L3+Theriault,+Elizabeth

**__Grade Level__****:**9- Dipolma **__Numbers of Days:__** 3 **__Topic:__**Healthy Relationships **__PART I:__** **__Objectives__**
 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** **__Teachers Name__****:** Ms. Theriault **__Lesson #:__** 3 **__Facet:__** Self-Knowledge

Student will understand that healthy relationships are important to being healthy. Students will know what a healthy relationship entails, the difference between love and friendship, and how to point out a healthy relationship versus an unhealthy relationship. Students will be able to recognize what a healthy relationship is. Product: Inspiration **Maine Learning Results (MLR):** Maine Learning Results: Health Education and Physical Education-C. Health Promotion and Risk reduction C1 Healthy Practices and Behaviors Grade 9-Diploma Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; and other drug-use prevention; and prevention of STD's, HIV, and unintended pregnancy. **Rationale:** Students will take their knowledge from class on the different aspects of healthy relationships and ways to communicate and be able to avoid the areas mentioned in the MLR standard. **Assessments Formative (Assessment for Learning)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Section I checking for understanding during instruction:**Students will use the T-chart that I turned it into a rating scale for a pre-assessment so I can see what the students feel is the most important. On the left side I put the aspects of a healthy relationship (trust, communication, honesty, sexual aspects, support etc.) On the right side of the T-chart my students were to write a rating for how important they thought it was and why. 1 being of highest importance in a relationship and 8 being the lowest importance in a relationship. Students will also get the chance to act out different topics that may come up in romantic relationships. (breaking-up "bringing relationship to the next level"). Students will rethink their rating after the Think, Pair, Share activity. Lastly, I will check for understanding by having the students participate in the Onion Ring activity in which there will be two different circles. One circle will surround the other circle and decide whether they want to have an unhealthy or healthy relationship while the inside, circle students have to find ways to deal with what the outside students say in a healthy or unhealthy way. When it comes to the inspirations, I will be using a rubric to check for understanding. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">S**ection II timely feedback for products (self, peer, teacher):** Students will work on their inspirations towards the end of the lesson taking all the information they have learned and incorporating into the inspirations. When it comes to the worksheets and rubrics, I will be collecting them and grading them. Students will also be looking over their worksheets, especially the Think, Pair, Share worksheet. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Summative (Assessment of Learning):** Inspiration (50pts): Students will use inspiration to map out their different ideas on what a healthy relationship is. The inspiration will be done during class and it will include at least 10 different ideas on what a healthy relationship is. In addition, the inspiration will need to include one unique thing incorporated into the project. Inspiration must be eye-catching as it will be presented to the class and will be turned in to be graded.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Integration** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Technology:** Inspiration is the type II technology being used in this lesson. It will include at least 10 different ideas on what a healthy relationship is. In addition, the inspiration will need to include one unique thing incorporated into the project. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Art:** Students will be able to be creative with digital art in their inspirations. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**English:** Students will be using the fundamentals of English in their worksheets and in their inspirations.Groupings <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Section I - Graphic Organizer & Cooperative Learning used during instruction:** The T-chart chart will be used to introduce healthy relationships and allow the students to rate the importance according to them. The Think, Pair, Share activity will be used for learning the big ideas in which the students will first be working by themselves on a question asked by myself. I will then group my students by their favorite seasons in two's. They pairs will talk about what they came up with for an answer. Then I will have them join another pair with the same favorite season and all four-group members will share their answer. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Section II Groups and Roles for Product**: Students will be working individually on their inspirations and on certain worksheets. In the Onion ring activity one person out of the pairs in the Think, Pair, Share activity will be on the outside circle while the other is on the inside circle.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Differentiated Instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**MI Strategies** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Verbal-** Students will discuss their thoughts on aspects of healthy relationships with the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Visual-**Students will watch movie clips of celebrities in movies having a healthy relationship. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Naturalist-** Students will go outside for a class to watch the movie clips of the relationships on their laptops. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Kinesthetic-**Students will act out scenarios of a healthy relationship in front of the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Intrapersonal-**Students have time to think on their own about what a healthy is before sharing with a partner and the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Interpersonal**-Students will have time to share with a partner and the class on what are healthy aspects of relationships. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Musical-** Students will be able to find a healthy relationship in music today. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Logical-** Students will think about the effects of a healthy relationship has on a person. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Modifications/Accommodations**From IEPs ( Individual Education Plan), 504s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review students IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Plan for accommodating absent students**: I expect everyone to be able to make it to class. We are all human and I understand that things do come up and if you do miss a class, it is your job to find out what you missed. I will be willing to help any student filling them in with what they missed. Students will be able to look at the wiki for due dates on projects. However, most of our class time is spent being interactive with each other so I highly recommend you come. If you are absent, come see me during office hours, before, or after school. Student will need to fill out the T-chart and bring it to class the next day. I will also discuss with the student the communication skills they missed and I will have a handout of class notes/slideshow that they missed.