Bibliotherapy Curriculum for Junior High Students by Jessica Cardall Lambertsen A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah 12/18/2023 Approved Sara Gailey Sara Gailey (Dec 19, 2023 16:49 MST) Sara Gailey, Ph.D. Stephanie Speicher, Ph.D. Susan Hinsley, M.S. Acknowledgements As I reach the end of this project, I am incredibly grateful. I am grateful for every professor I have had at Weber, but especially Sara Gailey for serving as my chair. While I was in Sara Gailey’s class I kept two sets of notes, one on the subject she was teaching, and one on how she was teaching it. I learned a lot about educational psychology, but I learned more about the kind of teacher I wanted to be – one like Professor Gailey. She has been an incredible resource and mentor throughout this project, and I am incredible grateful to her. I also want to thank Stephanie Speicher and Susy Hinsley for their support as members of my committee. I have learned a lot from these women and look up to them as role models both in a professional sense and a personal one. I thank my husband Dallin; without his encouragement and support, I would have never gone back to school and gotten a master’s in education. He convinced me I was capable, picked up my slack on chores, and listened to me ramble on about topics he has no interest in. Finally, I would like to thank my students. Both past, present, and future, this project was designed for you. I care about you and though sometimes you may not see or understand it, I want you to be happy and healthy. Abstract This study is the formulation of a comprehensive mental health curriculum founded on bibliotherapy, specifically designed for junior high students. It addresses the surging mental health crisis among adolescents. The curriculum consists of a unit centered around Sabaa Tahir's All My Rage and a versatile curriculum guide adaptable to diverse literary works. The primary goal is to foster mental and emotional resilience, particularly among culturally diverse student populations. Development involved review by a mental health professional and a education expert resulting in finely tuned curriculum. Aligned with state education standards, the curriculum is tailored for an eighth-grade health class in Utah. The study concludes by underscoring the curriculum's pivotal role in providing essential mental health resources for junior high students. It urges educators to tailor the curriculum to meet the distinctive needs of their students, emphasizing its adaptability and potential for widespread impact on adolescent mental well-being. 2 Table of Contents Literature Review............................................................................................................................ 5 Prevalence of Mental Health Issues in Youth ............................................................................. 5 Impacts of Mental Health on Education ..................................................................................... 6 Lack of Mental Health Resources ............................................................................................... 7 Bibliotherapy............................................................................................................................... 9 The Practice of Bibliotherapy ................................................................................................... 10 Book Selection .......................................................................................................................... 11 Creating a Safe Environment .................................................................................................... 12 Procedures ..................................................................................................................................... 13 Context ...................................................................................................................................... 13 Scope ......................................................................................................................................... 15 Curriculum Review ................................................................................................................... 16 Developed Curriculum .................................................................................................................. 17 Conclusion .................................................................................................................................... 23 References .................................................................................................................................... 25 Appendix A: All My Rage Bibliotherapy Curriculum ................................................................. 31 Appendix B: IRB Approval .......................................................................................................... 82 3 Bibliotherapy in Junior High Students Mental health is an important part of overall well-being, as it has a significant impact on one’s daily functioning, including affecting the ability to learn. Studies have found that depression and anxiety are associated with poorer academic outcomes, including lower grade point averages and more school absences (Porche, 2016). Additionally, high levels of depression and anxiety are both linked to worry, especially test-induced worry, which led to a less successful performance rate on tests and impacted grades overall (Owens, 2012). According to the most recent result of the Youth Risk Behavior Survey, the mental health of youth is trending in the wrong direction (CDC, 2023). Depression and anxiety are two of the most common mental health concerns affecting adolescents, with 12-month prevalence rates for depression and anxiety being 4.7% and 11.0%, respectively (Bruffaerts et al., 2010). The American Academy of Pediatrics, American Academy of Child and Adolescent Psychiatry, and Children’s Hospital Association declared a national emergency in child and adolescent mental health citing concerns with social isolation due to Covid-19, racism and race tensions, and the general decline of mental health (American Academy of Pediatrics, 2021). Bibliotherapy is the intentional use of reading for the promotion of mental and emotional health (Miller, 2018). Potential benefits of bibliotherapy include increased emotional intelligence and improved academic performance (Porche, 2016; Topper, 2011; Owens 2012). In a case study regarding one classroom, bibliotherapy was found to improve positive self-esteem formation in early adolescents (Gumilang, 2019). Students were observed by the researchers who used a set of criteria to rate the students’ level of confidence. The students who had the lowest confidence levels were then given the bibliotherapy intervention and in three sessions read and reflected on a novel. Post intervention, the students were assessed again leading the researchers to find that the 4 confidence levels of the students had improved. Gumilang (2019) concluded that the bibliotherapy sessions lead to an increase in self-esteem from the increase in self-confidence. Bibliotherapy is used for more direct content application as well, such as overcoming anxiety in math or promoting social skills among students with learning disabilities (Anderson, 2000). Reading fiction can also increase empathy and prosocial behavior, which is another tool to help students combat mental health disorders. Bibliotherapy can be an effective tool schools implement to address the rising mental health crisis in adolescents. Literature Review This literature review will begin by discussing the prevalence of mental health issues in youth. Next, it will explore the impact of mental health on education, including its effects on academic performance and cognitive functioning. Subsequently, it will highlight the shortage of mental health resources, particularly in schools, and the challenges students face in accessing these services. The review will then introduce the concept of bibliotherapy as a potential solution to address the mental health crisis among adolescents. It will delve into the practice of bibliotherapy, its stages, and its potential benefits, including increased emotional intelligence and improved academic performance. Furthermore, it will emphasize the importance of appropriate book selection for effective bibliotherapy and the necessity of creating a safe and supportive environment for its implementation. Finally, the literature review will underscore the critical need for intervention to support the mental health and academic success of youth in today's challenging environment. Prevalence of Mental Health Issues in Youth Students in K-12 education are particularly impacted by mental health, as most mental disorders begin from twelve to twenty-four years of age (Patal, 2007). This same age group, 5 according to the national Center for Disease Control (CDC), has suicide as the leading cause of death, and while the suicide rate is lower than any other age group, rates of self-harm leading to an emergency room visit were higher than any other age group (CDC, 2023). According to the most recent result of the Youth Risk Behavior Survey, the mental health of youth is trending in the wrong direction. Teen girls especially are “engulfed in a growing wave of violence and trauma” (CDC, 2023). This means that these statistics are especially true for teen girls; they are more than twice as likely to engage in self-harm than the generation before them (CDC, 2023). Before the CDC’s study was released, the American Academy of Pediatrics, American Academy of Child and Adolescent Psychiatry and Children’s Hospital Association in a joint statement declared a national emergency in child and adolescent mental health citing concerns with social isolation due to Covid-19, racism and race tensions, and the general decline of mental health as reasons for the declaration (American Academy of Pediatrics, 2021). Depression and anxiety are two of the most common mental health concerns affecting adolescents. A study conducted by Bruffaerts et al. (2010) discovered that among a cohort of 10,123 adolescents, the 12-month prevalence rates for depression and anxiety stood at 4.7% and 11.0%, respectively. These findings hold substantial importance as they signify a noteworthy proportion of the adolescent population grappling with persistent anxiety and depression. These disorders can have significant effects on cognitive functioning, which in turn can impact learning. Impacts of Mental Health on Education Mental health is an essential part of overall well-being and has a significant impact on one’s daily functioning, including affecting the ability to learn (Brannlund, 2017). Students with mental-health problems, as evidenced by their reliance on prescription drugs for mental disorders, were found to have both lower grades and a lower likelihood of finishing their education (Brannlund et al., 2017). 6 Porche (2016) found a similar result in a study involving 65,680 children between the ages of six and 17 had an adverse-childhood experience. Porche found that these students are more likely to have both a mental illness, less likely to be engaged in school, less likely to care about school, and less likely to complete all the required work (Porche, 2016). The students were also more likely to miss school than their peers, all of which ultimately translates into suboptimal academic outcomes (Porche, 2016). A literature review of 37 studies also found that mental health disorders, and in particular depression and anxiety, were associated with poorer academic outcomes, including lower grade point averages and more school absences (Topper, 2011). Owens (2012) conducted a study and found that high levels of depression and anxiety were both linked to worry, especially testinduced worry, which led to a less successful performance rate on tests and impacted grades overall, suggesting that depression and anxiety might lead to lower grade point averages. Furthermore, Harkness et al. (2017) found that depression was associated with slower processing speed, lower memory recall, and lower executive functioning in adolescents. Young people are struggling with their mental health, and it does not appear to be getting any better. This declining trend brings with it concerning repercussions on their scholastic achievements and underscores the need for intervention to support their academic success and mental health. Lack of Mental Health Resources There is a lack of mental health resources, including bibliotherapy in schools. Most U.S. schools and districts do not meet the recommended student to school counselor ratio (Gagnon, 2016). This is especially true in rural areas where there are just not enough counselors in the area in general, and not high enough funds to compete with other areas to bring one in (Gagnon, 2016). Because of the high student-to-counselor ratio, school counselors sometimes have 7 significant caseloads of students (Gagnon, 2016). Kim's (2018) research expands on this, discovering that large caseloads and fewer direct student assistance are characteristics that contribute to school counselor burnout. Alternatively, Weist et al. (2018) discovered that even when mental health services are provided at schools, there are frequently major barriers to seeking them, such as stigma, a lack of understanding, and practical difficulties. Langley et al. (2010) noted another hurdle or problem with mental health programs, namely that most school mental health programs involve of pulling a student out of instructional time to give screening and counseling, so depriving the student of instructional time. The large majority of teachers participating in a district wide survey in Missouri indicated that they feel that schools should be involved in addressing the mental health issues of students, but that the classroom teachers did not have the “skills required to meet the mental health needs of the children [they] work with” (Rieke, 2011; p. 11). Although many school-based mental health programs use cognitive-behavioral therapy (CBT) and other evidence-based interventions, bibliotherapy is often overlooked (Snyder et al., 2012). There is often a lack of training and resources that are needed to effectively implement bibliotherapy (Bade, 2014). Delahooke (2019) recognized bibliotherapy as an appropriate adjunct to school-based counseling in a review of the literature on the topic. Pollio and Montgomery (2019) noted a similar observation based on their literature review, they discuss the various forms of bibliotherapy, such as book clubs, as a part of school counseling programs and their effectiveness in promoting mental health and wellbeing in students. Bibliotherapy could be used as a part of school curriculum to help reduce school counselors' loads and reach all students. 