L4+Theriault,+Elizabeth

**__Grade Level__****:** 9-Dipolma **__Numbers of Days:__** 3 days **__Topic:__** Healthy Relationships **__PART I:__** **__Objectives__** 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. Student will be able to tell a story of having a healthy or unhealthy relationship. **Product:** Comic Life **__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:** Through learning healthy relationships, students will have the ability to hold on to the healthy relationships in their life and lose the unhealthy ones leading them to better choices because of the health of their relationships around them. **__Assessments__** **__Formative (Assessment for Learning)__** **Section I checking for understanding during instruction:** Students will get an opportunity to blog about relationships in their life whether they are good or bad. The students will use their step-by-step graphic organizer to show what an unhealthy relationships so that they may be able to point out if they are in one. Students will participate in the Give, Get one activity where they will write a response to a prompt and they share their response to another classmate. I will check for understanding by having students participate in the Number Heads game where they will be divided into groups of four and each will be given a number 1-4. I will ask questions about healthy and unhealthy relationships and whichever number I call all the people with that number will give the answer for the group. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Section II timely feedback for products (self, peer, teacher)** Students will work on their comic life’s towards the end of the lesson taking all the information they have learned and incorporating into the comics. When it comes to the worksheets and rubrics, I will be collecting them and grading them. Students will also provide feedback on other student’s responses to the prompt before turning them into me. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Summative (Assessment of Learning):__** Comic Life (100pts): Students will produce a comic life showing the difference between a healthy and an unhealthy relationship. The comic will be at least four pages and will need to be eye-catching. You will need to include someone or something talking and will need to be to tell a story of someone or something having either a healthy or unhealthy relationship. The comic life will include at least four facts of what makes a healthy or an unhealthy relationship. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Integration__** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Technology:** A Comic life is the type II technology that is being used in this lesson. The comic life will be at least four pages and will need to tell a story about a healthy or unhealthy relationship. The Comic life will need to include at least four facts of what a healthy or unhealthy relationship entails. It will also need to include at least one picture on each page. In addition to all the other requirements, anything else can be added to the comic <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Art:** Students will be able to be creative with digital art in their comic lives. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**English:** Students will be using the fundamentals of English in their worksheets and in their comic life’s. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Groupings__** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Section I - Graphic Organizer & Cooperative Learning used during instruction:** The Step by Step chart will be used by students to show what an unhealthy relationship looks like. The Number Heads activity will be the cooperative learning tool, it’s where the students will be divided into groups of four, and each will be given a number 1-4. I will ask questions about healthy and unhealthy relationships and whichever number I call all the people with that number will give the answer for the group. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Section II Groups and Roles for Product:** Students will be working on their comic life individually but students will work with other students to gain knowledge and understanding of what a healthy and unhealthy relationship is. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Differentiated Instruction__** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__MI Strategies__** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Verbal-** Students will be blogging and journaling about healthy and unhealthy relationships. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Logical-** Students will have to use logic to show how to make an unhealthy relationship a healthy one. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Intrapersonal-** The journal and blog writing will have the students thinking on their own about healthy and unhealthy relationships. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Interpersonal-** The students will participate in the number heads together activity which will allow them to work together to gain more ideas for their comic life but they will also participate in a skit showing the difference between having a healthy and an unhealthy relationship. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Musical-** Students will write a song about what an unhealthy relationship. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Naturalistic-** I will have the students perform their songs on unhealthy relationships outside on the grass. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Visual:** Students will watch their time capsule at the end of the unit. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Kinesthetic:** Students will be making a time capsule about what they hope to learn about unhealthy relationships and how to avoid them. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__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="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**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. I will also discuss with the student the skills they missed and I will have a handout of class notes that they missed. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Extensions__** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Type II technology:** Students will take the knowledge they have gained from their step-by-step worksheets, number heads activity, the give one, get one activity, and create a comic life. Doing it in this order will ensure students have full mastery of the choices that may arise in their life and the consequences that may arise. 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 picture per page and have four pages minimum. This pushes their product into the Type II area. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Gifted Students:** For my gifted students they will need six pages telling a story of having a healthy or unhealthy relationship through comic life. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">step-by-step charts <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Give one, Get one prompt <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">laptop <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">laptop charger <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">speakers <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">projector <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Comic life tutorial <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Rubric for comic life <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Source for Lesson Plan and Research__** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">[] This site has tips for a healthy relationships.[] This site tells about what effective communication is and how to do it.[] This site tells about how to end a relationship and how to deal with the aftermath. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">[] This site tells about dating abuse. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">[] This site is about abusive relationships for teens. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__PART II:__** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Teaching and Learning Sequence__** **(Describe the teaching and learning process using all of the information from part I of the lesson plan)** Students will come into the classroom with the desks in a U shape on the most outside of the classroom as they can be. