The following 2 lessons were written by teacher candidates in HSC 411B.  Review them for format and completion if you choose to write a lesson as one of your projects. Scroll down the page to view second lesson. Questions: contact Professor Matza

 

 

 

Sample Lesson #1

 

For Dr.  Matza

HSC 411b

Spring , 2003

Project #1 – Health Education Lesson Plan

Lesson Plan Title:  Romeo and Juliet – Suicide Prevention

Concept/Topic to Teach:  Suicide Prevention

Standards Addressed:

                  This lesson is designed for 9th grade students and meets the following standards:

1)      Health Standard 1

á          Develop and demonstrate effective communication and coping skills.

á          Demonstrate appropriate strategies for dealing with stress.

2)      Health Standard 4

á          Describe the importance of family communication.

á          Investigate and analyze responsibilities of healthful parenting.

3)      Reading Standard 2.5: 

á          Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

4)      Reading Standard 3.3: 

á          Analyze interactions between main and subordinate characters in a literary text and explain the way those interactions affect the plot.

5)      Writing Standard 1.3: 

á          Use clear research questions and suitable research methods to elicit and present evidence from primary and secondary sources.

6)      Writing Standard 2.2: 

á          Write responses to literature.

 

General Goal(s):  to gain an understanding of suicide and how it can be prevented; to apply knowledge of suicide to Romeo and Juliet

 

Specific Objectives:  The students will be able to do the following:

1)      Identify the prevalence of suicide among teenagers.

2)      Identify the causes of stress in teenagers¹ lives.

3)      Identify methods of reducing stress in teenagers¹ lives.

4)      Identify signs a suicidal teen may display.

5)      Identify the treatments used for suicidal teens.

6)      Discuss steps to prevent suicide.

7)      Analyze the theme of suicide in Romeo and Juliet.

 

Required Materials: 

1)      Computers with internet access

2)      Worksheet – ³Suicide Facts² (attached)

3)      Worksheet – ³Identifying Suicidal Signs² (attached)

 

Anticipatory Set (Lead-In):  After reading Romeo and Juliet, discuss whether the tragedies could have been prevented.  Allow the students to suggest what the characters should have done differently.

 

Step-By-Step Procedures:

1)      The teacher will instruct the students on how to use the Internet to perform a search about ³teen suicide.²

2)      The teacher will pass out the worksheet entitled ³Suicide Facts.²

3)      The students will be asked to use the Internet to complete the worksheet.

 

Plan For Independent Practice:  The students will be given time to search the Internet in order to find the necessary information to complete the worksheet, ³Suicide Facts.²

 

Closure (Reflect Anticipatory Set):  The students will apply their knowledge of suicide to Romeo and Juliet by completing the worksheet entitled ³Identifying Suicidal Signs in Romeo & Juliet.²

 

Assessment/Evaluation Based On Objectives:  The attached worksheets may be used for assessment.  For further assessment, some teachers may wish to create a quiz based on the objectives.

 

Adaptations (For Students With Learning Disabilities):  Teachers may provide specific websites to be used for this assignment. 

Suggested site from the American Academy of Child & Adolescent Psychiatry:  http://www.aacap.org/publications/factsfam/suicide.htm.

 

Extensions (For Gifted Students):

1)      5-Paragraph Essay Prompt:  What could have been done to prevent Romeo and Juliet from committing suicide?  Use specific examples from the play and your research to support your answer.

2)      Scene Writing:  The students may rewrite a scene from the play in which the characters take steps to prevent the suicides.

 

Possible Connections to Other Subjects:

                  Health

                  English/Language Arts

                  Psychology

                  Drama

                 

 

Name:  ______________________________                                        Romeo and Juliet –

Preventing Suicide

 

Suicide Facts

 

Directions:  Use the recommended websites to complete the following worksheet.

 

 

1.  Suicide is the ____________________ leading cause of death for teenagers.

 

 

2.  List at least 5 causes of stress in a teenager¹s life.

 

 

 

 

 

3.  List at least 5 things a teenager can do to reduce stress.

 

 

 

 

 

4.  List 10 signs a suicidal teen may display.

 

 

 

 

 

 

 

 

5.  What should a parent do if their teenager displays these signs?

 

 

 

 

6.  Describe the treatments used for suicidal teens.

 

 

 

 

7.  Can suicide be prevented?  How?

 

Name:  ______________________________                                        Romeo and Juliet –

Preventing Suicide

 

Identifying Suicidal Signs in Romeo and Juliet

 

Directions:  Use the facts you learned about suicide to complete the following worksheet.

 

 

1.  What were the causes of stress in Romeo and Juliet¹s lives?

 

 

 

 

2.  Describe how Romeo and Juliet handled their stress.

 

 

 

 

 

3.  What suicidal signs did Romeo and Juliet display?

 

 

 

 

 

4.  Describe the communication and relationships between Romeo and Juliet and the

     adults in their lives.

 

 

 

 

 

 

 

 

5.  What could have been done to prevent Romeo and Juliet from committing suicide?

      Include a description of the steps both the adults and the children could have taken.

 

 

 

 

 

 

 

 

 

 

 

                                                                                                                                                                                                                                                                                                                                                                                                                                               

 

 

 

 

Sample lesson #2

 

 

 

 

                                                                                                                                                                   gg.Jackson#12345

                                                                                                                                                                  HSc 411B, Wed

                                                                                                                                                                  Dr. N. Matza

                                                                                                                                                                  Jan1, 2003

                                                                                                                                                                  Lesson Plan

 

Queen/King of the World: Travel Itinerary

 

 

TOPIC:  World Geography and Global Health Issues

STANDARDS: History-Social Science -- Ninth Grade (elective), 10.11, or 12.10.  Health Education – 2 and 5.