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Extensions** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Type II technology:** Students will take the knowledge they have gained from their T-chart worksheets, Think, Pair, Share, Onion Ring activity, and create an inspiration. Doing it in this order will ensure students have full mastery of what a healthy relationship is and what it entails. At this point students should all have similar knowledge. From here, they use their own imagination and creativity to create the product. Students can use the teacher tutorial if they are stuck on using the product. Students should add at least one graphic that represents a healthy relationship. This pushes their product into the Type II area. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Gifted Students:** For my gifted students Instead of just making an inspiration with one unique feature, they must have at least 4 different unique features to enhance their inspirations.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Materials, Resources and Technology** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Laptops <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Charger <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">LCD ProjectorScreen <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">T-chart handouts <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Think, Pair, Share directions <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Onion Ring activity directions <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Inspiration tutorial <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Rubrics for inspiration <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Note cards

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Source for Lesson Plan and Research** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> [] This site talks about how do kids know if they're in a healthy relationship or not [] This site talks about teenagers and their relationships. [] This site compares healthy and unhealthy relationships.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**PART II:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">In my classroom, I will arrange the desks in two's, this means the desks are in normal lecture rows and columns except every two desks are pushed together. This is done this way to make it easier to talk to a partner without causing too much distraction and ruckus during the lesson. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Day 1: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will come into class and we will watch a movie on healthy relationships (15 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">By using the boards we will start a discussion on healthy relationships (25 Minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will work on their T-Charts (10 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will participate in the Think, Pair, Share activity (15 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">I will introduce the students to their final product (10 Minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Wrap up and answer any questions (5 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Day 2: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Recap the day before on what a healthy relationship is and what the difference is between an unhealthy and healthy relationship is (15 Minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will have to come up with a scenario with a partner on having a healthy relationship and act it out in front of the class (25 Minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will participate in their the Onion Ring activity (15 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">I will allow students the chance to work on their final products. (20 Minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Wrap up and answer any questions (5 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Day 3: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Recap the day before on how they liked the Onion Ring activity, and acting out scenarios. (10 Minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will present their inspirations (55 minutes). <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Will wrap up lesson by asking the students if they could identify the difference between a healthy and unhealthy relationship and to give examples of both (15 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will understand that healthy relationships have many parts and are important to practice. This is important because you will be presented with many different relationships in your life and by knowing how to keep them healthy can maintain or increase your overall health level. You will most likely be part of a relationship while in high school and this lesson will show you why it is important for them to be healthy. Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others. Students will be able to watch a movie on healthy relationships and have the chance to respond and ask questions.**Where, Why, What, Hook, Tailors: Visual, Verbal:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will know aspects of healthy relationships. These are communication, trust, support, honesty, being yourself, tips for communication, reading body language and facial expressions, and how to communicate effectively. Between a class discussion or through the lecture and/or teaching moments, student will gain information about these topics. Students will also have the chance to research this information through the links I give them for when they are making their final product. Students may also gain knowledge through the Think, Pair, Share activity with their colleagues. I will check for understanding through their T-charts. The students are to start plotting out steps that a person goes through from the initial thought to participate in a relationship, all the way to an outcome of how the person chooses to get out their relationship back in tact or end it.**Equip, Explore Rethink, Revise Tailors: Intrapersonal, Kinesthetic**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will be able to explore and experience their knowledge while being in groups, which is chosen by their favorite season. They will explore each other’s experiences with the different areas of healthy relationships. By the Think, Pair, Share activity students will get to explore many different ideas about healthy relationships as well. . Students will share their ideas (rating scale) on the following rating of these aspects of healthy relationships (communication, trust, support, honesty, being yourself, tips for communication, reading body language and facial expressions, and how to communicate effectively). Students will show evidence of learning through their T-charts, Think, Pair, Share, and the Onion Ring activity, and class discussion.**Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will present their final product in class so I may base their knowledge content as well as pass back their T-charts to assess their new knowledge. I will provide timely feedback to students through notes on their ratings (t-charts) and on their final products. This connects to the next lesson because we will now take the content mastery we have gained and be able to tell a story of a person who participates in a healthy relationship.**Evaluate, Tailors: Intrapersonal, Interpersonal, Kinesthetic** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Content Notes** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will know what a healthy relationship entails, the difference between love and friendship, and how to point out a healthy relationship versus an unhealthy relationship. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Aspects of a Healthy relationship:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Communication <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Know what both people want before practice. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Listening <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Clarity and Honesty <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Paying attention to both emotions <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Body Language <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Understanding both points of view <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Admittance <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">make eye contact. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Knowing what you want out of a relationship <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Keep things Interesting <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Support** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Being for them mentally and physically <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Accepting the others weaknesses and differences <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Working with the same communication styles <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Respect** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Allow for give and take <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Disperse power equally <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">set limits and boundaries. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Having Separate Identities <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Be connected but separate as well. (have a relationship without the relationship having you) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Make time for other things in your life (friends, family, events) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Have your own opinions, interests, friends, and other things going on in life. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Put importance in other things in your life. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Be open to being influenced by other person <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Be yourself. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Aspects of an Unhealthy relationship** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Other comes on strong or shows signs of jealousy. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">They want you to change your ideas to theirs <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">They attempt to isolate you. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">They have mysterious behavior <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">They confuse youThey are self-centered <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">They don't take responsibility <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">They have a temper <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">They force you into physical intimacy <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">If you want to end a relationship <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Make up your mind and stick to it. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Be assertive and vocal <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Be clear <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Prepare for the worst. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Make boundaries for the future <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Know when enough is enough and walk away <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Helping tips** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Stay calm <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Comfort to a point (be vocal) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Choose and pick the important reasons you are breaking up with them. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Distance yourself afterwards <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Don't spark an argument <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">You don't have to be friends right away <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Don't play games. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">If you are done let them know. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Handouts** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">T-chart handout <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Rubrics for inspiration

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Maine Standards for Initial Teacher Certification and RationaleStandard 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.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Learning Styles <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Clipboard:** In another way, students are given clear and set directions of what is expected from them during this lesson. Class syllabus for the lesson will be known to all students so they may get a grasp on the work that is ahead and behind them. They will be given a rubric for their product that gives them a straightforward procedure of the work they must accomplish. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Microscope:** Students will be given the chance to discuss and debate in class their deep learning, their experiences, and thoughts or expectations. Students will have the ability to discover healthy relationships that will arise in their lives at an early age and ways to communicate in them <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Puppy:** Class expectations during discussions and debate will be laid out before starting to discuss, in order to try and make the classroom a comfortable learning area <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Beach Ball:** Students are also given the chance to be creative by making an inspiration product. The product choice is a wide range, and the students can use their imagination with this project and stem off in any way they choose and see fit <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Rationale:** This lesson demonstrates Maine Standard for Initial Teacher Certification because it provides the chance for students to learn and develop content knowledge in different ways. In one way, students will be given many sources and varieties of information on healthy relationships and communication skills.