School of Education
WRITTEN LESSON PLAN
Service *Leadership*Competence*Character
Teacher Candidate – Zackery Elvig _________________________________________ School – Roosevelt High School ___________________________________________
Mentor Teacher – Matt Katinas _____________________________________________ University Coordinator – Bud Turner ________________________________________
Grade/Subject –9th grade Health__ Lesson Title –Six components of health _________________________________________________ Date – ______________________
Co Teaching Lesson – Yes No
If yes, check the appropriate method:
One Teach, One Observe (lead)
One Teach, One Observe (observe)
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One Teach, One Drift (lead)
One Teach, One Drift (drift)
If no, check if this is during your time to solo in the classroom - x
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Station Teaching
Alternative Teaching
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Parallel Teaching  Supplemental Teaching
Team Teaching 
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Learning Targets
EALRs
2.1 The student acquires the
knowledge and skills necessary to
maintain a healthy life:
Recognizes dimensions of health,
recognizes stages of growth and
development, reduces health
risks, and lives safely.
GLEs
Understands dimensions and
indicators of health.
Assessment – What will students do to demonstrate
competence specific to learning?
Objectives
Students comprehend the six components of health
Students can relate the six components of health to their lives
Learning Experiences – What learning experiences are
the students engaged in to demonstrate the learning
target’s knowledge and skills?
Be sure to align all assessments with their corresponding learning experiences.
Strategies for Creating an Inclusive, Supportive Learning
Community – What strategies will be used to facilitate
effective classroom management at key points during
the lesson?
Informal assessment: In a group setting ask the students
their definition of health.
Formative assessment: exit slip; the students will write
down the six components of health and relate them to
their lives.
Informal assessment: students will write their own
definition of health, mental health, spiritual health,
physical health, environmental health, social health, and
emotional health.
The Set: 5 Minutes
This is the first lesson plan of the quarter; therefore I will
start the class off with a short story. The story will be
about a student who is unhealthy. The student eats
wrong, doesn’t exercise, is not one with the earth,
doesn’t have friends or family, and constantly litters and
pollutes the earth. The other student is a healthy
individual, has friends, exercises, examines the beauty of
the earth, and takes stress well. I will ask the students to
write which student is healthier and why. This should
take no more than five minutes. Two minutes for the
story three minutes for the writing.
Students will be in assigned seats at the time of the bell,
and I will immediately go into the short story. There will
be no formal introduction. I want the anticipatory set to
sink into each student on a visceral level.
Me talking, “First, before we get started I want to tell you
a story about Ethan and Joy. They live entirely different
lives. While I tell the story I want you to think about
health choices each student is making, and you will write
down the different choices in your notebook, then I will
proceed with the story……”
Prior Knowledge:
I will call on students and have them discuss the
differences, while asking prior knowledge to the health
components. This will take an additional 5 minutes.
Input: 30 Minutes
“I want everyone to use the images in their brain today to
answer questions that I pose to you. I will be handing out
everyone a picture with different illustrations, and I want
you to explain what you see in the picture. After you have
explained the picture, I will hand out a worksheet with
which you will generate a hypothesis on which
component of mental health you received. I will also
include other questions that are related to the picture
and corresponds with your own life. Now, I want to create
a positive community in this classroom, therefore I have
chosen six different groups that you will get to work with
during the assignment. Each group will give a hypothesis
to which component of health the picture resembles, and
a predicated meaning of the component of health. I will
give you ten minutes to do this lesson, good luck and
have fun!”
Students will be assigned with a group, and asked to fill
out a worksheet. They will have ten minutes to complete
the task, before they have to present in front of the class.
This will make sure the students are on task.
I will use the “online clock” which will count down. This
helps the students know how much time is left with the
assignment and should keep them on task.
The pictures resemble the six components of health that
I will be teaching throughout the quarter. Like I have
already said my goal is to gain a positive community by
using cooperative learning, make the students use the
images to determine the answers, and generating and
testing hypotheses.
After the ten minutes are up, then the students will be
asked to go to a nearby seat. This keeps away from the
clustering from the group work. Yes, they will be with
their groups but they have to find a seat and a desk to
take notes on before I finish the input lesson.
Once they have finished answering the questions, I will
have a class discussion on their findings. During this
time, I will have the students write the other groups
predicted definition to their component of fitness and I
will have them write the definition I want them to know.
The instruction will include a style of note taking that
most students don’t use. The students will create three
columns, one column for the component of fitness, one
column for the groups predicted meaning, and a column
for my definition for them. This takes away from the
traditional note taking strategy.
Guided Practice: 10 Minutes
After going through the components of fitness I will use
the exit slip to assess the students and myself. I will give
each student a note card and ask them to write the six
components of health. The students will also need to
give an example of each component that pertains to their
life. I will write the question on the board so everybody
completely understands the task.
“Alright students I need to know how I am doing as a
teacher. I am going to hand out a note card and I want
you to write the six components of health, and give an
example of each component as it pertains to your life, I
will give you seven minutes to finish this assessment.”
After the seven minutes I will call on students to gauge
their engagement. They will have to tell me one
component and the example they gave.
Closure: 2 minutes
I will go over the objectives with the students, and make
sure the components are vaulted in their heads. Then, I
will review the short story I used for the anticipatory set
and relate it to everything we learned.
After the input, students will be asked to return to their
seats. Then, I will pass out the sheet and have the
question written on the board while I discuss the
assessment.
Independent Practice: rest of class period
The students will be asked to think about goals they want
to achieve by the time they finish high school. I don’t
want them to write anything, but I want them to come to
class the next day with an idea of goals they have and
want to meet. This will take us into the next lesson,
which is on goal setting.
What does each co-teacher do before, during and after the lesson?
Teacher Candidate
-
What are the specific tasks that I do
BEFORE the lesson?
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What are the specific tasks that I do
DURING the lesson?
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What are the specific tasks that I do
AFTER the lesson?
When, where and how will we
debrief the co-teaching lesson?
Grouping of Students for Instruction
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Create six components of health
posters.
Print out copies of image worksheet.
Have story written for the beginning
of class
Prep the computer for “how to take
efficient notes-short presentation”,
plus create it.
Prepare health definitions
Read short story to students
Put up health definitions for
students
Write assessment question on board
Put up chairs
Turn off all technology and lights
Clean up classroom
Mentor Teacher
Paraprofessional(s)
Other
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
My mentor teacher and I will deliberate after school in his office.
Instructional Materials, Resources and Technology
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The students will have an assigned seat as the walk into the class, which they
already know
During group work I will have a predetermined list of groups, which I will tell
them as we get into the group activity
Accommodations and Modifications
No accommodations are necessary for this lesson.
Materials
Health Definitions worksheet
Note taking strategy word document
Health short story
Six components health posters
Technology
Computer
Overhead
Smart Board
Family Involvement Plan
There will be no family involvement for this lesson