Journal: Please write down a time when you have seen or used bad social skills and describe to me what could have been done differently. Use at least five sentences.

Objective: TSWBT create a comic using examples of bad social skills using at least five boxes.

Lesson: Students finished the movie “Elf” looking for examples of bad social skills, then students took some time to create their comic, either using examples from their own life, from the movie, and or creating one on their own.

Journal: Describe to me a situation when you used bad social skills and explain to me what you could have done differently. Use at least five sentences.

Objective: TSWBT Create one comic using bad social skills.

Lesson: Students discussed what were bad and good social skills in different situations. Students were refreshed on and the good and bad social skills and students were asked to create a list of examples from the movie “Elf” and at the end of the lesson they created their comic.

Journal: What is the recommended daily calorie intake, and explain to me why is it important to watch your calorie intake.

Objective: TSWBT create one cartoon about social skills.

Lesson: Today students worked in how calories affect them and their daily lives. Students looked at their scheduled and examined how they hare handling their own calorie intake and what steps they need to take to work with burning off the calories that they have eaten. Then students talked about appropriate social skills and negative socials by creating lists of good and bad social skills during events such as school, parties, and eating out.

Journal: Define physical activity, and tell me why some activities do not fall under physical activity.

Objective: TSWBT Write down their meal along with their respected calories.

Lesson: We collected and reviewed Monday’s lesson and made sure that students understood what physical activity means. Students then talked about calories, what activities burn the most calories, and what factors play a role in burning calories. Students then created their own meals from charts from common fast food restaurants, and discovered the amount of calories those items had.

Journal: Name two or three kinds of accidents and explain to me in five sentences of what you can do to prevent it.

Objective: TSWBT Create an actiity with at least 10 rules.

Lesson: Today in Health defined what physical activity is and what are some physically active activities. Students also listed activities that are NOT included in being physically active and what are the requirements for any activity to be physical. Students were then passed out a rubric for them to create a game or a sport.

Journal: Describe to me a when you have seen someone do something anti-social and how did that make the other person feel. Use five sentences.

Objective: TSWBT demonstrate active listening skills during the discussion.

Lesson: We reviewed Monday’s lesson and talked about different types of anti-social behaviors. We then talked about unintentional injuries, some of the causes, some of the stats that lead up to the accidents and what we can do to prevent these injuries and accidents.

Journal: Explain to me how a bystander may help someone who is experiencing abuse using five sentences.

Objective: TSWBT write a list of ten anti-social behaviors.

Lesson: Students turned in last weeks study guide, and they received their new study guide. Students then helped each other about anti-social behavior, making a definition, and creating a list of activities that fall under the definition of anti-social beavior.

Journal: Describe to me one conflict you have had, what you did, and what would have been the best way to solve it, using at least five sentences.

Student Objective: TSWBT Define two to three aspects of dating violence in five or more sentence each.

Lesson: Teacher passed out and collected the study guides, and we finished conflicts by finishing the episode of What Would You Do and describing those conflicts. Then we discussed what Teen Dating violence is by reading a short story and  brain storming one word definitions by writing them on the board. Students then wrote down their own definitions, after which Students came up with their types of  violence and what that violence looks like.

Journal: Describe to me what makes a healthy relationship, and what are some attributes that belong in a healthy relationship.

Objective: TSWBT describe ten ways to resolve conflicts in a positive way.

Lesson: Passed out the study guide for this week, and we answered six questions about “conflicts”, we discussed the difference between conflict and violence, and what are some ways to resolve any kind of conflict. Students then watched WWYD, and they described the different conflicts, and how they would solve that conflict in a positive manner.

Journal: Describe to me a stressful situation and did you use a relaxation technique? If not would it have helped?

Student Objective: TSWBT make a list of ten traits of a positive and negative relationship respectfully.

Lesson: Students created a list of attributes of a healthy relationship and defined these key word. Each student took a turn writing down a word that is a part of a healthy relationship, and students also wrote down words that related to a unhealthy relationship. Students then created a list on their own of what they wanted for a healthy relationship, and then they compared them to their friends to see and look at the differences.