8 Bibliotherapy Bibliotherapy can be used as a healing mental health practice. Bibliotherapy is “the intentional use of reading for the promotion of mental and emotional health” (Miller, 2018, 17) The term bibliotherapy was first coined in 1916 by the minister Samuel McChord Crothers; he had the idea that books could be used as medicine or therapy and treat those who read them (Miller, 2018). For example, reading groups in Liverpool among patients with depression, were associated with an overall improvement in each participant's case (Billington, 2010). Billington (2010) contributed the improvement in participants’ mental health to the program’s literature, facilitation, and the environment. Another study determining effective stress management strategies for students found that simply reading for thirty minutes significantly reduced the amounts of stress students were experiencing (Rizzolo, 2009). Moreover, Jacobs et.al (2016) conducted a meta-analysis on bibliotherapy interventions done across multiple settings and concluded that bibliotherapy was an effective intervention for reducing symptoms of depression in adolescents. The benefits of bibliotherapy include increased emotional intelligence and improved academic performance. Dobrzanska (2019) compiled an overview of existing literature on bibliotherapy and in addition to the benefits of bibliotherapy, found that through reading students can “analyze themselves and “try to channelize the circumstances of their life through characters in a fictional piece of work (5). Gumilang (2019) conducted a case study in one classroom finding that bibliotherapy improved positive self-esteem formation in early adolescents. In addition to its efficacy as an intervention, bibliotherapy can also promote literacy and foster a love of reading in children and adolescents. Research has shown that bibliotherapy can be a powerful tool for encouraging reluctant readers to engage with literature and can improve overall literacy skills (Schlichting & Alpert, 2017). 9 The Practice of Bibliotherapy Bibliotherapy has the potential to be employed in conjunction with professional therapeutic approaches. In describing what school psychologists need to know about students who are grieving death, Worden (2009), cites the importance of using bibliotherapy to help students react to and cope with death. Students can read literature that deals with grief in order to help them process their own emotions (Worden 2009). However, bibliotherapy is used for more direct content application as well, such as overcoming anxiety in math (Furner, 2004) or promoting social skills among students with learning disabilities (Anderson, 2000). In Anderson’s (2000) research and curriculum guide, he explains that students can read Shakespeare and, using cues from the text and a guide, identify what emotions the characters are feeling. Students can then transfer that skill to help them identify emotions in the people around them. Bibliotherapy could be an effective tool schools implement to address the rising mental health crisis in adolescents. Furner (2004) explains that by providing a student with literature featuring characters who have encountered a fear of math and successfully resolved it, the student is able to overcome their own math anxiety. This occurs during the three most wellknown stages of bibliotherapy, namely identification, catharsis, and insight, as well as the fourth, less well-known, but nonetheless significant phase, universalization (Furner, 2004). Although Furner was one of the first people to apply the bibliotherapy steps for struggling math students, he did not develop them. Numerous studies have been conducted to examine the effectiveness and efficiency of identification, catharsis, and insight (Stamps, 2003; Furner, 2004; Jackson, 2006; McCulliss & Chamberlian 2013). However, the oldest scholarly work on this topic that I came across was authored by Hoagland in 1972. During the identification stage a reader establishes a connection with a character or a significant element within the book’s narrative; the reader can relate to the story (Hoagland, 1972). Through 10 identification comes catharsis, wherein the reader is motivated by the journey of the character and is able to release their personal emotional tension (Hoagland, 1972). Furner summarized the stage of insight best: “[the reader] learns vicariously through the characters in the book…gain[ing] new ways of looking at troublesome issues. . . and insight evolves” (Furner, 2004, pgs. 3-4). Using this insight, the reader experiences a change in behavior as they come across similar situations (Hoagland, 1972; Furner, 2004). Many advocate the inclusion of the fourth stage, universalization, when readers acknowledge, by virtue of the book's presence, that they are not solitary in their challenges and that others empathize with their experiences (McCulliss & Chamberlian, 2013). In developing a bibliotherapy curriculum it is recommended that each lesson include a pre-reading, reading, discussion, and post-reading activity to help guide students through these three or four stages (Prater et. al, 2006; Maich & Kean, 2004). The pre-reading phase sets the stage by introducing the book, or chapters and the themes, helping students to establish a connection and prepare for reading (Prater et. al, 2006). The reading phase immerses students in the text, helping them to empathize with characters and engage with the narrative on a personal level (Maich & Kean, 2004). Following the reading, the discussion phase creates a platform for students to reflect, share their thoughts and emotions, and build a sense of community as they explore the story's relevance to their lives. Finally, the post-reading activities encourage students to apply the insights gained from the book to their own experiences, promoting personal growth and development (Prater et. al, 2006; Maich & Kean, 2004). Book Selection Choosing appropriate books that address the specific needs and concerns of the target audience is crucial (Pehrsson & McMillen, 2004; Prater et al., 2006). Books should be engaging, relatable, and offer characters and narratives that resonate with the readers (Pehrsson & 11 McMillen, 2004; Maich & Kean, 2004). Maich and Kean (2004) continue to expand stating that the best books for bibliotherapy are both quality literature and relevant to the student. They quote the Government of Newfoundland and Labrador in that “children are able to see reflections of themselves, their times, their country, their concerns [in literature]” (p.5) and “whatever the nature of the story, well-written realistic fiction will always help readers gain a deeper understanding of themselves and others” (p.6) for a bibliotherapy experience to be effective. The book read plays a large role in students being able to progress through each stage of bibliotherapy. Because of the importance of book selection in bibliotherapy, there are resources to help educators’ find books that will increase the effectiveness of a bibliotherapy intervention or lesson. Prater et al. (2006) created a research-based guide for teachers in the implementation of bibliotherapy for at risk-students. Prater’s guide claims that books chosen need to be appropriate for the age and reading level of the student, portray the topic and the character(s) honestly and realistically, and be of literary quality. Tailoring the bibliotherapy program to meet the specific need or problems faced by the students will enhance its effectiveness. (Maich & Kean, 2004; Prater et al. 2006; Stainbrook, 2011; Catalano, 2008). Catalano published two research-based arguments for bibliotherapy (2008, 2017); in both of these and in Stainbrook’s (2011) evidencebased bibliotherapeutic techniques it is suggested that the teacher assess the needs of their students and selects a book that addresses those needs. Creating a Safe Environment A crucial part of implementing bibliotherapy in the classroom is that all students feel safe (Pehrsson & McMillen, 2004; Maich & Kean, 2004; Prater et. al, 2006; Catalano, 2008; Stainbrook, 2011). This includes students being treated with respect and trust (Stainbrook, 2011). Maich and Kean’s (2004) guide describes an appropriate environment for bibliotherapy as one 12 that contains comfort, respect, trust, and rapport. They also suggest that the implementer of the curriculum have “knowledge of children, literature, reading and language” (Maich & Kean, 2004; p. X). In order for an environment where trust and rapport exist between the student and the teacher, the teacher must consciously and consistently try to get to know the student (Prater et. al, 2006). Procedures I created a curriculum based in bibliotherapy that allows students to learn and adopt mental health skills, techniques, and resources. The curriculum includes learning activities based in identification, catharsis, and insight, and universalization (Stamps, 2003; Furner, 2004; Jackson, 2006; McCulliss & Chamberlian, 2013), as well as creating a safe environment (Carlson, 2001; Maich & Kean, 2004; Prater et. al, 2006). I choose the book for the curriculum using the principles of book selection for bibliotherapy (Pehrsson & McMillen, 2004; Prater et al., 2006). Context The curriculum was developed for my junior high health class in Utah and possibly to share for other classes with similar contexts. I, the teacher of the eighth-grade health class, have been teaching this course for three years. The need to develop mental health curriculum emerged because I have noticed that my students are most interested in mental/emotional health. However, it is one of the units with the least amount of classroom resources. The curriculum aligns align with the following Health I standards in the state of Utah’s education standards guide (2023): Standard HI.HF.2: Research factors that contribute to decisions and apply effective decision-making strategies. 13 Standard HI.HF.3: Practice resiliency skills. a. Practice strategies (for example, positive self-talk, service to others, developing talents and skills) to develop a positive self-image. b. Explain the importance of taking responsibility for one’s actions and behaviors and discuss locus of control. c. Develop coping skills by learning from mistakes or perceived failures of self and others. Standard HI.HF.4: Demonstrate assertiveness and other effective ways to communicate personal boundaries and show respect for the boundaries of others. Standard HI.MEH.1: Explore a variety of stress management techniques and choices that will manage and reduce stress. Standard HI.MEH.2: Identify the risk factors for development and the prevalence of mental health disorders, explain the importance of early intervention and treatment, and locate valid and reliable health services. a. Distinguish types of mental health disorders (for example, depression, anxiety disorders, bipolar, schizophrenia, OCD, ADD/ADHD, phobias, PTSD) by identifying signs and symptoms. b. Demonstrate how to ask for and offer assistance to enhance the health of self and others in harmful situations. Standard HI.MEH.3: Explore relevant facts about self-harming behaviors and suicide, including warning signs, and where to turn for help. Standard HI.HD.7: Identify accurate and credible sources of information about sexual health, development, relationships, harassment, and abuse and identify who and where to 14 turn to for help (for example, parent, relative, clergy, health care provider, teacher, counselor). Standard HI.HD.8: Recognize characteristics of healthy and unhealthy relationships. a. Recognize the difference between healthy and unhealthy relationships and practice skills necessary to build healthy relationships and end unhealthy relationships. b. Identify effective ways to communicate personal boundaries and show respect for the boundaries of others to foster healthy relationships. Standard HI.HD.9: Recognize harassment, abuse, discrimination, and relationship violence prevention and reporting strategies. My classes are made up of 8th graders between the ages of 13-14. The majority of my students are Hispanic/Latinx, and about half of them are English Language Learners. Most of my students are also economically disadvantaged. Both living below the poverty line and being a part of a minority population put my students more at risk for a mental illness (CDC, 2023). The standards I chose to focus on will focus on them building protective factors against mental illness while improving their English skills. Scope I created a bibliotherapy based mental health curriculum. The curriculum is made up of two parts; the first part is a complete unit made up of 15 lessons based around the novel All My Rage by Sabaa Tahid. This book was chosen because it is both quality literature and relevant to my students (Maich & Kean, 2004). The characters in the book are also from a minority population and live in a low-income area which will help my students to see themselves in the characters (Pehrsson & McMillen, 2004). The characters in the book are also written realistically and experience events that will help drive discussion about the health standards listed above 15 (Prater et. al, 2006). Each of the 15 lessons have a pre-reading activity, a during-reading comprehension or discussion activity and a post-reading discussion or reflection. The second part of the curriculum is a generic curriculum guide, with similar learning activities, but not specific to any one novel. The curriculum guide will contain bibliotherapy lesson outlines and activities that could be tailored to any book. I had local experts review and critique the curriculum. I used their suggestions and feedback to refine the curriculum. Curriculum Review After the curriculum was initially developed it was sent to 2 expert reviewers. The first expert reviewer assessed the mental health components of the curriculum. I have selected a mental health professional in the community, Dr. B. He is a registered psychotherapist with a PhD in psychology and thirty plus years’ experience working with clients, many of whom are junior high students. The second expert reviewer assessed the instructional components of the curriculum project. Reviewer 2 is a teacher, mentor and academic coach, Mrs. M. She has been in the classroom teaching language arts for over fifteen years and holds a M.Ed. in curriculum and instruction. Both reviewers received a digital copy of the curriculum and the curriculum guide, and the novel All My Rage. They reviewed each lesson plan and wrote their comments and feedback directly on the curriculum, noting parts they would change, remove, or include based on their experiences. They communicated their overall thoughts about the curriculum including what makes it an effective curriculum and what makes it not effective both written and verbally. I refined the curriculum to address the suggestions and concerns given by the reviewers. In addition to the first review process, I also had committee members review and offer their feedback on the curriculum. 16 Developed Curriculum For the first lesson (see Appendix A) I have students focus on getting to know the characters, each other, and themselves. The students start by identifying their current emotional state. They begin reading All My Rage by Sabaa Tahir, chapters one through four. While the students are reading, they identify the feelings of the characters they come across in the novel. After reading the students participate in a community circle game to build relational capacity. The feedback I received on lesson one was that students might not be able to articulate or recognize their emotions beyond the basics. To address this, I implemented a feeling wheel chart in the lesson plan resources for the educator to show their students. Another suggestion was to include background information about the book and front load the students with vocabulary they might need. In response to this I developed a vocabulary activity and background information as part of an introduction to the unit for students. The community circle was praised as a great tool for students to get to know each other and to see what similarities they share. Lesson two centered on coping skills and offered an introduction to the topic of trusted adults. The primary objectives are to define and identify coping skills, recognize when to employ them, and explore the characteristics of trusted adults. The lesson begins with a pre-reading activity where students define coping skills, followed by group discussions on their definitions. During the reading, students track coping skills in the novel. In the post-reading activity, small groups discuss coping skills found in the book, their impact on characters, personal coping strategies, and identification of positive adults. Success is measured through the completion of an exit ticket, showcasing valid and healthy coping skills and the recognition of a positive adult influence in their lives. The feedback I received was overall positive, the suggestions were to provide a definition of cope and to allow preview time for the discussion questions. I revised the lesson to include a definition of coping and added think time for students before the discussion. 