Page 1
GuamDistrictLevelLessonPlanQuarter2Name:2ndGradeTeachersRoom:CQuad/D-103Content:Health
Grade:2nd
Timeline:Week9-10
CommonCoreStateStandard:HealthContentStandards:2.4.1Demonstratehealthywaystoexpressneeds,wants,andfeelings.2.4.2Demonstratelisteningskills.CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Violenceisharmdonetopeopleortheirbelongings.Thewronguseofaguncancauseviolence.Gangsalsocauseviolence.
LessonObjectives:ICAN…-explainrulestostaysafeifyoufindagun.-explainrulestostayawayfromgangs.
Vocabulary:Violence,gang,law
FocusQuestion:Whatisviolence?Howcanyoustaysafefromguns?Whatisagang?Howcanyoustayawayfromgangs?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:ReadstoryApieceofTrashaloudtostudentsanddiscussthefollowingquestions.1.HowdoyouthinkTheoandSamfeltaboutthegun?2.Whatdidtheydowiththegunthatwasnotsafe?
Page 2
InstructionandStrategies:(HealthtextbookUnit10,Lesson38,pages214-217)1. Callondifferentstudentstoreadeachpage.DiscusstheLifeSkills,whatthey
willbeabletodo,andthewordstheywilllearnonpage214.2. Havestudentscontinuereadingstoppingeverysooftentodiscussand
summarizewhathasbeenread.EncourageclassdiscussiononthetopicofStayingSafefromGunsandGangs.
3. AnsweranyquestionsstudentsmayhaveandreviewtheHealthQuestionsonpage217.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutwhatviolenceis,rulestostaysafeifyoufindagun,andrulesforstayingawayfromgangs.
FormativeAssessment:Askthestudentstorecallwhataresomewaystostaysafeiftheyfindagunaswellasrulesforstayingawayfromgangs.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpage217.HavestudentsanswerLesson38test.
Classproject(ArtIntegration):
Accommodations/Modifications:Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Page 3
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterials
Page 7
GuamDistrictLevelLessonPlanQuarter2Name:2ndGradeTeachersRoom:CQuad/D-103Content:Health
Grade:2nd
Timeline:Week5-6
CommonCoreStateStandard:HealthContentStandards:2.4.1Demonstratehealthywaystoexpressneeds,wants,andfeelings.2.4.2Demonstratelisteningskills.CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Aruleisaguidetohelpyoudotherightthing.AsafetyruleIsaruletohelpyoustaysafe.Safetyruleskeepyouandothersfromgettinghurt.
LessonObjectives/ICAN:ICANtellsafetyrulestoprotectmyself.
Vocabulary:safetyrule,poison,safetybelt
FocusQuestion:Whatisasafetyrule?HowcanIstaysafeathome?HowcanIstaysafewhenItravel?HowcanIstaysafewhenIplay?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:Tellstudentsthattherearerulesthateveryonemustfollow.Havestudentssharesomerulesthattheyfollowathome,suchasgoingtobedwhentheyareasked,returninghomeontime,limitingtimewatchingtelevision,andsoon.Introduceanddefinesafetyrules.
Page 8
InstructionandStrategies:(HealthtextbookUnit10,Lesson36,pages204-209)1. Callondifferentstudentstoreadeachpage.DiscusstheLifeSkills,whatthey
willbeabletodo,andthewordstheywilllearnonpage204.2. Havestudentscontinuereadingstoppingeverysooftentodiscussand
summarizewhathasbeenread.EncourageclassdiscussiononthetopicofSafetyFirst.
3. AnsweranyquestionsstudentsmayhaveandreviewtheHealthQuestionsonpage209.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutsafetyandrulesthatmustbefollowedwhenplaying,ridinginacar,orduringbadweather.
FormativeAssessment:Askthestudentstorecallwhataresomesafetyrulesforhomeandschool,whenplaying,whenridinginacar,orforbadweather.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpage209.HavestudentsanswerLesson36test.
