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Mental and Emotional

Health Unit Plan


9th Grade
Glastonbury High School
Glastonbury, CT
December 5th-December 16th
Linnea Borjestedt

Unit Outcomes, State Standards & Assessment Template


Grade Level 4
Reference
Unit Outcomes
Assessments
MA
CF
Standards
by number

SWBAT identify what a stigma is


and how people with mental and
emotional health disorders are
stigmatized.

MA CF
5.15

SWBAT identify what stressors are


and how to manage stress.

MA CF
5.11

SWBAT identify positive techniques


for handling difficult situations.

MA CF
5.19

SWBAT identify the signs of


destructive behavior, and identify
whom you can go to for help.
SWBAT analyze the difference
between ones ideal self, public self,
and private self.

MA CF
5.16

*SWBAT= Students will be able to

MA CF
5.14

Students will take a preassessment and post


assessment where they will
identify what a stigma is in
the context of emotional
health. Students will create
an advocacy editorial about
the stigmas.
Students will read articles
and create an advocacy
editorial for mental health
stigmas.
Use information from
articles to help form the
advocacy editorial and
present it to the class.
Students will list support in
the school that they can go
to for support.
Student will discuss what
the difference between
ones ideal self, public self,
and private self in small
groups.

Block Plan/Sequencing of Lessons


Day 1

Day 2

Day 3

Focus/Outcomes/Essential
Qs:

Focus/Outcomes/Essential
Qs:

Focus/Outcomes/Essential
Qs:

SWBAT analyze the


difference between ones
ideal self, public self, and
private self.

SWBAT identify what


stressors are and how to
manage stress.

SWBAT identify what


stressors are and how to
manage stress.
SWBAT identify what a
stigma is and how people
with mental and emotional
health disorders are
stigmatized.

Supplies/Materials/Technolo
gy:
Pre-Assessment
Mental Health
Website
Mental Health
Articles

Learning activities including


pedagogical strategies :
Take pre-assessment
for mental health unit
Mental health
websites- discuss
what mental health is
Start reading articles
Assessment(s):
Student will discuss what
the difference between
ones ideal self, public self,
and private self in small
groups.

Supplies/Materials/Technol
ogy
Mental Health
Articles
Stigmas Website

Supplies/Materials/Technol
ogy
iPads
Paper/Pens

Learning activities
including
pedagogical strategies :
Read articles and
websites
Take notes for
advocacy editorial

Learning activities
including
pedagogical strategies:
Create advocacy
editorial for mental
health stigmas

Assessment(s):
Students will read articles
and create an advocacy
editorial for mental health
stigmas.

Assessment(s):
Students will take a preassessment and post
assessment where they
will identify what a stigma
is in the context of
emotional health. Students
will create an advocacy

Day 4
Focus/Outcomes/Essential
Qs:
SWBAT identify positive
techniques for handling
difficult situations.
SWBAT identify the signs of
destructive behavior, and
identify whom you can go
to for help.

Supplies/Materials/Technolo
gy:
iPads/Airplay
Articles/Editorials
Post-Assessment

Learning activities including


pedagogical strategies :
Present
article/editorial to the
class or small groups
Take postassessment

Assessment(s):
Use information from
articles to help form the
advocacy editorial and
present it to the class.
Students will list support in
the school that they can go
to for support.

editorial about the


stigmas.

Grading Policy
Participation (30%)- Students ask/answer questions during class and
add to class discussions.
Knowledge (70%)- Student correctly completes written/oral
assessments of the basics of mental and emotional health.
5- Outstanding: Student comes to class prepared with proper attire
and follows all class rules and expectations. Student excels in all three
domains or shows major improvement throughout the unit. Student
respects the teacher, classmates, and all equipment.
4- Good: Student comes prepared to class 90% of the time and follows
class rules and expectations. Student respects all other students, the
teacher, and equipment. Student shows significant improvement
throughout the unit or excels in all three domains.
3- Average: Student comes prepared to class 80% of the time.
Students behavior is inconsistent but shows effort most of the time.
The student shows some improvement or performs in all three
domains.
2- Below Average: Student does not come to class prepared on a
consistent basis. Student is disruptive and does not show full effort
throughout the unit. Student shows little improvement and does not
perform in all three domains.
1- No Participation: Student is unprepared multiple times during the
unit and does not unprepared student evaluation.

