Astumbo Middle School

Lesson Plan Format

Teacher Name: Mr. Zapanta
Quarter: 1st/3rd
Content: Health
Grade/Course: 7th
Timeline: 2-3 Days
ESLRs Addressed: (choose all that apply)
A chievers of Academic Success
M odel Citizens of the Community
S killed Users of Technology to Connect with the Global Community

Standard(s); CCSS: 3.0 Target (Lesson Preparation [SIOP])

GDOE Health Education Standards & Performance Indicators
MS.1.10: Explain key health terms and concepts.
MS.1.8: Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.
MS.5.1: Discuss circumstances that can help or hinder healthy decision making.
MS.5.2: Determine when health-related situations require the application of a thoughtful decision making process.
MS.5.5: Predict the potential short-term impact of each alternative on self and others.
MS.7.2: Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.

Lesson Overview; Lesson Purpose:(Develop new
Lesson Objective(s): (We will: KNOW, UNDERSTAND, and BE
knowledge or extend and apply knowledge)
ABLE TO DO; must be measurable and attainable)


In this lesson, students will be able to:
Students will be introduced to the six-step
decision making process and the character
Determine the kinds of decisions they make
values of respect, responsibility, fairness,
Discuss how their decisions reflect their character
caring, citizenship, and trustworthiness.
Explain how to make responsible decisions
Explain how decisions affect their health

with 80% accuracy through note taking, question and
answer, making a poster and taking a quiz.

Learning Targets (Rigor)

2.0 Simpler Content: (One Grade Level Below)


4.0 More Complex: (One Grade Level Above)

Vocabulary: (Building Background [SIOP],Vocabulary
Focus Question(s): (Unit Essential Questions or Big Ideas)
[Big 8])


How does your character affect your decision making?

Decision; Consequence; Risk; Cumulative Risk;
Values; Character


Description of Lesson
(Lesson delivery; comprehensible input [SIOP]
Instructions that are italicized include students engagement strategies. Instructions that are underlined embed checking for
understanding. (Instructional strategies are in parentheses i.e. Marzano) [Brackets are instructional strategies pertaining to
SIOP, Big 8, CITW]

Astumbo Middle School

Lesson Plan Format
Anticipatory Set: ( _____ minutes) (Cues/Questions, Building Background, [SIOP] Interaction, [SIOP] Write to Learn [Big 8]
Teacher & Student Questioning [Big 8])

Put a picture showcasing unhealthy food vs. healthier food choices. Have students think-pair-share about the benefits and
consequences of each food choice. Indicate that many choices in life will affect their health in the short-term and longterm.

Instruction and Strategies: ( _____ minutes) (Providing Feedback, Reinforcing Effort, Providing Recognition, Cooperative
Learning, Cues/Questions, Strategies [SIOP], Interaction [SIOP], Practice and Application [SIOP], Student Dialogue &
Grouping [Big 8], Write to Learn [Big 8], Graphic Organizers and Note Takers [Big 8], Teacher & Student Questioning [Big 8],
Document, Technological, and Quantitative Literacy Strategies [Big 8])

Episode 1
o [Students will get into groups of 3 (no more than 4 per group) to read lesson 3 (pg. 14-19)]
Each student will read one sentence and then rotate to the right until end of lesson 1.
First reader will read the learn about.
o Teacher will collaborate with groups to check-for-understanding
Episode 2
o [Teacher will present the Decisions & Your Character PowerPoint presentation found in the electronic
curriculum binder]
Episode 3
o Students will work in groups to complete the Lifeboat activity
o The group must choose who stays on the island with a low chance of survival and who goes on the lifeboat
with a high chance of survival.
o Teacher may have groups present
Episode 4
o [Students will take notes in their notebook, labeled 1.3 Notes ]
o 1.3 Notes can be found in the overhead projector binder or the electronic curriculum binder.
o 1.3 Notes can be in Cornell format
Episode 5
o Character Video
Each class will create a skit demonstrating good character. The teacher will give each class the
character values.
There will be a need for actors, skit writers/directors, camera crew, and presenters. Presenters will
present a lesson on good character to a 6th grade TeamTime class on selected Orange day.
o Alternative activity to the Character Video = Character Poster
Make a poster with each of the six character values found on pg. 17
Draw an example of each value with a caption
Make it colorful
Due in 1 week