17 The learning goals involved in lesson three center around understanding of grief and loss. During the pre-reading activity, students define sadness and grief. This is followed by a reading activity focusing on chapters eight through elven, where students choose and discuss a significant quote. The post-reading activities involve small group discussions of the chosen quotes and personal journaling on topics related to feelings of loneliness, emptiness, and perspectives on hope and faith. Success will be observed through students' active participation in sharing quotes and thoughtful engagement in writing about their personal experiences and reflections. The feedback I received on lesson three was to include a discussion about appropriate language before reading the book, including definitions of hope and faith, and including a parent permission slip. I added each of these suggestions into a pre-reading introduction for the students. Other feedback for lesson three was to include examples of feeling alone and empty and create a plan for the personal journaling activities. I updated the lesson plan to reflect this feedback (See Appendix A). Lesson four follows chapters twelve through fifteen and focuses on stress and anxiety. The lesson begins with a pre-reading activity exploring students' existing knowledge of anxiety, followed by an explanation of anxiety and its physical effects. The educator discusses the fight, flight, or freeze response, chronic stress, and the positive and negative aspects of stress and anxiety. Coping strategies from a previous lesson are revisited, emphasizing their role in managing chronic stress and anxiety. During the reading activity, students identify triggers, evidence, and physical reactions of characters experiencing stress and anxiety. In the postreading activity, students complete an exit ticket distinguishing between acute and chronic stress and anxiety, applying their understanding to both the characters and their own experiences. Success criteria involve students accurately describing the differences between acute and chronic 18 stress and anxiety and articulating a personal situation causing stress or anxiety. Dr. B mentioned that during this lesson it would be a good idea to revisit coping skills and even lead students in a deep breathe in case talking about stress and anxiety triggers a student’s anxiety. I updated the lesson to include the educator walking students through deep breaths. I also added visual resources for students regarding stress and anxiety based off Mrs. M’s feedback. Lesson five focused on chapters sixteen and seventeen, students refine both their empathy skills and demonstrate thoughtful decision-making. Students engage in a class discussion on empathy, defining its importance and how Sal and Noor experience empathy as a pre-reading activity. The discussion highlights empathy as a key factor in building social connections, reducing stress, and fostering resilience. During the reading activity, students receive discussion questions to contemplate while reading. After reading students will use the provided questions to have small group discussions. Students will also write letters offering empathy, advice, and problem-solving to a character they identify with. Success criteria involves active participation in group discussions and the demonstration of empathy and effective decision-making skills in the individual journaling assignment. My feedback for this lesson was to move the mini lesson on empathy from lesson six to lesson five, to include self-empathy, and to create a rubric for the letter assignment. I included a short lesson on empathy at the beginning of this lesson and added a rubric for the written assignment. I also updated the discussion questions to include one or two on self-empathy. In lesson six students continue their learning of empathy and add the concept of universalization through the reading of chapters eighteen through twenty-one. The lesson begins with a pre-reading activity continuing the discussion on empathy from the day before. The educator explores the expression "put yourself in someone else's shoes" and its connection to 19 understanding different perspectives. During the reading activity, students empathize with characters Sal and Noor by reflecting on specific incidents, emotions, and reactions. The postreading activities involve small group discussions where students share their reflections, promoting empathy and understanding. The exit ticket prompts students to articulate the importance of realizing that everyone faces struggles. Success criteria involve students identifying and understanding others' feelings based on character reactions and explaining the significance of recognizing shared struggles. Both reviewers especially liked the exit ticket questions at the end of lesson six. I updated the lesson to have students dig a little deeper into what empathy looks like in practice. Lesson seven, chapters twenty-two through twenty-seven, explores the concept of trusted adults in depth. Students reflect on the meaning of a trusted adult and recall previous writing about someone in their lives who makes them feel safe as part of the pre-reading activity. The educator establishes a connection between feeling safe and turning to trusted adults for help. During the reading activity, students actively identify trusted adults in the text, with the educator facilitating discussions using provided discussion questions. Post-reading activities involve students identifying three trusted adults in their own lives. Success criteria include students identifying at least one trusted adult from the text and three trusted adults in their lives, as well as considering scenarios in which they might seek help from these individuals. The feedback for lesson seven was to include a discussion on why people struggle to ask for help. I’ve created room in the lesson plan for this discussion to take place. In lesson eight focusing on bullying, students will engage with chapters twenty-eight through thirty-two, with the main goals of practicing writing about life events as a coping mechanism and analyzing how individuals make decisions. As the pre-reading activity students 20 anonymously submit their thoughts on witnessing or experiencing bullying using an electronic tool or anonymous written responses. In small groups, students discuss common themes, concerns, or insights from the responses. During the reading, students pay close attention to character motivations, decisions, and consequences. Post-reading activities include small group discussions using provided prompts and individual journaling about processing negative events. Success criteria involve students actively contributing to group discussions at least twice, demonstrating an understanding of how and why people make decisions and identifying potential consequences. Mrs. M brought up during this lesson that students might hesitate to open up about personal experiences regarding bullying. In response, I redesigned the learning activity to preserve students’ anonymity. Lesson nine centers on relationships and boundaries. Through reading chapters thirty tree through forty students explain the importance of boundaries in relationships and identify healthy boundaries. The lesson begins with a pre-reading activity: students discuss their understanding of boundaries and their significance in relationships, exploring both physical and emotional limits. The educator emphasizes the importance of consent as a critical boundary in relationships. During the reading activity, students use a worksheet to identify and analyze boundaries between characters in the text. Post-reading activities involve students sharing their findings with a partner and jointly answering exit ticket questions related to boundaries and consent in relationships. Success criteria include students identifying at least one physical and one emotional boundary from the text and explaining the importance of boundaries in fostering healthy relationships. I received only positive feedback regarding lesson nine. In lesson ten, the focus is on resilience, with students delving into chapters forty-one through forty-six. A pre-reading activity involves students providing their definitions of 21 resilience, followed by scenarios prompting discussions on hopelessness and resilience. During the reading activity, students are tasked with finding instances in the text where characters display hopelessness rather than resilience. Post-reading activities include partner discussions, creating a resilience definition poster, and journaling about personal experiences of resilience. The feedback I received on this lesson pertained to scaffolding with students identifying nonexamples and examples of resilience. I created some of these examples for students to use in learning to identify resilience. With lesson eleven, the theme shifts to locus of control, following chapters forty-seven through fifty-three. The pre-reading activity introduces students to the concepts of internal and external locus of control, emphasizing their impact on happiness, success, mental health, and resilience. During the reading activity, students complete a guide to identify evidence for Sal and Noor's locus of control. Post-reading discussions in small groups focus on the characters' control perspectives. The feedback on lesson eleven was that the scripts and discussion questions in this lesson and throughout were well written. Lesson twelve incorporates a review of resilience and locus of control, along with an exploration of The Thought Cycle. Chapters fifty-four through fifty-eight are covered. The prereading activity introduces the Thought Cycle Graphic, illustrating how events trigger thoughts, influencing feelings and actions. During the reading, students analyze characters' thought cycles, recording events, negative thoughts, resulting emotions, and actions. Post-reading activities involve small group discussions and individual reflections on the importance of positive thoughts for resilience and internal locus of control. Part of the feedback I received from Dr. B in general was to include The Thought Cycle as part of my curriculum. He gave a couple of suggestions on where it would fit in. I chose to add it to lesson twelve to honor his suggestion of adding it to 22 resilience or locus of control. Mrs. M also suggested on this lesson that students should be ready to explore these topics in more depth. I rewrote the lesson to include The Thought Cycle particularly how it fits into a locus of control and resilience. In lesson thirteen, chapters fifty-nine through sixty-five, the focus is letting go of negative feelings and resentment. The primary learning goal is for students to understand that letting go and forgiveness contribute to positive mental health. The pre-reading activity involves listening to "The Wanderer" by Johnny Cash and U2, a song referenced in the text and discussing what the song means and its significance to the characters in the novel. During the reading, students search for impactful quotes, sharing them in partner discussions. The postreading activity involves students reflecting on the importance of letting go and forgiveness. The feedback regarding this lesson was to be a little more specific in instructions and to include a rubric for the written portion. I updated the lesson plan accordingly. Overall feedback I received was to include information of differentiation and expansion, develop essential questions for the unit as a whole, and to create a summative assessment. Using this feedback, I created an introduction to the curriculum for the educator including a list of ideas on how the curriculum could be changed to meet the different needs of certain students and, or classes. I also include an introduction to the curriculum for the students introducing the essential questions students will find the answers to over the course of the unit. I created a summative assessment in the form of project. Students will create a mental health toolkit demonstrating what they learned throughout the unit and how they can answer the essential questions. Conclusion The development of this mental health curriculum rooted in bibliotherapy represents a significant step towards addressing the critical need for mental health resources in junior high 23 classrooms, particularly those serving economically disadvantaged and minority populations. By utilizing a novel like "All My Rage" by Sabaa Tahir, the curriculum effectively engages students in a thoughtful exploration of various mental health topics, including resilience, coping skills, grief, anxiety, empathy, relationships, boundaries, locus of control, and forgiveness. Throughout the development process, the curriculum underwent rigorous review and refinement. Feedback was carefully considered and integrated to enhance the curriculum, creating content that is accurate, age-appropriate, and culturally sensitive. The next step for this curriculum is implementing it while monitoring its impact on students' mental health literacy. Educators are encouraged to adapt the curriculum to the specific needs of their students and explore additional resources as needed. In conclusion, this mental health curriculum represents a valuable resource for educators seeking to address the mental health needs of their students. The curriculum endeavors to contribute to the overall health and well-being of junior high students, equipping them with essential skills to navigate the complexities of mental and emotional health. 24 References American Academy of Pediatrics. (2021, October 19). AAP-AACAP-CHA Declaration of a National Emergency in Child and Adolescent Mental Health. Child and Adolescent Healthy Mental Development. Retrieved February 14, 2023, from AAP-AACAP-CHA Declaration of a National Emergency in Child and Adolescent Mental Health. Anderson, P. L. (2000). Using literature to teach social skills to adolescents with LD. Intervention in School and Clinic, 35(5), 271–279. https://doiorg.hal.weber.edu/10.1177/105345120003500503 Bade, L. M. (2014). School librarians and bibliotherapy: A qualitative study. Journal of Research on Libraries and Young Adults, 5(3), 1-17. Billington, J., Dowrick, C., Robinson, J., Williams, C. (2010). An investigation into the therapeutic benefits of reading in relation to depression and well-being. Liverpool Health Inequalities Research Institute. University of Liverpool. Brannlund, A., Strand, H., Nilsson, K. (2017). Mental-health and educational achievement: the link between poor mental-health and upper secondary school completion and grades. Journal of Mental Health, 26(4), 318-325. https://doi.org/10.1080/09638237.2017.1294739 Bruffaerts, R., Demyttenaere, K., Borges, G., et. al (2010). Childhood adversities as risk factors for onset and persistence of suicidal behaviour. The British Journal of Psychiatry, 197(1), 20-27. https://doi.org/10.1192/bjp.bp.109.074716 Carlson, R. (2001). Therapeutic use of story in therapy with children. Guidance & Counseling, 16(3), 92-99. 