Lesson Plans

Week 18

Section 20.1 Social Skills Mr. Berry Mod ___ Name __________________ 

Reading Recipes and Measuring Ingredients Date ___________________ 

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan Berry 

Subject 

 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

  • Identify the questions you should ask to evaluate a recipe. 
  •   
  • Explain how to measure dry ingredients, liquid ingredients, and solid fats accurately.  
  • Define commonly used recipe terms.  
  •  
  • Identify how recipes are developed and shared.  
  •  
  • Explain the term equivalent and why equivalents are helpful when preparing a recipe.  
  •  
  • Describe the difference between mincing and chopping and the difference between garnishing and seasoning.  
  •  
  • What is the essential question? 

Cooking and baking successfully requires that you know how to do what? 

What are the vocabulary words? 

Recipe 


abbreviation 


 customary measurement system 

metric system 


  equivalent  

acquire 


 adequate  

What Materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

See if students can ask the right questions and use appropriate resources to help select the correct table setting. 

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1/struggling students?  

will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips 

Yes. 

 

 

Section 20.2 Social Skills Mr. Berry Mod ___ Name __________________ 

Altering Recipes Date____________________________________ 

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan Berry 

Subject 

 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

  • Explain how to change the yield of a recipe. 
  •   
  • List examples of ingredient substitutions that work.  
  •  
  • Identify four things you can do to make a recipe more healthful. 
  •   
  • Clarify what it means to alter a recipe in order to change its yield.  
  •  
  • List ingredients that you could substitute for raisins in a recipe for  
  •  
  • oatmeal cookies.  
  • Describe how you might create recipes in your own “test kitchen” to add adventure to your family’s meals.  
  •  
  • What is the essential question? 

Simple tips and techniques will allow you to do what? 

 

What are the vocabulary words? 

Yield 

alter  

flexible  

What Materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

See if students can ask the right questions and use appropriate resources to help select the correct table setting. 

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1/struggling students?  

will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips 

Yes. 

 

 

 

 

 

 

 

 

 

Section 21.1 Social Skills Mr. Berry Mod ___ Name__________________  

Choosing Cooking Technique Date___________________ 

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan Berry 

Subject 

 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

Explain conduction, convection, and radiation. Describe the four different dry-heat cooking  

methods.
Describe the six different moist-heat cooking  

methods.
Compare different methods for cooking with fat.  

Summarize microwave cooking techniques.  

Describe how cooking affects the appearance and flavor of food.  

Explain how convection ovens work.  

Compare boiling and simmering. Which is the healthier method?  

List the guidelines you should follow to fry foods safely.  

Identify the benefits of microwave cooking 

What is the essential question? 

What will allow you to cook a variety of foods.  

What are vocabulary words? 

 conduction
 convection
 radiation
 dry-heat cooking  

roast  

 broil
 moist-heat cooking  

 boil  

 steam  

 poach  

 simmer   

braise  

 stew  

deep-fat fry  

 panfry
stir-fry 

transfer  

circulation 

What Materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

See if students can ask the right questions and use appropriate resources to help select the correct table setting. 

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1/struggling students?  

will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips 

Yes 

  

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Section 21.2 Social Skills Mr. Berry Mod ___ Name _________ 

Healthful Cooking Methods  

 

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan Berry 

Subject 

 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

Identify five ways to tell if a food you are cooking is done.  

Give guidelines for conserving nutrients while cooking.  

•  Identify which senses help you decide when food is done.  

Recall the reason it is important to leave skins on fruits and  

vegetables whenever possible.  

 

What is the essential question? 

To be successful in the kitchen, you should know what? 

What are the vocabulary words? 

texture  

aroma 

translucent  

fragrant  

 

What Materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

See if students can ask the right questions and use appropriate resources to help select the correct table setting. 

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1/struggling students?  

will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips 

Yes

 

Week 17

Section 18.1  

Shopping for Food  

 

 

 

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

2 Days 

What are the learning objectives? 

Students can describe what you should do to prepare for a shopping trip.  

Students can explain how you can identify fresh, high-quality food products. 

Students can explain how to choose products based on brand, nutrition, and food products. 

 

 

Students can describe safe practices for preparing and serving food. 

Students can Identify the cause of foodborne illness. 

• Student can give examples of personal cleaniness in the kitchen. 

What is the essential question? 

 

What are the vocabulary words? 

Impulse Purchase 

Staple 

Comparison  

Shopping 

Unit Price 

Food Product Dating 

Produce 

Legume 

Pasteurize 

Homogenize 

Foodborne Illness 

Bacteria 

Sanitize 

Cross-Contamination 

Marinade 

 

What Materials or technology do you need? 

Pencil, paper, and whiteboard 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

Students will be required to answer questions about the lesson.  

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1 struggling students?  

Tier 1 students will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips 

Yes. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Section 18.2  

Food Safety and Sanitation  

 

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

  • Identify the cause of foodborne illness.  
  • Give examples of personal cleanliness in the kitchen.  
  • Describe safe practices for preparing and serving food.  
  • Identify eight strategies for getting rid of bacteria in your kitchen.  
  • Explain when you should wash your hands if you are working in  
  •  
  • the kitchen.  
  • Describe how to prepare produce.  
  •  
  •  
  • What is the essential question? 

