MENTAL AND EMOTIONAL HEALTH Chapters 3-4

Bell Ringer #1: Self-esteem  Write your own definition of self-esteem.  What are some ways you can build self- esteem?  List at least 5.  Discussion.

Chapter 3: Mental & Emotional Health  Lessons 1-2: Vocabulary  Skim through pages  Write down all the definitions that are part of your vocabulary sheet.  Please read all high lighted words (even if they are not part of your vocabulary sheet)  Once your are down please sit there quietly for further instructions.  Class discussion.  Partner work.

Mental & Emotional Health Checklist  Figure 3.1 (pg. 53)  Write down all the traits that currently describe your mental/emotional health (continue under your bell ringer).  Can you think of any other traits that might go along with these?

Health Triangle  Get into groups of 4.  With you group come up with a list of ways to improve or maintain your mental/emotional health.  Class discussion. Improving Mental/Emotional Health Mental/Emotional Health Physical Health Social Health

Chapter 3: Lesson 1 Quiz  Formative assessment.  Everything on the floor except a pencil/pen.  Please take this assessment on your own.  Once you are done you can hand it in.  Sit there quietly until all students have finished the assessment.

Poem/Song- Summative Assessment  In this unit you will have two summative assessments.  Unit test  Mental/Emotional Poem  Please look at the Poem Rubric  You will be developing a poem or song that speaks about your mental/emotional health.  You must use 4 vocabulary words.  Must be at least 3 stanzas long.

Bell Ringer #2: Stress  Identify some causes of stress in your life.  Choose one, and write about the steps you could take the lessen the affects of stress.  Class discussion.

Chapter 3: Mental & Emotional Health  Lessons 3-4: Vocabulary  Skim through pages  Write down all the definitions that are part of your vocabulary sheet.  Please read all high lighted words (even if they are not part of your vocabulary sheet)  Once your are down please sit there quietly for further instructions.  Class discussion.  Partner work.

Fight vs. Flight

The Body’s Response To Stress

Formative Activity: Comic Strip  Based on our class discussion, develop a comic strip that shows both the fight and flight of one stressful situation.  Stressful situation can either be made up or one that has happened to you.  Be creative.

Coping Loss

Grief Reaction Stages  Shock  Loss or disappointment has not fully set in.  Anger  You may feel intense bitterness or anger.  Yearning  “Emotional hole” in the heart.  Depression  Reality of the loss begins to sink in.  Acceptance  You are ready to move on with your life.

Chapter 3: Lesson 4 Quiz  Formative assessment.  Everything on the floor except a pencil/pen.  Please take this assessment on your own.  Once you are done you can hand it in.  Sit there quietly until all students have finished the assessment.

Bell Ringer #3: Importance  Health inventory 1. I ask for help when a problem arises. a) Alwaysb) Sometimesc) Never 2. I am able to help a friend with an emotional problem. a) Alwaysb) Sometimesc) Never 3. I deal with my problems in healthful ways a) Alwaysb) Sometimesc) Never

Ch. 4: Mental and Emotional Problems  Lessons 1and 3: Vocabulary  Skim through pgs and pgs  Write down all the definitions that are part of your vocabulary sheet.  Please read all high lighted words (even if they are not part of your vocabulary sheet)  Once your are down please sit there quietly for further instructions.  Class discussion.  Partner work.

Developing Good Character (pg. 81)  Read: Developing Good Character on page 81.  What are some actions you could take to show compassion?  With your neighbor, brainstorm a list of careers that would be well-suited for a person who is good at showing compassion.

Comic Strip (Formative)  With a partner, create a comic strip that involves helping a friend deal with their mental/emotional problem.  Will be collected at the end of class.