Mental Health issues in YA Literature

Transcription

1 Published on AASL Learning4Life Lesson Plan Database Mental Health issues in YA Literature Created by: Laura Haverkamp Title/Role: Media Specialist Organization/School Name: Dreher High School Location: South Carolina Grade Level: 10 Type of Lesson: Lesson in a unit Type of Schedule: Flexible Collaboration Continuum: Moderate Content Area: Health Content Topic: Mental Health Issues Standards for the 21st-Century Learner Skills Indicator(s): Use strategies to draw conclusions from information and apply knowledge to curricular areas, realworld situations, and further investigations Use the writing process, media and visual literacy, and technology skills to create products that express new understandings Connect learning to community issues. Dispositions Indicator(s): Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence. Responsibilities Indicator(s): Connect understanding to the real world Use valid information and reasoned conclusions to make ethical decisions. Self-Assessment Strategies Indicator(s): Determine how to act on information (accept, reject, modify) Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs. Scenario: South Carolina high school health standards include instruction on mental health issues and mental health diseases and disorders. In order to teach this unit, the media specialist has chosen a list of Young Adult (YA) novels where the main character either has a mental health disorder, or the main character is impacted by a family member with a mental disease. The students are required to read their chosen novel and identify the mental health issue in their novel. The students then do research in online health databases, guided by the media specialist. The students locate and evaluate data and information about their identified mental health issue. Students will select at least three sources and identify the symptoms, treatments, and prognosis for their identified mental health issue. The students will then compare their research to the mental health problem in their YA novel. Students will then either create a 5

2 slide PowerPoint or a 5 paragraph essay comparing their novel to the facts they have discovered in their They will share their findings with their class, so that each student is exposed to a spectrum of mental health issues. Overview: The lesson is designed to address three concepts, 1) The mental health issues in the South Carolina Health curriculum, 2)Locating and selecting high quality resources, 3) Synthesizing information by drawing comparisons between a fiction representations and good quality journal articles and reference texts. The essential question is "What are the real-life implications of mental health issues and how is that demonstrated in YA literature?" Final Product: Students will be able to write a five paragraph comparative essay. Those students who are not skilled writers may be able to create a five slide power point presentation, but must include detailed comparisons between their book and their research, and must include a slide for resources. Library Lesson: Students will learn to select high interest YA reading materials from a booktalk. Students will be able to log-in school databases, select appropriate articles for research, find and select text reference materials, and create and provide proper APA citations for their sources using "Easybib.com". Estimated Lesson Time: 120 minutes Assessment Product: Reading logs will be graded on the student making reasonable reading progress every class period, which will depend on the ability of the student. The essay or PowerPoint products will be graded using the provided rubric. According to the rubric students will be graded on content, comparisons between research and fiction,their documentation, and/or their presentation. Process: The students will do independent reading of their novels and keep a reading log to turn in to their classroom teacher. Students will create an outline of their research to turn in for credit. Students will earn credit for their reference page in APA format. Student self-questioning: Students will ask "What is the mental health problem in my novel?" "What are the symptoms in my novel and what are the symptoms outlined in my research? Are they the same?" Students will ask what treatments are available and will compare the treatments in their research with treatments in the YA literature. Finally, students will ask, "What is the normal outcome or prognosis for the mental illness? Does this corroborate the outcomes in my YA novel?" Students will also be encouraged to ask "How could this research help me in my own life?" By asking such questions, hopefully students will recognize that health research has a real life application. Instructional Plan Resources students will use: Dataset (ie. lists, tables, databases) Software Text (books, letters, poems, newspapers, etc.) Resources instructor will use: Smart board Instruction/Activities

3 Direct instruction: The media specialist will provide a booktalk of suggested books. The media specialist will also provide direct instruction in accessing scientific/health databases, using boolean search terms and locating articles, accessing and locating text resources using the online catalog,and generating source pages in APA format using Easybib.com. Modeling and guided practice: The classroom teacher will provide in-class reading time and will model reading one of the suggested novels. Following direct instruction, the media specialist will support the classes in the lab to offer one-on-one assistance to students as they research their own topics, find articles and books, and create their source lists. Independent practice: After their library lesson and a day of guidance using health databases, the online catalog, and Easybib.com, students will have a second research day where they will work independently to complete their mental health assignments. The media specialist will be available to support students if needed. Sharing and reflecting: Students who chose to create a Power Point presentation will share their findings with their class. Students will reflect on the real-life application of this research project in a culminating class discussion of the mental health unit. Have you taught this lesson before: Yes Strategies for differentiation: Our health classes are heterogeneously grouped both by age and ability. Novel selections include shorter/easier books for students who are struggling readers. For those who have lower level writing skills, they may choose to do a Power Point presentation to therefore limit the amount of writing. Stronger students may choose longer more challenging books and may choose to refine their writing by choosing the 5 paragraph essay. This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of Address usage requests to the ALA Office of Rights and Permissions.

4 Name: Teacher/Block: Reading Log Mental Health Novels Novel Title: Author: DATE Start page # Finish page # Notes Things to look for while you read: What is the mental illness or condition? What symptoms does the character have? What treatment (if any)does the character receive? When you research think about the treatments that are recommended and whether they match the treatment your character has in your novel. How are they the same/different?

5 Research Report : Mental Health 5P Essay or PP Teacher Name: Student Name: CATEGORY Format/Style Information is very Information is Information is The information organized with wellconstructed organized with organized, but appears to be well-constructed paragraphs are not disorganized. Not paragraphs in the 5 paragraphs. paragraph essay format. well-constructed. in 5 paragraph format. Sources All sources (information and graphics) are accurately documented. At least 4 sources including one book. All sources (information and graphics) are accurately documented, At least 3 sources. All sources (information and graphics) are accurately documented, Fewer than 3 sources. Some sources are not accurately documented. Symptoms At least 3 symptoms from novel are compared to symptoms from Treatments/Prognosis A thorough discussion of how the mental illness is treated and the prognosis, both in the novel and as recommended in medicine. At least 3 symptoms from the novel are discussed, some comparison to symptoms from Some comparison of treatment and prognosis as shown in the novel and in medical literature. Fewer than 3 symptoms described, little comparison between novel and Treatments and outlook are mentioned and briefly discussed. Symptoms barely mentioned and no comparisons between novel and Brief mention of treatment and prognosis. Conclusion A complete A concluding concluding paragraph that paragraph provides some addressing the mention of the character, the novel novel and and the A sparse or incomplete conclusion with little mention of the novel vs. No conclusion.

6 Mental Health YA Literature List Suggested Titles Author Anderson, Laurie Halse Chappell, Crissa Jean Friedman, Peach Gottlieb, Lori Harrar, George Hesser, Terry Spencer Jenkins, A. M. Mass, Wendy McCormick, Patricia Neufeld, John Reed, Kit Vaught, Susan Vizzini, Ned Title Speak Total Constant Order Diary of an Exercise Addict Stick Figure Not as Crazy as I Seem Kissing Doorknobs Damage A Mango Shaped Space Cut Lisa, Bright and Dark Thinner Than Thou Trigger It s Kind of a Funny Story