Classproject(ArtIntegration):SafetyRulesPosters
Accommodations/Modifications:Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterials
Page 9
GuamDistrictLevelLessonPlanQuarter2Name:2ndGradeTeachersRoom:CQuadContent:Health
Grade:2nd
Timeline:Week6-7
CommonCoreStateStandard:HealthContentStandards:2.4.1Demonstratehealthywaystoexpressneeds,wants,andfeelings.2.4.2Demonstratelisteningskills.CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Tobewareistobecareful.Youneedtobecarefularoundsomepeople.Somepeoplemightharmyou.Violenceisharmdonetopeopleortheirbelongings.
LessonObjectives:Inthislesson,studentswillbeableto:-tellwaysyoucanbesafefromabully.-tellwaysyoucanstaysafefromstrangers.-tellwhattodoifyougetanunsafetouch.
Vocabulary:Violence,bully,stranger,unsafetouch
FocusQuestion:Whatisviolence?Whatisabully?Whatisastranger?Whatisanunsafetouch?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:Useonesheetofposterpapertodrawatargetandinthemiddleofthetarget,drawabull’s-eye.Punchholesonbothsidessothatitcanbewornaroundtheneck.Usingtwoothersheetsofposterpaper,cutoutatleastfivearrows.Haveonestudentwearthetargetaroundhisorherneck.Thengiveeachofthearrowstofivestudents.Havethefivestudentswiththearrowstrytothreatenorhurtthestudentwiththetheirwordsoractions.Aftertheirdone,askthestudentshowtheythoughttheirclassmatefelt.Explaintostudentswhathappenediscalledbullying.Definebully.
Page 10
InstructionandStrategies:(HealthtextbookUnit10,Lesson37,pages210-213)1. Callondifferentstudentstoreadeachpage.DiscusstheLifeSkills,whatthey
willbeabletodo,andthewordstheywilllearnonpage210.2. Havestudentscontinuereadingstoppingeverysooftentodiscussand
summarizewhathasbeenread.EncourageclassdiscussiononthetopicofSafetyFirst.
3. AnsweranyquestionsstudentsmayhaveandreviewtheHealthQuestionsonpage213.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutwhatbullies,waystostaysafefromabullyaswellasstrangers,andrulesifyougetanunsafetouch.
FormativeAssessment:Askthestudentstorecallwhataresomewaystostaysafefromabullyaswellasstrangers,andrulesifyougetanunsafetouch.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpage213.HavestudentsanswerLesson37test.
Classproject(ArtIntegration):
Accommodations/Modifications:Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterials
Page 12
GuamDistrictLevelLessonPlanQuarter2Name:2ndGradeTeachersRoom:CQuad/D-103Content:Health
Grade:2nd
Timeline:Week6-7
CommonCoreStateStandard:HealthContentStandards:2.4.1Demonstratehealthywaystoexpressneeds,wants,andfeelings.2.4.2Demonstratelisteningskills.CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Tobewareistobecareful.Youneedtobecarefularoundsomepeople.Somepeoplemightharmyou.Violenceisharmdonetopeopleortheirbelongings.
LessonObjectives/ICAN:ICAN…-tellwaysyoucanbesafefromabully.-tellwaysyoucanstaysafefromstrangers.-tellwhattodoifyougetanunsafetouch.
Vocabulary:Violence,bully,stranger,unsafetouch
FocusQuestion:Whatisviolence?Whatisabully?Whatisastranger?Whatisanunsafetouch?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:Useonesheetofposterpapertodrawatargetandinthemiddleofthetarget,drawabull’s-eye.Punchholesonbothsidessothatitcanbewornaroundtheneck.Usingtwoothersheetsofposterpaper,cutoutatleastfivearrows.Haveonestudentwearthetargetaroundhisorherneck.Thengiveeachofthearrowstofivestudents.Havethefivestudentswiththearrowstrytothreatenorhurtthestudentwiththetheirwordsoractions.Aftertheirdone,askthestudentshowtheythoughttheirclassmatefelt.Explaintostudentswhathappenediscalledbullying.Definebully.
Page 13
InstructionandStrategies:(HealthtextbookUnit10,Lesson37,pages210-213)1. Callondifferentstudentstoreadeachpage.DiscusstheLifeSkills,whatthey
willbeabletodo,andthewordstheywilllearnonpage210.2. Havestudentscontinuereadingstoppingeverysooftentodiscussand
summarizewhathasbeenread.EncourageclassdiscussiononthetopicofSafetyFirst.
