1. Monday

2. Warm-up – WEEK 4

3. Welcome to Comprehensive Health
Assignments Due:
MONDAY
Jan 28, 2019
Today’s Agenda:
Grade and graph the Unit 2 Pre-test
Good Character Handout
Good Character Notes
Essential Question:
How can having good character impact my mental-emotional health?
Objective:
I will be able to identify traits and behaviors associated with having good character.

4. Review/Graph Unit 2 Pre-test
Go over answers for the Unit 2 pretest
Graph your score:
4 = 10
3 = 8-9
2 = 6-7
1 = 5
0 = 4 or less

5. Good Character…What would you do?
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6. Complete the Good Character handout together as a class

7. Lesson 8 – Developing Good Character
Value – A standard or belief

8. Lesson 8 – Developing Good Character
Self Control – the degree to which a person regulates his or her own behavior
Not acting on impulse
Thinking before acting
Controlling your behavior

9. Lesson 8 – Developing Good Character
Good Character – using self control to ACT on responsible values
Character is about what you actually do, not what you talk about (actions speak louder than words)

10. Lesson 8 – Developing Good Character
Delayed gratification – voluntarily postponing an immediate reward in order to complete a task before enjoying a reward
Prioritizing
Taking care of your responsibilities before doing what YOU want to do
Thinking of the consequences ahead of time
Thinking of the long term reward

11. Lesson 8 – Developing Good Character
Self Esteem – A person’s belief about his or her worth
Positive self-esteem – you believe you are worthy of love and deserve to be treated with respect, you care about your life and your future
Negative self-esteem – you do not believe you are worthy of love and respect and allow other people to treat you with disrespect, you don’t stand up for yourself

12. Tuesday

13. Warm-up Self-esteem Delayed gratification Social-emotional environment
A standard or belief
Self-esteem
An interpersonal contact that helps a person feel encouragement and support
Delayed gratification
Voluntarily postponing an immediate reward in order to complete a task before enjoying a reward
Social-emotional environment
A person’s belief about his or her worth
Value
The degree to which a person regulates his or her own behavior
Social-emotional booster
The quality of contacts a person has with the people with whom he or she interacts
Self-control

14. Welcome to Comprehensive Health
Assignments Due:
TUESDAY
Jan 29, 2018
Today’s Agenda:
1. Lesson 8 Vocab
Warm-up
Notes on personality and personality type
Lesson 8 Vocab
Essential Question:
What is the difference between personality and personality type?
Learning Target:
I will be able to explain hoe knowing your own personality type can be beneficial.

15. Lesson 8 – Developing Good Character
Social-Emotional Environment – the quality of contacts a person has with the people with whom he or she interacts
Social-Emotional Booster – An interpersonal contact that helps a person feel encouragement and support, choose responsible behavior, and recognize options
Example: _______________________
Social-Emotional Pollutant – An interpersonal contact that limits options or may cause a person to feel discouraged or alone or choose a wrong behavior

16. Personality VS Personality Type
Personality – an individuals unique patterns of characteristics
Personality Type – a person’s usual way of focusing energy, gathering information, making decisions, and getting work done

17. Influences on Personality
Heredity
Intellectual abilities
Temperament
Talents
Environment
Everything around you
Where you live
Opportunities available to you

18. Influences on Personality
3. Attitudes
Your feelings or emotions you have toward something
4. Behaviors
What you do
Your actions

19. Why should you know your personality type?
Helps you understand yourself
Know how you approach and respond to people and things
Helps you understand the people with whom you interact
Helps you improve your chance of working effectively and successfully with others

20. True Colors Personality Test
Stand up, out of your desk
For each of the 5 categories, stand by the color/corner that you think best describes you

21. Words that describe me…
Orange
Witty, charming, spontaneous, impulsive, generous, impactful, optimistic, eager, courageous, physical, immediate, fraternal
Green
Analytical, global, conceptual, cool, calm, collected, inventive, logical, perfectionistic, abstract, hypothetical, investigative
Gold
Loyal, dependable, prepared, thorough, sensible, punctual, faithful, stable, organized, caring, concerned, concrete
Blue
Enthusiastic, sympathetic, personal, warm, communicative, compassionate, idealistic, spiritual, sincere, peaceful, flexible, imaginative.

