Lesson Preparation Worksheet (Thinking about the lesson)

Teacher Candidate: Kaci Philpot Title of Lesson: Using BRAVE to Help With Nerves and Frustration Grade Level: 4th grade Subject Area: Emotional wellness Lesson Topic (What is the big idea?): Students can help to de-escalate their intense feelings/anxiety before taking a test or working in a difficult subject. What standard(s) and/or IEP goal(s) will it address? Standard: 3. Emotional and Social Wellness in Health 1. Utilize knowledge and skills to treat self and others with care and respect f. Describe the importance of being aware of ones own feelings and of being sensitive to the feelings of others (DOK 1-3) Main Objective of Instruction (What do you want the student(s) to learn?): Students should be able to use the BRAVE strategy to maintain a positive emotional state while editing their writing. Supporting Objectives: Students will be able to use the BRAVE strategy independently in all academic areas using the strategy card. Specific Strategies to be taught/modeled: BRAVE: To overcome nervousness when taking a test (or completing tasks of difficulty) Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? I need to have definitions and visuals prepared for words or phrases that I anticipate not being a part of students vocabulary. - Relax - Attitude (as a positive, not just a word that describes bad behavior) - Visualize - End is in sight What background knowledge do the students have? How will you assess students learning pre, during and post? Background knowledge: Because I have only observed this group of students twice for twenty minutes each time, I am not aware of their background knowledge. Pre-assess: I will ask students what strategies, if any they know of or use when becoming frustrated or anxious during difficult tasks. During: I will ask students to tell me which step to use first while I am modeling the strategy. Post: I will have students use the strategy independently when editing their writing or before a spelling test. What management/grouping issues do you need to consider? There is a student that will have a harder time with his emotions, so he will need more guidance in using the strategy by the teacher or teacher candidate.

Materials and Resources: - Poster of the strategy with visuals. - Writing for students to edit. - Pencils - Pens - Strategy Cards How/where will students be able to integrate (generalize) this learning? The student will be able to integrate this strategy into every academic subject as well as social situations throughout their life. How will you evaluate student learning from this lesson and build review into ongoing instruction (judicious review)? I will observe and guide them in using the strategy while editing their writing. Students will be provided with a premade strategy card for them to reference whenever needed throughout the school day. I will observe every Tuesday for 20 minutes to build review and reinforce their knowledge of the strategy. If students are not remembering to use the strategy, I will review what nervousness and frustration looks and feels like to help students understand when to use the strategy.

Lesson Plan (What will actually be done)

Lesson Title: Using BRAVE to Help With Nerves and Frustration Main Objective of this lesson: Students should be able to use the BRAVE strategy to maintain a positive emotional state while editing their writing. Anticipatory Set How will you get the student(s) attention?) Relate lesson to prior learning.
I will ask students what their definition of feeling nervous or frustrated is then ask them to share moments in school where they have felt this way. After they share and we discuss what it is to be nervous and frustrated, I will ask how they think it affects their focus and academic success to bring meaning to the strategy. Finally, I will introduce the strategy and state the object in student language.

Teaching: (Is this an informal presentation, direct instruction, or structured discovery?) What strategies will
you be using? Be sure to include differentiation. This will be an informal presentation using the strategy of I do, we do, you do. I DO: - I will begin by describing the strategy: B: Breathe Deeply. Take long slow breaths throughout the task. Focus your attention on your breathing to make it steady. R: Relax. When you feel your body tensing up, try to slowly relax each muscle one at a time. You have start at the top of your body, working your way down while mentally tell yourself that you are relaxing your muscles. A: Attitude is everything.

WE DO: -

I will have the conversation with the students about how attitude does not always mean you are in trouble; it is the way you are thinking and feeling. In this case you should have a positive attitude in order to de-stress and be successful. During the task, tell yourself I can do it. Put a start next to words, answers, punctuation marks you know you got right. To show that you can do it! V: Visualize a favorite. Students will share what their favorites that make students feel good. Vocabulary discussion of visualize. When you feel nervous or frustrated visualize this favorite thing. E: End is in sight. Discussion of the meaning of this phrase. Even if you feel like the task will last forever, remember that it will be over before you know it, and your anxiety will fade! Model: I will model the strategy. We will go through the steps of the strategy as a group. If students have any questions while performing the steps, they can ask for clarification.

Check for Understanding- What questions will you ask your students?
Now that you know how to use the BRAVE strategy, can you predict when you may use the strategy in school? I will call periodically on a student and ask them to show how they breathe deeply, what favorite they will visualize, how to relax, to describe the attitude needed for success, or what it means for the end to be in sight. How do you breathe deeply? Can you show the group how you are supposed to relax? Describe the attitude needed for success. What favorite will you generalize, and why? What does it mean for the end to be in sight?

Guided Practice or Discovery:

YOU DO: - Students will begin to edit their writing pieces. While this occurs, I will be observing for students to use the strategy when becoming nervous or frustrated. If students do not use the strategy on their own, I will prompt them to do so.

Closure: Student(s) summarize, demonstrate learning of lesson.

I will ask students again when they think they will use the strategy and ask them to predict how often they might use the strategy. Lastly, I will ask students to remind me of each step of the strategy.

Independent Practice: What will this look like? Is it homework? Completion of a product independently?
I will observe every Tuesday for 20 minutes to build review and reinforce their knowledge of the strategy. If students are not remembering to use the strategy, I will review what nervousness and frustration looks and feels like to help students understand when to use the strategy. Every time students use the strategy, they will make a tally mark on the backside of their strategy card for me to check intermittently.

3 Measurements for attempts to master the steps:

1. Tally marks on the back of the strategy card. 2. Observation spread sheet of Tuesday group with + when each student uses the strategy, if a student does not use the strategy, and blank if the student does not have a situation where the strategy could be helpful. 3. Verbal quiz of each step and demonstration of each step.

EDSE 444/bal/spr10