3. AnsweranyquestionsstudentsmayhaveandreviewtheHealthQuestionsonpage213.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutwhatbullies,waystostaysafefromabullyaswellasstrangers,andrulesifyougetanunsafetouch.
FormativeAssessment:Askthestudentstorecallwhataresomewaystostaysafefromabullyaswellasstrangers,andrulesifyougetanunsafetouch.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpage213.HavestudentsanswerLesson37test.
Classproject(ArtIntegration):
Accommodations/Modifications:Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterials
Page 15
GuamDistrictLevelLessonPlanQuarter2Name:2ndGradeTeachersRoom:CQuad/D-103Content:Health
Grade:2nd
Timeline:Week6-7
CommonCoreStateStandard:HealthContentStandards:2.4.1Demonstratehealthywaystoexpressneeds,wants,andfeelings.2.4.2Demonstratelisteningskills.CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Tobewareistobecareful.Youneedtobecarefularoundsomepeople.Somepeoplemightharmyou.Violenceisharmdonetopeopleortheirbelongings.
LessonObjectives/ICAN:ICAN…-tellwaysIcanbesafefromabully.-tellwaysIcanstaysafefromstrangers.-tellwhattodoifIgetanunsafetouch.
Vocabulary:Violence,bully,stranger,unsafetouch
FocusQuestion:Whatisviolence?Whatisabully?Whatisastranger?Whatisanunsafetouch?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:Useonesheetofposterpapertodrawatargetandinthemiddleofthetarget,drawabull’s-eye.Punchholesonbothsidessothatitcanbewornaroundtheneck.Usingtwoothersheetsofposterpaper,cutoutatleastfivearrows.Haveonestudentwearthetargetaroundhisorherneck.Thengiveeachofthearrowstofivestudents.Havethefivestudentswiththearrowstrytothreatenorhurtthestudentwiththetheirwordsoractions.Aftertheirdone,askthestudentshowtheythoughttheirclassmatefelt.Explaintostudentswhat
Page 16
happenediscalledbullying.Definebully.
InstructionandStrategies:(HealthtextbookUnit10,Lesson37,pages210-213)1. Callondifferentstudentstoreadeachpage.DiscusstheLifeSkills,whatthey
willbeabletodo,andthewordstheywilllearnonpage210.2. Havestudentscontinuereadingstoppingeverysooftentodiscussand
summarizewhathasbeenread.EncourageclassdiscussiononthetopicofSafetyFirst.
3. AnsweranyquestionsstudentsmayhaveandreviewtheHealthQuestionsonpage213.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutwhatbullies,waystostaysafefromabullyaswellasstrangers,andrulesifyougetanunsafetouch.
FormativeAssessment:Askthestudentstorecallwhataresomewaystostaysafefromabullyaswellasstrangers,andrulesifyougetanunsafetouch.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpage213.HavestudentsanswerLesson37test.
Classproject(ArtIntegration):
Accommodations/Modifications:Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Page 17
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterials
Page 18
GuamDistrictLevelLessonPlanQuarter2Name:2ndGradeTeachersRoom:CQuad/D-103Content:Health
Grade:2nd
Timeline:Weeks1-2
CommonCoreStateStandard:HealthContentStandards:2.2.1Identifyhowthefamilyinfluencespersonalhealthpracticesandbehaviors.2.2.2Identifywhattheschoolcandotosupportpersonalhealthpractices.2.2.3Describehowthemediacaninfluencehealthbehaviors.CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Someinformationyouseeorhearabouthealthiswrong,Youneedhealthfactstodecidewhattobuy.Entertainmentissomethingyouseeordothatinterestsyou.TVshows,computergames,andboardgamesareentertainment.Healthfulentertainmentkeepsyoumindandbodyhealthy.Ahealthhelperisapersonwhohelpsyoustayhealthy.
LessonObjectives/ICAN:ICAN…-telltheplacesyoucangethealthfacts.-listquestionstoaskwhenyoucheckoutanad.-choosesafeandhealthfulproducts.-listguidelinesforchoosingcomputergames.-makeahealthplantochooseTVshowsthatfollowtheguidelinesforhealthfulentertainment.-tellwhathealthhelpersdo.-tellstepstobecomeahealthhelper.-tellwhatavolunteerdoes.