22. General Characteristics…
Orange
I act on a moment’s notice. I consider life as a game, here and now. I need fun, variety, stimulation, and excitement. I value skill, resourcefulness, and freedom. I am a natural trouble-shooter, a performer, and a competitor.
Green
I seek knowledge and understanding. I live by my own standard. I need explanations and answers. I value intelligence, insight, integrity, and justice. I am a natural non-conformist, a visionary, and a problem solver.
Gold
I follow rules and respect authority. I have a strong sense of what is right and wrong in life. I need to be useful and belong. I value home, family, and tradition. I am a natural preserver, a good citizen, and helpful. 
Blue
I need to feel unique and authentic. I look for meaning and significance in life. I need to contribute, to encourage, and to care. I value integrity and unity in relationships. I am a natural romantic, a poet, and a nurturer.

23. At work or in school… Orange Green Gold
I need to be “hands on”. I like to play games, to compete, and to perform. I enjoy flexibility, changes of pace, and variety. I have a difficult time with routine and structure. My favorite subjects are music, art, theater, and crafts. I often excel in sports. I like solving problems in active ways and negotiating for what I want. I can be direct. I like immediate results.
Green
I work best by myself. I like to focus on my ideas until my desire for understanding is satisfied. I am easily bored if the subject holds no interest to me. Sometimes it is hard for me to set priorities because so many things are of interest.
Gold
I like set routines and organized ways of doing things. Rules and directions are a great help to me. I prefer to stay on one topic at a time. I need to know what is expected of me, and I always want to know if I am on the right track. I like subjects that are useful and traditional, such as business, accounting, history, and government.
Blue
I like to be with people, sharing with them, inspiring them, and helping them. I work and learn best when I can take into consideration people and the human element. I flourish in a atmosphere of cooperation.

24. With friends… Orange Green Gold Blue
Planning ahead bores me because I never know what I want to do until the moment arrives. I like to excite my friends with new and different things, places to go, and romantic moments
Green
I may seem reserved. Although my thoughts and feelings run deep, I am uneasy with frequent displays of emotion. I enjoy people who are interesting and of high integrity.
Gold
I prefer people who are careful with their money and who make plans ahead of time. I like my friends to be loyal, dependable, and on time. I am serious about love and show it in many practical ways.
Blue
I always look for perfect love. I am very romantic, and I enjoy doing thoughtful things for others. I am affectionate, supportive, and a good listener.

25. With family… Orange Green Gold Blue
I need a lot of space and freedom. I want everyone to have fun. It is hard for me to follow rules, and I feel we should all just enjoy one another.
Green
I am probably seen as a loner because I like a lot of private time to think. Sometimes I find family activities boring. I have difficulty following family rules that don’t make sense to me. I show love by spending time with my family and sharing ideas and interests
Gold
I like stability and security and enjoy traditions and frequent celebrations. I like to spend holidays with family members, and I plan ahead for such gatherings. 
Blue
I like to be happy and loving. I am very sensitive to rejection from my family and to family conflicts. I really like to be well thought of and need frequent reassurance. I love intimate talks and warm feelings.

26. Embracing Diversity with True Colors
The core of the True Colors® system identifies intrinsic values, motivations, self-esteem, sources of dignity and worthiness, causes of stress, communication styles, listening styles, non-verbal responses, language patterns, social skills, learning styles, environmental motivators, cultural appeal, negative mental states, relationship orientation, and ethical behaviors. A True Colors training provides:
Increased understanding of self and others
Expanded appreciation for valuing differences
Communication skill-building
Avenues for a more harmonious, productive environment
Easy integration into existing organizational framework and previous programs
A universal language that accelerates problem solving, increases trust, and reduces conflict

27. Do not pack up until you have answered questions 1,2,4, and 5
Lesson 8 Vocab
Cross out #3
Do not pack up until you have answered questions 1,2,4, and 5

28. Wednesday/ Thursday

29. What was your primary TRUE COLOR? Why?
Warm-up
What was your primary TRUE COLOR? Why?
What was your secondary TRUE COLOR? Why?

30. Welcome to Comprehensive Health
Assignments Due:
Wed/Thu
Jan 31, 2019
Today’s Agenda: 1.
Warm-up
Pass back graded papers
Update notebook order
Complete Unit 1 tracking sheet and turn it in
Finish Addiction notes
Watch Intervention Video
Complete Lesson 9 Vocab
Essential Question:
How can addiction affect your mental-emotional health?
Objective:
I will be able to list risk factors for addiction
I will be able to list the 5 signs of addiction

31. Update Unit 1 Tracking Sheet
D. Lesson 3/4 Vocab
4 = 18-20
3 = 16-17
2 = 14-15
1 = 13
0 = 12 or less

32. Update Unit 1 Tracking Sheet
E. Unit 1 Crossword Puzzle
4 = 17-18
3 = 14-16
2 = 12-13
1 = 11
0 = 10 or less

33. Update Unit 1 Tracking Sheet
F. Unit 1 Test
4 = 31-34
3 = 28-30
2 = 23-27
1 = 21-22
0 = 20 or less

34. Test Correction Policy
You must come in AFTER SCHOOL
You must review your notes before you attempt to make corrections
You cannot use your notes when you are making test corrections
You must bring your original bubble sheet
You will earn a point for each wrong answer that you CORRECT

35. Turn in your completed Unit 1 Tracking Sheet

36. Addictions

37. Addiction
A compelling desire to use a drug or engage in a specific behavior and continued use despite negative consequences, and loss of control.

