Teacher: Ivan Rodriguez

Grade level: High School

Unit: Mental, Emotional, And Social Health- DAY 6
Topic: Mental Health

Standards:
Essential Concepts:
1.6.M Describe the importance of recognizing signs of disordered eating and other common
mental health conditions.
1.4.M Describe qualities that contribute to a positive self-image.
Interpersonal Communication:
4.1.M Seek help from trusted adults for oneself or a friend with an emotional or social health
problem.

Objectives
At the end of the lesson, students will be able to:
1. Explain in their own words the importance of recognizing the signs of disordered eating
by writing a summary.
2. Classify 5 qualities that contribute to a positive self-image by creating a Self-Esteem
Portraits.
3. List 3 trusted adults that they can seek help from when they are having emotional or
social health problem by writing them in their daily journals.

Level of Cognition:
1. Cognitive- Comprehension
2. Cognitive- Comprehension
3. Cognitive- Knowledge

Introduction (25 minutes):

Weekly Journal (10 minutes)
Tell the class that we are going to talk about Mental Health. Students will take out their weekly
journals. They will answer the following question in their note books (should take them 5 min.).
Afterwards, the whole class will have a discussion about their response (no more than 5 min.).
This activity will show the other students different kind of stressors.
Say the question out load and write the question on the board for students to copy.
Discussion Questions:
List 3 trusted adults you can talk too? Please state their relationship to you and
explain why you choice them as a trusted adult.
Class Discussion: The students will be able to talk about their trusted adult and
explain why they are considered a trusted adult?
 Transparency of Low Image Self Esteem: (15 minutes)
After the Weekly Journal, set up the overhead and display the transparency of Low Image Self
Esteem. Students will analyze the picture and answer the following questions:
*(Wait for the students to respond to the questions and say the questions one at a time)*
1. What do you see in this picture?
2. Why is the dog growling?
3. Why did the man gave that statement?
4. What are some good things we can say to improve his self-esteem?
5. Say 2 appropriate self-image qualities you see from your partner next to you.

Step by Step Procedure (50 minutes)

Instructional Student Activities Time Resources Needed
Strategies

1. Have students list - Journal Entry: 10 minutes Markers and whiteboard to write the
3 trusted adults and What are 3 question on the board
explain why. trusted adults you
can talk too?
Please state their
relationship to
you and explain
why you choice
them as a trusted
adult?
2. Transparency of -Display 15 minutes - Transparency of Stress Relief
Low Image Self Transparency on - Overhead
Esteem the Overhead. - Markers and Whiteboard
-Students will
answer the
following
questions.

4. Power Point - Students will 20 minutes - Computer

Lecture on Stress explain in their - Screen
own words the - Cables
importance of - USB Drive with PowerPoint
recognizing the - Note guide handout
signs of
disordered eating
by writing a 3-
 sentence
summary.
5. Self-Esteem - Students put 15 minutes - 50 Pieces of Paper (1 per/person)
Portraits together a Self- -8 Boxes of Color Markers
Esteem Portrait. - 8 Boxes of Crayons
- They will insert - Construction Paper
5 appropriate
qualities that
contribute to a
positive self-
image

Content Outline:
Before Lecture, hand out the unfilled note guides to each student. They will fill in the section
where states list 10 various coping mechanisms for managing stress.
*Special need students/Disabled students will have a completely filled note guide. The
note guide will have highlighted section of the most important criteria that will be in an
exam. Teach the section an easy pace so they can follow along. Disabled students will be able
to use these notes during an exam, have extra time, or go to a different classroom with proper
accommodations. They will be sitting in front of the class so I can better assist them. Finally,
they will be allowed to work with a partner. *I will make sure to check for understand before
moving to the next section*
*English Language Learners (ELL) will have a completely filled note guide and
translated to their primary language, which they can use as a reference guide. However, these
students will still be given the unfilled note guide. These students are expected to follow
along the lecture, and they have to try to fill in the blanks in their note guides. Check if they
filled their note guide by the end of class. If they did not fill anything, then hand then a
completely filled note guide from the special need/disabled students section. They are
allowed to work in groups. In addition, they can choose the student they want to work with.
Finally, I will communicate with them verbally and give feedback verbally. *I will make
sure to check for understand before moving to the next section*

Transition: This will be the beginning of the PowerPoint.