Daily Observation
Students are scored daily on a scale of 1-5.
5- Outstanding: Student comes prepared to class and follows all rules
and expectations. The student always responds to teachers signals
and actively participates in each lesson.
4- Good: Student comes prepared for class and follows all rules and
expectations. The student responds to teachers signals most of the
time and participates in most activities.
3- Average: Student comes to class prepared. Student does not
consistently follow class rules and expectations. The student responds
to teachers signals most of the time and participates in most
activities.
2- Below Average: Student comes to class prepared and does not
follow class rules and expectations for most of the lesson. The student
does not respond to teachers signals and has to be reminded
frequently of them. The student participates in some of the activities.
1- Unsatisfactory: Student comes to class prepared but does not
follow class rules. The student has to be sat out frequently. The
student participates in some of the activities.
0- No Participation: The student is unprepared for class and does not
fill out the unprepared student evaluation.

SPRINGFIELD COLLEGE - DAILY LESSON PLAN


NAME: Linnea Borjestedt

DATE: 12/9/2016

SCHOOL: Glastonbury High School


FACILITIES: Classrooms

LESSON#: 1/4
`CLASS SIZE: 24

UNIT/THEME: Mental and Emotional Health


EQUIPMENT:

1.) Laptop

4.) Stigma Handout

5.) Whiteboard

TIME: 40 mins
GRADE: 9th

GENERIC LEVEL: Control


2.) iPads

3.)Youtube Video

FOCUS OF LESSON: Into to mental health


STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National

Standard(s)/Grade Level Outcomes; Task #s where content is


taught; Task # where objective is assessed:
By the end of the lesson, students should be able to:
(B) Identify in what ways people are stigmatized in real life (Standard ).
(C) Identify what stigma is after reading an article when prompted by the teacher Standard 3).
(A) Follow all directions given by the teacher throughout the entire lesson (Standard 5).
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1, Demonstrate with-it-ness by keeping the learners on task throughout the
lesson.
2. Check for student understanding throughout the lesson.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the
students in this class?
The teacher needs to be moving around the room to make sure all students are working on their
projects and not playing games on their iPads.
REFERENCES :

Glastonbury Public Schools Mental and Emotional Health Curriculum


http://www.shapeamerica.org/standards/health/
https://www.ctclearinghouse.org/Topics/CustomerFiles/Stigma_And_Mental_Illness_022013.pdf
LESSON PLAN FORM
TIME
2 mins

SEQUENCE OF LESSON

ORGANIZATION

The students will walk into the classroom and find their seat.
The students will take out their iPads and put them on their desk.

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Attendance: The teacher will take attendance prior to the lesson


beginning.
4 mins
5 mins

Informing: The focus of the day, collecting data for editorial,


will be written on the board. The teacher will remind the
students that they can have their iPads out for the pre-assessment
but then must put it away after the assessment

10 mins

Pre-Assessment:
The pre-assessment for the mental and emotional health unit will
be posted on google classroom. The student will individually fill
out the pre-assessment and put their iPad away when they have
completed it.

11 mins

Transition: All iPads should be put away and the teacher will
hand out the stigmas worksheet.

17 mins

Activity One:
On the back of the stigma worksheet the students will work with
a partner near them to come up with all of the mental illnesses or
disorders that they know of. The teacher will go over what the
students know and list them on the board. If any of the students
have questions about any of the mental illnesses the teacher will
address them.
Transition: Students will stay seated.

21 mins

Activity Two: Video Presentation


The teacher will show a video of people telling their stories

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about what it feels like to have a mental disorder.


Transition: Students will stay seated.
30 mins

Activity Three:
Students will read the first paragraph of the stigma hand out that
they were handed out. On the sides of the paper they will write
what stigma is on the left, and how reading made them feel on
the right. The teacher will discuss with the class what stigma is
with students sharing their answers. The teacher will also talk
about the different forms of self: ideal self, public self, and
private self.

31

Transition: Turn and talk to a partner or a group of three with the


people around you.

