Name: Katrina Bert

Lesson Plan

Lesson Title: Mental Health: Reducing The Stigma Grade: 10 Date: February 13th, 2017

Subject: Healthy Active Living Education (PPL20)

Strand: Healthy Living: Personal Safety and Injury Prevention

Location: Classroom Time: 75 minutes

Lesson Plan Description:

This would be an introductory lesson to mental health. This lesson will cover what mental health and
illness is, what stigma is, and why it is important to reduce the stigma surrounding mental health. This lesson
will provide ways to combat mental illness stigma and provide students with information to understand more
thoroughly. It will also provide students with resources of where to get help, information, and campaigns that
exist to provide support and reduce the stigma surrounding mental health and illness.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations:
C1. Demonstrate an understanding of factors that contribute to healthy development
Ontario Curricular Specific Expectations:
C1.1. Demonstrate an understanding of factors that enhance mental health and emotional and spiritual well-
being
Learning Goals:
Today I will learn
What stigma surrounding mental health is
The best ways to combat stigma
About different mental health issues and how they can effect people
ASSESSMENT and EVALUATION
Success Criteria:
I can: define stigma
I can: demonstrate the best ways to combat stigma
I can: understand what different mental health issues are and how they impact people
Assessment:
Achievement Chart Categories: Knowledge and Understanding; Thinking; Communication; Application
Assessment For, As, Of Learning

Assessment Mode: Assessment Strategy: Assessment Tool:

Assessment For Oral Asking what they know Asking students what they
Learning know about stigma and
mental health before we
start the lesson to know
what to cover more
thoroughly
Assessment As Oral Recap of key points Asking students what the
Learning keys points are that are
being covered
Assessment Of Written Exit cards Having students fill out
Learning what they learned, and

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 what they would like to
know more about
CONSIDERATIONS FOR PLANNING
Prior Learning:
Knowledge from real-life experiences (friends, family, etc.)
Knowledge gained from previous health classes (i.e. grade 9)
Differentiation:
It is important to keep in mind that most people have been touched by mental illness whether it be
personal, through a family member, or through a friend; so it is important to create a safe space for
people to talk and feel comfortable
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration,
initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration,
initiative, self-regulation

Vocabulary:
Stigma - a set of negative and often unfair beliefs that a society or group of people has about
something
Mental Health a persons condition with regard to their psychological and emotional well-being
Resources and Materials /Technology Integration:
PowerPoint
Myths and Facts cards
Bell Lets Talk video
Exit Cards
Learning Environment:
Myth and fact activity will be done in groups
Large class discussion will take place after group work

Cross Curricular Links:

English (media literacy from watching video)

Lesson Delivery Format

What Teachers Do: What Students do:
Minds on: (25 minutes)
PowerPoint Introduction & Discussion:
A PowerPoint covering the basics of stigma Students will actively listen to presentation.
and mental health while assign the students They will be encouraged to ask any questions
what they know about certain points that they may have, as well as answer any
come up questions that may be posed.
PowerPoint also talks about the resources that
can be used, as well as campaigns to help
raise awareness

Bell Lets Talk Video

Show video from Bell Lets Talk campaign to Watch video to gain understanding of the
help teach about reducing the stigma importance of reducing the stigma
surrounding mental health surrounding mental health

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Action: During /working on it: (30 minutes)
Myths & Facts Activity:
Students are to split into 4 groups and are Students are to split into 4 groups and read
given a set of cards that contain myths and front side of cards, discuss as a group whether
facts it is a myth or fact, and then read back of card
Students are to read front of card and discuss Students are to form decisions based on their
as a group whether or not it is a myth or fact, knowledge as well as educational decisions
then flip over and find out based on information given
If the card is a myth, it will have an
explanation of the facts on the back to better
educate the students

Consolidation & Connection: (15-20 minutes)

Class Discussion/ Debrief:
Teacher will lead a class discussion based on
the cards and ask for what the students came
up with, discussed, and what they think about
the facts that were presented
Exit Slip Cards:
Students will be asked to fill out an exit slip
card; stating 2 things they learned, and
something they would like to learn more
about
Students will actively listen, share opinions
and thoughts, and be an active member of the
discussion taking place. Students are also
encouraged to ask any questions that they may
have.
Students will fill out exit slip and hand in on
their way out of the classroom

Extension Activities/Next Steps:

Next lessons will go more in-depth to specific mental illness and ways to cope, as well as more on
depth to what resources are available

Personal Reflection:
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013