 

What is the cause of foodborne illness? 

What are the vocabulary words? 

oodborne illness 

 bacteria 


sanitize 

 cross-contamination  

marinade  

refrain  

component 

What Materials or technology do you need? 

Pencil, paper, and whiteboard 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

Students will be required to answer questions about the lesson.  

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1 struggling students?  

Tier 1 students will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips 

Yes. 

 

 

 

 

Section 19.1 Life Skills Mr. Berry MOD ___ NAME ___________  

Selecting Utensils and Cookware Date _____________ 

  

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 day    

What are the learning objectives? 

 

  • 2 Days Explain factors to consider when selecting kitchen equipment.  
  •  
  • Classify different kitchen utensils and provide an example of each type.  
  •  
  • List nine different types of cookware and explain their uses.  
  •  
  • Describe how to determine if you need a piece of equipment.  
  •  
  •  Explain why measuring and mixing utensils are important. 
  •   

Identify what you should look for when buying cookware for your kitchen.  

What is the essential question? 

How do you choose the right kitchen equipment? 

What are the vocabulary words? 

Utensil 

 serrated ◆ 

 cookware  

 pare  

 fine  

What Materials or technology do you need? 

Pencil, paper, and whiteboard 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

Students will be required to answer questions about the lesson.  

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1 struggling students?  

Tier 1 students will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips 

Yes. 

 

 

 

Section 19.2  

Appliance Selection and Safety  

 

 

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 day    

What are the learning objectives? 

 

Recall nine types of small kitchen appliances and their functions.  

Identify four major kitchen appliances and safety measures for use.  

Explain the importance of keeping kitchen equipment clean.  

Describe ways to keep kitchens safe for children.  

Explain what it means for an appliance to be immersible.  

Describe superheating and how to prevent it when cooking in a microwave.  

List the proper uses of cleaning supplies for kitchen equipment.  

Give examples of dangerous situations young children may encounter in the kitchen.  

What is the essential question? 

Why is it important to keep your kitchen safe and clean.? 

What are the vocabulary words? 

immersible  

microwave  

mind  

anticipate  

 

What Materials or technology do you need? 

Pencil, paper, and whiteboard 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

Students will be required to answer questions about the lesson.  

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1 struggling students?  

Tier 1 students will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips 

Yes.

 

Week 16

Section 15.2 Life Skills Mr. Berry Mod ___ Name ___________ 

The Process of Digestion Date _______  

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

  • Identify factors that influence consumer choices 
  • .  
  • Summarize the rights and responsibilities of consumers.  
  •  
  • Outline the steps for creating a budget.  

What is the essential question? 

What is the body’s specialized way of disposing of nutrients and calories.    

What are the vocabulary words? Calorie 


nutrient 

 density   

Section 15.2 Con’t 

 

deficiency  

obtain  

fatigue 

What Materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

What is your body’s specialized methods of processing and disposing of the calories and nutrients you consume? 

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1/struggling students?  

will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Slips 

 Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit

Yes 

 

 

.





 

 

Section 16.1 Life Skills Mr. Berry Mod ___ Name ___________ 

Dietary Guidelines for America and MyPyramid Date ______________  

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

Recall the questions you should ask when con- sidering food information.  

Summarize the recommendations of the Dietary Guidelines for Americans.  

 Explain the key ideas represented by the MyPyramid symbol.  

What is the essential question? 

What helps one select healthful foods and avoid unhealthful foods? 

 

 

Section 16.1 Con’t 

What are the vocabulary words? 

Dietary Guidelines for Americans   

nutrient-dense

 

sedentary 

obesity  

MyPyramid  

What Materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

See if students can ask the right questions and use appropriate resources to help select them select healthful food and avoid unhealthful food. 

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions  

the vocabulary words 

How will the activity be differentiated for Tier 1/struggling students?  

will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Slips 

 Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit

Yes 

 

 

 

 

Section 16.2 Life Skills Mr. Berry Mod ___ Name___________ 

The Dietary Guidelines and Your Lifestyle Date ____________ 

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

Identify factors that influence individual food choices.  

Give five examples of special nutritional needs.  

Clarify seven common food myths.  

Identify how technology can affect people’s food choices.  

Recall why people who are diabetic need to regulate the portions and types of foods they eat.  

Explain how exercise can affect how much you eat.  

 

Section 16.2 Con’t  

What is the essential question? 

What can help you create a diet that will work for you? 

What are the vocabulary words 

diabetes  

insulin 


food allergy  

vegetarian  

vegan  

irradiated food  

food additive  

functional food  

dietary supplement  

What materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

See if students can ask the right questions, know how to evaluate a recipe, measure ingredi- ents accurately, and understand commonly used recipe terms.  

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use differentiated the vocabulary words 

How will the activity be for Tier 1/struggling students?  

will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

 

Section 16.2 Con’t  

 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Section 17.1 Life Skills Mr. Berry Mod ___ Name ___________________  

Planning Meals and Snacks Date ___________________________ 

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

Identify four things you should consider when planning a meal.  

