Learning Plan: ELEMENTARY & SECONDARY1

Student Teacher Ayoub Drouiche Co-operating Bélinda Roche

Teacher(s)
Date Start/End Room 305
Time

Title of lesson How do we Deal with Stress? Grade level Grade 7 (sec 1)
Subject English as a second Language Enriched Topic Health and Well-Being
Relevance This lesson is meant to teach students 2 key methods to regulate their stress, this lesson is
crucial to the success of the students as they are starting their first year of high school in the
PEI program which is much more demanding than what they experienced in elementary
school.
Materials/Resources PowerPoint presentation,
Required • YouTube videos: https://www.youtube.com/watch?v=3Nf2Pzcketg
Hand out
QEP Subject Area Competency #1: Interacts orally in English
Competencies - Initiates react to, maintains, and ends oral interaction
- Constructs meaning of the message
- Expands a personal language repertoire
Students will continue developing

Learning Objectives
Essential Question(s)
The students will develop the following elements of the progression of learning
- Uses targeted vocabulary related to issues inspired by the broad areas of learning:
“Health and Well-being.”
- Metacognitive strategies: plan, self-evaluate, and self-monitor
Students will also learn one way to clam themselves with the use of meditation as well as
how to better plan their weeks in order to have time to complete all their objectives of the
week.
How can students reduce the stress they feel?

Lesson Introduction (hook): Students will know:

Timing The lesson will begin with a journal activity as students are
accustomed to. The question this time will be: “How do students
deal with their stress?”. The purpose of the activity is to get them
to begin to understand that there are multiple ways to deal and
regulate our stress. This activity will also show them that there are
many strategies and that they need to find the one that works
with them.
Development (learning activities – step by step sequential
procedure):
The second part of the lesson will consist of 3 parts, the first
one will be a presentation of video where students are
present with various information on the topic. The teacher
then comes and explains the elements presented in the
video. The teacher also explains the difference between
stress and anxiety. The teacher plays an active role in the
Students will begin to understand the
importance of proper management of their own
stress and anxiety. The importance of having a
good mental health and physical health.
Students will understand:
Students will be able to use the strategies
presented to them in their own personal
and student life to deal with stress and
anxiety. This will also be the start of the
development of their self-awareness when
it comes to their own mental health.

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Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
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part of the lesson and guides students to the proper
understanding of the concepts presented to them.
The second part of the lesson will be an exploration phase
where students work with 2 strategies that can help them
regulate their stress.
The first method will be a mediation session where students
will be presented with a breathing method designed to calm
them by slowing down their heart rate to a normal level and
to oxygenate the body and mind. They will do this in a dark
and calm environment where they can be at peace. The
teacher plays a passive role in this part of the lesson, guiding
the students but letting them explore the strategy.
The second strategy will be the simulation of a weekly
schedule allowing the students to better understand how to
plan their time. The teacher starts by doing an example with
the students before allowing them to do it on their own.
This time the teacher plays a both an active role and passive
role as students still have the freedom to plan their own
week as long as it is done in a realistic way. Students are
encouraged to share how they view their planning with their
neighbor as they all have different needs and may find
unique solutions.
Closure (transition):
Students will do:
Students will be able to better understand
the source of their stress and to better
regulate their anxiety using strategies. This
lesson will be the beginning of their own
mental health journey.
Cross Curricular Competencies:
Competency #5: adapts effective work
methods:
- Adjust his/her approach
The students will learn how to better
prepare for work and personal events.
Competency #7: achieves his/her potential
- Makes good use of his/her personal
resources
Students will learn the importance of using
their own agenda in the proper way, this
resource of theirs will be crucial when it
comes to how organized they are.
Broad Areas of Learning:
Health and Well-Being:
- Self-awareness and awareness of
his/her basic needs
Students will be able to reflect on how
stressful they are in their day-to-day lives.
They will also be able to self-reflect on the
various elements that they need to work on
as individuals.
Universal Design for Learning/
Differentiation:
Information will be presented with using
both visual and audio formats allowing
students to tap in 2 different learning
styles. Students will also be presented with
2 strategies allowing them to better
discover which is the most beneficial to
them.
FORMATIVE - Assessment FOR learning:
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 The students recap the information presented to them
during the lesson as it is routine. This allows the students to
verbalize their understanding of the lesson and what they
believe will be the most beneficial to them.
The teacher will refer to previous work to
better determine the students who might
require more explanations as well as the
students who may require that the
information be presented in a different
way.

FORMATIVE - Assessment AS learning:

Students will assess their own learning
thought the in-class discussion by
comparing their understanding to that of
their classmates. They will get to reflect on
their own methods of coping with stress
and compare them to the one presented
during the class.

SUMMATIVE - Assessment OF learning:

The teacher will determine how well the
students understood the lesson based on
their answer during the in-class discussions
and the closure part of the lesson.

Equity, Diversity & Inclusion (EDI) Considerations: Getting the students to reflect on the importance of good mental health
in their own personal and students’ lives.
Further considerations:
Maintain silence during the viewings
Encourage all students to participate during the discussion

Reflection:

Professional Competencies:
Competency #2: master the language of instruction
Competency #7: consider student diversity
Competency #12: mobilize digital technologies

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Menu:

Journal: How to you deal with stress? 15 min

Presentation 15 min

Meditation 10 min

Organization 20

Correction of the homework “under control” 10 min (if time)

Closure 5 min