34

Activity 4:
In small groups discuss the difference between the three forms
of self and what that means in the mental health field. Have a
large group discussion after to tie it together.
Transition: Students will stay seated with their attention on the
teacher.

37

Activity Four:
The teacher will show the students the google classroom posting
of all of the unit materials for the mental and emotional health
unit. They will show one of the personal videos posted on one
of the websites. To end the class.

40 mins

Conclusion: The teacher will end the class reminding the


students they will start to create their editorial next class and if
they want to have more time on their data collections that they
can do that for homework. The teacher will ask a few questions:
Where can you find the unit materials?
What is stigma?

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Mental Health Pre-Assessment


Name:_______________________________________
Period:___________
1. In the field of mental health what is a stigma?
A. A strong lack of respect for a person or a group of people or a
bad opinion of them because they have something that society
does not approve of.
B. A funny smell.
C. Something that is set in stone about people. It cannot be
changed.
D. A rumor about someone.
2. How are people with mental or emotional disorders stigmatized.

3. True or False: You can tell by looking at someone that they have a
mental disorder.
o True
o False
4. Define what the autism spectrum is.

5. PTSD stands for.


__________________________________________

6. True or False: A mental illness is a choice.


o True
o False
7. True or False: In mental health medications are commonly used with
no side effects on health.
o True
o False
8. What are stressors?

9. Healthy ways to handle stress include which of the following:


o Exercise
o Listening to music
o Binge eating
o Alcohol
o Talking to a therapist
o Meditation
o Drugs

SPRINGFIELD COLLEGE - DAILY LESSON PLAN


NAME: Linnea Borjestedt

DATE: 12/12/2016

SCHOOL: Glastonbury High School


FACILITIES: Classrooms

LESSON#: 2
`CLASS SIZE:

UNIT/THEME: Mental and Emotional Health


EQUIPMENT:

TIME: 40 mins

1.) Laptop

24

GRADE: 9th

GENERIC LEVEL: Control


2.) iPads

3.)Powerpoint

4.) Organizer worksheet


FOCUS OF LESSON: Stigmas/Collecting data
STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade
Level Outcomes; Task #s where content is taught; Task # where objective is assessed:
By the end of the lesson, students should be able to:
(B) Identify in what ways can we help those who are stigmatized in our everyday lives (Standard
5).
(C) Identify three ways that stigma can affect a person life when asked by the teacher (Standard
3).
(A) Follow all directions given by the teacher throughout the entire lesson (Standard 5).
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1, Demonstrate with-it-ness by keeping the learners on task throughout the lesson.
2. Check for student understanding throughout the lesson.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the
students in this class?

The teacher needs to be moving around the room to make sure all students are working on their
projects and not plying games on their iPads.
REFERENCES :
Glastonbury Public Schools Mental and Emotional Health Curriculum
http://www.shapeamerica.org/standards/health/
https://www.ctclearinghouse.org/Topics/Customer-Files/Stigma_And_Mental_Illness_022013.pdf
http://www.decaturdaily.com/news/local/teen-uses-own-battle-with-depression-to-helpothers/article_216c435c-2c02-11e4-aadf-0017a43b2370.html
http://content.time.com/time/health/article/0,8599,1736618,00.html
http://store.samhsa.gov/shin/content//SMA07-4257/SMA07-4257.pdf
http://teenmentalhealth.org/live/understanding-stigma/
https://www.youtube.com/watch?v=CoqaNG0Ozqc
https://www.youtube.com/watch?v=Uq-FOOQ1TpE

LESSON PLAN FORM


TIME
2 mins

SEQUENCE OF LESSON

ORGANIZATION

The students will walk into the classroom and find their seat.
The students will take out their iPads and put them on their desk.

T
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XXXXXXX

Attendance: The teacher will take attendance prior to the lesson


beginning.
4 mins
5 mins

10 mins

Informing: The focus of the day, collecting data for editorial,


will be written on the board. The teacher will remind the
students that they should only be on their iPads to look up
different information. There should be no one playing games or
their iPad will be taken.
Introduction: The teacher will introduce some of the new
material. There is a Google classroom posting with all the
information that they need. The teacher will have out an
organizer to help the students collect information from the
articles.