25 Catalano, A. (2017). Making a place for bibliotherapy on the shelves of a curriculum materials center: The case for helping pre-service teachers use developmental bibliotherapy in the classroom. Education Libraries, 31(1). https://doi.org/10.26443/el.v31i3.258 Center for Disease Control and Prevention. (2023). Youth Risk Behavior Survey (YRBS) Data Summary & Trends Report. Retrieved February 14, 2023, from https://www.cdc.gov/healthyyouth/data/yrbs/pdf/YRBS_Data-SummaryTrends_Report2023_508.pdf. Delahooke, M. (2019). Bibliotherapy as an adjunct to school-based counseling: A review of the literature. Journal of Child and Adolescent Counseling, 5(3), 177-191. Dobrzanska, L. (2019). Bibliotherapy in education: A review of literature. International Journal of Education and Research, 7(1), 1-8. Furner, J. (2004). Using bibliotherapy to overcome math anxiety. Academic Exchange Quarterly 6(22).https://www.thefreelibrary.com/Using bibliotherapy to overcome math anxiety.a0121714118 Gagnon, D., Mattingly, M. (2016). Most U.S. school districts have low access to school counselors: Poor, diverse, and city school districts exhibit particularly high student-tocounselor ratio. National Issue Brief, 108. https://dx.doi.org/10.34051/p/2020.275 \ Gumilang, G. S. (2019). Improving self-confidence using bibliotherapy techniques for junior high school students. International Research Journal of Multidisciplinary Studies, 5(1), 1-7. Harkness, K. L., Jacobson, J. A., Duong, D., Sabbagh, M. A., & Law, K. C. (2017). Adolescent depression and cognitive skills: The impact of working memory, math achievement, and 26 verbal fluency. Journal of Youth and Adolescence, 46, 154-165. https://doi.org/10.1007/s10964-016-0505-7. Jack, S. J., & Ronan, K. R. (2008). Bibliotherapy: Practice and research. School Psychology International, 29(2), 161–182. https://doi-org.hal.weber.edu/10.1177/0143034308090058 Jackson, M. N. M. (2006). Bibliotherapy revisited: Issues in classroom management: Developing teachers’ awareness and techniques to help children cope effectively with stressful situations. ERIC Document Reproduction Service ED501535. Jacobs, R. H., Reinecke, M. A., Gollan, J. K., & Kane, P. (2016). Empirical evidence of bibliotherapy: A meta-analysis. Journal of Clinical Psychology, 72(11), 1173-1190. https://doi.org/10.1002/jclp.22307 Kim, N., & Lambie, G. (2018). Burnout and implications for professional school counselors. The Professional Counselor, 8(3), 277-294. Langley, A.K., Nadeem, E., Kataoka, S.H., Stein, B., Jaycox, L. (2010). Evidence-based mental health programs in schools: Barriers and facilitators of successful implementation. School Mental Health 2, 105-113. https://doi.org/10.1007/s12310-010-9038-1 Maich, K., Kean, S. (2004). Read two books and write me in the morning! Bibliotherapy for social emotional intervention in the inclusive classroom. Teaching Exceptional Children Plus, 1(2). https://files.eric.ed.gov/fulltext/EJ966510.pdf McCulliss, D., Chamberlain, D. (2013) Bibliotherapy for youth and adolescents: School-based application and research. Journal of Poetry Therapy: The Interdisciplinary Journal of Practice, Theory, Research, and Education, 26(1), 13-40. DOI: 10.1080/08893675.2013.764052 27 Miller, J. (2018). Medicines of the soul: Reparative reading and the history of bibliotherapy. Mosaic: An Interdisciplinary Critical Journal, 51(2), 17-34. https://www.muse.jhu.edu/article/696282. Owens, M., Stevenson, J., Hadwin, J. A. (2012). Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory. School Psychology International, 33(4) 433–449. DOI: 10.1177/0143034311427433. Patel,V., Flisher, A. J., Hetrick, S., McGorry, P. (2007) Mental health of young people: a global public-health challenge. The Lancet, 369, 9569, 1302-1313. https://doi.org/10.1016/S0140-6736(07)60368-7. Pehrsson, D., & McMillen, P.S. (2007). Bibliotherapy: Overview and implications for counselors. Professional Counseling Digest, 2. https://digitalscholarship.unlv.edu/lib_articles/27 Pollio, E., & Montgomery, J. E. (2019). Bibliotherapy: A literature review and implications for school counselors. Professional School Counseling, 23(1), 1-9. Porche, M.V., Costello, D.M. & Rosen-Reynoso, M. Adverse family experiences, child mental health, and educational outcomes for a national sample of students. School Mental Health 8, 44–60 (2016). https://doi-org.hal.weber.edu/10.1007/s12310-016-9174-3 Prater, M., Johnstun, M., Taylor, T., Johnstun, M., (2006). Using children's books as bibliotherapy for at-risk students: a guide for teachers. Preventing School Failure. 50. 510. 10.3200/PSFL.50.4.5-10. Price, L. (2013). When doctors prescribe books to heal the mind. The Boston Globe. https://leahprice.org/uploads/price_when_doctors_prescribe_books_to_heal_the_mind_th e_boston_globe.pdf 28 Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children's mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26(1), 1-13. https://doi.org/10.1037/a0022714 Rizzolo, D., Zipp, G. P., Stiskal, D., & Simpkins, S. (2009). Stress management strategies for students: the immediate effects of yoga, humor, and reading on stress. Journal of College Teaching & Learning, 6(8). https://doi.org/10.19030/tlc.v6i8.1117 Schlichting, L., & Alpert, J. L. (2017). Bibliotherapy and literacy promotion: Strategies for increasing diversity and social justice in school libraries. School Library Connection, 2(5), 30-33. Snyder, J., Schweiger, A. J., & Yeh, M. (2012). Using cognitive behavioral interventions in school-based mental health: A review of the literature. School Mental Health, 4(4), 202214. doi: 10.1007/s12310-012-9078-6 Stainbrook, S. (2011) Interactive bibliotherapy: A case for implementation in the elementary classroom. Journal of Poetry Therapy, 24:3, 187-194. Doi:10.1080/08893675.2011.593396 Stamps, L. S. (2003). Bibliotherapy: How books can help students cope with concerns and conflicts. Delta Kappa Gamma Bulletin, 70(1), 25-29. Topper, L. R., Castellanos-Ryan, N., Mackie, C., & Conrod, P. J. (2011). Adolescent bullying victimization and academic performance: An examination of mediation and moderation effects. School Psychology Quarterly, 26(3), 212-223. https://doi.org/10.1037/a0024096 Weist, M. D., Mellin, E. A., Chambers, K. L., Lever, N. A., Haber, D., & Blaber, C. J. (2018). Challenges and opportunities in building a national school mental health research infrastructure. Journal of School Health, 88(10), 732-741. 29 Worden, J. W. (2009). Grief counseling and grief therapy: A handbook for the mental health practitioner (4th ed.). Springer Publishing Company. Yuan, S., Zhou, X., Zhang, Y., Zhang, H., Pu, J., Yang, L., Liu, L., Jiang, X., & Xie, P. (2018 January 24). Comparative efficacy and acceptability of bibliotherapy for depression and anxiety disorders in children and adolescents: a meta-analysis of randomized clinical trials. Neuropsychiatric Disease and Treatment, 14, 353–365. doi: 10.2147/NDT.S152747 30 Appendix A: All My Rage Bibliotherapy Curriculum Introduction to All My Rage Bibliotherapy Curriculum for Educators About the book: The 2022 Sabaa Tahir young adult novel All My Rage, follows childhood best friends Salahudin and Noor, Pakistani American high schoolers. Salahudin has a dying mother and an alcoholic father, while Noor has a physically abusive uncle. The novel earned the 2022 Boston Globe-Horn Book Award for Fiction and Poetry, National Book Award, and New York Times bestseller. Guide for 2022 print. This novel does depict assault, abuse, drunkenness, drug use, overdose, disease, and death. The need for this curriculum The prevalence of mental health issues among adolescents, particularly in the age group of twelve to twenty-four, is concerning, with suicide identified as a leading cause of death (CDC, 2023). The mental health of youth, as indicated by the Youth Risk Behavior Survey, is trending negatively, with increasing violence and trauma, contributing to a worrisome scenario (CDC, 2023). The impact of mental health on education is substantial, with students facing mental health problems found to have lower grades and a decreased likelihood of completing their education (Brannlund et al., 2017). Depression and anxiety are associated with poorer academic performance, lower GPAs, and increased school absences (Topper, 2011; Owens, 2012). Additionally, depression is linked to slower processing speed and lower executive functioning in adolescents (Harkness et al., 2017). The scarcity of mental health resources, particularly in schools, exacerbates the crisis, with insufficient counselors and barriers preventing students from seeking available services (Gagnon, 2016; Weist et al., 2018). About bibliotherapy Bibliotherapy is the intentional use of reading for mental and emotional health promotion. It offers a valuable and multifaceted approach to addressing the mental health crisis among adolescents. Beyond its proven effectiveness in reducing symptoms of depression and enhancing self-esteem (Jacobs et al., 2016; Miller, 2018), bibliotherapy acts as a therapeutic tool that empowers students to navigate complex emotions and challenges. The practice of bibliotherapy involves several crucial stages: identification, catharsis, insight, and universalization (Furner, 2004; Hoagland, 1972; McCulliss & Chamberlian, 2013). During the identification phase, readers establish connections with characters or elements within the narrative, fostering relatability. Catharsis follows, allowing readers to release emotional tension by empathizing with the characters' journeys (Hoagland, 1972; Furner, 2004). The insight stage is transformative, as readers gain new perspectives on challenging issues and develop a deeper understanding of themselves (Furner, 2004). Importantly, the often-overlooked stage of universalization helps readers recognize that they are not alone in their struggles, fostering a sense of shared experience and empathy (McCulliss & Chamberlian, 2013). In implementing bibliotherapy within the classroom students are guided through these stages (Prater et al., 2006). This creates and teaches protective factors against negative mental health outcomes for the students. How to use the curriculum The curriculum is divided into thirteen lessons in addition to a summative assessment project, and a brief introduction for students. The class refers to the subject the curriculum is taught in with Health I is prepopulated on each lesson. The teacher and date sections are left blank for each educator to add in their own information. The reading section of each lesson plan refers to the section of the novel that the lesson plan is based around. The topic of day is the overall theme of each lesson. The learning goal section is what students should accomplish by the end of each lesson and the success criteria is how the educator will know if the learning goal is met. The health standards listed in each lesson are pulled directly from the Utah Education Network Health Education I (7-8) core standards. According to bibliotherapy best practice, the lesson outline is divided into a pre-reading, reading and post reading activity. After all the lessons and project are Lesson Resources, containing worksheets, visuals, and discussion questions for each lesson. Each lesson plan also contains a list of materials needed. Every educator needs a plan in place for the journaling activities that are not read by the educator to protect the privacy of the student. This plan may look different in each classroom, but one suggestion is having students place their papers confidentially into a large manilla envelope with their name on it. They can keep their own papers in this envelope to look back until the completion of the unit. Students can either keep their own envelopes, protecting their papers from being read, or leave them with the educator who will hold to them for the student during the unit and safely discard when no longer needed. Differentiation and Extension This curriculum is not a one size fits all curriculum. Some students and/or classes will easily grasp the materials and would benefit from further discussion and deep exposure to the topics. Other students/class may need simplified materials or modified assignments. You know your students and their individual and collective needs, please use your own discretion in adding to and modifying the learning activities based of off your students’ needs—context matters. However, the list of ideas below can help you extend or different the material. 1. Varied Reading Levels: • Provide alternative reading materials related to mental health and resilience at different reading levels for students who may struggle with the main text. This book may not be the best for each student. An individual or pair might benefit from a different novel. Use the bibliotherapy resources at the end of the resource guide to facilitate similar learning activities with another story. • The educator has the flexibility to read the novel in its entirety, utilize an audiobook for the class, encourage independent reading, facilitate paired reading, or engage the whole class in reading, either individually or through a combination of these approaches. 2. Multimodal Expression: • Allow students to express their understanding through diverse mediums such as art, music, or drama, in addition to or instead of the written assignments. • Offer choices for presenting information, like creating a visual representation or a multimedia presentation. Students can choose to write an answer rather than discuss it or choose to speak a thought rather than write it. 3. Flexible Grouping: • Implement flexible grouping strategies, allowing students to work independently, in pairs, or small groups based on their preferences or needs. 4. Personalized Reflections: Allow students to choose topics or situations from their own lives for reflection, making the content more personally relevant. • Offer one-on-one discussions or reflective journals for students who may prefer expressing their thoughts privately. Technology Integration: • Incorporate digital tools, such as online surveys, collaborative documents, or educational apps, to engage students with diverse learning preferences. Extended Research Opportunities: • Encourage students to delve deeper into specific mental health topics through extended research projects, accommodating those who seek additional challenges. • Provide additional resources or references for students interested in exploring specific aspects of mental health in more detail. Tiered Assignments: • Provide additional guidance for students who may need extra support to grasp the lesson concepts. Student-led Discussions: • Enable learners to take turns leading discussions on topics they find particularly intriguing or relevant from the book. • Assign roles within discussion groups to encourage active participation and ensure all voices are heard. Real-life Application: • Incorporate real-life scenarios or case studies relevant to diverse cultural backgrounds and experiences, making the content more relatable for all students. • Encourage students to share personal stories or perspectives related to mental health, fostering a supportive and inclusive learning environment. Individualized Goals: • Establish individualized learning goals based on each student's needs, allowing them to progress at their own pace. • Provide additional challenges or support based on individual student progress. • 5. 6. 7. 8. 9. 