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Unit Plan for Pre-Internship

Rationale:

The unit that I will be teaching revolves around the idea of wellness. The unit will include

the following topics: stress and stress management, personal standards, mindfulness and

developing an action plan. The essential question for this unit is, “Why is wellness important to

me?”. Two guiding questions are: “How does stress affect my mental, physical, and social

health?” and “What is mindfulness?”. I arrived at the essential questions because my co-op

teacher wanted me to have a unit that fell under the Health subject area. So I worked with the

word wellness and mental health to form the two essential questions. As a student in

university, I know how important it is to know about stress and the affects it has on the body as

well as how to manage stress. Through this unit, I will provide the grade 7 and 8 students with

new strategies that focus on wellness. We will explore ways to keep ourselves physically and

mentally healthy. Together we will look at ways to manage stress, one of which will be

mindfulness. Mindfulness helps students to focus on the here and now, and less on the past or

the future.

I plan on diversifying assessment and instruction for the variety of need within the grade

7-8 classroom that I will be in. There are many students in this class who are kinesthetic and

visual learners. One way I plan to target these learners is by using formative assessments that

allow the students to be up and moving, like the Chart Paper Walk. I plan on posting

instructions and questions prompts on the white board so students have a visual reference

when they need it. I will also be reading information aloud to appeal to those who are auditory

learners. One other way that I plan on diversifying assessment is allowing the students to have

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choice. One way is by letting them work individually, or in partners. Another way is allowing

them to choose which question they would like to answer on their exit slip out of a choice of 2

or 3.

Overall Summary of Professional Goals:

For my three weeks of pre-internship I have set some professional goals that reflect on

my experience that I had in the classroom in the fall. My main goal that I really would like to

focus on is using more technology in the classroom. In the fall, I rarely used technology as I was

too hesitant to use it with the students. Now I know where the students are at when it comes

to using tech in the classroom so I believe I will be more comfortable using the technology that

the school has available. I can do this by practicing using different forms of tech in the

classroom like: Prezi, PowerPoint, videos, Kahoot, etc. and by asking students what they enjoy

learning from, and to teach toward their needs. Another one of my main goals is to work on

time management both inside and outside of the classroom. I can work towards this by

preparing lessons ahead of time and by using a visual schedule builder. One more goal that I

really want to focus on, as it is a part of my unit that I will be teaching, is embracing

Mindfulness. I hope to be able to work on this inside the classroom, as well as outside the

classroom. I want to focus on thinking of how I can slow down, what things I can appreciate

more and be more conscious of. When socializing and participating in class, I want to be fully

there in the moment. I need to practice listening to form deeper relationships with my peers,

friends and family. These are just main goals that I wish to work towards during my pre-

internship.

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Unit Plan Essential Questions:Why is wellness important to me?Big ideas:

Mindfulness – yoga, breathing, exercises, self-regulation, how to react in situations (why am I reacting this way?), what are my supports

Wellness Stress and how we can handle it

Guiding Questions: (can be used on exit/entrance slips)1. What does it mean to be mentally and emotionally healthy? 2. How does my emotional health influence my relationships with others? With myself?3. What effect does stress have on my emotional health?4. What strategies can be used to combat stress? 5. What are strategies to prevent or minimize stress?6. What does commitment mean to me?7. How do we become committed to our own well-being?8. What does it mean to be mindful?9. How can goal-setting strategies influence my mental and emotional health? How can I

commit to the goals I set?10. How can I accept, manage, and adapt to changes in relationships over the course of my

lifetime?11. What do we have control over in our lives?

- Our hair colour?- Our eye sight?- How fast we run?- How long we can hold our breath?- Our height?

12. How does stress affect my mental, physical, and social health?13. What is mindfulness?14. What is eustress? When might you experience eustress?15. What is distress? When might you experience distress?16. What is a stressor? What is a stressor that you might face?17. What are your personal standards?18. How have your personal standards changed over the years?19. What might influence your personal standards to change either positively or negatively?20. What is a SMART goal and how can you use a SMART goal to create an action plan?