List six ways families can save time when preparing a meal.  

Compare eating at home to eating at restau- rants in terms of time, money, and health.  

Describe some healthful snacking strategies.  

Describe negative effects of skipping a meal.  

Define convenience food and provide examples.  

List ways to eat fast food and maintain your health.  

Identify activities you could substitute for snacking when you are bored.  

 

What is the essential question? 

What are two strategies you can use to eat healthfully and save time and money? 

What are the vocabulary words? 

Graze 


 meal pattern 


 convenience food  

 

primary  

 

 incorporate 

What Materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

See if students can ask the right questions and use appropriate resources to if they know the difference between accessory, inventory, and fad. 

What are the learning activities?d 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words. 

How will the activity be differentiated for Tier 1/struggling students?  

will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the section.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Ticket 

yes

 

Week 15

Section 13.1 Life Skills Mr. Berry Name _____________________         

Making Consumer Choices Date_____________ 

 Stadium View Differentiated Lesson Plans 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manageunhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

  • Identify factors that influence consumer choices. 
  •   
  • Summarize the rights and responsibilities of consumers. 
  •   
  • Outline the steps for creating a budget.  
  •  
  • Describe procedures for using savings and checking accounts 
  • .  
  • Recall the benefits and costs of credit.  

What is the essential question? 

What can help you decide which goods service to buy?  

What are the vocabulary words?  

consumer  

income 

impulse  

Section 13.1con’t 

purchase  

 comparison  

shopping  

redress  

 warranty  

 budget  

 expense  

 interest  

 endorse 

What Materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

See if students can ask the right questions and use appropriate resources to help select the correct table setting. 

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1/struggling students?  

will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips 

Yes. 

Section 13.2 Life Skills Mr. Berry Mod ___ Name ____________________  

Living with Technology Date ______________ 

Stadium View Differentiated Lesson Plans 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

Recognize the benefits and drawbacks of technology.  

Identify strategies for technology management. 

What is the bessential question?  

it is important to know how to man- age technology in your life.? 

What are the vocabulary words? 

Technology 


video teleconferencing  

cost-effective 


hybrid 

Section 13.2 con’t
identity theft  

telemarketing 


fraud 


repetitive stress injury  

obsolete 

What Materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

See if students can ask the right questions and use appropriate resources to help select the correct table setting. 

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1/struggling students?  

will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips 

Yes. 

 

 

 

 

 

Section 14.1 Life Skills Mr. Berry Mod ____ Name ___________________ 

Staying Healthy and Fit Date __________________ 

 

Stadium View Differentiated Lesson Plans 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

Describe the two major categories of health.  

Identify five factors in physical health.  

 

 

Explain the causes and effects of emotional stress.  

What is the essential question? 

What means adopting positive habits and atti- tudes that promote better physical and mental health. Healthy people actively seek ways to keep their bodies, minds, and social lives fit and strong? 

What are the vocabulary words? 

 wellness  

  

Section 14.1 con’t 

grooming  

 acne 


dandruff 

 plaque 


stress  

 

What Materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

See if students can ask the right questions and use appropriate resources to help select the correct table setting. 

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1/struggling students?  

will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips 

Yes. 

 

 

 

Section 14.2 Life Skills Mr. Berry Mod ___ Name ____________________  

Health Risks Date __________________ 

Stadium View Differentiated Lesson Plans 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

Identify factors that influence one’s weight.  

Summarize the negative effects of frequently abused illegal and legal drugs.  

Describe the potential risks associated with sexual activity.  

Recognize steps you can take to protect and promote your health and well-being.  

 

What is the essential question? 

What will make you heathier? 

What are the vocabulary words? 

basal metabolic rate (BMR) 


anorexia 

 nervosa  

 

 

Section 14.2 con’t 

bulimia  

nervosa  

addiction  

stimulant 

 depressant  

hallucinogen  

anabolic steroid  

sexually transmitted infection (STI)  

abstinence  

acquired immunodeficiency syndrome (AIDS)  

What Materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

See if students can ask the right questions and use appropriate resources to help select the correct table setting. 

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1/struggling students?  

will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips 

Yes. 

 

 



 

Section 15.1 Life Skills Mr. Berry Mod ___Name _____________________  

Nutrients at Work Date _____________ 

Stadium View Differentiated Lesson Plans 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

List the three primary nutrient functions.  

Describe the two types of carbohydrates.  

Summarize the role of proteins in the body.  

Identify three main types of fat and in which foods they are found.  

Explain why vitamins, minerals, phytochemicals, and water are essential nutrients.  

What is the essential question? 

The human body needs a variety of nutrients to function effectively.  Name 3 

What are the vocabulary words? 

Section 15.1 con’t 

Carbohydrate 


fiber 

protein 

amino acids
complete protein  

 incomplete protein  

 cholesterol  

 high-density lipoprotein   

low-density lipoprotein 

 phytochemicals 

Nutrient 

What Materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

See if students can ask the right questions and use appropriate resources to help select the correct table setting. 

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1/struggling students?  

will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips

 

Yes.