Vocabulary:Healthfact,website,healthhelper,ad,entertainment,healthfulentertainment,CD-ROM,cooperate,volunteer
FocusQuestion:Whatarehealthfacts?Whatishealthfulentertainment?Whatdohealthhelpersdo?Whatdovolunteersdo?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:ShowstudentsaTVorprintadthattriestosellcereal.Askthemtopointoutsomethingstheynoticeonthead.Afterafewstudentsanswerpointoutsomehealthfactslocatedonit,ifany.
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InstructionandStrategies:(HealthtextbookUnit8,Lessons30-32,pages172-183)1. Callondifferentstudentstoread.DiscusstheLifeSkills,whattheywillbeable
todo,andthewordstheywilllearn.2. Discusstheimportanceofnotfallingforwronginformation,howtochoose
healthfulentertainment,andhowtoknowandcooperatewithhealthworkers.3. Engageclassinadiscussiontoensuretheyunderstandwhatisbeingread.Ask
questionstocheckforunderstanding.4. GooverandreviewHealthQuestionsonpages175,179,and183.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutplacestheycanfindhealthfacts,guidelinesforchoosinghealthfulentertainmentandstepstobecomingahealthhelperorvolunteer.
FormativeAssessment:Askthestudentstorecall/listwaysformakingresponsibledecisionsinchoosinghealthfulproductsandentertainmentaswellaswaystobecomeahealthhelperorvolunteer.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpage175,179,and183.
Classproject(ArtIntegration):Havestudentsthinkofotherhealthfulentertainmentstheycanenjoywiththeirfamiliesanddrawitonaposter.
Page 20
Accommodations/Modifications:
Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterials,http://www.jugglingwithkids.com/2011/10/mind-jar.html,
Page 21
GuamDistrictLevelLessonPlanQuarter2Name:2ndGradeTeachersRoom:CQuad/D-103Content:Health
Grade:2nd
Timeline:Weeks3-4
CommonCoreStateStandard:HealthContentStandards:2.1.1Identifytrustedadultsandprofessionalswhocanhelppromotehealth(Ex:doctor,nurse,teacher,etc.)2.1.2Identifywaystolocateschoolandcommunityhealthhelpers.CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Firstaidishelpforsomeonewhoissuddenlyhurtorsick.Youcanknowwhattodoifyouorsomeoneelseneedsfirstaid.
LessonObjectives/ICAN:ICAN…-makeahealthplantocallforhelpifsomeonegetshurt.-tellwhattodoforacut,nosebleed,animalbite,andbeesting.
Vocabulary:Firstaid,9-1-1
FocusQuestion:Whatisfirstaid?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:Askstudentsiftheyhaveeverbeeninjuredbefore.Aftergivingstudentstheirchancetoshare,explainthattherearemanydifferentkindsofinjuries.
Page 22
InstructionandStrategies:(HealthtextbookUnit10,Lesson39,pages218-223)1. Callondifferentstudentstoreadeachpage.DiscusstheLifeSkills,whatthey
willbeabletodo,andthewordstheywilllearnonpage218.2. Havestudentscontinuereadingstoppingeverysooftentodiscussand
summarizewhathasbeenread.Encourageclassdiscussiononthetopicsofusingfirstaidifyougetacut,haveanosebleed,getbittenbyananimalandstungbyabee.
3. AnsweranyquestionsstudentsmayhaveandreviewtheHealthQuestionsonpg.223.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkusingfirstaidifyougetacut,haveanosebleed,getbittenbyananimalandstungbyabee.
FormativeAssessment:Askthestudentstorecallthefirstaidprocedurefornosebleeds.Havethemanswertheassessmentsheetprovided.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpage223.AnswerLesson39Testinassessmentbook.
Accommodations/Modifications:Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook
Page 24
GuamDistrictLevelLessonPlanQuarter2Name:2ndGradeTeachersRoom:CQuadContent:Health
Grade:2nd
Timeline:Week5-6
CommonCoreStateStandard:HealthContentStandards:2.4.1Demonstratehealthywaystoexpressneeds,wants,andfeelings.2.4.2Demonstratelisteningskills.CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Aruleisaguidetohelpyoudotherightthing.AsafetyruleIsaruletohelpyoustaysafe.Safetyruleskeepyouandothersfromgettinghurt.