Outcomes: Health 7: USC7.1 Establish and use strategies to commit to and act upon personal standards (see grade 6) for various aspects of daily living over which an individual has control.

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a. Locate sources of and evaluate information (including text, multimedia, web-based, human) according to specific criteria, about personal commitment.

b. Investigate the concept of 'resiliency' and determine its importance in personal commitment.

c. Analyze when personal standards may be reinforced or challenged.e. Express insights into the connections between commitment to personal standards and healthy decision makingi. Express insights into the understanding of the concept of "inner self" and demonstrate understanding of, and appreciation for, own inner resources.

USC 7.4: demonstrate a personalized and coherent understanding of the importance of nurturing harmony in relationships (with self, others, and the environment), and apply effective strategies to re-establish harmony when conflict arisesDM 7.8: Examine and demonstrate personal commitment in making health decisions related to blood-borne pathogen information, safety practices, harmonious relationships, food choices, interpersonal skills, and morality.AP7.10 Design, implement, and evaluate three six-day action plans that demonstrate personal commitment to responsible health action related to blood-borne pathogen information, safety practices, harmonious relationships, food choices, interpersonal skills, and morality.

a) Determine, with support, the elements of a well-designed action planELA: CR7.1 View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Thinking for Oneself), social responsibility (e.g., Participating and Giving Our Personal Best), and efficacy (e.g., Doing Our Part for Planet Earth).

f. Connect characters, themes, and situation in texts with own experiences and other texts.

CR 8.1 View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Becoming Myself), social responsibility (e.g., In Search of Justice), and efficacy (e.g., Building a Better World).

k. Describe and give examples to explain personal criteria for assessing and responding to what is viewed, heard, or read.

Teacher Resources:Integrating Mindfulness in Your Classroom Curriculum:

- https://www.edutopia.org/blog/integrating-mindfulness-in-classroom-curriculum- giselle-shardlow

Mindfulness: A Teacher’s Guide- http://www.pbs.org/thebuddha/teachers-guide/

Tips for Teaching Mindfulness to Kids- https://greatergood.berkeley.edu/article/item/

tips_for_teaching_mindfulness_to_kids Greys anatomy superhero pose – Start at 20 seconds

- https://www.youtube.com/watch?v=cdNDa-cUrtM Checklist for action plan:

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- http://www.sheaonline.ca/wp-content/uploads/2013/10/Action-Planning- Handouts-2012.pdf

Teens Health – Mind - http://kidshealth.org/en/teens/your-mind/?WT.ac=t-nav

Kids Health – People, Places, & Things That Help- http://kidshealth.org/en/kids/feel-better/?WT.ac=k-nav

Mindfulness in Education: The Foundation for Teaching and Learning- http://www.mindfuleducation.org/

Mindfulness in the Classroom – How it helps kids regulate behavior and focus on learning- https://childmind.org/article/mindfulness-in-the-classroom/

10 mindful Attitudes That Decrease Anxiety- https://www.mindful.org/10-mindful-attitudes-decrease-anxiety/

Is Mindfulness for More than Just Stress Reduction? - About ¾ of the way down the article- https://www.mindful.org/meditation/mindfulness-getting-started/

List of More Mindfulness Resources:- https://www.edutopia.org/article/mindfulness-resources

Introduction – Mindful Bodies & Listening- https://www.mindfulschools.org/wp/wp-content/uploads/2015/06/starter-

lesson.pdf Teach Mindfulness, Invite Happiness

- https://www.edutopia.org/blog/teach-mindfulness-invite-happiness Go Noodle – Flow Channel

- https://app.gonoodle.com/channels/flow Mindfulness in Education: The Foundation for Teaching and Learning

- http://www.mindfuleducation.org/ TED Talk – All it Takes is 10 Mindful Minutes

- https://www.ted.com/talks/ andy_puddicombe_all_it_takes_is_10_mindful_minutes/up-next#t-8425

Why Mindfulness is a Superpower: An Animation – this video says the word “pissed”- https://www.youtube.com/watch?v=w6T02g5hnT4

Mindfulness: What it is, What it is not- Mindful Schools- https://www.mindfulschools.org/pdf/Mindfulness-What-it-is-and-is-not.pdf

