Name: Katlyn Maiolo

Class: ELED 3221

Date: 9/30/2014
edTPA Indirect Instruction Lesson Plan Template
Stress
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Central Focus/Big Idea: Stress. Ways to deal with stress and stressful situations.
Subject of this lesson: Healthful Living
Grade Level: 4th Grade
NC Essential Standard(s): Health Objective 1.02: Predict physical and emotional reactions to
stressful situations. 4.L.2.2: Explain the role of vitamins, minerals and exercise in maintaining a
healthy body.
Next Generation Science Standard(s): There are no next generation science standards that
match because this is a health lesson (you told me in class on 11/12 that it was okay that I did not
have this).
21st Century Skills: Collaboration when the students work in groups in explore, explain, and
elaborate. Communication when they discuss in their groups and when they present to the class
in explain and elaborate.
Academic Language Demand
Language Function: The students will be explaining their stressful situations, how they
will handle the situation, and their reaction in explain through the skit that they will
create. Students will need to summarize their book in elaborate.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast Describe
Retell
Summarize

Explain

Scientific Vocabulary: Stress

Instructional Objective: Students will use their Way to Deal with Stress worksheet to
successfully demonstrate their understanding of stress and how to deal with stress. They will
perform a skit in groups of 5. To be successful students must correctly act out the situation they
were given, their reaction, and how they will deal with the situation. Each student must be apart
of the skit to get full credit.
Prior Knowledge (student): The students should know about what causes stress because they
learned about this in the previous lesson.

Content Knowledge (teacher): The teacher needs to know about stress and the definition, what
causes stress, ways to handle stress, examples of stressful situations.
Accommodations for special needs (individual and/or small group): No accommodations will
be needed for this lesson. The appendixs are on the level for the lower readers. All directions
will be available on the smartboard for every student and examples for each activity of what I
would like the students to complete.
Materials and Technology requirements: What materials do you (as teacher) and students
need? What resources will be used? If materials are exotic, where can they be found? You
need to be specific with the amount of stuff you will need.
Smartboard to use during explore and explain.
25 copies of appendix 3 Ways to Deal with Stress to give to students
5 Cut out strips of the stressful situation from appendix 3 to use in explain
Copies of 5 books for the groups to use in elaborate:

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst.
The Bully by Judith Casely.
The Bat Boy and his Violin by Gavin Curtis.
Lillys Purple Plastic Purse by Kevin Henkes.
Big Bad Bruce by Bill Peet.

http://www.nchealthyschools.org/docs/lessonplans/4/grade4-102.pdf (This has all the appendix

pages needed for the lesson).
Total Estimated Time: About an hour
Source of lesson: Website
Safety considerations: Make sure the students follow directions carefully and facilitate as the
students are working in groups together.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage:

Start the lesson off by having a serious facial expression on. Tell the students that they will do
100 math problems. They will be doing word, fractions, and division and multiplication
problems. If any of the students complain then add on 50 problems.
Put up the first problem on the board, 150 divided by 4. After the students are scared and have
started to work tell them to stop what they are doing. Ask the students how they felt. Say, what
you were feeling was stress. Does anyone know what I mean when I say the word stress?
Students should respond with something related to an emotion that makes them feel pressure or
upset.
Give the students examples of ways that I have felt stressed before and how I dealt with each
stressful situation. Use an example from school when I have been given multiple assignments,
papers, readings, and exams all due within the same week. Also give the story of when I was on
the way to take a very important test called the Praxis to get my teaching license and I got lost.

Explore:
Show the youtube video about stress and discuss the video:
https://www.youtube.com/watch?v=s93ywqFa6CM

Ask them questions about the video: What can stress feel like? What are examples of stressful
situations that you heard in the video? How can stress sometimes be a good thing? (should say
something like it can help them perform better). What are some ways you can manage stress?
(sleeping, listening to music, laughing, asking for help, relaxation exercises, stay active and
exercise).

Ask the students what they think the definition of stress is. Use the smartboard to write a web
diagram. Use appendix 1 (attachment) as a reference.

Divide the students into five groups counting off around the room. Have the students work in
groups and talk about times that they have felt stressed before.
Walk around as the students are discussing and listen to what they are saying. If students are
talking about reasons that arent really stressful situations then talk with the group and give them
other examples of stressful situations that I have been in.
After about 5 minutes bring the class together and get 2 examples from each group of ways they
felt stressed before and write it on the smartboard around the web diagram.
Let the students get back in their groups and have them discuss ways they would deal with the
stressful situations that are on the smartboard. Let this go for about 5 more minutes.