 

Week Thirteen and Fourteen Lesson Plans

Section 12.1 Life Skills Mr. Berry Mod ____ Name _______  

Considering Parenthood Date _____________ 

Stadium View Differentiated Lesson Plans 

 

  • Teachers Name 
  • Jonathan  Berry 
  • Subject 
  • Life Skills         
  • Is this unit a Collaboration?  If so, with whom?  
  • No 
  • What are the state standards? 
  • Manage stress, anger, feelings 
  • Resolve unhealthy or threatening situations 
  • Demonstrate respect of self and others 
  • Listen and communicate 
  • Use decision making skills 
  • Set personal goals 
  • Follow directions 
  • Respect people and equipment 

What are the learning objectives? 

List the questions couples should consider before deciding to have children.  

Describe lifestyle, financial, and career changes related to parenthood.  

Identify the challenges of teenage parenting 

What is the essential question? 

What are some of the areas parenting involvement that affect your lifestyle?  

What are the vocabulary words? 

parenting  

fidelity  

 

 

Section 12.1 con’t  

 

reflect  

accommodate 

What Materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

See if students can ask the right questions and use appropriate resources to help select their clothing style. 

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1/struggling students?  

will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips 

Yes. 

 

 

 

 

 

 

 

Section 12.2 Life Skills Mr. Berry Mod ____ Name_________________________ 

Caring for Children Date _______________ 

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan Berry 

Subject 

Life Skills         

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

Summarize the needs of children and how parents can meet them.  

Describe five effective behavior management techniques.  

Identify five ways parents can handle their emotions.  

What is the essential question

What is the most important and challenging task of a parent?

Section 9.2 Life Skills Mr. Berry MOD ____ Name _________________________________ 

Family Dynamics  DATE _______________ 

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatning situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 DAY 

What are the learning objectives? 

Explain the purpose of roles and how they are learned.  

Identify four strategies for getting along with your family members.  

Describe the characteristics of strong families.  

What Is the essential question? 

Whatl will help you create and maintain strong family relationships?  

What are the vocabulary words? 

Role 


sibling 


age  

span  

sibling rivalry  

 

What materials or technology do you need? *  

Pencil, Paper, & Computer  

Describe the Whole Group Instruction. *  

I do, we do, you do  

How will you check for students' understanding? *  

I have the students answer questions at the end of each lesson.  

  

  

 

 

 

What are the Learning Activities? *  

Student will have to answer the questions at the end of the section. 

How will the activity be differentiated for Tier 1 (struggling students)?  

 Struggling student will listen to the answers given by Tier 2 and Tier 3 students.  

  

How will the activity be differentiated for Tier 2 (proficient students)? *  

I will have all the Tier 2 students answer all the questions at the end of the chapter.  

How will the activity be differentiated for Tier 3 (advanced students)? *  

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.    

How will you check for students' understanding?  

Tier 1 students will give a verbal response to questions by me and tier 2 and tier 3 student will give written responses to questions at the end of the chapter.  

Exit Slip  

Yes  

 

 

 

 

 

 

 

 

Section 10.1 Life Skills Mr. Berry Mod ______ Name ______________________________ 

Changes in the Family Date _________________ 

 

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatning situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 DAY 

What are the learning objectives? 

Identify specific changes in circumstances that affect families.  

Summarize strategies for adjusting to changes in family structure.  

Describe how people react to and adjust to death.  

What is the essential question? *  

What can help you deal with any challenges your family may face? 

Whay are the vocabulary words? 

Financial 


 creditor 

 credit rating   

grief 


 closure  

What are the Learning Activities? *  

Student will have to answer the questions at the end of the section. 

How will the activity be differentiated for Tier 1 (struggling students)?  

 Struggling student will listen to the answers given by Tier 2 and Tier 3 students.  

  

How will the activity be differentiated for Tier 2 (proficient students)? *  

I will have all the Tier 2 students answer all the questions at the end of the chapter.  

How will the activity be differentiated for Tier 3 (advanced students)? *  

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.    

How will you check for students' understanding?  

Tier 1 students will give a verbal response to questions by me and tier 2 and tier 3 student will give written responses to questions at the end of the chapter.  

Exit Slip  

Yes  

 

 

 

 

 

 

 

 

Section 10.2 Life Skills Mr. Berry Mod _____ Name ________________________________ 

Abuse and Addiction in the Family Date ___________________  

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatning situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 DAY 

What are the learning objectives? 

Identify specific changes in circumstances that affect families.  

Summarize strategies for adjusting to changes in family structure.  

Describe how people react to and adjust to death.  

What is the essential question? 

 

What can help you deal with any challenges your family may face.?  

 

Whay are the vocabulary words? 

Financial 


 credito 

r
 credit rating  

 grief 


closure  

 

 

 

 

What are the Learning Activities? *  

Student will have to answer the questions at the end of the section. 

How will the activity be differentiated for Tier 1 (struggling students)?  

 Struggling student will listen to the answers given by Tier 2 and Tier 3 students.  

  

How will the activity be differentiated for Tier 2 (proficient students)? *  

I will have all the Tier 2 students answer all the questions at the end of the chapter.  

How will the activity be differentiated for Tier 3 (advanced students)? *  

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.    

How will you check for students' understanding?  