LessonObjectives:Inthislesson,studentswillbeableto:-tellsafetyrulestoprotectyou.
Vocabulary:safetyrule,poison,safetybelt
FocusQuestion:Whatisasafetyrule?HowcanIstaysafeathome?HowcanIstaysafewhenItravel?HowcanIstaysafewhenIplay?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:Tellstudentsthattherearerulesthateveryonemustfollow.Havestudentssharesomerulesthattheyfollowathome,suchasgoingtobedwhentheyareasked,returninghomeontime,limitingtimewatchingtelevision,andsoon.Introduceanddefinesafetyrules.
Page 25
InstructionandStrategies:(HealthtextbookUnit10,Lesson36,pages204-209)1. Callondifferentstudentstoreadeachpage.DiscusstheLifeSkills,whatthey
willbeabletodo,andthewordstheywilllearnonpage204.2. Havestudentscontinuereadingstoppingeverysooftentodiscussand
summarizewhathasbeenread.EncourageclassdiscussiononthetopicofSafetyFirst.
3. AnsweranyquestionsstudentsmayhaveandreviewtheHealthQuestionsonpage209.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutsafetyandrulesthatmustbefollowedwhenplaying,ridinginacar,orduringbadweather.
FormativeAssessment:Askthestudentstorecallwhataresomesafetyrulesforhomeandschool,whenplaying,whenridinginacar,orforbadweather.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpage209.HavestudentsanswerLesson36test.
Classproject(ArtIntegration):SafetyRulesPosters
Accommodations/Modifications:Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterials
Page 26
GuamDistrictLevelLessonPlanQuarter2Name:2ndGradeTeachersRoom:CQuadContent:Health
Grade:2nd
Timeline:Week6-7
CommonCoreStateStandard:HealthContentStandards:2.4.1Demonstratehealthywaystoexpressneeds,wants,andfeelings.2.4.2Demonstratelisteningskills.CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Tobewareistobecareful.Youneedtobecarefularoundsomepeople.Somepeoplemightharmyou.Violenceisharmdonetopeopleortheirbelongings.
LessonObjectives:Inthislesson,studentswillbeableto:-tellwaysyoucanbesafefromabully.-tellwaysyoucanstaysafefromstrangers.-tellwhattodoifyougetanunsafetouch.
Vocabulary:Violence,bully,stranger,unsafetouch
FocusQuestion:Whatisviolence?Whatisabully?Whatisastranger?Whatisanunsafetouch?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:Useonesheetofposterpapertodrawatargetandinthemiddleofthetarget,drawabull’s-eye.Punchholesonbothsidessothatitcanbewornaroundtheneck.Usingtwoothersheetsofposterpaper,cutoutatleastfivearrows.Haveonestudentwearthetargetaroundhisorherneck.Thengiveeachofthearrowstofivestudents.Havethefivestudentswiththearrowstrytothreatenorhurtthestudentwiththetheirwordsoractions.Aftertheirdone,askthestudentshowtheythoughttheirclassmatefelt.Explaintostudentswhathappenediscalledbullying.Definebully.
Page 27
InstructionandStrategies:(HealthtextbookUnit10,Lesson37,pages210-213)1. Callondifferentstudentstoreadeachpage.DiscusstheLifeSkills,whatthey
willbeabletodo,andthewordstheywilllearnonpage210.2. Havestudentscontinuereadingstoppingeverysooftentodiscussand
summarizewhathasbeenread.EncourageclassdiscussiononthetopicofSafetyFirst.
3. AnsweranyquestionsstudentsmayhaveandreviewtheHealthQuestionsonpage213.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutwhatbullies,waystostaysafefromabullyaswellasstrangers,andrulesifyougetanunsafetouch.
FormativeAssessment:Askthestudentstorecallwhataresomewaystostaysafefromabullyaswellasstrangers,andrulesifyougetanunsafetouch.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpage213.HavestudentsanswerLesson37test.
Classproject(ArtIntegration):
Accommodations/Modifications:Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterials
Page 29
GuamDistrictLevelLessonPlanQuarter2Name:2ndGradeTeachersRoom:CQuad/D-103Content:Health
Grade:2nd
Timeline:Week5-6
CommonCoreStateStandard:HealthContentStandards:2.4.1Demonstratehealthywaystoexpressneeds,wants,andfeelings.2.4.2Demonstratelisteningskills.CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Aruleisaguidetohelpyoudotherightthing.AsafetyruleIsaruletohelpyoustaysafe.Safetyruleskeepyouandothersfromgettinghurt.
