Grade level: 6   Two day plan

1.                  What’s my lesson about?

Risk/Content area:        Mental and Emotional Health
Title:                           Making Healthy Decisions
Standard(s):                  Decision Making/Goal Setting

2.                  Why is this important for my students?

Students need to learn how to make healthy/good decisions that end in positive outcomes when facing daily situations even when they are difficult.

3.                  What do I want my students to know and be able to do? 

Students will be able to think and analyze different solutions to daily problems and to choose those which will yield positive and safe results.  They will also gain problem-solving strategies that empower them to handle their own situations instead of depending on adult intervention (unless absolutely needed).  Students will gain an awareness that they have the power to “take control” of themselves.

4.                  How will I assess what my students learned?

Following our read aloud, students will work in small groups on decision-making activities, which are designed to make students think about choices and consequences to daily occurrences.  They will be doing a short written response to their choices made and will then share their decisions with the class by means of discussion and role-playing.

5.                  What active learning strategies will I use?

Introduction—entire class at carpet area

·         Introduce Manny to the class (main character from read aloud book)

·         Talk a little about facing problems and making choices everyday

-What problems do we face daily?

-What kind of choices do we make everyday?

-Are all of them easy/hard?

·         Read aloud Ke Kala ‘Ama: Letting Go 

Learning Activity:          Day 1

·        Following reading, discuss following questions (fill in chart together as a model):

·        What was the problem in the story?

·        What are possible choices Manny can make?

·        What are consequences of each choice?

·        What is the best option?

·        Divide students into smaller groups

·        Give out card with situations involving dilemmas

·        Have students process the decision-making model together 

Day2

·        Review the story elements from day 1

·        Dismiss students to same small groups

·        Students will review and revise (if needed) their decision making model

·        Groups will devise and practice a skit to show their dilemma and the choice they made to solve it

·        Establish rules for sharing skits (show appreciation, raise hands to speak, get permission to call on people to express view points)

·        Students will share their skits.

·        “Audience” will identify the problem (decision-making model) and briefly discuss whether the solution was a good one and make suggestions for a better one if needed

Closure:

·        Student discussions and debrief two day activity and have them identify ways to implement strategies in real life

-identify, as a class, recurring problems in skits as well as their applicability to real life

-let students know that they can only control themselves, so they should start there

6.                  What materials will I need to have ready before the lesson?

·        Read aloud book

·        Chart/markers (decision-making demo.)

·        Worksheet for group work

·        Index cards with scenarios