MANCHESTER COLLEGE Department of Education LESSON PLAN BY: Alina BigJohny and Brian Kunze LESSON: Emotional Disorders and You LENGTH: About 45 minutes AGE OR GRADE INTENDED: College Seniors Performance Objective: College seniors will learn about emotional/behavioral disorders through a PowerPoint presentation, informative handout, and a hands-on activity. They will then answer questions about emotional disorders on an informal quiz with at least 3 out of 5 correct. Assessment: To prove mastery students will be presented an informal quiz at the end of the lesson where they answer at least three out of five correct. This quiz will ask questions on the emotional disorders covered during the presentation. Advanced Preparation by Teacher: _ Make copies of the phobia handout _ Make copies of the overall handout _ Make the annotated bibliography _ Make the power point presentation _Gather the necessary props for intro/hook (spider, rat, snake, Cooties) _ Make four disorder slips for group activity Procedure: Introduction/ Motivation: (5 minutes) Once class has started ask the students what they are afraid of. Throw out each prop at a different student, how about spiders? Snakes? Rats? The Dark? Teachers? o After throwing out the props ask the students How do you feel having these items thrown at you? (Blooms I: Knowledge) Can you identify times in which you have seen phobias affect students in your classrooms? (Blooms IV: Analysis) Hand out the phobia handout and have students read some of them. o Phobias are just one type of emotional disorder that some students go through on a daily basis. (S chizophrenia, Selective Mutism, Aggressive Behavior, Tourettes, inappropriate effective disorders) These disorders can have a major impact on not only your student but your classroom. o By being able to identify these disorders we can help mold our lessons to these students. We are going to take a look at emotional/ behavioral disorders and their causes.
Step-by-Step Plan: 1) Power Point Presentation: slides 1-11 (15 minutes) - Give students presentation handout. Some spots are blank so fill them in as we go through the presentation. Note: There is a back to the handout. (Gardner: Visual-Spatial) - Go over the power point presentation with the students. - After slide 6: If you notice one of your students with some of these characteristics, what would your recommendation be to help this student? (Blooms VI: Evaluation) 2) Group Activity: Charades (10-15 minutes) Students will now have the chance to work with other students on presenting a disorder - Have students break up into groups of 3, one group will be a group of 2. - Assign each group a disorder (S chizophrenia, Aggressive Behavior, Tourettes, Depression); give each group their corresponding disorder skit. - Each group will then come up with a skit, song, drawing, or activity to present to the class over their respective disorder. (Gardner: Interpersonal & Bodily-Kinesthetic), also (Gardner: Musical, Visual-Spatial, Verbal-Linguistic; as chosen by group) o The only rule is that you cannot include the name of disorder in whatever you choose to present. This will be similar to charades, and it will be the class’s job to figure out which emotional disorder you are portraying. - Give the students five to ten minutes to create their presentations. - Have students present their creation and elaborate further, if needed. 3) PowerPoint Presentation: Slides 12-end (5 minutes) - Finish going through the rest of the PowerPoint. - Have students continue to fill in the handout. - Slide 14: What ideas do you have to modify your lessons to adapt to students with ED? (Blooms V: Synthesis) Closure: (10 minutes) - Today we learned about emotional/behavioral disorders and how they will affect your classroom. It is important to keep these causes and characteristics in mind when students with exceptionalities are in your classroom. - Let’s take a short quiz to see how much you remember. No notes! 1) T/F: Are there any scientifically proven causes? 2) T/F: Behavioral disorder is not another name for emotional disorder? 3) T/F: ED is supported by IDEA. 4) Which one of these is not a category of identifying factors? a. Biological b. psychological c. environmental d. spiritual 5) What are three identifying characteristics of students with emotional/behavioral disorder? Adaptations/ Enrichment: 1) ADHD: During the group time, I will be walking around. When I get to his group, I will make sure to specifically ask him about his group’s given disorder to make sure that he is on task. Allow him to be the “clicker” during the PowerPoint presentation. This will make him feel important and he will more likely pay attention.
2) Learning Disability: Have the quiz written out in some way so that she can read it, instead of just hearing the questions. Have the answers typed into her handout so that she does not struggle with listening and writing at the same time. If needed, print the PowerPoint slides out ahead of time so that she can follow along more easily. 3) Intellectual Disability: It is important to monitor peer relationships with students who have an ID. During the group work, I will make sure that this student is not being left out nor taken advantage of. If talking in front of the class is a problem, I will allow this student to show me his contribution such as artwork on the poster, instead of talking in front of the class. Have the quiz written out in some way so that he can read it, instead of just hearing the questions. Fill in the answers on the handout so that this student does not have to concentrate on listening and writing at the same time. 4) Emotional Disturbance: ED students often need positive reassurance and solid relationships. I will make sure that anytime this student answers, she is positively reinforced for answering. I will make sure that her group members are students that work well with her and do not aggravate her. Also, give her the option to work alone if she wants which means having an additional disorder typed out. For the beginning of the lesson, I will make sure that she does not have an actual fear of any of the “creepy crawlies” that we throw around. Self-Reflection: How well did the students respond to the PowerPoint? Was the hook good enough to get the class interested? How well did the hands- on activity go? Were they able to guess the other groups’ disorders? Did the students seem to grasp all of the information covered? How was the flow of the lesson- timing? What were the quiz results? Was our standard met?
Wei Weird rd p phobia hobias Ablut Ablutophobi bia: : Fea ear r of wash washing o ng or ba bathing ng Ari Arithmophobi bia: Fea ear o r of nu numbe bers rs Bi Biblioph bliophobi bia: Fea ear of bo books Chionophobi bia: Fea ear r of sno snow Ge Genup nuphobi bia: Fea ear r of k knee nees Venustraphobia: Also known as caligynephobia- fear of beautiful women Nomophobia: This modern phobia affects people who are very afraid of losing cell phone contact. Coprastasophobia: Some people are actually terribly afraid of becoming constipated. Arachibutyrophobia: Fear of peanut butter sticking to the roof of the mouth Ephebiphobia: fear of teenagers Pedagophobia: fear of teachers
Alina BigJohny & Brian Kunze Behavioral / Emotional Disorders Identifying Characteristics: 4) A general pervasive mood of Emotional Disturbance refers to a number of unhappiness or depression. different, but related, social-emotional 5) A tendency to develop physical disabilities. However, individuals will meet at symptoms or fears associated with least one of these characteristics (outlined in personal or school problems. IDEA): 1) An inability to learn that cannot be Social: explained by intellectual, sensory, or health factors. 2) An inability to build or maintain Affective: satisfactory interpersonal relationships with peers and teachers. Academic: 3) Inappropriate types of behavior or feelings under normal circumstances. Modifications: Prepare class Teaching style: Content Modifications: Language arts: Classroom features: Math: Science: Social Studies: Visual arts/ performing arts:
Causes: Although the exact cause of most mental illnesses is not known, it is becoming clear through research that many of these conditions are caused by a combination of biological, psychological, and environmental factors. Emotional/behavioral disorders can affect persons of any age, race, religion, or income. Biological: Psychological: Environmental:
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