11 mins

Transition: After the teacher gives out the organizing sheets the
students will begin working individually on collecting
information.

35 mins

Activity One:
Students will be responsible for looking at all the sources
provided in order to collect information for their final
assessment, which is an editorial. They need to make sure that
they are using multiple sources and that they are valid. There
are valid sources posted on Google classroom for them. There is
a variety of journals and videos. The students will work
independently or with a friend surrounding them to collect the
information.

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36 mins

Transition: Students will close their iPads and face the teacher.

40 mins

Conclusion: The teacher will end the class reminding the


students they will start to create their editorial next class and if
they want to have more time on their data collections that they
can do that for homework. The teacher will ask a few questions:
What was the most interesting fact you read today?
What can you do for a person who is being stigmatized?

Name: ____________________________________

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Class Period: ______

Mental & Emotional Health Unit


Todays objective: Gather evidence that will help support your position to advocate for
people with mental disorders and to not stigmatize or label anyone with mental disorders.
The notes that you are taking today will be used for your final assessment in the mental and
emotional health unit.
Diagnosis of mental illness has become increasingly redefined. People are being labeled; they are
seen as being mentally ill instead of having a mental illness. Unfortunately, negative stereotypes
are associated with mental illness.
As you read through the following articles and watch the videos, remember that you are
collecting information and facts that will support your position/argument about labeling and
associated stigmas.
Use these sources which are posted on Google Classroom:
1. Forget what you know (18 min Ted Talk)
2. Understanding Stigma: First Person Videos (online videos, 6 mins each)
3. What A Difference A Friend Makes (online brochure)
4. Stigma Keeps Troops From PTSD, Time, 2008 (article)
5. Teen uses own battle with depression to help others, Decatur Daily 2014 (article)
6. Stigma & Mental Illness ( CT Clearinghouse doc)
7. Soeren Palumbos story (9 min) (online video)
8. Media campaign Stand Up(web page & links)
9. Compulsive Texting Takes Toll on Teenagers
Using the resources above, answer the following 4 questions:
A. Using the information from the one-page article Stigma and Mental Illness, published by
the CT Clearinghouse, write a clear definition and description of stigma. What does it
mean to stigmatize an individual?

B.

C. Read through all resources listed above to answer the following questions. Be sure to use
evidence from each of the sources in order to address each question.

Provide examples that illustrate how individuals with mental disorders are treated
by people who stigmatize or label them.

Article/Video
#

Information

Provide examples of how stigmatizing can affect someone with a mental illness.

Article/Video
#

Information

In your opinion, why are people with mental or emotional disorders stigmatized?
What does it say, if anything, about our society or the person(s) doing the
stigmatizing?

Article/Video
#

Information

SPRINGFIELD COLLEGE - DAILY LESSON PLAN


NAME: Linnea Borjestedt

DATE: 12/14/2016

SCHOOL: Glastonbury High School


FACILITIES: Classrooms

LESSON#: 3
`CLASS SIZE: 24

UNIT/THEME: Mental and Emotional Health


EQUIPMENT:

TIME: 40 mins

1.) Laptop

GRADE: 9th

GENERIC LEVEL: Control


2.) iPads

3.)Google Classroom

4.) Organizer worksheet


FOCUS OF LESSON: Creating editorials
STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National

Standard(s)/Grade Level Outcomes; Task #s where content is


taught; Task # where objective is assessed:
By the end of the lesson, students should be able to:
(B) Demonstrate how you can take an action to stop stigmas against people with mental disorders
(Standard ).
(C) Identify two resources that someone with a mental illness could go to for help (Standard 3).
(A) Follow all directions given by the teacher throughout the entire lesson (Standard 5).
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1, Demonstrate with-it-ness by keeping the learners on task throughout the


lesson.
2. Check for student understanding throughout the lesson.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the
students in this class?
The teacher needs to be moving around the room to make sure all students are working on their
projects and not playing games on their iPads.
REFERENCES :

Glastonbury Public Schools Mental and Emotional Health Curriculum


http://www.shapeamerica.org/standards/health/
LESSON PLAN FORM
TIME
2 mins

SEQUENCE OF LESSON

ORGANIZATION

The students will walk into the classroom and find their seat.
The students will take out their iPads and put them on their desk.