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.****Content Knowledge:** Students will know vocabulary, factual information, and critical details on healthy relationships. These topics will be covered through student activities, class discussions, and their comic life projects (See Content Notes). These topics and their coverage will meet the Maine learning results. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**MLR:** Maine Learning Results: Health Education and Physical Education-C. Health Promotion and Risk reduction <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">C1 Healthy Practices and Behaviors <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Grade 9-Diploma <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; and other drug-use prevention; and prevention of STD's, HIV, and unintended pregnancy. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Facet:** Students will be able to recognize what a healthy relationship is. Students will learn what a healthy relationship entails, the difference between love and friendship, and how to point out a healthy relationship versus an unhealthy relationship. Students will show mastery through an Inspiration product. When students are asked to fill out their graphic organizer, they are organizing all of the information regarding healthy relationships. It is their job to take note from the discussion and use examples to explain each measure more in depth. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Rationale:** This lesson demonstrates Maine Standard for Initial Teacher Certification because it allows different students to learn in the way that they need and choose. A pre-assessment on their current knowledge of healthy relationships will be given at the beginning of the lesson. My lesson then can be altered to the students need to know knowledge. Students' IEPs, 504s, and ELLIDEPs will have the chance to have modifications during the lesson. During this lesson, students will be able to tell a story of a person in a healthy or unhealthy relationship. This satisfies the MLR by giving them the background information on healthy relationships so they participate in one in the future.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet student’s needs**. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**MI Strategies:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Verbal-** Students will discuss their thoughts on aspects of healthy relationships with the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Visual-**Students will watch movie clips of celebrities in movies having a healthy relationship. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Naturalist-** Students will go outside for a class to watch the movie clips of the relationships on their laptops. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Kinesthetic-**Students will act out scenarios of a healthy in front of the class and the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Intrapersonal-**Students have time to think on their own about what a healthy is before sharing with a partner and the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Interpersonal-**Students will have time to share with a partner and the class on what are healthy aspects of relationships. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Musical-**Students will be able to find a healthy relationship in music today. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Logical-** Students will think about the effects of a healthy relationship has on a person. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Type II Technology:** Students will take the knowledge they have gained from their T-chart worksheets, Think, Pair, Share, Onion Ring activity, and create an inspiration. Doing it in this order will ensure students have full mastery of what a healthy relationship is and what it entails. At this point students should all have similar knowledge. From here, they use their own imagination and creativity to create the product. Students can use the teacher tutorial if they get stuck on using the product. Students should add at least one graphic that represents a healthy relationship. This pushes their product into the Type II area.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Formative:** Students will share their T-charts on healthy relationships and rethink their rating after the Think, Pair, Share activity. Lastly, I will check for understanding by having the students participate in the Onion Ring activity in which there will be two different circles. One circle will surround the other circle and decide whether they want to have an unhealthy or healthy relationship while the inside, circle students have to find ways to deal with what the outside students say in a healthy or unhealthy way. When it comes to the inspirations, I will be using a rubric to check for understanding. Students will work on their inspirations towards the end of the lesson taking all the information they have learned and incorporating into the inspirations. When it comes to the worksheets and rubrics, I will be collecting them and grading them. Students will also be looking over their worksheets, especially the Think, Pair, Share worksheet. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Summative:** Inspiration (50pts): Students will use inspiration to map out their different ideas on what a healthy relationship is. The inspiration will be done during class and it will include at least 10 different ideas on what a healthy relationship is. In addition, the inspiration will need to include one unique thing incorporated into the project. Inspiration must be eye-catching as it will be presented to the class and will be turned in to be graded. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Rationale:** This lesson demonstrates Maine Standard for Initial Teacher Certification because it gives the teacher the ability to get progress and informal evaluation from the students on prior knowledge (pre-assessment), the students gaining knowledge (sharing their rating scales with partners and with the class as well), and gives the teacher a chance to support the development of the learner by giving feedback during class discussion and on pre-assessment. Their final product the students will produce can give the teacher a chance to eva luate the student formally. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> ||  || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
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