10. Introduction to All My Rage Bibliotherapy Curriculum for Students Parent permission Slip/Notice Send the following permission slip home to parents, or include the information in the disclosure statement. Dear Parent/Guardian, Your child, [Student Name], will be asked to read All My Rage by Sabaa Tahir as part of a mental health unit in health class from [Insert Start Date] to [Insert End Date]. This unit aims to enhance emotional intelligence, encourage open dialogue about mental health, and develop empathy through purposeful reading and discussions. This novel, "All My Rage" does depict sensitive content, including assault, abuse, drunkenness, drug use, overdose, disease, death, bullying, and contains swear words. However, by engaging with this novel students will develop emotional resilience, empathy, and coping skills necessary for navigating the complexities of their mental well-being. I grant permission for my child to participate in this unit, understanding its objectives and acknowledging the content warnings associated with the novel. Parent/Guardian Signature: ______________________ Date: ______________ Thank you for your cooperation. Sincerely, [Teacher's Name] [School Name] Vocabulary Knowledge Sheet The educator will explain to students that they are going to be reading a novel that covers many mental health topics. In able for the educator to see what students already know about this topic they will fill out the following chart, or a similar chart. Let students that they are not going to be graded or assessed for this activity and to just put down what they know in the guess column. After students have completed the rating and their guess the educator will give them look up and write down the definition of each word. Vocabulary Knowledge Sheet Rating scale: 3=I think I know what it means, 2 = I have seen or hear it before. 1 = I have no idea what it means. Word Example Rating Guess Definition Mental Understanding and Health prioritizing one's mental health is important for overall well-being. Coping Developing a coping Skill skill can help individuals to navigate life's challenges. Grief Lucy experienced grief after her grandfather passed away. Empathy Jose felt empathy for Lucy when she missed her grandfather. Faith Lucy turned to her faith for comfort. Hope Hope can help individuals move forward during a negative time. Resources The educator will let students know that throughout the unit the novel that they will read and the topics they discuss can be heavy or bring up difficult emotions. Let students know about resources they can use if they want help or to talk to someone about what they are going through. Use resources that are available in your school and community, including the school counselor, social workers, non-profit organizations, or other trusted adults. If possible, have the school counselor(s) and school social workers come into the class and introduce themselves. Post these resources in a visible place in the classroom throughout the unit. Expectations Explain to students that because the book talks about sensitive topics, they need to be extra aware and kind to others. Remind students that everyone’s lived experience is different and that it is important to be aware and respectful of that. Let students know that if they are struggling with a topic or learning activity to let you, the educator, know and a different location and assignment can be provided. Warn students that this book contains inappropriate language. Set the expectation that when quoting the text or reading from the text it is okay to use swear words, but that it does not mean that in any other context during class those same words are appropriate. Essential Questions Now that students have a little bit of context behind the book. Let them know why they are reading it. Communicate to students that the overall questions they are trying to answer by reading the novel and doing the reading-based activities are: • How can we advocate for and enhance our mental and emotional health, as well as that of others, by adopting behaviors that contribute to overall well-being? • What strategies can we employ to effectively manage our thoughts, feelings, and behaviors? Ask students to think of how they would explain in their own words what these questions mean. Have students turn and talk with a partner about what these questions mean. Cold call a few students to share their answers to the whole class. Post these questions in the classroom throughout the entire unit. Refer to them at the beginning of each lesson when introducing the learning goals. All My Rage: Lesson Plan 1 Class: Health I Teacher: Date: Reading: Chapters 1-4; pages: 3-26 Topic of the Day Materials Needed Get to know the characters, each other, and ourselves. ● Classroom set of All My Rage by Sanaa Tahir ● Character Chart ● Emoji bell work Learning Goals Health Standards ● Students will recognize the different feelings of the characters in All My Rage and identify their own feelings. ● Students will increase their comfort level among their peers by participating in a relational capacity activity. ● Strand 2: MENTAL AND EMOTIONAL HEALTH (MEH) Students will develop a foundation of knowledge related to reducing risk factors and enhancing factors that promote positive mental and emotional health. ● Standard HI.MEH.1: Explore a variety of stress management techniques and choices that will manage and reduce stress. Lesson Outline: Pre-reading Activity: As students enter the classroom, they will complete the emoji bell work handout identifying their own emotions. (5 mins). The educator will also display the feeling wheel while students are filling out their bell work to help the student identify emotions. The educator explains that today the students are going to be starting a new unit in which they will learn about mental health through reading the book All My Rage by Sabaa Tahir. Reading Activity: The educator explains that while the students are reading, they will also be filling out the character chart, keeping track of who the characters are and what they are feeling. The educator, a student volunteer, or the audiobook reads chapters 1-4. After reading, students will compare answers with a partner. Post-reading Activity: The educator explains that throughout the unit the students will be discussing sensitive topics and reminds students that it is important to remember that everyone has a lived experience different from one’s own. To get to know each other a little better students will participate in a community circle game. Success Criteria Success will look like students correctly identifying at least one emotion displayed in the text, their evidence of that emotion and their prediction of why they might be feeling that way. Success will look like a student participating in the community builder. All My Rage: Lesson Plan 2 Class: Health I Teacher: Date: Reading: Chapters 5-7; pages 27-43 Topic of the Day ● Coping Skills ● Intro to trusted adults Learning Goals ● Students will be able to define and identify different coping skills/strategies. ● Students will recognize when a coping strategy is needed and how to use it. ● Students will explore characteristics of a trusted adult. Materials Needed ● Classroom set of All My Rage by Sanaa Tahir ● Coping Skills Worksheet ● Lesson 2 Discussion Prompts Health Standards ● Standard HI.MEH.1: Explore a variety of stress management techniques and choices that will manage and reduce stress. ● Standard HI.HF.3: Practice resiliency skills. a. Practice strategies (for example, positive self-talk, service to others, developing talents and skills) to develop a positive self-image. c. Develop coping skills by learning from mistakes or perceived failures of self and others ● Standard HI.MEH.2: Demonstrate how to ask for and offer assistance to enhance the health of self and others in harmful situations. ● Standard HI.HD.7: Identify accurate and credible sources of information about sexual health, development, relationships, harassment, and abuse and identify who and where to turn to for help (for example, parent, relative, clergy, health care provider, teacher, counselor). Lesson Outline: Pre-reading Activity: As students enter the classroom, they will write down their definition of a coping skill using the sentence frame provided on the coping skills worksheet. The definition of cope will be on the board as follows: To cope is to deal effectively with something difficult. (5 mins). Turn and talk: The educator has students turn to their tablemates and have them share their definitions of a coping skill. The educator cold calls groups to share their definitions. The educator adds that a coping skill, also known as a coping strategy, is something we can do in the moment to help us reduce the intensity of unpleasant emotions to keep us from getting overwhelmed. Reading Activity: The educator explains that during the reading they will be tracking the coping skills they come across in the novel and be filling out their coping skills worksheet. The educator also tells students to pay attention to how Noor and Sal describe Misbah. Post-reading Activity: The educator has the students review the discussion prompts and think about how they would answer the questions. The educator puts the students into small groups and has them discuss, using the discussion prompts, what coping skills they found in the book, how the coping skills helped the characters, what coping skills they use in their own lives, and whether they are healthy coping skills or not. The students also discuss Misbah and an adult they know who makes them feel the same way Misbah made Noor and Sal feel. Students will complete the exit ticket on the coping skills worksheet. Success Criteria Success will look like students completing their exit ticket with valid and healthy coping skills and identifying a positive adult in their life. All My Rage: Lesson Plan 3 Class: Health I Teacher: Date: Reading: Chapters; 8-11; pages 47-78 Topic of the Day Materials Needed ● Classroom set of All My Rage by Sanaa Tahir ● Paper and writing utensils ● Notecards/sticky notes ● Processing grief and loss Learning Goals Health Standards ● Students will be able to write about loss and grief, both the characters’ and their own. ● Standard HI.MEH.1: Explore a variety of stress management techniques and choices that will manage and reduce stress. ● Standard HI.HF.3: Practice resiliency skills. b. Practice strategies (for example, positive self-talk, service to others, developing talents and skills) to develop a positive self-image. c. Develop coping skills by learning from mistakes or perceived failures of self and others Lesson Outline: Pre-reading Activity: Students write their definitions of sadness and grief on the notecard or sticky note. The class discusses what the difference is between the two. Reading Activity: The educator, or the audio, reads, or audio chapters 8-11 and asks students to find one quote that they think is important and write it down on a sticky note or notecard. Post-reading Activity: Discussion: The students share their quote with a small group and explain why they thought it was important. Journaling: The students are asked to write about one of the following topics; the educator lets them know that what they are writing is just for them and no one else will read it, unless the student would like them to. 1. There are different events in our lives that can lead to feeling alone and empty (for example a friend moving away, or not being included). In the book, Sal and Noor both feel empty and alone after Misbah’s death. Is there a time in your life you’ve felt this way? What happened? How did you feel and how did you overcome it? 2. Sal thinks that hope is a “shit strategy” and Chachu expresses similar sentiments about faith. What do you think about hope and faith? Is it harmful or helpful, why do you think this? Success Criteria Success will look like students sharing quotes and why they thought they were important. Success will look like writing about a lived experience and/or their thoughts. The educator will listen to student’s quotes and observe discussion and writing. The educator will note which students are focused and writing and which are not. But to protect student privacy, the journaling activity will not be collected. All My Rage: Lesson Plan 4 Class: Health I Teacher: Date: Reading: Chapters 12-15; pages 79-108 Topic of the Day Materials Needed ● Classroom set of All My Rage by Sanaa Tahir ● Lesson 4 Reading Guide ● Lesson 4 Exit Ticket ● Stress and Anxiety Learning Goals Health Standards ● Students will know the difference between feeling anxious and having anxiety. ● Students will identify stressors in their lives. ● Standard HI.MEH.1: Explore a variety of stress management techniques and choices that will manage and reduce stress. ● Standard HI.HF.3: Practice resiliency skills: Practice strategies (for example, positive selftalk, service to others, developing talents and skills) to develop a positive self-image. ● Standard HI.MEH.2: Identify the risk factors for development and the prevalence of mental health disorders, explain the importance of early intervention and treatment, and locate valid and reliable health services. Lesson Outline: Pre-reading Activity: The educator asks students what they know about anxiety (i.e. Do they know someone who struggles with it, what it feels like, what it means, where they’ve heard the word before, etc.) The educator, using the visual aids in the Lesson 4 Resource guide, gives the following definition: Anxiety is feeling nervous, stressed, uneasy, or apprehensive. The educator asks students the following questions using the think-pair-share strategy. ● What situations make people experience anxiety? ● What are some of the noticeable physical effects that result from anxiety? ● What do you think stress means? The educator explains the fight, flight, or freeze response and what chronic stress and anxiety is and does. Your body mobilizes all of its resources to prepare for a threat. Which means that your brain function increases, your muscles tense, and your heart rate and blood pressure increase. Stress and anxiety can be an important survival tool and be helpful in improving performance and feeling motivation and excitement. Eustress is good stress and protects and benefits us. For example, you might be a little anxious about a big game, but that anxiousness helps you play even better. However, stress and anxiety we feel all the time is called distress and can lead to negative outcomes as follows: ● Distress is ongoing and not managed. ● It is exhausting for the body and leads to a weakened immune system and higher blood pressure, meaning that people get sick more often and experience chronic health conditions. ● It is also exhausting for the mind, leading to higher rates of mental illness, unhappiness, and negative emotions. The educator asks students to recall some of the coping strategies they talked about in lesson 2 and then explains that these coping strategies help people manage chronic stress and anxiety. The educator reminds students that taking three deep breaths is one of the easiest and quickest strategies to calm down or feel less anxious. The educator leads the class in taking three slow and deep breaths. Reading Activity: The educator reads chapters 12-15 and pauses when characters are feeling stressed and anxious. Using the Lesson Four Reading Guide, the educator asks the students to identify the triggers, evidence of feeling, and physical reactions the characters experienced in response. The students will also brainstorm in pairs why they think the character is feeling stress in that situation. Post-Reading Activity: Students fill out the exit ticket, explaining the difference between acute anxiety and stress and chronic stress and anxiety by identifying the