Guided Practice: ( _____ minutes) Providing Recognition, Cooperative Learning, Interaction [SIOP], Practice and
Application [SIOP], Write to, Learn [Big 8], Teacher & Student Questioning [Big 8], Document, Technological, and
Quantitative Literacy Strategies [Big 8])

Episode 1
Instructions that are italicized include students engagement strategies. Instructions that are underlined embed checking for
understanding. (Instructional strategies are in parentheses i.e. Marzano) [Brackets are instructional strategies pertaining to
SIOP, Big 8, CITW]

Astumbo Middle School

Lesson Plan Format
[Students will get into groups of 3 (no more than 4 per group) to read lesson 3 (pg. 14-19)]
Each student will read one sentence and then rotate to the right until end of lesson 1.
First reader will read the learn about.
o Teacher will collaborate with groups to check-for-understanding
Episode 3
o Students will work in groups to complete the Lifeboat activity
Episode 5
o Character Video
o Alternative activity to the Character Video = Character Poster
Make a poster with each of the six character values found on pg. 17
Draw an example of each value with a caption
Make it colorful
Due in 1 week
o

Formative Assessment: ( ____ minutes) (Providing Feedback Review and Assessment [SIOP],Student Dialogue & Grouping
[Big 8],Teacher & Student Questioning [Big 8])

1.3 Quiz
o Can be found in the overhead projector binder or the electronic curriculum binder
o Given the next school day
Health Skills Video/Poster
o Points may be given for participation in the video/skit
o Points may be given for completion of Character Poster

Closure: ( _____ minutes) (Providing Feedback, Reinforcing Effort, Homework, Closing the Lesson, Interaction [SIOP],
Review and, Assessment [SIOP], Write to Learn [Big 8], Teacher & Student Questioning [Big 8])

Decisions you make about your health require thought and planning. The six-step decision making process helps you
make good decisions. Your character influences your decisions. People with good character, generally make good
decisions.
[Exit Ticket: List the six character values]

Independent Practice: ( _____ minutes) (Homework, Interaction [SIOP], Write to Learn [Big 8])

Episode 4
o [Students will take notes in their notebook, labeled 1.3 Notes ]
o 1.3 Notes can be found in the overhead projector binder or the electronic curriculum binder.
o 1.3 Notes can be in Cornell format
Episode 5
o Character Poster

Accommodations/Modifications: (Component 3: Helping Students Extend and Apply Knowledge [CITW], Building
Background [SIOP], Student Dialogue & Grouping [Big 8], Text and Media Complexity [Big 8])

1.3 Quiz can be open book
Instructions that are italicized include students engagement strategies. Instructions that are underlined embed checking for
understanding. (Instructional strategies are in parentheses i.e. Marzano) [Brackets are instructional strategies pertaining to
SIOP, Big 8, CITW]

Astumbo Middle School

Lesson Plan Format
1.3 Notes can be substituted by copying Figure 1.2 on page 9

Resources (Textbook and Supplemental): (Leveled Materials and Digital, Multi-media Resources [Big 8])

TEACHER:
Glencoe Teacher Wraparound Edition
lap top
multimedia projector
overhead projector
overhead projector binder
Paper for Character Poster
Markers, crayons, color pencils
Video camera for Character Video

STUDENT:
Glencoe Teen Health Textbook
pen/pencil
notebook

Lesson Reflection/PLC Discussion:
1. What do we expect our students to learn? (Goals/Expectations)
2. How will we know they are learning? (Assessment)
3. How will we respond when they dont learn? (Intervention)
4. How will we respond if they already know it? (At Mastery)

Instructions that are italicized include students engagement strategies. Instructions that are underlined embed checking for
understanding. (Instructional strategies are in parentheses i.e. Marzano) [Brackets are instructional strategies pertaining to
SIOP, Big 8, CITW]