Tier 1 students will give a verbal response to questions by me and tier 2 and tier 3 student will give written responses to questions at the end of the chapter.  

Exit Slip  

Yes  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Section 11.1 Life Skills Mr. Berry Mod ____ Name _________________________________ 

How Children Grow Date ______________________ 

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatning situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 DAY 

What are the learning objectives? 

Describe the six areas of child development. List the stages of child development. 

Explain the special needs of children with disabilities.. 

What is the essential question? * 

Whatt can knowing the areas and stages of children’s physical, mental, emotional, and social develop- hslp one understand about children? 

 What are the vocabulary words? 

motor skill
 large motor skill
 small motor skill
hand-eye coordination

 genes
 developmental milestone  

 parallel play

 

What are the Learning Activities? *  

Student will have to answer the questions at the end of the section. 

How will the activity be differentiated for Tier 1 (struggling students)?  

 Struggling student will listen to the answers given by Tier 2 and Tier 3 students.  

  

How will the activity be differentiated for Tier 2 (proficient students)? *  

I will have all the Tier 2 students answer all the questions at the end of the chapter.  

How will the activity be differentiated for Tier 3 (advanced students)? *  

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.    

How will you check for students' understanding?  

Tier 1 students will give a verbal response to questions by me and tier 2 and tier 3 student will give written responses to questions at the end of the chapter.  

Exit Slip  

yzx 

 

 

 

 

 

 

 

 

Section 10.2 Life Skills Mr. Berry Mod ____ Name ___________________________________  

Abuse and Addiction in the Family DATE _______________________  

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatning situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 DAY 

hat are the learning objectives? 

 

Describe how substance addiction affects indi- viduals and their families. 90p[ 

Identify the most common types of physical and mental abuse.  

Name sources of help for families dealing with addiction or abuse.  

What is the essential question? * 

Addiction and abuse can destroy both individu- als and their families. Where can Families dealing with these problems ,,,turn tl “. 

What are the vocabulary words? 

Addiction 

 Alcoholism 

 Alcoholic 


crisis 


emotional abuse 

 domestic violence 

 neglect  

What are the Learning Activities? *  

Student will have to answer the questions at the end of the section. 

How will the activity be differentiated for Tier 1 (struggling students)?  

 Struggling student will listen to the answers given by Tier 2 and Tier 3 students.  

  

How will the activity be differentiated for Tier 2 (proficient students)? *  

I will have all the Tier 2 students answer all the questions at the end of the chapter.  

How will the activity be differentiated for Tier 3 (advanced students)? *  

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.    

How will you check for students' understanding?  

Tier 1 students will give a verbal response to questions by me and tier 2 and tier 3 student will give written responses to questions at the end of the chapter.  

Exit Slip  

yzx

 

 

Week Eleven and Twelve Lesson Plans

7.1 Life Skills Mr. Berry Mod ____ Name _____________________  

Preventing Conflict Date ____________________________  

Stadium View Differentiated Lesson Plan  

*Required 

Teacher's Name * 

Jonathan Berry 

Subject * 

Life Skills 

Is this unit a collaboration? If so, with whom?  * 

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of Unit * 

 1 day 

What are the learning objectives? 

  • Determine what causes conflict.  
  • Identify strategies for managing anger.  
  • Describe the guidelines you should follow when negotiating. 

What is the essential question? 

 What do you do when faced with different types of confli? 

What are the vocabulary words? * 

Conflict 


external conflict  

Section 7.1 con’t 

 

 internal conflict  

 tolerance 


negotiate  

What materials or technology do you need? * 

Pencil, Paper, whiteboard 

Describe the Whole Group Instruction. * 

I do, we do, you do 

How will you check for students' understanding? * 

I’ll have the students answer questions at the end of each lesson. 

What are the Learning Activities? * 

Student will have to answer the questions at the end of the section. 

How will the activity be differentiated for Tier 1 (struggling students)? 

 Struggling student will listen to the answers given by Tier 2 and Tier 3 students. 

 

How will the activity be differentiated for Tier 2 (proficient students)? * 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier 3 (advanced students)? * 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for students' understanding? 

Tier 1 students will give a verbal response to questions by me and tier 2 and tier 3 student will give written reponses to questions at the end of the chapter. 

Exit Slip 

Yes  

 

 

 

 

 

 

Section 7.2 Life Skills Mr. Berry Mod ____ Name _____________________ 

Working Through Conflict Date ______________ 

Stadium View Differentiated Lesson Plan  

*Required 

Teacher's Name * 

Jonathan Berry 

Subject * 

Life Skills 

Is this unit a collaboration? If so, with whom?  * 

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of Unit * 

 1 day 

What are the learning objectives? 

  • Compare your two options when faced with a conflict.  
  • List the steps in the conflict resolution process.  
  • Suggest ways to deal with bullie  

 What is the essential question? 

How can most conflicts be dealt with? 

What are the vocabulary words? * 

 

 Escalate 


conflict resolution  

 

Section 7.2 con’t 

 

 compromise 


 mediation 


peer mediator  

What materials or technology do you need? * 

Pencil, Paper, whiteboard 

Describe the Whole Group Instruction. * 

I do, we do, you do 

How will you check for students' understanding? * 

I’ll have the students answer questions at the end of each lesson. 