character’s stress and their own. Success Criteria Success will look like students being able to describe the difference between acute anxiety and stress and chronic stress and anxiety on their exit ticket. Success will look like students being able to describe a situation in their life that causes them stress or anxiety. All My Rage: Lesson Plan 5 Class: Health I Teacher: Date: Reading: Chapters 16-17; pages 109-121 Topic of the Day Materials Needed ● Empathy ● Classroom set of All My Rage by Sanaa Tahir ● Lesson Five Discussion Questions and Sentence Frames ● Lesson Five Journaling Prompt ● Notecards or Sticky Notes Learning Goals Health Standards ● Students will practice and refine their empathy skills. ● Students will demonstrate thoughtful decision making. ● Standard HI.MEH.1:Explore a variety of stress management techniques and choices that will manage and reduce stress. ● Standard HI.HF.3:Practice resiliency skills: Practice strategies (for example, positive self-talk, service to others, developing talents and skills) to develop a positive self-image. ● Standard HI.HF.2:Research factors that contribute to decisions and apply effective decision-making strategies. ● Standard HI.HD.8: Recognize the difference between healthy and unhealthy relationships and practice skills necessary to build healthy relationships and end unhealthy relationships both online and in person. ● Standard HI.SDP.2: Demonstrate how to apply thoughtful decisionmaking in health-related situations. Lesson Outline: Pre-reading Activity: Students will write which character they identify most with and why on a notecard or sticky note. The educator will lead the students in the class discussion about empathy. Students will define what empathy is, why it is important, whether Sal and Noor experience empathy, and whether or not the students experience empathy toward any of the characters in the book. The educator will add the following if not brought up in the discussion. Empathy is the ability to understand what others are feeling and share those same feelings. Empathy is important because empathy helps us build social connections and feel connected to others. Empathy reduces stress and builds resilience, people who are more empathic are less likely to have a mental illness and less likely to struggle with addiction. Reading Activity: The educator hands out a copy of the Lesson 5 discussion questions to each student, before reading, or having the audiobook read chapters 16 and 17. Students will be thinking about how they would answer the Lesson 5 discussion questions for the group discussion. Post-reading Activity: ● Discussion: The educator puts the students into small groups to discuss the chapters they’ve read so far using the Lesson 5 discussion questions. ● Journaling: Individually students write a letter to the character they chose in the prereading activity offering empathy, advice, and problem solving. Show the students the rubric below and use it to assess their assignment. Success Criteria Success will look like students participating in the group discussion. Success will look like students expressing empathy and good decision-making skills in their letter to the character. Letter to a Character Rubric Criteria Excellent (4) Content & - Demonstrates a Empathy deep understanding of the character's emotions and challenges. - Offers strong, genuine empathy and support. - Provides insightful advice tailored to the character's situation. Clarity & - Well-organized Organization with a clear introduction, body, and conclusion. - Ideas flow logically and coherently. - Sentences are well-constructed and free of errors. Language & - Uses a rich and Expression varied vocabulary. - Expresses ideas eloquently and creatively. - Language enhances the emotional impact. Grammar & - Virtually errorMechanics free in terms of grammar, punctuation, and spelling. - Demonstrates a high level of language proficiency. Proficient (3) - Shows a good understanding of the character's emotions and challenges. - Offers empathy and support. - Provides reasonable advice for the character. Basic (2) - Demonstrates a basic understanding of the character's emotions and challenges. - Offers some empathy and support. - Provides generic advice. Limited (1) - Shows a limited understanding of the character's emotions and challenges. - Offers minimal empathy and support. - Provides advice that is not relevant or helpful. - Generally wellorganized with a clear structure. - Ideas flow logically. - Minor errors in sentence structure. - Somewhat organized but lacks a clear structure. - Ideas are somewhat disjointed. - Several errors in sentence structure. - Poorly organized with an unclear structure. Ideas are disorganized and difficult to follow. Numerous errors in sentence structure. - Uses appropriate vocabulary. - Expresses ideas clearly and effectively. - Language is suitable for the assignment. - Few minor errors in grammar, punctuation, and spelling. - Language proficiency is solid. - Vocabulary is basic and repetitive. - Expression is somewhat unclear. - Language is mundane. - Limited vocabulary and expression. - Ideas are difficult to understand. - Language is bland and uninspiring. - Several noticeable errors in grammar, punctuation, and spelling. - Language proficiency is basic. - Numerous errors in grammar, punctuation, and spelling. - Language proficiency is weak. All My Rage: Lesson Plan 6 Class: Health I Teacher: Date: Reading: Chapters 18-21; Pages 125-153 Topic of the Day ● Empathy ● Universalization Learning Goals ● Students will practice and refine their empathy skills. ● Students will realize that others have struggles and difficulties just like they do. Materials Needed ● Classroom set of All My Rage by Sanaa Tahir ● Lesson Six Worksheet Health Standards ● Standard HI.MEH.1: Explore a variety of stress management techniques and choices that will manage and reduce stress. ● Standard HI.HF.3: ○ Practice resiliency skills: Practice strategies (for example, positive self-talk, service to others, developing talents and skills) to develop a positive self-image. ○ Develop coping skills by learning from mistakes or perceived failures of self and others. ● Standard HI.MEH.2: Identify the risk factors for development and the prevalence of mental health disorders, explain the importance of early intervention and treatment, and locate valid and reliable health services. ● Standard HI.HD.8: Recognize the difference between healthy and unhealthy relationships and practice skills necessary to build healthy relationships and end unhealthy relationships both online and in person. Lesson Outline: Pre-reading Activity: The educator will lead the students in a continuation of the class discussion about empathy from the previous lesson. Ask students if they have heard the expression “put yourself in someone else’s shoes” and what they think the expression means. The educator will add the following if not mentioned: Putting yourself in someone’s shoes means trying to understand how that person might be feeling, or what they might be going through, even if it’s different from your own experiences. It’s doing your best to see the world from their point of view and feeling a bit of what they feel; it’s feeling empathy for someone. The educator will ask students how empathy and the act of putting themselves in someone else's shoes could facilitate a connection between two individuals who differ in various aspects such as age, gender, sexual identity, or cultural background. Reading Activity: The educator will read chapters 18-21. Students will try to put themselves in the shoes of both Sal and Noor. They will write down one specific incident that happened to each of the characters, how that made that character feel, and how they would feel if they were also in that situation. Post-reading Activity: ● Discussion: Students will share what they wrote down with a small group. ● Exit ticket: Students will answer the prompt on their worksheet. Success Criteria Success will look like student’s identifying how others are feeling by determining what a character’s reaction to an event might be. Success will look like a student explaining the importance of realizing everyone has struggles. All My Rage: Lesson Plan 7 Class: Health I Teacher: Date: Reading: Chapters 22-27; pages 154-183 Topic of the Day ● Trusted adults Learning Goals ● Students will be able to identify three adults in their lives that they could turn to for help. Materials Needed ● Classroom set of All My Rage by Sanaa Tahir ● Lesson Seven Discussion Questions ● Lesson seven exit ticket Health Standards ● Standard HI.MEH.1: Explore a variety of stress management techniques and choices that will manage and reduce stress. ● Standard HI.HF.3: ○ Practice resiliency skills: Practice strategies (for example, positive self-talk, service to others, developing talents and skills) to develop a positive self-image. ○ Develop coping skills by learning from mistakes or perceived failures of self and others. ● Standard HI.MEH.2: Identify the risk factors for development and the prevalence of mental health disorders, explain the importance of early intervention and treatment, and locate valid and reliable health services. Demonstrate how to ask for and offer assistance to enhance the health of self and others in harmful situations. ● Standard HI.SAP.5: Explain how addiction is a disease and understand the need for professional intervention. ● Standard HI.MEH.3: Explore relevant facts about self- harming behaviors and suicide, including warning signs, and where to turn for help. ● Standard HI.HD.9: Recognize harassment, abuse, discrimination, and relationship violence prevention and reporting strategies. Lesson Outline: Pre-reading Activity: The educator will lead the students in the class discussion about trusted adults. Students will answer the question of what does a trusted adult mean? Students will be asked to recall who they wrote about in Lesson Two with the prompt: My (an adult in your life) .................................... makes me feel................................because they...................................... The educator will explain that those adults who make us feel safe and have our backs are usually the same adults we can go to if we need help. Reading Activity: While reading chapters 22-27, students will look for who in the chapter is a trusted adult and why. The educator will stop and ask questions using the Lesson Seven Reading Activity: Discussion Questions during the reading. The educator will cold call students to have small class discussions about the material to enforce the topics of anxiety, coping skills, and empathy and lay groundwork for future lessons. Post-reading activity: Students will write their answers reflecting on the trusted adults in the text and who in their own lives they could talk to and in what scenarios those adults would be helpful. If time allows, the educator can facilitate a discussion of why we sometimes struggle to ask for help from others. Success Criteria Success will look like student’s identifying at least one trusted adult from the text, and three trusted adults in their own lives. Success will also look like students thinking of at least one scenario in which they might use their trusted adult. All My Rage: Lesson Plan 8 Class: Health I Teacher: Date: Reading: Chapters 28-32; pages 187-212 Topic of the Day ● Bullying Learning Goals ● Students will practice writing about their life events as a way of coping. ● Students will analyze how someone might make a decision. Materials Needed ● Classroom set of All My Rage by Sanaa Tahir ● Lesson 8 Discussion Prompts ● Lesson 8 Journaling Prompts Health Standards ● Standard HI.MEH.1:Explore a variety of stress management techniques and choices that will manage and reduce stress. ● Standard HI.HF.3: ○ Practice resiliency skills: Practice strategies (for example, positive self-talk, service to others, developing talents and skills) to develop a positive self-image. ○ Develop coping skills by learning from mistakes or perceived failures of self and others. ● Standard HI.MEH.2: Identify the risk factors for development and the prevalence of mental health disorders, explain the importance of early intervention and treatment, and locate valid and reliable health services. ● Standard HI.SAP.5: Explain how addiction is a disease and understand the need for professional intervention. ● Standard HI.SDP.2: Demonstrate how to apply thoughtful decisionmaking in health-related situations. ● Standard HI.HF.2: Research factors that contribute to decisions and apply effective decisionmaking strategies. Lesson Outline: Pre-reading Activity: Using an electric tool, that does not or has an option to not collect names or emails, such as Google Forms, Poll Everywhere, Kahoot Survey!, etc., ask students to anonymously submit their thoughts on the following prompts: • Whether they’ve ever witnessed bullying • If they have experienced being bullied or bullying someone else • Their general thoughts on the impact of bullying Remind students to not name names or share deeply personal details. The educator will then pull up the responses and divide the class into small groups. In their groups, students will discuss common themes, concerns, or insights from the responses. The educator will ask each group to share one observation. • If there is not technology available, students can write their answers anonymously on a paper. When they are finished, they will crumble it into a ball and throw it somewhere in the room. As students move into small groups, they will pick up another’s paper. Each group will discuss common themes, concerns, or insights from the responses they have. Reading Activity: The educator will read chapters 28-32, telling students to pay close attention to why they think characters are acting how they act. What motivates them? And how do they make decisions? They will have a copy of the Lesson Eight Discussion Questions while they read. Post-reading Activity: The educator will divide students into small groups and have them discuss the reading using the Lesson Eight Discussion Prompts. After the discussion students will journal their response to the following prompt–like the previous prompt, the educator will be observing which students are writing but will not collect or read them. Success Criteria Success will look like students contributing at least twice to the group discussion, identifying how and why people make decisions and what those consequences might be. Success will look like students writing as a way to process a negative event. All My Rage: Lesson Plan 9 Class: Health I Teacher: Date: Reading: Chapters 33-40; pages 213-253 Topic of the Day ● Relationships ● Boundaries Learning Goals ● Students will be able to explain why boundaries are an important part of a relationship. ● Students can identify a healthy boundary. Materials Needed ● Classroom set of All My Rage by Sanaa Tahir ● Lesson Plan 9 worksheet Health Standards ● Standard HI.MEH.1:Explore a variety of stress management techniques and choices that will manage and reduce stress. ● Standard HI.HF.3: ○ Practice resiliency skills: Practice strategies (for example, positive self-talk, service to others, developing talents and skills) to develop a positive self-image. ○ Develop coping skills by learning from mistakes or perceived failures of self and others. ● Standard HI.MEH.2: Identify the risk factors for development and the prevalence of mental health disorders, explain the importance of early intervention and treatment, and locate valid and reliable health services. Demonstrate how to ask for and offer assistance to enhance the health of self and others in harmful situations