T
XXXXXXX
XXXXXXX
XXXXXXX

Attendance: The teacher will take attendance prior to the lesson


beginning.
4 mins

Informing: The focus of the day, collecting data for editorial,


will be written on the board. The teacher will remind the
students that they should only be on their iPads to look up
different information. There should be no one playing games or
their iPad will be taken.

38 mins

Activity One:
The teacher will introduce the students to the editorial. They
will get out the information that they collected during the last
class and use it to start to create their essay. There will be
graphic organizers and example editorials printed out in the front
of the room for students to use to help them create. Students
should use their headphones to listen to videos.
Transition: Students will close their iPads and face the teacher.

40 mins

Conclusion: The teacher will end the class reminding the


students they will finish up their editorial next class and if they

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want to have more time on their data collections that they can do
that for homework. The teacher will tell the students that next
class is their last day to finish up their editorial and then it
becomes homework. The teacher will ask a few questions:
How are you hooking your readers?
Are you using any organizers?
What is your call to action?

Health and Physical Education - Persuasive Writing Rubric


Persuasive
Description Exception Skilled (4) Proficient Developi Limited
al (5)
(3)
ng (2)
(1)
Focus/Claim:
The text focuses
on
influencing/chan
ging others
beliefs and
actions with
claims that can
be supported by
reasons and
evidence.

Development:
The text provides
sufficient data
and evidence to
back up the
claim as well as a
conclusion that
supports the
claim or positon.

The text
introduces
precise,
knowledgea
ble,
significant
claim which
takes a
purposeful
position; is
distinguishe
d from
alternate or
opposing
claims.
The text
provides
convincing
and relevant
data and
evidence to
back up the
claim. The
conclusion
strengthens
the claim
and
evidence.

The text
introduces a
precise,
knowledgea
ble
significant
claim which
takes an
identifiable
position; is
distinguishe
d from
alternate or
opposing
claims.
The text
provides
sufficient,
relevant
data and
evidence to
back up the
claim. The
conclusion
effectively
reinforces
the claim
and
evidence.

The text
introduces a
knowledgea
ble
significant
claim which
takes a
position; is
distinguishe
d from
alternate or
opposing
claims.
The text
provides
sufficient
data and
evidence to
back up the
claim. The
conclusion
ties to the
claim and
evidence.

The text
contains
an unclear
claim
which
suggests a
vague
position
and is
unclear
from
alternate
or
opposing
claims.
The text
provides
data and
evidence
that
attempts
to back up
the claim.
The
conclusion
merely
restates
the
position.

The text
contains an
unidentifia
ble claim
or vague
position.

The text
contains
limited
data and
evidence
related to
the claim.
The text
may fail to
conclude
the
argument
or position.

Audience:
The text
anticipates the
audiences
knowledge level
and concerns
about the claim.
The text
addresses the
specific
audiences
needs.

Organization:
The text
presents: order
developed and
sustained with in
and across
paragraphs,
linking major
sections of the
text, including
introduction and
conclusion.

Style and
Conventions:
The text presents
a formal,
objective tone
that
demonstrates
standard English
conventions of
usage and
mechanics.

The text
consistently
addresses
audiences
knowledge
level and
concerns
about claim.
The text
addresses
specific
needs of
audience.
The text
explains the
relationship
between the
claim and
reasons as
well as the
evidence.
The text has
a structure
and
organization
that is
carefully
crafted to
support the
claim.
The text
presents an
engaging,
formal and
objective
tone. The
text
intentionally
uses
standard
English
conventions
of usage
and
mechanics.

Comments:
_____________________

The text
anticipates
the
audiences
knowledge
level and
concerns
about the
claim. The
text
addresses
the specific
needs of the
audience.
The text
identifies
the
relationship
between
the claim
and reasons
as well as
the
evidence.
The text has
an effective
structure
and
organization
that is
aligned with
the claim.
The text
presents an
appropriate
and formal,
objective
tone. The
text
demonstrat
es standard
English
conventions
of usage
and
mechanics.

