[Teen Living]

Coping Positively
Overview:
Teenage depression isnt just bad moods and the occasional melancholyits a serious problem that impacts every aspect of a teens life. Teen depression can lead to drug and alcohol abuse, self-loathing and self-mutilation, pregnancy, violence, and even suicide.

[Grades 9-10] [2 Days of 50 min classes)

Teaching Materials
Guest Speaker guided note taker Lone/loneliness Questionnaire Computer/Projector Magazines/scissors/glue

Standards/Objectives: (Cognitive domain & Analysis Level)

Students will analyze the dynamics of peers and friends. Exhibit the difference between feeling lonely, being alone and being rejected. Notice circumstances that might lead to social rejection and communicate ways to cope positively with these situations.

Introduction/Set Induction (2 min):

Students will be introduced to feeling alone, lonely, and rejected by watching the following video. (Just watch until 1:00) http://www.youtube.com/watch?v=tOsnYd1AKNg

Transition (3 min):
The teacher will hand out the questionnaire about feeling lonely, being alone, and being rejected.

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Lesson Body (90 min): (Content/Teaching Methods)

Problem-Based Learning: PHASE 1: Identify Problem (10 min): How are you going to engage students in the identification of the issue/problem related to course content? The students will complete the questionnaire to get them into the mind set of todays lesson. This will allow for students to engage in identifying the problem we will be discussing throughout the lesson. The questions are based on a personal level and allow for students to express their personal feelings. Dont let the students write their names on the questionnaire so they can feel comfortable to answer freely. (For grading purposes just make a note that they completed the questionnaire). PHASE 2: Identify KND Information (20 min): How are you going to engage students in the process of identifying KND information? The teacher will then introduce the guest speaker for the day. The speaker is a counselor that runs their own practice in a nearby location. Instruct the students to complete their guided note taker during the speakers presentation. PHASE 3: Generate Possible Solutions (20 min): How are you going to engage students in the process of generating solutions? After the students have thanked the guest speaker have the students get a piece of colored paper and a couple of magazines. To help students engage in the process of generating possible solutions to feeling lonely, rejected, alone, they will create a collage of solutions. The teacher will present an example of their collage that depicts possible solutions for coping positively. PHASE 4: Choose Most Viable Solution (15 min): How are you going to challenge/facilitate students in the process of choosing the most viable solution? After the students have finished their collages, they will then present their collages to the rest of the class. Students will explain why certain things are represented on their collage. The teacher will then conduct a discussion about the most effective solutions to dealing with being alone, rejected, or lonely by using the brainstorm or the board activity. (Students will write ONE effective solution on the board.) PHASE 5: Report Solution (25 min): How will students report the solution/findings? After the students have decided on the most viable solutions they will write a reflection paper (referring to the solution they wrote on the board). It will have to be three paragraphs long and contain the following points: Describe a time where you felt alone, rejected, or lonely. (4-7 sentences) How did you deal with this experience? Was it effective? (4-7 sentences) After going through todays lesson, how could you change the way you dealt with this experience in order to cope positively? (4-7 sentences)

Transition (1 min):
The teacher will have the students turn and face the projector one more time before class gets over.

Summary/Closure (5 min):
To help students come full circle to knowing how to cope positively with feeling alone, lonely, and rejected, students will watch the following videos.

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http://www.values.com/inspirational-stories-tv-spots/66-Cafeteria http://www.values.com/inspirational-stories-tv-spots/72-Locker http://www.values.com/inspirational-stories-tv-spots/111-Just-Say-Hi

Assessment/Evaluation:
Students will be evaluated on their complete guided note taker based upon the guest speaker. They also will be graded on their participation during the collage making/presenting process and their reflection paper.

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