Mental Health Lesson Plan

Instructor: Shelley Andersen Date

Context/Level: Test anxiety CLB 5 90 min.

Task(s): The learners will identify the steps needed before, during, and after a test to
decrease test anxiety.

Outcomes (consider language competencies, skills, strategies)

The learners will be able to:
 Reduce a page of information to about 5 to 7 important details
 Includes important points with accurate details
Language focus: vocabulary - opposites – internal/external, visible/invisible
Texts/Materials Context: Test anxiety
 Whiteboard, markers Focus of module: Mental Health
 Calvin & Hobbes cartoon image (see below) Previous lesson: Definition and causes
 Test Anxiety Sorting Activity (see below) of anxiety
 Breathing Exercise Video 0:00-2:30 - Next lesson: Positive thinking
Counselling, J. K. (2015, April 21). 1 Minute
Mindfulness Deep Breathing Exercise for Stress and
Anxiety. Retrieved from
https://www.youtube.com/watch?v=2YY8PWHNkYg
 Test Anxiety Tip Sheet (see below)
Procedures Grouping
Include descriptions of what would be done at the various stages of your lesson plan. E.g., S=S,
What would the teacher do, ask, say? What would the learners do? How are they SS–T, T-SS,
grouped? What materials would they be using? How long will it take? SSS
Be sure to include a warm-up, skill-building and skill-using activities, one or more Time
speaking tasks (this may or may not be the assessment task), and a conclusion. finished
Include links to items or references to materials as they are needed.

Warm-up: Speaking & writing activity T-SS

 Brainstorm what might be happening to Calvin in the Calvin & Hobbes SSS
cartoon image using a mind map for possible thoughts, emotions, 10 min.
internal invisible physical feelings, visible physical symptoms
(references to Calvin & Hobbes cartoons were made in previous
lessons) – individual learners will use markers on the whiteboard to
add to the mind map
 Discuss findings as a class
Speaking activity S=S
 Request learners to work in pairs and discuss why students may have 10 min.
test anxiety
  Ask learners to join another pair and share their ideas
Speaking & writing SSS
 Request learners to stay in their small groups, assign each group to 15 min
either possible thoughts, emotions, internal invisible physical feelings,
or visible external physical symptoms and think of possible solutions -
have each group add to the mind map – expand board space as
necessary
Reading & speaking activity T-SS
 Request learners to return to their seats SSS
 Using the suggested solutions given on the board, discuss how some 15 min.
of the ideas might work better before a test, during a test, or after a
test
 Count off learners in groups of three or four, hand out envelopes with
Test Anxiety Sorting Activity and request that the slips are sorted into
before, during, or after a test – the headings are provided
 Discuss as a class – ask for additional suggestions
Listening & speaking activity T-SS
 Introduce the calm breathing video as one of the ways to help SSS
prepare before 20 min.
 Request learners to pay attention to how their bodies and minds are
currently feeling, for instance, tense or relaxed body, busy or calm
mind
 Ask learners to follow along with the breathing exercise
 Play video at least twice – 0:00 – 2:30
 Discuss how their bodies are feeling after the exercise
 Review the steps as a class
 Brainstorm other times this exercise might be useful, for instance
before a job interview
Assessment: Formative writing assessment – request learners to choose at SSS
least three suggestions from each displayed column of before, during, and 20 min.
after a test that has the most meaning for themselves, summarize the points
accurately, and create a personal tip sheet – collect the tip sheets for
marking and then distribute back to the learners
Homework Follow up: Test anxiety workshop at NorQuest College
Reducing Test Anxiety. (n.d.). Retrieved from https://www.norquest.ca/media-
centre/events/recurring/reducing-test-anxiety.aspx
The Batavia Spectator. (n.d.). Retrieved from https://spectator.bps101.net/archives/3788

Explanation of Lesson Plan

I chose the concept of mental health because it is an important subject to cover with any English
language learners. I narrowed it down to the topic of test anxiety since it is relevant to most learners,
and presents the subject of anxiety in a non-threatening, inclusive way. The initial brainstorming
activity covers the learner’s perspective of what thoughts, internal and external physical symptoms, as
well as emotional feelings that Calvin is experiencing. This enables the learners to participate in the
discussion without necessarily feeling like they have to reveal too much of themselves. The language
used also helps to provide some safety and distance such as ‘discuss why students may have test
anxiety’, rather than ‘why you have test anxiety’. I included all four skills - reading, writing, listening,
and speaking, into the lesson plan to encourage engagement with the various learning styles. The
breathing exercise was added to specifically support kinesthetic learners. The information is
presented through text, audio/video, and hands on activities that are performed as individuals, pairs,
and small groups. I wanted the learners to have a take-away that was useful for them which is why
the formative assessment is a tip sheet they created for themselves.
 Test Anxiety Sorting Activity

Cut into strips (including headings) and place each full set into separate envelopes

Before a Test

Find out what material is going to be on the test.

Study in a quiet place.

Study at a time you feel awake and alert.

Start studying early instead of waiting until just before the test.

Ask your teacher questions if you don’t understand something.

Get a good sleep the night before.

Eat a healthy breakfast.

Be on time for the test.

Practice calm breathing.

Believe that you will be successful!

During the Test

Listen to verbal instructions carefully before starting the first question.

Read all instructions carefully before starting the first question.

Know how long you have to finish the test.

Do not pay attention to the other students in the classroom.

Make sure you answer all the questions.

Go over your answers if you have time.

Know that you are trying your best!

After the Test

Review any answers that weren’t correct.

Think about how you could be more successful next time.

Relax, or exercise, and have fun with your friends!

Celebrate the answers that were correct!

 Test Anxiety Tip Sheet

Before a Test During a Test After a Test