Day Standards & Learning
Objective(s)
1 11-12.RI.7 Integrate and
evaluate multiple sources of
information presented in
different media or formats
(e.g., visually,
quantitatively) as well as in
print
in order to address a
question or solve a problem.
11-12.W.9
Draw evidence from literary
or informational texts to
support analysis, reflection,
and research.
Students will define stigma,
discrimination, and
stereotypes surrounding
mental illness, and discuss
the impact these labels have
on mental health.
What is stigma? How does it
impact mental illness?
Why do you think people
with mental illness are
stigmatized?
What are some of the
negative things you have
heard about people with
mental illness?
2 11-12.W.7
Conduct short as well as
more sustained research
projects to answer a
question (including a
self-generated question) or
solve a problem;
narrow or broaden the
inquiry when appropriate;
synthesize multiple sources
on the subject,
demonstrating
understanding of the subject
under investigation.
Learning Activities Assessment Technology Used
Students will sift through a I will assess the daily Students will view a short
series of articles and videos learning goals and video at the beginning of
either independently or objectives through class class and use computers
with a shoulder partner to discussion, and then by to explore the provided
explore the correlation issuing an exit ticket, articles and videos. They
between mental illness and where my students will will also use Padlet to
stigma, discrimination, and have to post a response post their exit ticket.
stereotypes. I will then hold to Padlet.
a class discussion to discuss
my students findings and
their thoughts on the matter
by using our essential
questions.
Inquiry-Based Learning
Cooperative Learning
Socratic Seminar?
Students will have a small I will assess the daily Students will use
group discussion to discuss learning goals and computers to research
their “knowledge” about objectives by having my mental illness myths and
mental illness and then as a students turn in their facts.
group, they will then infographics at the end
explore the internet to of the class period.
research myths and facts.
Each group will then create
an infographic poster on a
myth and fact of their
choice. They will then have
2-3 minutes to present.
Inquiry-Based Learning
Cooperative Learning
 Students will research myths
and facts about mental
illness, and demonstrate
their knowledge by selecting
a myth and a fact to further
elaborate on.

11-12.W.9
Draw evidence from literary
or informational texts to
support analysis, reflection,
and research.

What is your prior

knowledge about mental
illness?

What are common myths

that you have heard of
regarding mental illness?

What are the facts that

disban those myths?

3 11-12.W.7
Conduct short as well as
more sustained research
projects to answer a
question (including a
self-generated question) or
solve a problem;
narrow or broaden the
inquiry when appropriate;
synthesize multiple sources
on the subject,
demonstrating
understanding of the subject
under investigation.
In groups of 3-4, students
will select two mental
illnesses of their choice and
research how they develop,
what their leading factors
are, what kinds of
symptoms one may
experience, and the
negative effects.
Differentiation
Cooperative Learning
Inquiry-Based Learning
I will assess the daily Students will use
learning goals and computers to conduct
objectives through a their research, and use
rubric that the students Padlet to post their exit
must fill out as they ticket.
gather their research. I
will also utilize an exit
ticket to see what they
accomplished, how they
are doing in groups, and
an interesting fact that
they have learned. The
exit ticket will be posted
through Padlet.

11-12.W.9
Draw evidence from literary
or informational texts to
support analysis, reflection,
and research.

Students will select two

mental illnesses of their
choice and analyze how they
develop, the leading factors,
symptoms, and negative
effects.

Students will use two

credible resources to back
 up their work.

How does your chosen

mental illness develop?

What can cause it to

develop?

What are the common

symptoms?

4 11-12.W.7
Conduct short as well as
more sustained research
projects to answer a
question (including a
self-generated question) or
solve a problem;
narrow or broaden the
inquiry when appropriate;
synthesize multiple sources
on the subject,
demonstrating
understanding of the subject
under investigation.
In their groups, students
will continue to gather
research on their two
selected mental illnesses,
and then create a 4-5
minute powerpoint
presentation on either
Google Slides, Prezi, or
Powerpoint.
Cooperative Learning
Inquiry-Based Learning
I will assess the daily Students will use
learning goals and computers to conduct
objectives through a their research, and use
rubric that the students apps such as Google
must fill out as they Slides, Prezi, and
create their presentation. PowerPoint to construct
I will also utilize an exit their presentation.
ticket to see what they
accomplished, how they
are doing in groups, and
an interesting fact that
they have learned.