LessonObjectives/ICAN:ICANtellsafetyrulestoprotectmyselfandothers.
Vocabulary:safetyrule,poison,safetybelt
FocusQuestion:Whatisasafetyrule?HowcanIstaysafeathome?HowcanIstaysafewhenItravel?HowcanIstaysafewhenIplay?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:Tellstudentsthattherearerulesthateveryonemustfollow.Havestudentssharesomerulesthattheyfollowathome,suchasgoingtobedwhentheyareasked,returninghomeontime,limitingtimewatchingtelevision,andsoon.Introduceanddefinesafetyrules.
Page 30
InstructionandStrategies:(HealthtextbookUnit10,Lesson36,pages204-209)1. Callondifferentstudentstoreadeachpage.DiscusstheLifeSkills,whatthey
willbeabletodo,andthewordstheywilllearnonpage204.2. Havestudentscontinuereadingstoppingeverysooftentodiscussand
summarizewhathasbeenread.EncourageclassdiscussiononthetopicofSafetyFirst.
3. AnsweranyquestionsstudentsmayhaveandreviewtheHealthQuestionsonpage209.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutsafetyandrulesthatmustbefollowedwhenplaying,ridinginacar,orduringbadweather.
FormativeAssessment:Askthestudentstorecallwhataresomesafetyrulesforhomeandschool,whenplaying,whenridinginacar,orforbadweather.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpage209.HavestudentsanswerLesson36test.
Classproject(ArtIntegration):SafetyRulesPosters
Accommodations/Modifications:Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterials
Page 31
GuamDistrictLevelLessonPlanQuarter2Name:2ndGradeTeachersRoom:CQuad/D-103Content:Health
Grade:2nd
Timeline:Week6-7
CommonCoreStateStandard:HealthContentStandards:2.4.1Demonstratehealthywaystoexpressneeds,wants,andfeelings.2.4.2Demonstratelisteningskills.CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Tobewareistobecareful.Youneedtobecarefularoundsomepeople.Somepeoplemightharmyou.Violenceisharmdonetopeopleortheirbelongings.
LessonObjectives/ICAN:ICAN…-tellwaysIcanbesafefromabully.-tellwaysIcanstaysafefromstrangers.-tellwhattodoifIgetanunsafetouch.
Vocabulary:Violence,bully,stranger,unsafetouch
FocusQuestion:Whatisviolence?Whatisabully?Whatisastranger?Whatisanunsafetouch?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:Useonesheetofposterpapertodrawatargetandinthemiddleofthetarget,drawabull’s-eye.Punchholesonbothsidessothatitcanbewornaroundtheneck.Usingtwoothersheetsofposterpaper,cutoutatleastfivearrows.Haveonestudentwearthetargetaroundhisorherneck.Thengiveeachofthearrowstofivestudents.Havethefivestudentswiththearrowstrytothreatenorhurtthestudentwiththetheirwordsoractions.Aftertheirdone,askthestudentshowtheythoughttheirclassmatefelt.Explaintostudentswhathappenediscalledbullying.Definebully.
Page 32
InstructionandStrategies:(HealthtextbookUnit10,Lesson37,pages210-213)1. Callondifferentstudentstoreadeachpage.DiscusstheLifeSkills,whatthey
willbeabletodo,andthewordstheywilllearnonpage210.2. Havestudentscontinuereadingstoppingeverysooftentodiscussand
summarizewhathasbeenread.EncourageclassdiscussiononthetopicofSafetyFirst.
3. AnsweranyquestionsstudentsmayhaveandreviewtheHealthQuestionsonpage213.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutwhatbullies,waystostaysafefromabullyaswellasstrangers,andrulesifyougetanunsafetouch.
FormativeAssessment:Askthestudentstorecallwhataresomewaystostaysafefromabullyaswellasstrangers,andrulesifyougetanunsafetouch.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpage213.HavestudentsanswerLesson37test.
Classproject(ArtIntegration):
Accommodations/Modifications:Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterials
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