What are the Learning Activities? * 

Student will have to answer the questions at the end of the section. 

How will the activity be differentiated for Tier 1 (struggling students)? 

 Struggling student will listen to the answers given by Tier 2 and Tier 3 students. 

 

How will the activity be differentiated for Tier 2 (proficient students)? * 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier 3 (advanced students)? * 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for students' understanding? 

Tier 1 students will give a verbal response to questions by me and tier 2 and tier 3 student will give written reponses to questions at the end of the chapter. 

Exit Slip 

Yes  

 

 

 

 

 

 

 

 

Section 8.1  Life Skills zmr. Berry Mod ____ Nane ____________________  

Dealing with Peer Pressur Date _________________________ 

Stadium View Differentiated Lesson Plan  

*Required 

Teacher's Name * 

Jonathan Berry 

Subject * 

Life Skills 

Is this unit a collaboration? If so, with whom?  * 

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of Unit * 

 1 day 

What are the learning objectives?  

  • Compare and contrast negative and positive peer pressure.  
  • Identify three ways you can respond to negative peer pressure.  

What is the essential question? 

It is important to understand the difference between positive and negative peer pressure and to find ways to respond to negative peer pressure.  

What are the vocabulary words? * 

 

peer
 peer pressure  

 manipulation 

  refusal skill  

What materials or technology do you need? * 

Pencil, Paper, whiteboard 

Describe the Whole Group Instruction. * 

I do, we do, you do 

How will you check for students' understanding? * 

I’ll have the students answer questions at the end of each lesson. 

What are the Learning Activities? * 

Student will have to answer the questions at the end of the section. 

How will the activity be differentiated for Tier 1 (struggling students)? 

 Struggling student will listen to the answers given by Tier 2 and Tier 3 students. 

 

How will the activity be differentiated for Tier 2 (proficient students)? * 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier 3 (advanced students)? * 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for students' understanding? 

Tier 1 students will give a verbal response to questions by me and tier 2 and tier 3 student will give written reponses to questions at the end of the chapter. 

Exit Slip 

Yes  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Section 8.2 Life Skills Mr, Berry Mod___ Name ______________ 

Enjoying Friendships  Date ___________ 

Stadium View Differentiated Lesson Plan  

*Required 

Teacher's Name * 

Jonathan Berry 

Subject * 

Life Skills 

Is this unit a collaboration? If so, with whom?  * 

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of Unit * 

 1 day 

What are the learning objectives 

Describe the benefits of friendship with those who are different from you.  

List the qualities of a true friend.
Summarize your major responsibilities when  

hanging out with friends.
Explain why friendships end.  

What is the essential question?  

Friendships are valuable and should be cherished and respected, but give a reason why friendships don’t last a lifetime. 

Section 8.2con’t 

 

What are the vocabulary words? * 

clique  

acquaintance 

 dependable i 

nfatuation  

 

What materials or technology do you need? * 

Pencil, Paper, whiteboard 

Describe the Whole Group Instruction. * 

I do, we do, you do 

How will you check for students' understanding? * 

I’ll have the students answer questions at the end of each lesson. 

What are the Learning Activities? * 

Student will have to answer the questions at the end of the section. 

How will the activity be differentiated for Tier 1 (struggling students)? 

 Struggling student will listen to the answers given by Tier 2 and Tier 3 students. 

 

How will the activity be differentiated for Tier 2 (proficient students)? * 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier 3 (advanced students)? * 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for students' understanding? 

Tier 1 students will give a verbal response to questions by me and tier 2 and tier 3 student will give written reponses to questions at the end of the chapter. 

Exit Slip 

Yes  

 

 

 

Section 9.1  Life Skills Mr. Berry Mod ___ Name _____________________ 

The Anatomy of a Family  Date _____________________ 

Stadium View Differentiated Lesson Plan  

*Required 

Teacher's Name * 

Jonathan Berry 

Subject * 

Life Skills 

Is this unit a collaboration? If so, with whom?  * 

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of Unit * 

 1 day 

What are the learning objectives 

Identify the functions of families. 


Describe the various types of families. • 

 Outline the family life cycle.  

What is the essential question? 

Wht is the function of a family llife cycle? 

What are the vocabulary words? * 

 

Society
 social skill 

nuclear family 


 single-parent family ◆ 

 blended family’ 


 extended family 

 adoptive family

 foster family 

culture 


 tradition  

What materials or technology do you need? * 

Pencil, Paper, whiteboard 

Describe the Whole Group Instruction. * 

I do, we do, you do 

How will you check for students' understanding? * 

I’ll have the students answer questions at the end of each lesson. 

What are the Learning Activities? * 

Student will have to answer the questions at the end of the section. 

How will the activity be differentiated for Tier 1 (struggling students)? 

 Struggling student will listen to the answers given by Tier 2 and Tier 3 students. 

 

How will the activity be differentiated for Tier 2 (proficient students)? * 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier 3 (advanced students)? * 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for students' understanding? 

Tier 1 students will give a verbal response to questions by me and tier 2 and tier 3 student will give written reponses to questions at the end of the chapter. 