Lecture: Mental Health (20 minutes)
1. Types of Eating Disorders
a. Atypical anorexia nervosa (weight is not below normal)
b. Bulimia nervosa (with less frequent behaviors)
c. Binge-eating disorder (with less frequent occurrences)
d. Purging disorder (purging without binge eating)
e. Night eating syndrome (excessive nighttime food consumption)
2. Anorexia Nervosa
 a. Dramatic weight loss
b. Wearing loose, bulky clothes to hide weight loss
c. Preoccupation with food, dieting, counting calories, etc.
d. Refusal to eat certain foods, such as carbs or fats
e. Avoiding mealtimes or eating in front of others
f. Preparing elaborate meals for others but refusing to eat them
g. Exercising excessively
h. Making comments about being fat
i. Stopping menstruating
j. Complaining about constipation or stomach pain
k. Denying that extreme thinness is a problem
3. Binge-Eating Disorder
a. Evidence of binge eating, including disappearance of large amounts of food in a
short time, or finding lots of empty food wrappers or containers
b. Hoarding food, or hiding large quantities of food in strange places
c. Wearing baggy clothes to hide the body
d. Skipping meals or avoiding eating in front of others
e. Constantly dieting, but rarely losing weight
4. Bulimia Nervosa
a. Evidence of binge eating, including disappearance of large amounts of food in a
short time, or finding lots of empty food wrappers or containers
b. Evidence of purging, including trips to the bathroom after meals, sounds or smells
of vomiting, or packages of laxatives or diuretics
c. Skipping meals or avoiding eating in front of others, or eating very small portions
d. Exercising excessively
e. Wearing baggy clothes to hide the body
f. Complaining about being fat
g. Using gum, mouthwash, or mints excessively
h. Constantly dieting
i. Scarred knuckles from repeatedly inducing vomiting
5. Night eating syndrome
a. A lack of appetite in the morning.
b. Overeating during the night.
c. Waking during the night to eat, at least three nights per week.
d. Not always remembering the nighttime eating episode.
e. Having to eat simply to fall back to sleep.
6. Purging disorder
a. Constant dieting.
b. Hiding food or food wrappers.
c. Eating in secret.
d. Eating to the point of discomfort or pain.
e. Self-induced vomiting.
f. Laxative use.
g. Excessive exercise.
h. Frequent bathroom trips after eating.
7. Ways to Improve Your Self-Image, Self-Confidence and Self-Esteem
 a. 1. Wake up happy
b. 2. Use positive self-talk throughout the day
c. 3. Use encouraging, affirmative language
d. 4. Find something good
e. 5. Provide warmth, kindness and friendship to others
f. 6. Replace the word cant with can
g. 7. Enhance your appearance
h. 8. See the person you want to be
i. 9. Maintain good posture
j. 10. Smile
k. 11. Set your own internal standards
8. Importance of recognizing the signs of disordered eating
a. It is important to note that anorexia nervosa, bulimia, and binge eating disorders
are often accompanied by co-occurring psychiatric or addictive disorders
(sometimes referred to as a dual diagnosis). The risk of complications from
coexisting conditions makes critical to seek an assessment from a professional
who focuses significant time on eating disorder treatment.
i. Can Save a life
ii. Make their life better
iii. Prevent new health complications
9. Summary
a. Write a 3 sentence summary of why do you think it is important to of recognizing
the signs of disordered eating.
b. __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________.

Conclusion/Closure: (15 minutes)

Self-Esteem Portraits (15 minutes)
At the end of the discussion, students will put together a Self-Esteem Portrait. Students
will individually describe qualities that contribute to a positive self-image.
1) Hand out a piece of paper to the students.
2) Each table will receive a box of markers and crayons.
3) Students will need to Classify 5 qualities that contribute to a positive self-
image.
a. Ex. I like my smile
b. I love my hair
c. I love my weight
d. Etc.
4) Decorate any way they like!
- This activity is great because each student will be able to identity nice qualities they like
about themselves.
 - Tell them that is has to be colorful and neat!
*This will be their Pass out the Door*
Time Allotment:

Introductory Set: 25 Minutes

Lecture: 20 Minutes
Conclusion: 15 Minutes

Evaluation of Objectives:
Objective 1
Explain in their own words the importance of recognizing the signs of disordered eating by
completing a worksheet.
Objective 2
Classify 5 qualities that contribute to a positive self-image by creating a Self-Esteem Portraits.
Objective 3
List 3 trusted adults that they can seek help from when they are having emotional or social health
problem by writing them in their daily journals.

References

NIH. (2016, February). Eating Disorders. Retrieved April 10, 2017, from https://www.nimh.nih.

gov/health/topics/eatingdisorders/index.shtml?utm_source=rss&utm_medium=rss.

Types & Symptoms of Eating Disorders. (2016, October 5). Retrieved April 10, 2017, from https

://www.nati onaleatingdisorders.org/types-symptoms-eating-disorders.