Name: Rick SandlinGrade/Subject:Wellness,3rd,PeriodWeek of: 9-25–29-17

Monday / Tuesday / Wednesday / Thursday / Friday
Standard / 1.12.1/1.12.2/4.12.1/4.12.2/4.12.3
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 / 1.12.1/1.12.2/2.12.8/4.12.2/4.12.3
5.12.1/6.12.1/7.12.2/8.12.1-8.12.4 / 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 / 1.12.2/1.12.7/2.12.1/2.12.3/2.12.4
2.12.5/2.12.9/5.12.1/7.12.1/7.12.2
Learning
Goal / EQ: What are some common emotions expressed by teens? / EQ: What direction may a player pass the ball in the game of Castle Ball? / EQ: Why is it important for students to learn to manage emotions? / 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 is stress?
Activator / 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. / 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 review chapter three, information for a test today on chapter three “Achieving Mental and Emotional Health”. / 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 create a K-W-L Chart by listing what they know about stress in the left column, want to know in the middle, and learned in the left column.
Teaching
Strategy / 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?” / 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 teamsand 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 complete the test over the material in chapter three “Achieving Mental and Emotional Health”. / 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 reflect on the question “Which is more stressful, an upcoming test that you think will be difficult or one you think will be easy?” Students will examine and discuss stress, how they react to stress as well as the causes. Students will complete the Real Life Issues activity by writing a paragraph explaining why they think Cari is feeling like she is and how she might deal with the symptoms. Students will review the three stages of the stress response along with types of stressors for teens. Students will discuss the following question “What are some typical causes of stress for teens?”
Summarizer / 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. / Students will demonstrate directional passing of the ball. / Students will complete a math practice activity by interpreting a graph of information about teen’s ages 14 to 17 grades and involvement in after school activities. / Students will demonstrate knowledge of the direction the ball can be passed in Castle Ball. / Students will take a ten question quiz over the information in chapter four lesson one. Then review as a class to make sure they have the correct information.