11-12.W.9
Draw evidence from literary
or informational texts to
support analysis, reflection,
and research.

Students will gather

information on their selected
mental illnesses, and
construct a powerpoint
presentation.

How does your chosen

mental illness develop?

What can cause it to

develop?

What are the common

symptoms?

5 11-12.SL.4 Present
information, findings, and
supporting evidence in an
organized, developed style
appropriate to purpose,
audience, and task, allowing
listeners to follow the
speaker's line of reasoning,
Each group will have 4-5
minutes to present. As each
group presents, students
will fill out a graphic
organizer to gather
information on mental
illness. Once the
presentations are over,
I will assess the daily Students will use
learning goals and computers to present their
objectives by evaluating project, and use Padlet to
my students post their exit ticket.
presentations with a
rubric. Then, my
students will post to
Padlet for their exit
 message, and any alternative
perspectives.
11-12.SL.5 Make strategic
use of digital media in
presentations to enhance
understanding of findings,
reasoning, and evidence to
keep the audience
engaged.
Students will demonstrate
their knowledge by
presenting their gathered
information on their chosen
mental illnesses.
How can we show respect to
the presenters?
6 Students will evaluate their
own mental health by
utilizing a self-care
assessment, and then create
a self-care plan.
Why is our mental health
important?
What can we do to better
our mental health?
7 11-12.W.7
Conduct short as well as
more sustained research
projects to answer a
question (including a
self-generated question) or
solve a problem;
narrow or broaden the
inquiry when appropriate;
synthesize multiple sources
on the subject,
demonstrating
understanding of the subject
students will post to Padlet
as an exit ticket describing
any new knowledge that
they have learned and what
they found to be interesting.
Cooperative Learning
Inquiry-Based Learning
Peer Teaching?
I will begin the class by
asking my students to
answer, “Why is
maintaining good mental
health important?” They
will then discuss their
answer with their table
group, and as a group, post
their response to Padlet. My
students will then evaluate
their own mental health by
utilizing a self-care
assessment. They will then
construct their own
self-care plan and outline
what they will do to ensure
they reach their self-care
goals.
Student Self-Assessment?
Inquiry-Based Learning
The first 15 minutes of
class will consist of
addressing our driving
question by discussing how
we will construct a mental
health fair. I will then have
my students select from a
list of projects (pamphlets,
podcasts, presentations,
booths, self-care checklists,
etc.) that will guarantee
their participation, and they
will brainstorm ideas for
ticket describing any
new knowledge that
they have learned and
what they found to be
interesting.
I will assess the daily Students will use
learning goals and computers to post to
objectives by having my Padlet as well as to access
students fill out a the self-care assessment.
checklist as they create
their self-care plan. The
checklist will cover
physical, emotional,
professional, spiritual,
and personal sections of
the plan.
I will assess the daily Students will use Padlet
learning goals and to post their project
objectives by having my proposal.
students post to Padlet
as an exit ticket stating
their chosen project and
if they are working
independently or with a
partner.
 under investigation. that project. They can either
work independently or with
11-12.W.9 a partner.
Draw evidence from literary
or informational texts to Differentiation
support analysis, reflection, Cooperative Learning
and research. Inquiry-Based Learning
Project-Based Learning
Students will prepare for the
mental health fair by
brainstorming ideas for their
personal project.

How can we spread

awareness about mental
illness and the importance of
maintaining good mental
health?

8 11-12.W.7
Conduct short as well as
more sustained research
projects to answer a
question (including a
self-generated question) or
solve a problem;
narrow or broaden the
inquiry when appropriate;
synthesize multiple sources
on the subject,
demonstrating
understanding of the subject
under investigation.
11-12.W.9
Draw evidence from literary
or informational texts to
support analysis, reflection,
and research.
I will allow my students to I will assess the daily Students will use
dive right into their learning goals and computers to conduct
projects, and have them objectives through an their research and to
work on it until the last 5 exit ticket describing formulate their projects,
minutes of class. In those what they got as well as use Padlet to
last five minutes, they will accomplished and what post their exit ticket
post to Padlet as an exit they need to work on for response. .
ticket describing what they next.
got accomplished and what
they need to work on for
next.
Cooperative Learning
Inquiry-Based Learning
Project-Based Learning

Students will organize and

create their personal projects
to spread awareness about
mental health and illness.