Why We Should Get to Know Go Noodle – Participaction - https://www.participaction.com/en-ca/blog/kids-parenting/why-you-should-get-to-

know-gonoodle

Student ResourcesTED Talk – All it Takes is 10 Mindful Minutes

- https://www.ted.com/talks/ andy_puddicombe_all_it_takes_is_10_mindful_minutes/up-next#t-8425

Cosmic Kids Yoga- Harry Potter and The Philosopher's Stone | A Cosmic Kids Yoga Adventure!:

https://www.youtube.com/watch?v=R-BS87NTV5I&t=143s

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- Moana | A Cosmic Kids Yoga Adventure! – https://www.youtube.com/watch?v=5y3gCrL_XIM&t=120s

Mindful Moment (Picture with steps)- http://news.psu.edu/photo/464545/2017/04/24/mindfulmoment

Teens Health – Mind - http://kidshealth.org/en/teens/your-mind/?WT.ac=t-nav

Kids Health – People, Places, & Things That Help- http://kidshealth.org/en/kids/feel-better/?WT.ac=k-nav

Class Dojo: Mindfulness for Students – Video - https://www.youtube.com/watch?v=r6CPzyqCff0&t=17s

“Release” – Video (Use this!!)- https://www.youtube.com/watch?v=GVWRvVH5gBQ

Mindful Minute – Snow (Classroom, Studying, School Mental Break) – This can be used as both a student and teacher resource

- https://www.youtube.com/watch?v=8y0QzKXb_U8 - OR a beach one: https://www.youtube.com/watch?v=9mopikvt114

Books:1. Red: A Crayon’s Story by Michael Hall2. I Am Peace by Susan Verde and Peter H. Reynolds3. The Word Collector by Peter H. Reynolds4. What Does it Mean to be Present by Rana DiOrio5. Ish by Peter H. Reynolds6. Project You: More Than 50 Ways to Calm Down, de-Stress and Feel Great by Aubre

Andrus and Karen Bluth7. Don’t Stress: How to Handle Life’s Little Problems by Helaine Becker8. I Have the Right to Be a Child by Alain Serres

Forms of Assessments / Assessment Evidence1. Thumbs-Up, Down, Sideways: Can be done during the learning

- Ask the class if they understand a concept. If they think they get it, thumbs up. If they are unsure, thumb sideways. If they don’t get it, thumbs down. I plan on using this formative assessment sometime within the 3 weeks of my pre-internship. I will be able to use this on a daily bases to see whether or not my students are understanding the concepts within my unit based on stress, wellness, and mindfulness.

- Information it provides: Allows the teacher to know immediately know how well the students are understanding the concepts. Checks for understanding.

- How might it inform teaching: This will help to know where the students are at in their understanding of a topic. Will also help with whether or not the teacher needs to go back and reteach or if they can move forward.

2. Chart Paper Walk: Can be done after the learning

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- This activity uses several large pieces of chart paper. Place a different subject/concept heading at the top of each chart paper. Have each group brainstorm and write down what they know about the topic. Each group passes the paper to another group. The second group reads all that has been written down and then writes down what else they know about the topic. The second group then passes the paper to another group, and that group then adds to the paper. The process continues until all groups have written on all the papers. I plan on using this formative assessment sometime within the 3 weeks of my pre-internship, near the end to see what the students have learned and that we can. I will be able to use this to discuss Mindfulness, Stress, Personal Standards and how to create an action plan. Can be used on Thursday March 29th (the last day).

- Information it provides: Provides the teacher with the knowledge of what concepts/subjects the students understood or what ones that they struggled with. Allows the teacher to see which students are participating in the group brainstorms as well.

- How might it inform teaching: Informs teaching because it allows the students to reflect back on what they have learned and brainstorm in their groups to come up with ideas? Allows the students to show what they know and organize their ideas for the teacher to see.