Exit Slip 

Yes

Week Nine and Ten Lesson Plans

Section 5.1 Life Skills Mr. Berry Mod ____ Name ____________   

The Job Application Process Date ___   

Stadium View Differentiated Lesson Plan  

*Required 

Teacher's Name * 

Jonathan Berry 

Subject * 

Life Skills 

Is this unit a collaboration? If so, with whom?  * 

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of Unit * 

 1 day 

What are the learning objectives? 

Outline the process of applying for a job. 


Compare and contrast résumés and portfolios.  

Summarize how to prepare for a job interview.  

Explain how to follow up after a job interview  

What is the essential question? *? 

What are important skills for entering the world of work? 

What are the vocabulary words?  

Section 5.1 con’t  

networking
 résumé
 chronological résumé  

 skills résumé
 cover letter
 portfolio
 interview  

What materials or technology do you need? * 

Pencil, Paper, whiteboard 

Describe the Whole Group Instruction. * 

I do, we do, you do 

How will you check for students' understanding? * 

I have the students answer questions at the end of each lesson. 

What are the Learning Activities? * 

Student will have to answer the questions at the end of the section. 

How will the activity be differentiated for Tier 1 (struggling students)? 

 Struggling student will listen to the answers given by Tier 2 and Tier 3 students. 

 

How will the activity be differentiated for Tier 2 (proficient students)? * 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier 3 (advanced students)? * 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for students' understanding? 

Tier 1 students will give a verbal response to questions by me and tier 2 and tier 3 student will give written reponses to questions at the end of the chapter. 

Exit Slip 

Yes  

 

 

 

 

 

 

 

Section 5.2 Life Skills Mod ____ Name ___________________________    

Your New Job  Date ______________________________  

Stadium View Differentiated Lesson Plan  

*Required 

Teacher's Name * 

Jonathan Berry 

Subject * 

Life Skills 

Is this unit a collaboration? If so, with whom?  * 

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of Unit *  

 

 1 day 

What are the learning objectives? 

  • Describe the basic responsibilities of a new employee.  
  • Identify strategies for balancing work and family.  
  • Recognize the factors that lead to job success  

What is the essential question? 

What are the key factors in getting a job? 

What are the vocabulary words? * 

stress  

flextime
job sharing  

Section 5.2 con’t 

telecommute  

benefit  

What materials or technology do you need? * 

Pencil, Paper, whiteboard 

Describe the Whole Group Instruction. * 

I do, we do, you do 

How will you check for students' understanding? * 

I have the students answer questions at the end of each lesson. 

What are the Learning Activities? * 

Student will have to answer the questions at the end of the section. 

How will the activity be differentiated for Tier 1 (struggling students)? 

 Struggling student will listen to the answers given by Tier 2 and Tier 3 students. 

 

How will the activity be differentiated for Tier 2 (proficient students)? * 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier 3 (advanced students)? * 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for students' understanding? 

Tier 1 students will give a verbal response to questions by me and tier 2 and tier 3 student will give written reponses to questions at the end of the chapter. 

Exit Slip 

Yes  

 

 

 

  

 

 

 

Section 6.1 Life Skills Mr. Berry Mod ____ Name _____________________  

Speaking, Writing, and Listening Skills Date __________________ 

Stadium View Differentiated Lesson Plan  

*Required 

Teacher's Name * 

Jonathan Berry 

Subject * 

Life Skills 

Is this unit a collaboration? If so, with whom?  * 

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of Unit * 

 1 day 

What are the learning objectives? 

  • Compare and contrast verbal and nonverbal communication.  
  • List four strategies for speaking effectively.  
  • Describe how to listen actively 

What is the essential question? 

What are good skills for communicating with others? 

What are the vocabulary words? * 

 

 

 

Section 6.1 con’t 

communication
 verbal communication
 nonverbal communication  

 enunciation
 body language
active listening  

What materials or technology do you need? * 

Pencil, Paper, whiteboard 

Describe the Whole Group Instruction. * 

I do, we do, you do 

How will you check for students' understanding? * 

I have the students answer questions at the end of each lesson. 

What are the Learning Activities? * 

Student will have to answer the questions at the end of the section. 

How will the activity be differentiated for Tier 1 (struggling students)? 

 Struggling student will listen to the answers given by Tier 2 and Tier 3 students. 

 

How will the activity be differentiated for Tier 2 (proficient students)? * 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier 3 (advanced students)? * 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for students' understanding? 

Tier 1 students will give a verbal response to questions by me and tier 2 and tier 3 student will give written reponses to questions at the end of the chapter. 

Exit Slip 

Yes  

 

 

 

 

 

 

Section 6.2 Life Skills Mr. Berry Mod ____ Name _____________________ 

Communicating Respect Date ____________________ 

Stadium View Differentiated Lesson Plan  

*Required 

Teacher's Name * 

Jonathan Berry 

Subject * 

Life Skills 

Is this unit a collaboration? If so, with whom?  * 

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of Unit * 

 1 day 

What are the learning objectives? 

  •  Explain how to communicate with respect.  
  • Describe how to overcome communication roadblocks.  

What is the essential question? 