How can we spread

awareness about mental
illness and the importance of
maintaining good mental
health?
9 11-12.W.7
Conduct short as well as
more sustained research
projects to answer a
question (including a
self-generated question) or
solve a problem;
narrow or broaden the
inquiry when appropriate;
synthesize multiple sources
on the subject,
demonstrating
understanding of the subject
under investigation.
11-12.W.9
Draw evidence from literary
or informational texts to
support analysis, reflection,
and research.
I will allow my students to
dive right into their
projects, and have them
work on it until the last 5
minutes of class. In those
last five minutes, they will
post to Padlet as an exit
ticket addressing these
questions: do you feel
confident in your work and
are you prepared for the
mental health fair.
Cooperative Learning
Inquiry-Based Learning
Project-Based Learning
I will assess the daily Students will use
learning goals and computers to conduct
objectives through an their research and to
exit ticket addressing formulate their projects,
these questions: do you as well as use Padlet to
feel confident in your post their exit ticket
work and are you response. .
prepared for the mental
health fair.

Students will organize and

create their personal projects
to spread awareness about
mental health and illness.

How can we spread

awareness about mental
illness and the importance of
maintaining good mental
health?

10 11-12.SL.4 Present
information, findings, and
supporting evidence in an
organized, developed style
appropriate to purpose,
audience, and task, allowing
listeners to follow the
speaker's line of reasoning,
message, and any alternative
perspectives.
I will have teachers sign up
their classes to attend our
mental health fair. Each
class period will hold their
own mental health fair for
3-4 different classes,
presenting their information
on mental illness and
health, addressing our
driving question.
I will assess the daily Students will use
learning goals and technology if needed for
objectives by using a the mental health fair.
rubric to evaluate my
students participation
during the fair, as well
as to evaluate their
project.

11-12.SL.5 Make strategic Cooperative Learning

use of digital media in Peer Teaching?
presentations to enhance Direct Instruction?
understanding of findings,
reasoning, and evidence to
keep the audience
engaged.

Students will facilitate a

mental health fair to spread
awareness about mental
illness and the importance of
 maintaining good mental
health.

Technology Support
In order to further their knowledge and to support their projects, students will utilize
school resources, such as the computer lab, school library, chromebooks, and/or tablets to
conduct research, to view articles and videos, to respond to Padlet as an exit ticket, to create
presentations, as well as to formulate their projects. Depending on the students choice of project,
technology will be utilized to construct podcasts, informational videos, to create flyers and
pamphlets, and to publish articles on to our schools website and newspaper. Due to limited
supply of chromebooks and tablets, I will reach out to sources such as DonorsChoose.org and
Teach.com to request funding to supply my students with the technology that they will need to
succeed.
Sustaining the Project after the Proposal Period
Mental health is a tremendously important subject, which is why I would love to have my
students construct a mental health fair for their community once a year. I genuinely believe that
this project is one that is unforgettable due to the amount of work put into it. For example, the
community will receive pamphlets, infographics, self-care checklists, and they will be able to
watch videos and listen to podcasts on a website that my students created. Not only will the
community be well-informed on mental health and illness, but so will my students. I also view
this project as hands-on and creative, and I will strive to always keep it that way. However, I do
feel like this project may need more than just ten days to cover., especially for the construction
of their final projects. This is just the beginning though, so I’d be more than happy to always
make accommodations and corrections as the years go by.
Innovation
The ultimate end-goal for this project is to expand my students' knowledge on mental
illness, to break their stigmas and stereotypes, and to help them develop skills that will help them
maintain good mental health. When constructing my ten day lesson plan, my goal was to
incorporate as much student-driven learning as possible. I didn’t want to stand there and lecture,
not only handing them the information that they will need, but by also limiting their abilities to
create and think for themselves. This student-driven project allows for flexibility, not only
through choices, but through innovation and creativity.