Standard HI.HD.8: Recognize characteristics of healthy and unhealthy relationships. a. Recognize the difference between healthy and unhealthy relationships and practice skills necessary to build healthy relationships and end unhealthy relationships both online and in person. b. Identify effective ways to communicate personal boundaries and show respect for the boundaries of others to foster healthy relationships. c. Discuss and understand the importance of developing personal refusal skills, including how to refuse an unwanted sexual advance, and how and when to use those skills. Lesson Outline: Pre-reading Activity: Students will discuss what they think a boundary means and the importance boundaries play in healthy relationships. The educator will add that a boundary is used to mark set limits, like the lines on a court or field during a sport. In relationships, whether romantic or platonic, a boundary is a limit you set for the other person to keep you safe. These can be physical and emotional. The educator asks students to think-pair-share some examples of boundaries that can exist in a relationship. The educator will add that consent, which means giving someone permission, is another really important boundary. In relationships, consent most often refers to giving someone permission to touch or interact with your body. Reading Activity: While reading chapters 33-40, Students will fill in the worksheet about boundaries between the characters in Lesson Plan 9 Resources. Post-reading Activity: Students will share with a partner what they wrote and together answer the exit ticket questions regarding boundaries and consent in a relationship. Success Criteria Success will look like students identifying at least one physical boundary and at least one emotional boundary from the text. Success will look like students being able to explain why boundaries are important to a healthy relationship. All My Rage: Lesson Plan 10 Class: Health I Teacher: Date: Reading: Chapters 41-46; pages 257-289 Topic of the Day Materials Needed ● Classroom set of All My Rage by Sanaa Tahir ● Lesson Plan 10 journaling prompt ● Resilience Learning Goals Health Standards ● Students will be able to define and describe resilience. ● Standard HI.MEH.1:Explore a variety of stress management techniques and choices that will manage and reduce stress. ● Standard HI.HF.3: ○ Practice resiliency skills: Practice strategies (for example, positive self-talk, service to others, developing talents and skills) to develop a positive self-image. ○ Develop coping skills by learning from mistakes or perceived failures of self and others. ● Standard HI.MEH.2: Identify the risk factors for development and the prevalence of mental health disorders, explain the importance of early intervention and treatment, and locate valid and reliable health services. Demonstrate how to ask for and offer assistance to enhance the health of self and others in harmful situations Lesson Outline: Pre-reading Activity: The educator will ask students to give their definition of resilience. The educator explains that resilience is the ability to bounce back from trials and setbacks. It’s having hope in dark times. The educator asks students why they think resilience is important for someone’s mental health. The educator gives the students the following scenarios and asks to students to identify what hopelessness and resilience would look like for each. Scenario One: Mark loves playing basketball. During a crucial game, he misses the game winning shot. Feeling the weight of the loss, Mark begins to question his skills and contemplates quitting the team. Scenario Two: Jake is facing financial difficulties at home. His family is going through a challenging time, and Jake is grappling with the stress and uncertainty surrounding their financial situation. He feels the weight of responsibility and worries about the future. Reading Activity: The educator explains that Noor and Sal in these chapters are not showing the best examples of resilience. Students are to find an example of the characters showing hopelessness instead of resilience in the book. Post-reading Activity: Students will share with a partner the example they found in the text. Together they will write a definition of resilience on a mini poster. Journaling: Students will journal their response to the following prompt–like the previous prompts the educator will be observing which students are writing but will not collect or read them. Noor and Sal are experiencing a lot of really hard situations, and it seems like they each have hit rock bottom. What has been something in your life that is hard? What has this situation been like? How have you felt during this trial? How do you think someone can remain hopeful and resilient when bad things happen to them? What can you specifically tell yourself about your situation to help you get through it? If students cannot think of anything difficult in their own life, they can write from the perspective of watching a friend or family member go through a challenging situation. Success Criteria Success will look like students creating a definition of what resilience means. All My Rage: Lesson Plan 11 Class: Health I Teacher: Date: Reading: Chapters 47-53; pages 290-323 Topic of the Day ● Locus of Control Learning Goals ● Students will be able to define and describe the difference between an internal and external locus of control. Materials Needed ● Classroom set of All My Rage by Sanaa Tahir ● Lesson Plan 11 Reading Guide ● Lesson 11 Discussion Questions Health Standards ● Standard HI.MEH.1:Explore a variety of stress management techniques and choices that will manage and reduce stress. ● Standard HI.HF.3: ○ Practice resiliency skills: Practice strategies (for example, positive self-talk, service to others, developing talents and skills) to develop a positive self-image. ○ Develop coping skills by learning from mistakes or perceived failures of self and others. ○ Explain the importance of taking responsibility for one's actions and behaviors and discuss locus of control. ● Standard HI.MEH.2: Identify the risk factors for development and the prevalence of mental health disorders, explain the importance of early intervention and treatment, and locate valid and reliable health services. Demonstrate how to ask for and offer assistance to enhance the health of self and others in harmful situations Lesson Outline: Pre-reading Activity: The educator will explain to students the difference between an internal and an external locus of control. An internal locus of control is when someone takes responsibility for their actions and believes that their success or failure is based on effort, hard work, or skill. People with an internal locus of control are happier, live longer, more successful and more resilient. An external locus of control is when someone does not take responsibility for their actions and believes that their success or failure is based on luck, chance/fate, or other people. People with an external locus of control are more likely to have a mental health disorder, chronic illness, experience less success and are less resilient. Reading Activity: Students will fill out the Lesson 11 Reading Guide citing evidence for whether Sal and Noor have an external or internal locus of control. Post-reading Activity: The educator will divide students into small groups and have them discuss the reading using the Lesson Eleven Discussion Prompts. Success Criteria Success will look like students identifying at least two examples of an internal locus of control and at least two examples of an external locus of control from the text. All My Rage: Lesson Plan 12 Class: Health I Teacher: Date: Reading: Chapters 54-58; pages 324-345 Topic of the Day ● Resilience Review ● Locus of Control Review ● The Thought Cycle Learning Goals ● Students will be able to define and describe the difference between an internal and external locus of control. ● Students will be able to define and describe resilience. ● Students will be able to demonstrate how the thought cycle works and how the thoughts you have can lead to more resilience and an internal locus of control. Materials Needed ● Classroom set of All My Rage by Sanaa Tahir ● Lesson Plan 12 discussion questions ● Lesson Plan 12 Exit Ticket Health Standards ● Standard HI.MEH.1:Explore a variety of stress management techniques and choices that will manage and reduce stress. ● Standard HI.HF.3: ○ Practice resiliency skills: Practice strategies (for example, positive self-talk, service to others, developing talents and skills) to develop a positive self-image. ○ Develop coping skills by learning from mistakes or perceived failures of self and others. ○ Explain the importance of taking responsibility for one's actions and behaviors and discuss locus of control. ● Standard HI.MEH.2: Identify the risk factors for development and the prevalence of mental health disorders, explain the importance of early intervention and treatment, and locate valid and reliable health services. Demonstrate how to ask for and offer assistance to enhance the health of self and others in harmful situations Lesson Outline: Pre-Reading Activity: The educator will present the Thought Cycle Graphic and explain that our minds work in a certain way: an event that happens to us triggers a thought. These thoughts then influence our feelings, which, in turn, impact our actions. Due to this cycle, it's crucial to pay close attention to our thoughts and eliminate any that are negative or untrue. Negative thoughts can make us feel bad and lead to actions we don't want to take. For instance, if a friend leaves me on read, a negative thought might be "they must not like me." This negative thought could result in feelings of sadness or loneliness. If I act on those feelings, I might push my friends away. However, if I replace the negative thought with a positive one—for example, thinking that they were probably busy or had their phone taken away—it could lead to a different outcome. This positive thought leaves me feeling fine, and I might even check in with my friend the next time I see them. The same event can impact our resilience and locus of control depending on how we choose to think about them. Reading Activity: During the reading of chapters 54-58, the educator will stop and ask the Lesson Twelve Reading Activity: Discussion Questions during the reading to have small class discussions about the material to enforce topics already mentioned. The students will also fill out the Thought Cycle Chart for two separate characters. They will write down the event during which the thought occurred. The negative thought that the character had. The emotion it made them feel, and the action it led to. They will also write an alternative or more positive thought the character could have replaced the negative thought with. Post-reading activity: Students will write their answers reflecting on the importance of positive thoughts and how they can lead to resilience and having an internal locus of control on the Lesson Twelve Exit Ticket. They will then share their answers with a partner. Success Criteria Success will look like students articulating how having positive thoughts can lead to an internal locus of control and resilience benefiting one’s mental health. All My Rage: Lesson Plan 13 Class: Health I Teacher: Date: Reading: Chapters 59-65, pages 349-374 Topic of the Day ● Healing in letting go of negative feelings and resentment. Learning Goals ● Students will understand that letting go and forgiveness are some of the best strategies for positive mental health. Materials Needed ● Classroom set of All My Rage by Sanaa Tahir ● Writing Prompt Health Standards ● Standard HI.MEH.1:Explore a variety of stress management techniques and choices that will manage and reduce stress. ● Standard HI.HF.3: ○ Practice resiliency skills: Practice strategies (for example, positive self-talk, service to others, developing talents and skills) to develop a positive self-image. ○ Develop coping skills by learning from mistakes or perceived failures of self and others. ○ Explain the importance of taking responsibility for one's actions and behaviors and discuss locus of control. ● Standard HI.MEH.2: Identify the risk factors for development and the prevalence of mental health disorders, explain the importance of early intervention and treatment, and locate valid and reliable health services. Demonstrate how to ask for and offer assistance to enhance the health of self and others in harmful situations Lesson Outline: Pre-reading Activity: Listen to "The Wanderer” by Johnny Cash and U2 and show the students the lyrics. This is the song that is referenced multiple times in the text and leads to Sal’s breakthrough in this reading section. After listening, the students will share with a partner their answers to the following questions: • • What do you think the song is trying to say? What does it mean? Why do you think it’s Misbah’s favorite song? The educator will cold call a few partnerships to share what they talked about with the whole class. Reading Activity: During the reading the students will be looking for and writing down a quote from the reading section that resonates with them—a quote they feel is important, not just in terms of the novel, but that can be applied to their own life. Post-reading activity: Students will share their quote with a partner and explain why it is important to them. Students will then complete the writing activity using the Lesson Plan 13 writing prompt. Show the students the rubric below and use it to grade their work. Success Criteria Students will be able to identify why it’s important to sometimes let things go and move on. Students will be able to give an idea of how someone can forgive. Lesson Thirteen Journaling Rubric Criteria Understanding of Quote Excellent (4) - Demonstrates a profound understanding of Santiago's quote. - Provides insightful and detailed examples of people, places, and emotions that individuals often hold onto but should let go. - Effectively connects the quote to the concept of trusting in something bigger. - Displays thoughtful and nuanced reflections on the quote. - Provides well-developed thoughts on forgiveness and its role in letting go. - Offers personal insights that go beyond the surface. Proficient (3) - Shows a good understanding of Santiago's quote. - Provides clear examples of people, places, and emotions that individuals may struggle to let go of. - Makes a reasonable connection to the idea of trusting in something bigger. - Shows thoughtful reflections on the quote. - Offers insights on forgiveness and its connection to letting go. - Provides some personal insights. Agreement/Disagreement - Clearly articulates whether they agree or disagree with Santiago's quote. - Provides well-supported reasons for their stance. - Acknowledges potential counterarguments. Clarity of Expression - Ideas are expressed clearly and coherently. - Writing is organized with a logical flow. - Language is precise and engaging. - Few to no errors in grammar and spelling. - Clearly states their agreement or disagreement with Santiago's quote. - Offers reasons for their stance. - Addresses counterarguments to some extent. - Ideas are generally clear and well-organized. - Writing has a logical flow. - Language is mostly precise and engaging. - Minor errors in grammar and spelling. Thoughtfulness Basic (2) - Demonstrates a basic understanding of Santiago's quote. - Provides some examples of people, places, and emotions, but lacks depth. - Attempts to connect the quote to trusting in something bigger. Limited (1) - Shows a limited understanding of Santiago's quote. - Offers vague or unclear examples of people, places, and emotions. - Struggles to connect the quote to trusting in something bigger. - Demonstrates basic thoughtfulness in discussing the quote. - Presents general thoughts on forgiveness and letting go. - Offers limited personal insights. - States whether they agree or disagree with Santiago's quote. - Provides basic reasons for their stance. - May not address counterarguments. - Lacks thoughtfulness in discussing the quote. - Provides superficial or clichéd reflections on forgiveness and letting go. - Offers little to no personal insights. - Ideas are somewhat clear but lack organization. - Writing may lack a logical flow. - Language is basic. - Some errors in grammar and spelling. - Ideas are unclear and poorly organized. - Writing lacks a logical flow. - Language is vague or confusing. - Numerous errors in grammar and spelling. - Fails to clearly state agreement or disagreement with Santiago's quote. - Offers weak or unclear reasons for their stance. Does not address counterarguments. All My Rage: Summative Assessment Mental Health Toolkit Essential Questions: • How can we advocate for and enhance our mental and emotional health, as well as that of others, by adopting behaviors that contribute to overall well-being? • What strategies can we employ to effectively manage our thoughts, feelings, and behaviors? Objective: Your task is to create a comprehensive Mental Health Toolkit that answers the essential questions. This toolkit will aim to provide important resources and strategies for enhancing mental and emotional well-being. Please draw from the themes, lessons, and characters in the novel “All My Rage.” You can choose how to present your toolkit: Is it a website, slides, infographic, booklet, etc.? • Include the following information: 1. Coping Skills a. Identify and describe a range of coping skills. b. Include skills discussed in the novel. c. Provide step-by-step instructions on how someone could use each technique. d. Explain how each skill can be applied in different situations. 