Paige+Oshea

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**Overview:** Students face a completely different world than the majority of teachers have. Growing up has it's c onstant struggles and stressors that change the outlook of many students. Outlets to reduce this stress are reduced daily with the fact that time is not focused on what is really going on in children's lives. This leads to more students investing their time as they discover drugs, sex and various other destructive behaviors. Although maybe a taboo topic- the importance in researching and better yet- really **understanding** why and how students think the way that they do can create a healthier classroom environment. As a role model and adult example, I find it extremely effective to give students the knowledge to identity mental health patterns as well as increasing their mental awareness. Along with awareness, I would like the students to leave with compassion for those suffering with mental illness and as advocates to remove the negative stigma that comes along with the mentally ill.


 * Grade:** This could be taught between 10-11th grade. During 50 minute periods. Hopefully taught in May which is Mental Health Awareness Month.


 * Before Starting... :**


 * Objectives:**
 * Talk educated about mental health
 * Identify mental illnesses
 * Write reactions to literature in a multi-genre way
 * Work together
 * Comfortable, safe learning

All students will be asked to read: //Catcher in the Rye//by J.D. Salinger as a class we will dissect sections of the book and have journal topics which relate directly to the text. Then, after that book is finished, there are 6 books which the students may choose from and pick (in groups of no more than 4). __ Other readings : __ //Go Ask Alice// //Perks of Being a Wallflower// //Virgin Suicides// //Prozac Nation// //Running With Scissor// //Madness//
 * Readings: **

http://youtu.be/VIzJEAe3k0E http://youtu.be/fI4Cy5qoZQA
 * Other Videos:**

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 * Movie:** //It's Kind of a Funny Story//


 * 30 Day Breakdown:**

The lecture will be brought upon another valuable lesson plan found online: [|Lectures]


 * Assignments:**
 * __Multigenre Project:__ This will be the final project that the students will be working on. It will be on the choice of one of the 6 books given and done in a group. The assignment will be a way to showcase the knowledge that they have gained while reading their books, completely knowledge about mental illnesses and how to solve those challenges.
 * __Interview:__ Students will conduct interviews with someone who has dealt with a mental issue. It can be a family member, friend, or the student can decide to interview themselves if they are more comfortable in whichever way. The way that they choose to present their interview is up to them. The worksheet will give options to what possible ways they can explore.
 * __Journals:__Everyday students will be asked to write in a journal. The journal is allowed to go home with the students but every Friday they must be turned in a checked that the work is completed. Every other day a topic is assigned and on "Free Write" days students are allowed to draw, collage,poetry, doodle- anything that comes to their minds is allowed on "FW" days. After they write on the days with journal topics assigned, are asked to get in their small groups and discussed hat they discovered. On the days that are "FW" are days in which lecture and other activities surrounding mental illnesses are done.

[|Breaking the Silence] [|Suicide Prevention] [|Mood Monitor] [|What a Difference a Friend Makes] **Standards:** STANDARD 1.2 Use writing, speaking, and visual expression for personal understanding and growth: CE 1.2.1, CE 1.2.2, CE 1.2.3 STANDARD 1.3 Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose (e.g., to reﬂect, persuade, inform, analyze, entertain, inspire.):CE 1.3.1, CE 1.3.2, CE 1.3.3, CE 1.3.4,CE 1.3.5, CE 1.3.6, CE 1.3.7, CE 1.3.9
 * Sources:**

STANDARD 1.4 Develop and use the tools and practices of inquiry and research—generating, exploring, and reﬁning impor tant questions ; creating a hypothesis or thesis ; gathering and studying evidence; drawing conclusions ; and composing a report: CE 1.4.1, CE 1.4.2, CE 1.4.3, CE 1.4.4, CE 1.4.5, CE 1.4.6, CE 1.4.7

STANDARD 1.5Produce a variety of written, spoken, multigenre, and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work (e.g., poetry, ﬁction and creative nonﬁction stories, academic and literary essays, proposals, memos, manifestos, business letters, advertisements, prepared speeches, group and dramatic performances, poetry slams, and digital stories): CE 1.5.1, CE 1.5.2, CE 1.5.3, CE 1.5.4, CE 1.5.5

STANDARD 2.1 Develop critical reading, listening, and viewing strategies: CE 2.1.1, CE 2.1.2,CE 2.1.3,CE 2.1.4, CE 2.1.5, CE 2.1.6 , CE 2.1.7, CE 2.1.8, CE 2.1.10 , CE 2.1.11, CE 2.1.12

STANDARD 2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level (e.g., drawing inferences ; conﬁrming and correcting; making comparisons, connections, and generalizations ; and drawing conclusions):CE 2.2.1, CE 2.2.2, CE 2.2.3

STANDARD 2.3 Develop as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading: CE 2.3.1, CE 2.3.2, CE 2.3.3, CE 2.3.4, CE 2.3.5, CE 2.3.6, CE 2.3.7, CE 2.3.8

STANDARD 3.4 Examine mass media, ﬁlm, series ﬁction, and other texts from popular culture: CE 3.4.1, CE 3.4.2, CE 3.4.3,CE 3.4.4

STANDARD 4.1Understand and use the English language effectively in a variety of contexts and settings: CE 4.1.1, CE 4.1.2, CE 4.1.3, CE 4.1.4,CE 4.1.5

STANDARD 4.2 Understand how language variety reﬂects and shapes experience:CE 4.2.1, CE 4.2.2, CE 4.2.3, CE 4.2.4, CE 4.2.5 Contact Information: Paige O'Shea 2484087342 Western Michigan University http://science.education.nih.gov/supplements/nih5/mental/guide/guide_lessons_toc.htm