The text
considers
the
audiences
knowledge
level and
concerns
about the
claim. The
text
addresses
the needs of
the
audience.
The text
connects
the claim
and
reasons.
The text
links the
claims,
reason and
evidence.
The text has
a structure
and
organization
that is
aligned with
the claim.
The text
presents a
formal,
objective
tone. The
text
demonstrat
es standard
English
conventions
of usage
and
mechanics.

The text
illustrates
an
inconsisten
t
awareness
of the
audiences
knowledge
level and
needs.

The text
lacks an
awareness
of the
audiences
knowledge
level and
needs.

The text
attempts
to connect
the claim,
reasons,
and
evidence.

The text
does not
connect
the claims,
reasons
and
evidence.

The text
attempts a
structure
and
organizatio
n to
support
the
position.

The text
has limited
structure
and
organizatio
n.

The text
illustrates
a limited
awareness
of formal
tone. The
text
demonstra
tes some
accuracy
in standard
English
convention
s of usage
and
mechanics.

The text
illustrates
a limited
awareness
or
inconsisten
t tone. The
text
illustrates
inaccuracy
in standard
English
convention
s of usage
and
mechanics.

Total:

Common Core State Standards Writing Rubrics for Grades 9/10 by


Turnitin

SPRINGFIELD COLLEGE - DAILY LESSON PLAN


NAME: Linnea Borjestedt

DATE: 12/16/2016

SCHOOL: Glastonbury High School


FACILITIES: Classrooms

LESSON#: 3/4

`CLASS SIZE: 24

UNIT/THEME: Mental and Emotional Health


EQUIPMENT:

TIME: 40 mins

1.) Laptop

GRADE: 9th
GENERIC LEVEL: Control

2.) iPads

3.)Google Classroom

4.) Organizer worksheet


FOCUS OF LESSON: Finishing Editorials
STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National

Standard(s)/Grade Level Outcomes; Task #s where content is


taught; Task # where objective is assessed:
By the end of the lesson, students should be able to:
(B) Create a call to action to stop the stigmatizing of people with mental disorders (Standard ).

(C) Identify what stigmas are and how they can affect a person with a mental disorder (Standard
3).
(A) Follow all directions given by the teacher throughout the entire lesson (Standard 5).
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1, Demonstrate with-it-ness by keeping the learners on task throughout the
lesson.
2. Check for student understanding throughout the lesson.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the
students in this class?
The teacher needs to be moving around the room to make sure all students are working on their
projects and not playing games on their iPads.
REFERENCES :

Glastonbury Public Schools Mental and Emotional Health Curriculum


http://www.shapeamerica.org/standards/health/
LESSON PLAN FORM
TIME
2 mins

SEQUENCE OF LESSON

ORGANIZATION

The students will walk into the classroom and find their seat.
The students will take out their iPads and put them on their desk.

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Attendance: The teacher will take attendance prior to the lesson


beginning.
4 mins

Informing: The focus of the day, finishing up your editorial, will


be written on the board. The teacher will remind the students
that they should only be on their iPads to look up different
information or be writing their editorial. There should be no one
playing games or their iPad will be taken.

10 mins

Activity One: Post-Assessment


The students will start the class by taking their mental and

emotional health unit post-assessment. The assessment will be


posted on google classroom. The assessment consists of
multiple choice as well as short answer questions.
11 mins

Transition: Once the students have finished the post-assessment


they can get out any materials needed for their editorials.

36 mins

Activity Two:
The students will be working on finishing up their editorials.
They will be given the rest of the class time to work
independently and quietly on the essay. The handouts from last
class will be available for the students to use again on the front
desk of the classroom.

37 mins

Transition: Students will close their iPads and face the teacher.

40 mins

Conclusion: The teacher will end the class reminding the


students their editorial will be due at the beginning of the next
class period and that they have to finish the rest of the
assignment for homework if it is not yet complete. The teacher
will ask a few questions:
How much of the editorial do you have left?
How did you advocate against stigmas in your essay?

Mental Health Post-Assessment


Name:_______________________________________
Period:___________
1. In the field of mental health what is a stigma?
A. A strong lack of respect for a person or a group of people or a
bad opinion of them because they have something that society
does not approve of.
B. A funny smell.
C. Something that is set in stone about people. It cannot be
changed.
D. A rumor about someone.

