April+Hooper

· What will you be teaching this year? o Health · Are you a new teacher or do you have previous experience (where and for how long)? o I am new. · What brought you to the Academy? o The programs that the Academy has to prepare the students for real life experiences. · Tell us something about yourself - hobbies, fun facts, etc. o My family, especially my dog, and friends are most important to me. I enjoy doing adventurous outdoor hobbies like scuba diving, camping, and river floating. The sports and/or teams that I hold an interest in are NASCAR racing (Dale Jr. is my husband, he just doesn't know it yet) and the Dallas Mavs basketball. I escape reality with a good book or a nice brisk walk with my dog. · What would you like to learn over the next four days? You can add to this question as the week progresses.
 * I would like to learn about the Academy physically and philosophically.
 * I look forward to learning about my peers and gaining insight from their experiences.
 * I wish to learn all organizational skills and tips for being prepared for being a floater teacher.

Topic: Being a resilient teen Ch 9 Lesson 2	Class: Health/Speech 9th-12th Grades

Objectives: SW Learn That… 	Through group collaboration and research the students will indicate the various warning signs, both verbal and behavioral, of someone who is depressed, overwhelmed and/or could be suicidal. 	Discern the resources available to get the help that is needed. 	Analyze and apply decision-making skills to help manage depression and prevent suicides. 	Skills and applications of presenting factual information on sensitive subjects to their peers.

Rationale: Teens need to know and understand the warning signs, both verbal and behavioral, of someone who could be suicidal. The teens need to know the resources available to get help and the actions that are needed to be taken to get to the help. Through knowledge and communication skills learned the teens will be able to recognize the signs and seek the necessary assistance for themselves and/or others.

TEKS: §115.32. Health (one-half Credit) 115.32(b)(1) (G) analyze strategies to prevent suicides; 115.32(b)(1) ( H) examine causes and effects of stress and develop strategies for managing stress and coping with anxiety and depression §115.32(b)(1)(I) describe the importance of taking responsibility for establishing and implementing health maintenance for individuals and family members of all ages; §115.32(b)(2)( (C) identify, describe, and assess available health-related services in the community that relate to disease prevention and health promotion; and	§115.32(b)(4)(A) analyze the health messages delivered through media and technology;	§115.32(b)(5)(D)  demonstrate decision-making skills based on health information.	§115.32(b)(16)( A)  identify decision-making skills that promote individual, family, and community health. §110.58. Communication Applications (One-Half Credit). §110.58.  (A)  analyze the audience, occasion, and purpose when designing presentations; §110.58. (B)  determine specific topics and purposes for presentations; §110.58. (C)  research topics using primary and secondary sources, including electronic technology; §110.58. (D)  use effective strategies to organize and outline presentations; §110.58. (E)  use information effectively to support and clarify points in presentations; §110.58. (F) prepare scripts or notes for presentations; §110.58. (G) prepare and use visual or auditory aids, including technology, to enhance presentations; §110.58. (H) use appropriate techniques to manage communication apprehension, build self-confidence, and gain command of the information; §110.58. (I) use effective verbal and nonverbal strategies in presentations; §110.58. (L)  participate in question and answer sessions following presentations; §110.58. (M) apply critical-listening strategies to evaluate presentations.

Materials Needed: 	Copies of the opener stress test 	Paper and Pens/Pencils 	Markers 	Butcher Paper 	Laptops with the publishing and research programs

Engagement: 5-7  min. 	Ask the students what happens when a rubber band is stretched to thin, while demonstrating it with a rubber band that snaps (it may need to be cut slightly to insure it’s breaking). What are some techniques that they have learned to cope with “being stretched thin.”

Steps of the Lesson: 1 hour 15 min. each day 	Lecture the points from Chapter 9 Lesson 2 in the health book 	Give research and creation time •	Group formation and discussion •	Research •	Creation of presentation •	Presentation 	Informative Presentation topic possibilities •	Signs of Stress •	Stress Management Techniques •	Relaxation Techniques •	Alienation •	Signs and management depression •	Signs of someone considering suicide •	Actions to help the one considering suicide 	Presentations given through various forms such as •	Dramatic/informative presentations •	Including Visual aids (i.e. posters/PPT)

Differentiation: 	 Sp Ed / ELL/ GT o	Ask for understanding o	Letting the students use a variety of methods (ex: drawing or description) in note taking o	Act out some of the concepts o	Letting the students use a variety of methods (ex: drawing or description) in note taking, researching and presenting o	Act out some of the concepts

Assessment: 8 min. Informal during closure ask the students… •	Signs of stress, depression, suicide •	What to do if they think someone is stressed, depressed, suicidal •	If a person asks you to keep there secret about their suicidal thoughts, should you?

Formal •	Grade formal presentation based on rubric provided

Closure: 8  min. Ask the students… 	Signs of stress, depression, suicide 	What to do if they think someone is stressed, depressed, suicidal 	If a person asks you to keep there secret about their suicidal thoughts, should you?

	Remind the students that they are more than welcome to take as many brochures and pamphlets that are on display on the chalk board, as needed at any time.

Reference: Hooper, April Leslie Jackson, Harrison

__The Stress Sheet to go along with the lesson plan__

Stress Self Test

Recognizing stress symptoms is one of the most important steps in controlling it. Circle the number that describes how often you experience the following stress symptoms.

1 = Seldom     2 = Sometimes      3 = Often

You have: Difficulty in breathing 1 2  3 Difficulty sleeping 1 2  3 Headaches 1 2  3 Grinding teeth 1 2  3 Neck and shoulder aches 1 2  3 Tight muscles 1 2  3 Upset or nervous stomach 1 2  3

You feel: Bored 1 2  3 Depressed 1 2  3 Dismayed 1 2  3 Embittered 1 2  3 Frustrated 1 2  3 Homesick 1 2  3 Impatient 1 2  3 Worried 1 2  3

You: Become hostile 1 2  3 Can’t make decisions (freeze) 1 2  3 Cry 1 2  3 Eat more/eat less 1 2  3 Have no time for family/friends 1 2  3 Use alcohol/drugs/cigarettes 1 2  3 Yell 1 2  3

If your total is over 36 points, stress might be controlling you! Check it out!

Total    (1)______  + (2)_______   + (3)_______  =   ________