38. Characteristics for Teens At Risk for Addiction
Difficulty expressing feelings
Depression
Negative self-esteem
Trouble managing anger
Genetic vulnerability
Feelings of guilt or shame
Constant need for approval
Traumatic childhood
Poor coping skills
Feelings of tension, anxiety, boredom, or loneliness
Difficulty delaying gratification
Denying problems

39. Addiction
Examples/Details 1 2 3 4 5 6 7 8 9 10

40. Guide to Addictions 1. Drug addiction 2. Exercise addiction
Compelling desire to use a drug even though it harms relationships
Feeling the need to use because they are bored, anxious, lonely, or depressed
Using to avoid facing problems or emotions
2. Exercise addiction
Compelling desire to exercise
Usually accompanies an eating disorder

41. Guide to Addictions 3. Gambling Addiction 4. Nicotine Addiction
A compelling desire to bet money or other things
Casinos, lotteries, sporting events
4. Nicotine Addiction
The compelling desire for nicotine
Stimulant drug found in tobacco products
Most smokers start before the age of 18

42. Guide to Addictions 5. Perfectionism 6. Relationship Addiction
The compelling desire to be flawless
Over critical - Nothing is ever good enough
Most people that become perfectionists had adults put unrealistic expectations on them during their childhood
6. Relationship Addiction
The compelling desire to be connected to another person
Use contact with another person when they are feeling depressed or insecure

43. Guide to Addictions 7. Shopping Addiction
The compelling desire to purchase things
Hoarding
They feel in control when they are making purchases
Often feel very guilty after
8. Television/Computer Addiction
The compelling desire to watch TV or engage in activities on the computer
They use these devices to avoid their real problems or emotions

44. Guide to Addictions 9. Thrill-seeking addiction 10. Workaholism
The compelling desire to take unnecessary risks
During risky experiences, biochemical changes occur in the brain that produce pleasure
10. Workaholism
The compelling desire to work to fill an emptiness
Excessive work or studying
They do not enjoy themselves when they are not working
Use work to avoid real problems or emotions

45. What to do about addictions
1. Stay informed
Review up to date information about addictions
Understand the causes and treatments

46. What to do about addictions
2. Review the characteristics of teens at risk for developing additions
Do any of these characteristics describe you or a friend?
What can you do to protect yourself?

47. What to do about addictions
3. Recognize addictions in yourself or others
Admit or have the person admit that they have a problem
If they are not ready to admit there is a problem, it is unlikely that they will be willing to get help

48. What to do about addictions
4. Get help
Call a trusted adult
Search online or call numbers
Ask a counselor or an adult you trust

49. Signs of addiction
1. Having a compelling desire to take a drug or engage in a behavior

50. Signs of addiction
2. Taking a drug or engaging in a behavior instead of dealing with feelings of anxiety, depression, boredom, or loneliness

51. Signs of addiction
3. Feeling bad about oneself after taking the drug or engaging in the behavior

52. Signs of addiction
4. Taking a drug or engaging in the behavior despite negative consequences

53. Signs of addiction
5. Trying to stop but being unable to do so

54. Friday

55. TURN IN SOCIAL-EMOTIONAL HOMEWORK TO CLASS BASKET
Warm-Up
TURN IN SOCIAL-EMOTIONAL HOMEWORK TO CLASS BASKET
Read the following quote and write 2 sentences about what you think it means or how you can apply it in your own life

56. Welcome to Comprehensive Health
Assignments Due:
Friday
Feb 1, 2019
Today’s Agenda:
Warm-up
Create board about mental disorders and share them with the class
Take notes from other groups presentations
Essential Question:
What are the different categories of mental disorders?
Learning Target:
I will be able to list the 8 categories of mental health disorders and give an example of each?

57. Mental Disorder Notes You will be put into 8 groups
In your group, send 1 person to get materials
1 White board
1 or 2 White board markers
1 textbook – page 89
Each group will be assigned a Mental disorder to review and present to the class.

58. Mental Disorder Notes Your board must include
Name of your category
Definition or description of that category
Examples of disorders in that category
Your group will have 10 minutes to have your board ready to go
Select one person to be the speaker for your group
As groups present, you will add the information to your notes