Susan Reyna

ELE 301- Dr. Conte

Edgewood Elementary School, Grade 5
Lesson Plan #2: When Tests Make You Nervous: Susan Reyna

1. When Tests Make You Nervous, Grade 5
2. Lesson Essential Question(s) What is test anxiety? What are some causes of test
anxiety? What are some helpful strategies to prevent and alleviate test anxiety?
3. Standards-
PA Core Curriculum Content Standards:
CC.1.5.5.AEngage effectively in a range of collaborative discussions on grade-
level topics and texts, building on others ideas and expressing their own clearly.
NJ Core Curriculum Content Standards:
CCSS.ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out
assigned roles.
CCSS.ELA-Literacy.SL.5.1c Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate on the remarks of others.
4. Time- 40 minutes
5. A. Learning Objectives and Assessments:
a. SWBAT define and explain the term test anxiety.
b. Students will acquire an understanding of several causes that trigger test
anxiety.
c. Students will gain an understanding of helpful strategies that help
prevent/alleviate test anxiety.
B. Assessments:
Learning Objective(s) Assessment
SWBAT define and explain the term test
anxiety.
The teacher will provide students
with the definition of test anxiety
and announce thumbs up, if we
all understand what this word
means. Thumbs down, if we are
still confused after explaining.
Students will acquire an understanding
of several causes that trigger test
anxiety.
The teacher will ask recall
questions throughout the
presentation. (Example: Before
we move on, what causes have we
learned about so far?)
Students will gain an understanding of
helpful strategies that help
prevent/alleviate test anxiety.
The teacher will have students
engage in a deep breathing
exercise.

6. Materials:
a. Prezi PowerPoint or Microsoft PowerPoint
i. Presentation should include information that defines test anxiety,
explains causes of test anxiety, and strategies on how to prevent/reduce
test anxiety.
b. Jelly-Fish - visual aid for deep breathing exercise
i. Paper plate
ii. Markers
iii. Brightly colored streamers
c. Poster (any color)
7. Pre-Lesson Assignments/Prior Knowledge:
a. Students will be asked to recall thoughts/feelings they have felt in the past prior
to taking a big test or exam.
b. Students should have an understanding of the thoughts and feelings that a
person might feel before taking an exam.
c. Students should have an understanding of the bodys response(s) to emotions
such as worry and nervousness (e.g., sweaty hands, headache, stomachache,
etc.).
8. Lesson Beginning:
a. Assessing prior knowledge/making connections: (5 minutes)
i. The lesson will begin by introducing the term test anxiety by presenting
a scenario on how a student might feel on the day of a big test at school.
1. Students will be asked if the scenario sounds familiar and will be
allowed to share comments/stories on how they can identify with
the scenario.
9. Instructional Plan:
a. Assessing prior knowledge/making connections: (5 minutes)
i. The lesson will begin by introducing the term test anxiety by presenting
a scenario on how a student might feel on the day of a big test at school.
1. Students will be asked if the scenario sounds familiar and will be
allowed to share comments/stories on how they can identify with
the scenario.
b. Prezi Presentation (overall w/activities included = 30 minutes)
i. Group Activity (7 minutes)
1. Students will work together to brainstorm a list of examples on:
thoughts that someone might have before a test, feelings that
someone might have before a test and examples on how our body
responds to these feelings/thoughts.
a. Brief discussion (3 minutes)
i. Students will state the examples they came up with.
ii. Jelly Fish-Activity: Deep Breathing Exercise (5 minutes)
1. Note: Jelly Fishes are already created for the students.
2. The object of this deep breathing game is to move the jellyfish's
tentacles, making it swim.
3. Students will be asked to inhale slowly to the count of three.
4. Students will be asked to exhale and see how long they can blow
on the tentacles to make them move.
5. Explain to the students that they shouldnt breathe in too much air
because it will make them dizzy.
a. The teacher should model all of the steps before having
the students practice.
10. Differentiation:
a. Extra-time and assistance will be given to students with special needs.
b. For some children, the concept of taking a deep breath is difficult to understand.
Thus, a visual aid will be used in order for all students to fully understand this
concept.
11. Classroom Management/Transition:
a. In a normal tone of voice, I will say, "Clap once if you can hear me." Those
listening will quiet down and clap one time. Then I will say, "Clap twice if you can
hear me." More students will respond with two claps. Finally I will say, "Clap
three times if you can hear me." By this time I should have the attention of all the
students. This method will be used to help transition in and out of activities.
b. Thumbs up, Thumbs down
c. Eyes up here
12. Closure: Video - Dillys Test Taking Tips (4 minutes)
Dilly, a school therapy dog, demonstrates her good test taking tips!
Link: http://www.youtube.com/watch?v=07wxi_ARkZY