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Day 1__**Students will make time capsule about what they hope to learn about unhealthy relationships and how to avoid them. (25 minutes) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will come into the classroom and they will begin by writing about relationships in their journal. They don't need to write anything specific but things that they notice about their life and others lives around them (15 minutes) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">The next thing that will happen is students will also write their step by step graphic organizers (10 minutes). <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will receive comic life tutorial and rubric (10 minutes) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will receive writing prompt and will have the rest of class to work on it (20 minutes) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Day 2__** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will participate in the Number heads activity (15 minutes) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will participate in the give one, get one activity (10 minutes) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will write a short song about an unhealthy relationship and perform it if they would like (35 minutes) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will have the rest of the class to work on comic life pages (20 minutes) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Day 3__** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will present their comic life projects (70 Minutes) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Last 10 minutes will be a recap of the whole lesson and a wrap up. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**UNIVERSITY OF MAINE AT FARMINGTON** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**  <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**LESSON PLAN FORMAT**  <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Teachers Name__****:**Ms.Theriault **__Lesson #:__** 4 **__Facet:__** Interpretation
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Materials, Resources and Technology __**

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">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 in each of the following areas; healthy eating; physical activity; tobacco; alcohol; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy. As a hook, students will produce a time capsule saying what they want to know about unhealthy relationships. They will be able to do tell a story on healthy and unhealthy relationships. Students will have the chance to respond and ask questions. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Where, Why, What, Hook, Tailors:** Visual, Verbal, kinesthetic.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">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 class skits 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. I will check for understanding through their step-by-step charts, the number head activity, and the give one, get one activity. 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 a final outcome of how the person chooses to get out their relationship back in tact, end it, or bring it to the next level. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Equip, Explore Rethink, Revise Tailors:** Intrapersonal, Kinesthetic

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be able to explore and experience their knowledge while being in groups. Students will explore each other’s experiences when it comes to healthy or unhealthy relationships. By the number heads activity and the give one, get one activity they will get to explore many different ideas about healthy relationships. After the lesson, students will be able to tell a story of a person making healthy choices to help make their relationship healthy. Students will show evidence of learning through their comic life projects and step-by-step charts. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Explore, Experience, Rethink, Revise, Refine, Tailors:** Interpersonal, Intrapersonal

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will present their final product in class so I may base their knowledge content as well as pass back their step by step charts to assess their new knowledge. I will provide timely feedback to students through their prompt responses 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 exhibit knowledge of birth control methods and how they work. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Evaluate, Tailors:** Intrapersonal, Interpersonal, Kinesthetic <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Content Notes__** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">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="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Aspects of a Healthy relationship:** Communication <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Know what both people want before practice <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Listening <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Clarity and Honesty <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Paying attention to both emotions <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Body Language <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Understanding both points of view <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Admittance <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">make eye contact <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Knowing what you want out of a relationship <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Keep things Interesting <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Support <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Being for them mentally and physically <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Accepting the others weaknesses and differences <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Working with the same communication styles <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Respect <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Allow for give and take <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Disperse power equally <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">set limits and boundaries <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Having separate identities <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Be connected but separate as well. (have a relationship without the relationship having you) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Make time for other things in your life (friends, family, events) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Have your own opinions, interests, friends, and other things going on in life. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Put importance in other things in your life. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Be open to being influenced by other person <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Be yourself. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Aspects of an Unhealthy relationship** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Other comes on strong or shows signs of jealousy. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">They want you to change your ideas to theirs <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">They attempt to isolate you. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">They have mysterious behavior <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">They confuse you <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">They are self-centered <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">They don't take responsibility <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">They have a temper <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">They force you into physical intimacy <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**If you want to end a relationship** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Make up your mind and stick to it. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Be assertive and vocal <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Be clear <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Prepare for the worst. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Make boundaries for the future <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Know when enough is enough and walk away <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Helping tips** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Stay calm <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Comfort to a point (be vocal) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Choose and pick the important reasons you are breaking up with them. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Distance yourself afterwards <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Don't spark an argument <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">You don't have to be friends right away <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Don't play games. If you are done let them know. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Domestic/Dating violence costs the US $5.8 billion annually in health related costs, with $4.1 billion for victims needing medical and mental health services. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Physical abuse <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Sexual abuse <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Emotional abuse <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Handouts__** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Comic life rubric <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Step by Step chart <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Maine Standards for Initial Teacher Certification and Rationale__****//Standard 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="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//__Learning Styles__//** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//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="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//Microscope://** Students will be given the chance to share with the 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="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//Puppy://** Class expectations during skits will be laid out before starting them, in order to try and make the classroom a comfortable learning area <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//Beach Ball://** 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="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Domestic/dating violence **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;"> (also known as intimate partner violence) is a pattern of controlling behaviors that one partner uses to get power over the other.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//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 and putting it into action. Students are also given the chance to be creative by making an imovie product and acting product. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//Content Knowledge://** Students will know vocabulary, factual information, and critical details on healthy and unhealthy 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="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//MLR://** Maine Learning Results: Health Education and Physical Education-C. Health Promotion and Risk reduction <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">C1 Healthy Practices and Behaviors <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Grade 9-Diploma <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">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="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//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 a comic life 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="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//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. 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="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet student’s needs.//** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//MI Strategies://** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Verbal-** Students will be blogging and journaling about healthy and unhealthy relationships. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Logical-** Students will have to use logic to show how to make an unhealthy relationship a healthy one. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Intrapersonal-** The journal and blog writing will have the students thinking on their own about healthy and unhealthy relationships. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Interpersonal-** The students will participate in the number heads together activity which will allow them to work together to gain more ideas for their comic life but they will also participate in a skit showing the difference between having a healthy and an unhealthy relationship. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Musical-** Students will write a song about what a healthy relationship or unhealthy relationship. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Naturalistic-** I will have the students perform their songs on healthy or unhealthy relationships outside on the grass. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Visual:** Students will watch their time capsule at the end of the unit. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Kinesthetic:** Students will be making a time capsule about what they hope to learn about healthy relationships. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//Type II Technology://** Students will take the knowledge they have gained from their step-by-step work <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">sheets, number heads activity, the give one, get one activity, and create a comic life. Doing it in this order will ensure students have full mastery of the choices that may arise in their life and the consequences that may arise. 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 picture per page and have four pages minimum. This pushes their product into the Type II area. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//Formative://** Students will get an opportunity to blog about relationships in their life whether they are good or bad. The students will use their step-by-step graphic organizer to show steps to healthy relationships so that they may use them in practice. Students will participate in the Give, Get one activity where they will write a response to a prompt and they share their response to another classmate. I will check for understanding by having students participate in the Number Heads game where they will be divided into groups of four and each will be given a number 1-4. I will ask questions about healthy and unhealthy relationships and whichever number I call all the people will that number will give the answer for the group. Students will work on their comic lives towards the end of the lesson taking all the information they have learned and incorporating into the comics. When it comes to the worksheets and rubrics, I will be collecting them and grading them. Students will also provide feedback on other student’s responses to the prompt before turning them into me. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//Summative://** Comic Life (100pts): Students will produce a comic life showing the difference between a healthy and an unhealthy relationship. The comic will be at least four pages and will need to be eye-catching. You will need to include someone or something talking and will need to be to tell a story of someone or something having either a healthy or unhealthy relationship. The comic life will include at least three facts of what makes a healthy or an unhealthy relationship. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//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 skits with the class), and gives the teacher a chance to support the development of the learner by giving feedback during skits and on written prompts. Their final product the students will produce can give the teacher a chance to evaluate the student formally. || ||   || 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.
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||