Bring them back together and discuss how they would deal with the stressful situations that are on
the web diagram.

In the same groups have the students read together appendix 3, Ways to Deal with Stress
worksheet. Each student should have his or her own copy. Tell them that each student should
read a section.

After the students have finished reading in their groups bring them back together as a class and
discuss the worksheet. Ask them questions like, What is a stressful situation that would go with
the first section, when you are angry? Ask them, When have you been in a stressful conflict?
Did you use one of these examples to deal with that stress? Ask them if they know of any other
ways they can deal with stress. Give them an example of a different way that I have dealt with
stress that is not on that worksheet. Tell them that I talk to my mom when I am stressed and she
really helps me to feel calm. Tell them that I get out of the house and go somewhere quiet where
I can keep to myself.

Explanation:
Divide the students into new groups of 5. Have them call out around the room 1,2,3,4,5. Give
each student a stressful situation from appendix 2. Have the strips cut out.

Have the students collaborate and discuss with each other the situation and what is going on in
the stressful situation I gave them.
Also have them discuss if they were in that situation what their reaction would be and how they
would deal with it (tell them they can refer to the worksheet I gave them (ways to deal with
stress)). As the students are discussing in their groups walk around and check for understanding
by asking them questions such as: What is going on in this situation? What would you be
feeling if this were you and you were placed in this situation? What would you do to deal with
this stress?

After the students are finished discussing the situation I gave them quiet the students down and
tell them that now they will develop a short skit about the stressful situation and perform it in
front of the class. Tell them they will demonstrate the situation, the reaction, and how they
would handle the stress (write these requirements on the smartboard so the students wont
forget).

Ask 3 students to come up to the front of the classroom with me and demonstrate how they could
perform the skit. Use one of the examples that I am not giving the students to use from appendix
2: Today on the playground your best friends didnt want to play with you. He went to play with
other students in the class leaving you all alone. Act this out with the 3 students you brought to
the front of the classroom. Tell the students they need to assign roles that each will act out. I will
be the friend that gets left out. The 3 others will be the best friends that left me. Act it out. Show
my reaction is upset and sad (make facial expressions) tell them that this is demonstrating the
situation and my reaction to being left all alone at recess. Now I will go deal with this situation
by going to talk with my best friends about how I felt. Tell the students, this is an example on
the worksheet ways to deal with stress and I am dealing with a stressful conflict by saying what I
feel is the problem to my best friends. Say, Do you see how I acted all of this out? This is what

you will do in your groups and you will perform your stressful situation in front of the class in 15
minutes.
Go around as the class is working on creating their skit and ask them questions such as: What is
your situation about? Who is performing what in your skit? What is going to be your reaction?
How are you going to deal with this?

Elaborate:
The class will still work in the same groups as in explain (five groups of 5). Each group will be
given a book from the classroom that contains a stressful situation. The list of books are in
appendix 4 from the NC healthy schools website lesson and is in the materials section of this
lesson. Each student in each group will have a role assigned to them that they will choose on
their own. Write the roles on the smartboard: 2 readers, 1 writer, 1 illustrator, and 1 director.

Explain each of the roles. The readers will read the book to the rest of the group (split the book in
half, one reader will read the first half of the book and the other reader will read the 2nd half of the
book), the director will come up with questions about the book to lead the group in a discussion
about the problem and the stress that was faced in the book, how it was handled, and the solution
to the situation from the book. The writer will collaborate with their group members and write in
a journal or a sheet of paper a new ending to the story. The illustrator draws a picture describing
the new ending to the story. Have the roles on a smartboard slide to keep up as the students are
working in groups so they dont forget what each roles responsibility is.

As the students are collaborating in their groups go around and check for understanding. Ask
them questions if they need help:

What is your book about?

What is the problem in your book?
What is the stressful situation in your book?
How would you react to this if you were in this situation?
How was the problem handled?
What is something else that could happen at the end of this story? Maybe decide with your group
members another ways you could handle this situation.

The new endings will be shared with the class.

Evaluate:
Formative: As the students are working in groups in Explore discussing ways they have felt
stressed and how they dealt with it. This shows me that they understand what stress is by
connecting it to their daily lives. I will also use formative assessment when the students share
their new endings of the book from elaborate.
I will use summative assessment as they are performing their skits. When they perform they need
to correctly act out their stressful situation, their reaction, and how they dealt with the situation.

To be complete after the lesson is taught as appropriate

Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________