GENERAL GOALS:  To enhance the student¹s knowledge of world geography and increase their awareness of global health hazards and risks.

NOTE:  This one class period lesson plan will be part of a larger, well-developed lesson plan designed to present a travel itinerary with detailed information about each location, such as currency exchanges, languages, religions, customs and traditions, capital cities, and fun facts or points-of-interests.

SPECIFIC OBJECTIVES:  

¬       Locate specific geographic locations for travel.

1.      Seattle, Washington, USA

2.      Guatemala City, Guatemala

3.       

¬       Evaluate health risks for each location.

1.      Vaccines required or recommended

2.      Safe drinking water

¬       Identify risks or dangers for each location

1.      Traveler¹s advisories of disease or violence

 

REQUIRED MATERIALS:  Pen, paper, highlighters, colored pencils, internets access, a large laminated world map, sticky dots to mark on map, erasable markers to draw on map, reference books, such as Goode's World Atlas, or travel guide like Lonely Planet or Rick Steves¹.

 

ANTICIPATORY SET:  Your teacher (me) is Queen of the World, but also a citizen of the United States of America.  You, the students, are her entourage of advisors or ministers, and also citizens or residents of the U.S.A.  Your Queen would like to travel throughout her realm, the world, so that she may grace her subjects with her presents.  The Queen wants to visit six continents, the seventh continent is too cold (name the continent), and three locations on each continent.  Your task is to handle the logistics required for such a trip.  This particular assignment is to determine what health and hazardous risks existed and what is required to address these issues.

 

STEP-BY-STEP PROCEDURES:

¬       This class session to meet in computer lab.

¬       Students will have been assigned in to six groups, one for each continent for travel, (no visit to the seventh continent – too cold), of five or six.  Each group will have chosen a taskmaster, a scribe, a timekeeper, and a council representative to meet with the other groups¹ representative in a coordinating council.

¬       In a prior class session, the students will have decided the locations, for example:

North America:  Seattle, Washington, U.S.A.; Havana, Cuba; and Belize City, Belize.

South America:  Bogota, Columbia; Rio de Janeiro, Brazil; Santiago, Chile.

Australia and Oceana:  Sydney, New South Wales, Australia; Jakarta, Indonesia; and Auckland, New Zealand.

Asia:  Tokyo, Japan; Ho Chi Minh City, Vietnam; and Bombay, India.

Europe:  St. Petersburg, Russia; Prague, Czech Republic; and Barcelona, Spain.

Africa:  Cairo, Egypt; Freetown, Sierra Leone; and Cape Town, South Africa.

 

¬       Working in groups of two, students will do an internet search to answer these questions.

1.                    What vaccines or immunizations are required for travel to each location?

2.                    Why?  What are the disease(s)?

3.                    What specific foods should be avoided?  Why?

4.                    Is there safe drinking water?

5.                    Is there a threat to U.S. citizens?

6.                    What is the threat? For example, war or anti-U.S. sentiments, and why?

¬       Internet research resources to be used:

¯       http://www.cdc.gov/

¯       http://www.who.int/en/

¯       http://www.cia.gov/cia/publications/factbook/index.html

¯       http://www.state.gov/

¯       Other websites.  Caution: determine in the websites are credible.

¬       Answer the above questions.

 

INDEPENDENT PRACTICE:  Homework.  The teacher, or Queen, will lists specific aspects to becompiled.  The individual student will organize the data to fit into the group report.  The groups¹ reports will be combined together to present the final document to the Queen.

 

CLOSURE:  When the document is complete, each group will make a class presentation.  They will discuss what they have learned.  For example, were they surprise by any of the information they discovered, the prevalence of diseases in certain locations, the lack of safe drinking water throughout the world, and why U.S. citizens are targets of violence in some regions.  Also, they will discuss how geographical features, climate, customs and traditions effect each location.  This lesson should broaden their awareness of conditions that exist around the world and what we, in the U.S., take for granted.  Additionally, because we live in Southern California, we are fortunate to live in a multicultural society, so if students would like to share their particular cultural experiences, they may.

 

ASSESSMENT/EVALUATION:  Worth 100 points.  Group and Individual Grade.

1.  Neatness and completion of all requirements                                   20 pts

2.  Creativity                                                                                                                                 20 pts

3.  Group presentation                                                                                                      20 pts

4.  Participation                                                                                                                         20 pts

5.  Homework                                                                                                                             20 pts

                                                                        TOTAL                                                                       100 pts

 

ADAPTATIONS FOR LEARNING DISABLILITIES:  Special assistance will be given to these students, possibly by the teacher, an aid, or a gifted student.

 

EXTENTIONS FOR GIFTED STUDENTS:

¬       Gifted students may assist a learning disabled student.

¬       Do further research into the locations.  For example, some countries only required a vaccine from travelers who are coming from certain other countries where certain diseases are common, like Yellow Fever.  The student could identify the other countries and describe the conditions that exist for certain diseases to thrive.

 

POSSIBLE CONNECTIONS TO OTHER SUBJECTS:  In this case, certainly Health Education.  Also, Art and History could be integrated into this lesson plan.