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4. Assess

How does this relate to the curriculum?
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Learning Outcome
Lesson Application
Health and Physical Education
A1.6. Social-Emotional Learning Skills, Critical and Creative Thinking: Apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making.
This lesson encourages students to critically think about how mental health stigma presents in society and any stigmatizing beliefs that they may have internalized. Through creative and digital storytelling, students then have the opportunity to learn about mental illness from people with lived experience, which helps them break the stigma, broaden their perspective, and make connections to their everyday life. (Achieved in SET and GO activity)
Language, Oral Communication
1.4. Listening to Understand, Demonstrating Understanding: Demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways.
Students demonstrate their understanding of the TED Talk, “The Danger of a Single Story”, by participating in a thorough follow-up discussion and connecting the dots between what was discussed in the video and mental illness. (Achieved in GO activity)
Language, Media Literacy
1.2. Understanding Media Texts, Making Inferences/Interpreting Messages: Interpret media texts, using overt and implied messages as evidence for their interpretations.
Students use the overt and implied messages in the TED Talk, “The Danger of a Single Story” to identify their own (and the larger communities) single story about mental illness. By referencing the TED Talk, students are then able to draw accurate conclusions about the barriers and consequences that arise from these single stories about mental illness. (Achieved in GO activity)
Language, Writing
1.3. Developing and Organizing Content, Research: Gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources.
To create their Information Brochure, students conduct research using credible sources, such as the Canadian Mental Health Association. Students reference web, audio, visual and print sources, to gather the most relevant and accurate information for their brochure. (Achieved in the GO activity)
Character Development
Not Applicable
Mental health stigma can become an obstacle for those in need of mental health care. Two of the three most effective ways to combat stigma include mental health education and contact with a person who has experienced mental illness, both of which students experience in this lesson. Overall, this lesson challenges students to become more inclusive and caring community members by broadening their perspectives and, as a result of learning about mental illness from the perspective of a teenager with lived-experience, helping students understand the relevance and importance of taking care of their mental health. .
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (Preliminary Stigma Discussion)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Knowledge
[A1.6]
Demonstrates limited knowledge of stigma
Demonstrates some knowledge of stigma

E.g. Actively listens to the explanation of stigma and tries to identify at least one group of people who experience stigma
Demonstrates considerable  knowledge of stigma

E.g. Explains what stigma is and identifies groups of people who experience stigma
Demonstrates thorough knowledge of stigma

E.g. Clearly articulates what stigma is, accurately identifies groups of people who experience stigma, and supports their reasoning by sharing relevant examples
Understanding
[A1.6]
Demonstrates limited understanding of how stigma relates to mental health
Demonstrates some understanding of how stigma relates to mental health

E.g. Identifies at least one stigmatizing belief about mental illness

Demonstrates considerable understanding of how stigma relates to mental health

E.g. Identifies stigmatizing beliefs about mental illness and recognizes the potential consequences of these beliefs
Demonstrates thorough understanding of how stigma relates to mental health

E.g. Identifies many stigmatizing beliefs about mental illness and explains how these beliefs present barriers to mental health and wellbeing
Assessment of Language Learning Outcomes, Grade 6 (The Danger of a Single Story & Walk In Our Shoes)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Application
[1.2, 1.4]
Makes connections between the ideas shared in the TED Talk and mental health with limited effectiveness
Makes connections between the ideas shared in the TED Talk and mental health with some effectiveness

E.g. By engaging in the class conversation, the students begins to recognize a single story about mental illness
Makes connections between the ideas shared in the TED Talk and mental health with considerable effectiveness

E.g. Applies the TED Talk’s message to think about a single story about mental illness and consider the danger of this story
Makes connections between the ideas shared in the TED Talk and mental health with a high degree of effectiveness

E.g. Clearly and succinctly applies the TED Talk’s message to identify a single story about mental illness and considers different perspectives to identify ways in which this story is dangerous for a wide variety of people
Thinking
[1.2, 1.4]
Uses limited critical thinking skills to reflect on and change their mental health narrative
Uses some critical thinking skills to reflect on and change their mental health narrative

E.g. Is beginning to identify their own story about mental illness and starts to recognize how their story is incomplete after using the Walk In Our Shoes Platform
Uses considerable critical thinking skills to reflect on and change their mental health narrative

E.g. Identifies their own story about mental illness and engages with the Walk In Our Shoes Platform to change their story
Uses many critical thinking skills to reflect on and change their mental health narrative

E.g. Reflects on and identifies their own story about mental illness; Recognizes the dangers of their story and uses this as motivation to change their story by enthusiastically engaging with the Walk In Our Shoes Platform
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