Waking up to Go to Sleep

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Name: Human Growth and Development

  Course Number: 8909020

  Program Name: Principles of Teaching

  CIP Number: 0713129900

  Program Type: CAR-PREP - High School Career Preparatory Program

  CTE Benchmark:

  CTE-EDU.912.8909020.2.6 -

  Identify factors in students’ school, home, community and culture that may influence development, learning and motivation.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Waking Up to Go to Sleep.” See CPALMS resource ID#215826.

• Career Connection

  
  

  Students will practice the skills of analysis and generating action-oriented solutions. Students will also discuss school and career skills such as time management, proper sleep habits, and self-motivation.

• Learning Objectives

  
  

  Students will be able to:

  • Identify factors that affect student learning and motivation.
  • Research strategies for students and teachers to help student achievement.
  • Brainstorm ways to build positive productive relationships between students and teachers.
  • Develop an action plan to meet a goal.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Read and analyze the case study.
  • Work collaboratively to provide solutions to a problem.

• Guiding Questions

  
  
  • What are the implications of lack of sleep?
  • What consequences does a student face by sleeping & not paying attention in class?
  • How might a teacher, parent, or an administrator help improve a student’s behavior in class?
  • What process might you engage in to achieve a desired outcome

• Procedure

  
  
  1. To introduce the lesson, poll students anonymously about how much sleeo they got the night before. This can be done digitally through polling applications or students can provide a range of hours to be tallied, such as “less than 5,” “between 5 and 8” and, “more than 8.”
  2. Distribute the case study “Waking Up to Go to Sleep,” (see CPALMS resource ID#215826).
  3. Pose the following discussion questions (either during reading, or before the activity):
     • Have you ever stayed up too late the night before going to school?
     • What was your experience like the next day?
     • How do others (e.g., parents, teachers, peers) influence your decision to change your habits & behaviors?
     • What is the most effective way to create, monitor, and determine completion of a goal?
  4. For the next activity, the class will be divided into groups of 3-4 students. Each group will then research and brainstorm ways the teacher can support Terrell as well as things Terrell can do to improve his behavior. Student groups will research various time management strategies for Terrell, and classroom management strategies for the teacher, using reliable resources. The following discussion questions will be addressed by the students:
     • What factors are contributing to Terrell’s lack of success in the classroom? (Why is he choosing to stay up so late before school? Why is he sleeping in class?)
     • What strategies can Mr. Oliver use in his approach to supporting or motivating Terrell?
     • What strategies and actions does Terrell need to take responsibility for to succeed in class?
     • What could the student, teacher, and parent do to help improve the student’s performance in class?
  5. In the same groups, using the template provided (see attachments) students will create an action plan of what the student, teacher, administrator, and the parent can do to address the situation.
  6. Each group will share their action plans.
  7. Next, the teacher will summarize the main themes across the presented action plans for each actor (i.e., student, teacher, administrator, parent). The teacher will then prompt the students to reflect on the broader implications of sleeping habits on an exit ticket. Lastly, the teacher will review the guiding questions, prompting student groups to reflect on the following:
     • What are the implications of lack of sleep?
     • What consequences does a student face by sleeping & not paying attention in class?
     • How might a teacher, parent, or an administrator help improve a student’s behavior in class?
     • What process might you engage in to achieve a desired outcome
  8. To bring the lesson to a close, the teacher will prompt students to share lessons learned regarding personal responsibility and accountability beyond the given setting:
     • What is the importance of time management, proper sleep habits, and self-motivation in school & life, in general?
     • How might the process of action-planning help with achieving a desired goal or changing a specific behavior pattern?
     • Are there any behaviors changes you may want to engage in the future?

• Teacher Notes

  
  
  • Students will be reminded to respect their peers’ opinions and to maintain professionalism.
  • Teacher should circulate to monitor discussions, guiding students back to the central task as needed.