3. One Sentence Summary: can be done before, during or after the learning- Ask the students to provide you with a one sentence summary of what they have

learned so far in a unit of study or after a unit of study has come to an end. Give students time to reflect on their learning and encourage students to think about their response. I plan on using this formative assessment sometime within the 3 weeks of my pre-internship. I will be able to use this formative assessment when my students learn about different mindfulness strategies.

- Information it provides: This provides the teacher with information about what the students know about a topic or unit of study.

- How might it inform teaching: The depth of the student summaries will indicate their level of understanding of the topic or unit of study and will provide the teacher with direction for future planning of lessons.

4. Three, Two, One: This can be done during or after the learning- After the lesson, have each student record three things he/she has learned from the

lesson. Next have the student’s record two things that they found interesting and that they would like to learn more about. Then have student’s record one question that they still have about the material. Review the student responses as a class, or have them hand in their responses at the end of the class. This strategy can be used during a class discussion as a way for students to record their thoughts. I plan on using this formative assessment sometime within the 3 weeks of my pre-internship. I can use this when the class will be discussing stress and how it affects us, as well as mindfulness and how it affects us.

- Information it provides: It is a quick wat to gain information about all of the students in the class. Provides the teacher with information on what the students are understanding and what they still have questions about concerning a topic.

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- How might it inform teaching: The student’s answers would help to inform the teacher on what they are grasping, and which concepts and topics that still need more instruction.

5. Exit Slip or Ticket: This can be done after the learning- For this strategy, students write at the conclusion of learning, sometimes on a half-

sheet of paper with sentence starters provided. It's then collected by the teacher at the end of the class time. Can be used to assess what the students have understood from the day’s lesson. I plan on using this formative assessment sometime within the 3 weeks of my pre-internship.

- Information it provides: Provides the teacher with a snapshot of the overall student learning. Allows the teacher to see where the gaps in knowledge are, what they need to fix, what students have mastered and what can be enriched in the classroom

- How might it inform teaching: With the information that is collected from this, it can inform the teacher on how they can adjust instruction and plan on how they can best meet their students’ needs by modifying and differentiating instruction. The exit slips allow the teacher to identify student’s strengths and weaknesses, and then plan for the next day’s instruction.

6. Entrance Tickets: This can be done before the learning- Similar to Exit Slips/Tickets. Instead, these are given at the beginning of a class

period. Star of with one or two questions that the teacher can use to assess what the students know from the previous day’s lesson or what their prior knowledge is on that subject

- Information it provides: Provides information for the teacher on what they need to do differently right now in that moment in order to meet the needs of their students.

- How might it inform teaching: Helps to inform the teacher on the students’ prior knowledge, what they know and what they might not know, before learning about a new topic or unit of study

Summative Assessment/s:1. I will be having my students designing and creating an Action Plan on how they can use

the strategies they have learned in class (as well as others they have researched) to handle stress in a healthy way. They will have to justify their choices as to why they have chosen the strategies that they did. As a class we will be creating a checklist as to what their action plan should all include. By doing this, the students will be involved in the assessment and so they know what I will be looking for when marking their plan. - Health Outcome: AP7.10 Design, implement, and evaluate three six-day action plans

that demonstrate personal commitment to responsible health action related to blood-borne pathogen information, safety practices, harmonious relationships, food choices, interpersonal skills, and morality.

o We will just be creating the one action plan for this topic

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- Health Outcome: DM 7.8: Examine and demonstrate personal commitment in making health decisions related to blood-borne pathogen information, safety practices, harmonious relationships, food choices, interpersonal skills, and morality.

2. Stress Mail Assignment- Students will work individually or in small groups to complete the Stress Mail

handout after we had had a class discussion and turn and talks about what stress is and what a stressor is.

- The assignment description: Everyone you know is stressed about something – homework, the big game, an argument with a parent. You decide to reduce the stress level in people’s lives by creating a new Internet service called Stress Mail. A stressed-out person can write you an email, and you’ll respond by providing suggestions for dealing with the stress. Start by reading the emails on the "Stress Mail" handout. Choose one and write a response, using the information from the KidsHealth.org articles. In your response, make sure to:

o Identify what’s causing the person’s stress o Provide one or two ways for reducing stress o Offer a suggestion for avoiding stress in the future

- Health Outcome: USC7.1 Establish and use strategies to commit to and act upon personal standards (see grade 6) for various aspects of daily living over which an individual has control.