What is belief in the worth of someone or something? You can communicate respect for others and for yourself through your words and actions.  

What are the vocabulary words? * 

respect  

self-respect  

rapport 

Section 6.2 con’t 

 

 tact  

empathy  

assertiveness  

stereotype  

prejudice  

What materials or technology do you need? * 

Pencil, Paper, whiteboard 

Describe the Whole Group Instruction. * 

I do, we do, you do 

How will you check for students' understanding? * 

I’ll have the students answer questions at the end of each lesson. 

What are the Learning Activities? * 

Student will have to answer the questions at the end of the section. 

How will the activity be differentiated for Tier 1 (struggling students)? 

 Struggling student will listen to the answers given by Tier 2 and Tier 3 students. 

 

How will the activity be differentiated for Tier 2 (proficient students)? * 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier 3 (advanced students)? * 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for students' understanding? 

Tier 1 students will give a verbal response to questions by me and tier 2 and tier 3 student will give written reponses to questions at the end of the chapter. 

Exit Slip 

Yes  

 

 

 

 

Section 7.1 Life Skills Mr. Berry Mod ____ Name _____________________  

Preventing Conflict Date ____________________________  

Stadium View Differentiated Lesson Plan  

*Required 

Teacher's Name * 

Jonathan Berry 

Subject * 

Life Skills 

Is this unit a collaboration? If so, with whom?  * 

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of Unit * 

 1 day 

What are the learning objectives? 

  • Determine what causes conflict.  
  • Identify strategies for managing anger.  
  • Describe the guidelines you should follow when negotiating. 

What is the essential question? 

 What do you do when faced with different types of confli? 

What are the vocabulary words? * 

Conflict 


external conflict  

Section 7.1 con’t 

 

 internal conflict  

 tolerance 


negotiate  

What materials or technology do you need? * 

Pencil, Paper, whiteboard 

Describe the Whole Group Instruction. * 

I do, we do, you do 

How will you check for students' understanding? * 

I’ll have the students answer questions at the end of each lesson. 

What are the Learning Activities? * 

Student will have to answer the questions at the end of the section. 

How will the activity be differentiated for Tier 1 (struggling students)? 

 Struggling student will listen to the answers given by Tier 2 and Tier 3 students. 

 

How will the activity be differentiated for Tier 2 (proficient students)? * 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier 3 (advanced students)? * 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for students' understanding? 

Tier 1 students will give a verbal response to questions by me and tier 2 and tier 3 student will give written reponses to questions at the end of the chapter. 

Exit Slip 

Yes

 

Week Seven and Eight Lesson Plans

Section 1.1 Life Skills Mr. Berry Mod ___ Name______________ 

Growing and Changing DOB ___ Date  

Stadium View Differentiated Lesson Plans 

 

 

Teachers Name 

Jonathan  Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

Students can describe the physical, social, emotional, intellectual, and moral development that occurs during adolescence.  

Students can Compare self-concept and self-esteem.  

Students can explain why setting goals is important.  

Students can identify the major signs of maturity.  

What are the vocabulary words? 

Adolescence 

puberty  

hormone  

Section 1.1 con’t 

What is the essential question? 

Whatare some of the ways you use dreams to make your goals your reality? 

What Materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

See if students can ask the right questions and use appropriate resources to help select the correct table setting. 

What are the learning activities? 

Student will be exposed to the vocabulary words and required to answer questions using the that requires them to use the vocabulary words 

How will the activity be differentiated for Tier 1/struggling students?  

will listen to the answers given by Tier 2 and Tier 3 students. 

How will the activity be differentiated for Tier 2/ Proficient Students? 

I will have all the Tier 2 students answer all the questions at the end of the chapter. 

How will the activity be differentiated for Tier3/advance students? 

I will have all the Tier 3 students answer all the pre-questions at the beginning of the chapter and answer all the questions at the end of the chapter.   

How will you check for understanding? 

Students will be questioned to see if they understand what they have been studying.  They also will be required to give examples.  

Exit Slips 

Yes. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Section 1.2 Life Skills Mr. Berry Mod ___ Name __________ 

The Balancing Act DOB _________ Date _______ 

Stadium View Differentiated Lesson Plans 

 

Teachers Name 

Jonathan Berry 

Subject 

Life Skills          

Is this unit a Collaboration?  If so, with whom?  

No 

What are the state standards? 

Manage stress, anger, feelings 

Resolve unhealthy or threatening situations 

Demonstrate respect of self and others 

Listen and communicate 

Use decision making skills 

Set personal goals 

Follow directions 

Respect people and equipment 

Demonstrate positive attitude toward self and others 

Duration of unit? 

1 Day 

What are the learning objectives? 

Students can discuss the importance of a balanced life.  

Students can summarize the strategies that help save time and energy. 

What are the vocabulary words? 

obligation  

work  

simplification   

stress 

 designate  

immerse  

Section 1.2 con’t 

What is the essential question? 

What does mantaining a balance life mean? 

What Materials or technology do you need? 

Pencil and paper and computer 

Describe the whole group instruction 

 I do, we do, you do 

How will you check for student understanding? 

See if students can ask the right questions and use appropriate resources to help select the correct table setting. 

What are the learning activities?