second column is what you want know and the last column is what you learned about the topic. As you read use the third column to summarize what you learned.
Teaching
Strategy / Students will attempt to answer the question “What some aspects of everyday life that affects an individual’s mental and emotional health?” Students will complete the “Real Life Issues” activity by writing a dialogue between self and Josh. Students will brainstorm ways in which the mental and emotional health of teens is impacted by their peers. Students will answer the question “What factors influence an individual’s” self-esteem? Students will examine Maslow’s hierarchy of needs and discuss. / Students will brainstorm on the question “Do you think your personal identity will stay the same throughout your life, or do you think it will change?” Students will think of sports stars, actors, and musicians that teens look up to as role models. Then the students will discuss this question “If these individuals know that many teens look up to them, should they fell obligated to behave as positive role models?” Students will identify, define, and discuss the traits of good character, Students will investigate the items that need to take place to work toward a positive identity, / Students will be presented the rules of Castle Ball and be given opportunities to ask questions in regards of the rules. The class will be divided into two equal teams and play cross court if another class is in the gym so they can participate in a game. As they play the game the rules will be reinforced by the actions that take place. / Students will be presented the rules of Castle Ball and be given opportunities to ask questions in regards of the rules. The class will be divided into two equal teams and play cross court if another class is in the gym so they can participate in a game. As they play the game the rules will be reinforced by the actions that take place. / What is an example of an emotion that can be challenging to express in a positive way? Students will share personal examples. Students will write a dialogue demonstrating “Real Life Issues” pg 78. Students will express and define six emotions. Students will share emoticons used in e-mails, text, and instant messages. Students will learn emotions management. Create 7 small groups of students to teach the rest of the class about defense mechanisms. “Which strategy for dealing with anger would you most likely use?”
Summarizer / Students will complete a 10 question quiz for lesson 3.1, and then review the questions to make sure they have the correct information. / Students will complete a 10 question quiz for lesson 3.2, and then review the questions to make sure they have the correct information. / Students will demonstrate directional passing of the ball. / Students will demonstrate knowledge of the direction the ball can be passed in Castle Ball. / Have the students take a 10 question quiz for lesson 3.3, to see if they have accurately gained the correct information. Then discuss the correct answers to affirm the correct responses.