- ELA Outcome: CR 8.1 View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Becoming Myself), social responsibility (e.g., In Search of Justice), and efficacy (e.g., Building a Better World).

k. Describe and give examples to explain personal criteria for assessing and responding to what is viewed, heard, or read

Word Wall/Poster:- Will consist of vocabulary words that the students will be able to use in their

discussions, pair-shares, and responses- Words will be accessible by putting them where every student can see them (front of

the classroom) on a bulletin board or a poster board. - The words will be written in large black letters using a variety of background colors to

distinguish easily confused words.- New words will be added to the word wall when new vocab words are learned in class- I will be referencing the vocab words so the students become familiar with them and

can begin to use the words more in their own speech and writing.- Here is an image below of the word wall we created:

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Extra Information:Personal Standards

- Ask students what personal standards mean- Journal Writing activity:

o Have your personal standards changed over the course of the past few years? If so, how have they changed? If there hasn’t been a change, why do you think that you still have the same personal standards to live by? What supports do people need to have in place in order to be able to commit to personal standards? Make a list.

- Ask students how they can develop proper strategies to help them be sure they are acting in accordance with what they believe. Sometimes we do things just because we want to be cool or to be friends with a certain group of peoples. Is this type of action being true to your standards, even if you do something and no one finds out about it that will call you on the action/?

- Students will each create a “Personal Standards” postero This poster will have the students own personal standards on it as well as 3-5

strategies that they can use to maintain (or improve) their personal standards. This poster should be colourful and eye catching with hand-made drawings by the students. If there is time, students may use the internet to research appropriate strategies and images to include on their posters.

Mindfulness“Release” video by Julie Bayer Salzman WHOA! – Decision Making and MindfulnessWHOA! Is a model of decision-making. Present it to your students as follows:

Wait: No matter how urgent it seems, put on the brakes! Stop and think about what is happening before you decide what to do, not after.

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Have a Brain: Identify the pressures and emotions at work when you’re put on the spot to make a choice about using substances or gambling. Understanding those forces can help you see beyond the rush of the moment. So think about the conflict or problem, and define it in a sentence.

Options: Consider your options for solving the problem and think about what may happen in each case.

Action: Now pick the option that fits best with your own goals, and take the action that will get you there. Your answer will affect not only how you see yourself (e.g., as someone who can make up their own mind), but how others see you and respect you. When you look back at your decision.

1. Ask three questions: 2. What happened? 3. Would you make the same decision again? 4. Why or why not?

SMART Goal1. SpecificYour goal should be clear and specific, otherwise you won't be able to focus your efforts or feel truly motivated to achieve it. When drafting your goal, try to answer the five "W" questions:

What do I want to accomplish? Why is this goal important? Who is involved? Where is it located? Which resources or limits are involved?

2. MeasurableIt's important to have measurable goals, so that you can track your progress and stay motivated. Monitoring your progress helps you to stay focused, meet your deadlines, and feel the excitement of getting closer to achieving your goal.A measurable goal should address questions such as:

How much? How many? How will I know when it is accomplished?

3. AttainableYour goal also needs to be realistic and attainable to be successful. In other words, it should stretch your abilities but still remain possible. When you set an achievable goal, you may be able to identify previously overlooked opportunities or resources that can bring you closer to it.An achievable goal will usually answer questions such as:

How can I accomplish this goal? How realistic is the goal, based on other constraints, such as financial factors?

4. Relevant:

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This step is about ensuring that your goal matters to you, and that it also aligns with other relevant goals. We all need support and assistance in achieving our goals, but it's important to have control over them. It’s important to make sure that you are responsible for achieving your own goal.5. TimeEvery goal needs a target date, so that you have a deadline to focus on and something to work toward. This part of the SMART goal helps to prevent everyday tasks from taking priority over your longer-term goals.A time-bound goal will usually answer these questions:

When? What can I do six months from now? What can I do six weeks from now? What can I do today?

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