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2. How are people with mental or emotional disorders stigmatized.

3. True or False: You can tell by looking at someone that they have a
mental disorder.
o True
o False
4. Define what the autism spectrum is.

5. PTSD stands for.


__________________________________________
6. True or False: A mental illness is a choice.
o True
o False
7. True or False: In mental health medications are commonly used with
no side effects on health.
o True
o False
8. What are stressors?
9. Healthy ways to handle stress include which of the following:
o Exercise
o Listening to music
o Binge eating
o Alcohol
o Talking to a therapist
o Meditation
o Drugs

Results of Assessment
During the course of the four-day mental and emotional health unit I
used a variety of assessments. I carried out these assessments with
46 9th grade students. The primary assessment that I used was a pre
and post-assessment that was given to students prior to the unit and
once the unit was complete. The assessments I used were exit tickets,
guiding packet, editorial essay, and a pre/post assessment. I could not
compare the students to one another so I had to use a variety of
assessments to meet the needs of all of my learners. I was able to see
how my students grew and what they learned over the course of the
unit. I tried to focus on all three domains behavioral, cognitive, and
affective.

I chose to give a pre and post assessment as my measure of


student learning. Students were given the pre-assessment before they
started the unit to see where their understanding of the material was.
Throughout the unit I checked for student understanding using my
other assessments. I wanted to make sure that my students were all
growing and understanding the material. I learned at the beginning of
my unit that some of my students knew the information pretty well and
others did not. I started off the class at a pretty basic level and
advanced from there. This was pretty evident on their pre-test. Period
1a had an average of 49% on their written pre-assessment (formative).
Period 2a had an average of 52.2% on their written pre-assessment.
Period 6a had an average of 54.4%. The classes were all pretty similar.
Over the course of the unit I assessed my students in a variety of
ways. I used teacher observation to check if all of my students were
on task and participating throughout each lesson. The final
assessment for the curriculum at Glastonbury was an editorial paper
that advocates ending stigmas against people with mental disorders. I
created a worksheet for students to follow to help them collect
evidence for their paper.
I know that my students learned over the course of the unit
because their post-assessment scores improved greatly. Period 1a had
a post-assessment average of 88%. Period 2a had a post-assessment
average of 72.2%. Period 6a had a post-assessment average of 91.6%.
Most of my students improved their score over the course of the unit.
The biggest question that I saw improvement on was, How are
people with mental and emotional disorders stigmatized. My students
really hit home on this one. The main topic of our unit was stigmas.
The main focus of the unit was creating an editorial that had a call to
action in it. We wanted the students to not only know what stigmas
are but also come up with ways that we can put a stop to them.
The impact of student learning was a medium to high impact.
Most students scored between a 70% and a 100%. There were some
students who had a low impact but most improved their scores greatly.
This data tells me that I overall did a good job teaching this unit but
there are always things that I can improve upon. I noticed one
question I used on my assessment that I did not hit upon with my
students. The unit was only four days and it flew by. The question that
I did not hit upon was, What is a stressor. If I could go back and do
this unit over again I would definitely hit upon what stressors are and
what you can do to help you distress. I noticed about half of my
students knew what they were anyway but I did not meet the needs of
all of my students. Next time I will make sure to leave room for all of
my objectives.

Works Cited
Glastonbury Public Schools Mental and Emotional Health Curriculum
http://www.shapeamerica.org/standards/health/
https://www.ctclearinghouse.org/Topics/CustomerFiles/Stigma_And_Mental_Illness_022013.pdf
http://www.shapeamerica.org/standards/health/

http://www.decaturdaily.com/news/local/teen-uses-own-battle-withdepression-to-help-others/article_216c435c-2c02-11e4-aadf0017a43b2370.html
http://content.time.com/time/health/article/0,8599,1736618,00.html
http://store.samhsa.gov/shin/content//SMA07-4257/SMA07-4257.pdf
http://teenmentalhealth.org/live/understanding-stigma/
https://www.youtube.com/watch?v=CoqaNG0Ozqc
https://www.youtube.com/watch?v=Uq-FOOQ1TpE