Obj: TSWBT Describe what respect looks like.

Journal: Describe what a healthy and unhealthy relationship looks like AND OR list what the behaviors are of each relationship in 4-5 sentences.

Lesson: The students completed their journal, from there we quickly reviewed what the definitions are. Then as a class we come up with the definition of respect, and in groups students listed what are the behaviors of someone who shows respect.

assignment: Students completed the book work Page 148-151. OR students did their project using RACE from English, how can I show respect.

Obj: TSWBT 1.4a examine components of a healthy relationship.

Journal: Write about one emotion and explain what it looks like, AND OR explain how emotions play a role in our mental health.

Lesson: students completed their journal, from there we reviewed the previous lesson. After which I put on the board the three behaviors. In small groups they listed behaviors that belonged in each category and as a class we made a short definition for each behavior. Then to wrap up the lesson students played an identification game where they touched the behavior that corresponded with what I said.

assignment: exit ticket, students gave examples of each behavior; five each.

Obj: TSWBT illustrate the difference between a healthy and unhealthy relationship.

Journal: Name/list some of the facts about suicide, and or explain what are some factors to consider about those who are more likely to commit suicide.

Lesson: Students completed their journal and we reviewed and discussed the previous lesson. From there as a class we made a list of what healthy relationship looks like and what a unhealthy relationship looks like. From there we created a definition for both and then they moved onto their assignment.

assignment: students could complete the book work (real life issue, before you read, and lesson assignment questions) OR students could read about healthy and unhealthy relationships and look for behaviors that correspond to the correct category.

Obj: TSWBT complete all of the six skill related fitness activities for 50 minutes.

Lesson: We reviewed the following; the five components of health, the six skill related fitness, and the pyramid of physical fitness. After we reviewed from the previous lessons, we did an instant warm up activity. The warm up activity was a tag game that last about 5 minutes. After the warm up students were given the time to practice six skill related fitness activities in the gym. The activities consisted of dribbling a basketball, speed ropes, juggling, long jump, kneeling jump, heel click, and reaction time to name a few.

Obj: analyze how suicide plays a role in mental health.

Journal: explain or define anxiety/depression AND OR explain some signs of anxiety or depression in 4-5 sentences.

lesson: Today as a class we categorized different aspects of suicide. The five categories were facts, myths, signs, verbal signs, and people who are high risk. Students were able to discuss were each fact belonged.

assignment: Students could complete the book assignment on page 122. They are to complete “Real life issue”, “Before you Read”, and the assessment questions at the end of the lesson.

OR

complete the project of finding more information (10 facts about each section) about the five categories, in either poster form, power point, word document, and or written.

Obj: TSWBT analyze how emotions play a role in mental health.

Journal: explain what are values, or explain some of your own values.

Lesson: We watched a short video clip about emotions on youtube (https://www.youtube.com/watch?v=SJOjpprbfeE) and we talked about how emotions affect us and how we should handle them. We learned why emotions are important and they play a role in our lives. After which we identified emotions from different stories.

Assignment: Book assignment on page 78, answer “Real life issue”, “Before you read”, and the lesson assessment questions.

or

Find a story about an emotion. Then identify the emotions, and answer the question “How do the emotions play a role in the story?” using RACE (restate the question, answer the question, cite your source, and explain your answer).

We played soccer today. We completed the warm up, then from there we did “throwers and dribblers”, and then from their we played chair soccer to complete the objective of ” The student will be able to link different skills together such as dribbling and passing.