Nov 23

Subject/Grade: Health Lesson/Date: Feelings Time:45
Stage 1: Desired Results

GLEs: Students will:
- Develop effective interpersonal skills that demonstrate responsibility, respect, and
caring to establish and maintain healthy interactions.
SLEs: Students will:

- Recognize that presenting feelings may mask underlying feelings.
Learning Students will:

Objectives - Understand that presenting feelings may mask underlying feelings
Stage 2: Assessment Evidence

Formative Summative
Assessment Assessment
Stage 3: Learning Experience

Prior to Resources
Lesson: to Bring:
Time: Content/Description Notes/

Assessments:
Introduction:
Discuss the meaning of the word depression. What words come to mind when they
hear it. Write answers on the board.
Put up Worksheet #1 with symptoms. These are all ways that people can show
that they are depressed. Go through them one by one.
Which ones seem to mask the persons true feelings?
Feelings can be used to mask what people are truly feeling. So if some one seems
like they are happy but it looks a little off, what feelings could the “happiness” be
masking. Anger has the same thing. Sometimes people act out and lash out at the
people around them, even if they didn’t do anything wrong. What feelings could be
masked by anger?
Unusual and out of character behaviors often cover up what people are really
feeling. That’s how people cope with feelings when they are overwhelming.
What can we do when people are doing this? Ask for suggestions. Ask if it makes a
difference on how close to the person you are.
Transition
We are going to be creating a visual to help us understand the difference between
masking and what we are truly feeling.
Body:
Learning Activity 1:
I will explain how to make it step by step as we go. Listen and watch before trying
yourself. If you need help, raise your hand. So, step 1. I am going to hand out a
piece of legal sized paper. Once you have the piece of paper, lay it in front of you
facing horizontal.
Next fold your piece of paper in half hamburger style. You will have two halves.
We have half #1 and half #2.
I want you, keeping the paper horizontal to draw your face. Don’t just do a smiley
face and call it a day. Make a face that looks like yours. You will see that mine has
glasses and brown hair just like me. So, go ahead and draw your face on half #1 of
the paper. Do not draw it on half #2.
Once you have your face drawn out in pencil. Take your paper and fold half#2 so
that the edge of the paper reaches the middle of the face you drew.
On this flap. I want you to draw that half of your face again. Show how it looks on
my paper. This is our masking symptoms.
Once your face is drawn, write some masking symptoms on the outside flap. Show
how it looks on my paper.
On the inside part that the flap covers, I want you to write out some feelings.
Sadness, Anger, Joy, Frustration etc. When you are done it should look like this –
show mine. This is our visual example of what masking our true feelings can
sometimes look like. Because it is not always obvious, we should always try to be
kind, compassionate, and respectful to those around us since we do not know what
they are going through.
Be walking around and helping throughout.
Once you finish, you can colour it, or if you want to leave it black and white, you
can come up and grab your boundary comic to finish.
Transition
Learning Activity 2:
Have students work on masking craft or boundary comics.
Transition
Alright. That’s all the time we have for health today so please leave your
boundary comics and face pictures on your desk and I will come around and
grab them while you get ready for Fine Arts with Mrs. Ogle. Make sure you have
nothing on your desk except for the two piece of paper that I am coming around
to grab.
Closure:
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
2. Specific strengths of the lesson plan and delivery:
3. Specific weaknesses in the lesson plan and delivery:
4. What must be addressed to improve this plan?
5. How I have grown from this teaching experience:

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Subject/Grade: Health Lesson/Date: Feelings Time:45

Stage 1: Desired Results

SLEs: Students will:

Learning Students will:

Stage 2: Assessment Evidence

Stage 3: Learning Experience

Time: Content/Description Notes/

Be walking around and helping throughout.

2. Specific strengths of the lesson plan and delivery:

3. Specific weaknesses in the lesson plan and delivery:

4. What must be addressed to improve this plan?

5. How I have grown from this teaching experience:

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