2. Resilience a. Define resilience and its important for mental health. b. Incorporate resilience-building strategies or ideas. c. Provide practical tips for enhancing resilience in different life situations. 3. Locus of Control a. Define and discuss the concept of locus of control. b. Relate locus of control to mental health and well-being. c. Include strategies for developing an internal locus of control. 4. Thought Cycle: a. Explain what the thought cycle means. b. Include an example of a thought cycle, preferably from your own life. c. Include strategies for replacing negative thoughts. 5. Seeking Help: a. Provide information on the importance of seeking help for mental health concerns. b. List available resources someone could use if they needed help. c. Include how someone can identify trusted adults and when they should use their trusted adult. 6. Helping Others: • a. Discuss signs that someone may be struggling with their mental health, or another serious issue. b. Provide guidance on how support friends who may need help. Reflection: Write a reflection on the process of creating your toolkit. What did you learn from the novel about mental health? How can we advocate for and enhance our mental and emotional health, as well as that of others, by adopting behaviors that contribute to overall well-being? What strategies can we employ to effectively manage our thoughts, feelings, and behaviors? What questions do you still have about these topics? Rubric: Mental Health Toolkit (Total points 110) Project Presentation (20 points) • Creativity and Format (5 points): Innovative and engaging presentation format chosen (e.g., website, slides, infographic, booklet). • Visual Appeal (5 points): Effective use of visuals, colors, and graphics to enhance engagement. • Organization (5 points): Clear and logical organization of toolkit components. • Incorporation of Novel Content (5 points): Seamless integration of quotes, events, or characters from the novel into the toolkit. Coping Skills (20 points) • Identification and Description (5 points): Accurate identification and clear description of a range of coping skills. • Inclusion of Novel Skills (5 points): Integration of coping skills discussed in the novel. • Step-by-Step Instructions (5 points): Provide detailed step-by-step instructions for each technique. • Application in Different Situations (5 points): Thorough explanation of how each skill can be applied in various situations. Resilience (15 points) • Definition and Importance (5 points): Clear definition of resilience and its importance for mental health. • Incorporation of Strategies (5 points): Effective inclusion of resilience-building strategies or ideas. • Practical Tips (5 points): Practical tips provided for enhancing resilience in different life situations. Locus of Control (15 points) • Definition and Discussion (5 points): Clear and thorough discussion of the concept of locus of control. • Relating to Mental Health (5 points): Effective relation of locus of control to mental health and well-being. • Strategies for Development (5 points): Inclusion of practical strategies for developing an internal locus of control. Thought Cycle (15 points) • Explanation of Thought Cycle (5 points): Clear and concise explanation of the thought cycle. • Example and Personal Connection (5 points): Inclusion of a relevant example, preferably from the student's own life. • Strategies for Replacing Negative Thoughts (5 points): Thoughtful inclusion of strategies for replacing negative thoughts. Seeking Help (15 points) • Importance of Seeking Help (5 points): Clear presentation of the importance of seeking help for mental health concerns. • List of Resources (5 points): Comprehensive list of available resources for those needing help. • Identification of Trusted Adults (5 points): Clear guidance on identifying trusted adults and when to approach them. Helping Others (15 points) • Recognition of Signs (5 points): Accurate discussion of signs that someone may be struggling with their mental health or another serious issue. • Guidance for Support (5 points): Thoughtful guidance on supporting friends who may need help. • Incorporation of Novel Lessons (5 points): Connection to lessons from the novel where characters support each other through mental health challenges. Reflection (10 points) • Learning from the Novel (3 points): Insightful reflection on what was learned from the novel about mental health. • Addressing Essential Questions (3 points): Thoughtful consideration of how to advocate for and enhance mental and emotional health. • Identification of Strategies (2 points): Clear identification of effective strategies for managing thoughts, feelings, and behaviors. • Remaining Questions (2 points): Reflection on remaining questions or uncertainties about mental health topics. ALL MY RAGE: LESSON PLAN 1 RESOURCES CIRCLE ONE OR TWO EMOJIS THAT MATCH WITH HOW YOU ARE FEELING: FILL IN THE BLANKS IN THE SENTENCE FRAMES: Today I am feeling ................................................... I feel this way because............................................. Feeling Wheel Created by Geoffrey Roberts Character Misbah/Ama Sal Abu Ashlee Noor Chachu Jamie Feelings they are experiencing How do you know they are feeling the emotion? Why do you think they might be feeling that way? Community Circle Game Instructions ASSESSMENT 1. Students will stand in a tight circle with one student starting in the center. 2. The student in the center of the circle will state a fact about themselves (i.e. “I have a pet dog.”). 3. All the students for whom the fact is also true will have to move to a new position in the circle. They cannot switch with someone directly next to them. 4. The student in the center will take a moving student’s spot, leaving a new center student. 5. The center student states a new fact and the game continues. ALL MY RAGE: LESSON PLAN 2 RESOURCES Lesson Two Reading Guide Bellwork: Write what you think the term “coping skills” means, using the sentence frame provided. I think that coping skills are............................................................................................................... I think this because............................................................................................................................ Reading Activity: Track the coping skills you see the characters engage in while you read. Coping Skill Page Number Exit Ticket: Complete the following sentence frames. A coping skill that .......................... used in the novel was............................... A coping skill that I currently use is.........................................., but a coping skill I want to try is............................................. My (an adult in your life) .................................... makes me feel................................because they...................................... Lesson Two Discussion Questions and Sentence Frames 1. What examples of coping skills did you find in the text? On page...... I found that (character) used ................ to feel.................... Noor seems to turn to................ as a coping skill. Sal uses.................. to keep himself from feeling overwhelmed. 2. Are the coping skills you found in the text unhealthy or healthy, why or why not? I think that ...................... are healthy coping skills because........................ I agree/disagree because healthy coping skills............................... I think that................. are not healthy coping skills because................................... 3. One go-to coping skill for Noor and Misbah seems to be music, why and how do you think music helped them? I think that music helped them because............................................. I agree, music can..................................... I disagree, in my opinion.................................. 4. Sal both journals and pictures himself already in the future (pg. 39). Do you think that this strategy would work for you? I think that Sal’s strategy would work for me because............ I don’t think Sal’s strategy would be a good one for me because.................... 5. Noor recites a prayer to help herself feel better (pg. 43). Whether or not you’re religious, connecting to something greater than yourself can be a good coping skill. What ideas do you have for connecting to something beyond yourself. One way someone could connect with something larger than themselves is......................... Building off of that, someone could also................... One thing I thought of is........................... 6. What coping skills do you currently use when you are feeling a negative emotion? A coping skill I use is................................ Something that helps me calm down or feel better is............................... I like to................................. to keep me from getting overwhelmed. 7. How does Misbah/Ama make Noor and Sal feel? Misbah makes Noor/Sal feel.............................. I found on page ................. Noor/Sal describes Misbah as........................ 8. Who in your life feels the same way to you as Misbah feels to Noor and Sal? Why do they make you feel that way? My .................................... makes me feel................................because they...................................... ALL MY RAGE: LESSON PLAN 4 RESOURCES Lesson Four: Stress and Anxiety Visual Aid Anxiety Feeling nervous, stressed, uneasy, or apprehensive Fight or Flight Your body mobilizes all of its resources to prepare for a threat. Brain function increases Muscles tense Heart rate and blood pressure increase Eustress = Good stress Stress and anxiety can be important and can help improve performance. Stress and anxiety can also increase feelings of motivation and excitement. Distress = Chronic stress or chronic anxiety Ongoing and not managed Exhausting for the body which leads to: Infection Disease Heart disease, high blood pressure Exhausting for the mind which leads to: Mental illness Unhappiness Negative emotions Lesson Four Reading Guide What triggered the feelings of stress and anxiety? How does the character physically react to the stress or anxiety they feel? Why do you think the character feels stress or anxiety in these situations? Lesson Four Exit Ticket 1. Is Noor feeling any stress or anxiety? a. What evidence in the book can you use to back up your claim? 2. Is Sal feeling any stress or anxiety? a. What evidence in the book can you use to back up your claim? 3. What situations or circumstances lead to you feeling stressed or anxious? 4. When have you felt the same as Noor and Sal felt? ALL MY RAGE: LESSON PLAN 5 RESOURCES Lesson Five Discussion Questions and Sentence Frames 1. How would you describe the grief that Sal and Noor feel, especially at the beginning of part two? How do you think the characters will move forward? The grief is....................I think that Sal will..........I think that Noor will............ In my opinion the grief.............................. I disagree, I think that....................... I agree, I also think that......................... 2. What kind of stress and anxiety do Noor and Sal experience? What do we know about their backgrounds that contributes to how they might feel? What causes the stress and anxiety? How do they cope with it? I think................... In my opinion................. Noor and Sal experience........................... ..................seems to be a cause of stress/anxiety for the characters, I think this because.............................. 3. Why do you think Noor decides to hide the fact she wants to go to college from Chachu? What else do you think she might not be telling others like Sal? What would you do in Noor’s situation? I think Noor has to hide college from Chachu because................. I agree she................... I disagree................ Chachu might..................... I think that Noor might.................. If I were Noor I would................. 4. What decision does Sal come to on how he is going to save Cloud’s Rest? Do you think this is a good idea? Why or why not? What would you do in his situation? Sal decides to...................... I think it’s a good idea because............... I think it’s not a good idea because............... If I were Sal I would................... 5. How does Jamie make Noor feel? Why do you think Jamie chooses to say the things she says and to act the way she does on pages 111-112? I think................. Jamie makes Noor feel....................by,........................... I think Jamie feels......................... Lesson Five Journaling Prompt All the characters in All My Rage are experiencing negative feelings and difficult challenges. Write a letter to the character you identify with the most. Offer them support and empathy; let them know they are not alone in the way they are feeling. Then offer any advice you have to help them get through the difficulties they are facing. ALL MY RAGE: LESSON PLAN 6 RESOURCES Lesson Six Reading Activity From the reading, choose one event that happened to Sal and one event that happened to Noor and complete the table below. Sal’s event Noor’s event Page Number Page Number How it made him feel How it made her feel How would this event make you feel if it happened to you? How would this event make you feel if it happened to you? Lesson Six Exit Ticket Sal has the thought on page 149: “Maybe there are other kids like me, trying to make a legit dinner out of lal mirch and rice, knowing that if they talk about it, they’ll feel more freakish.” Do you think there are other people experienceing what Sal is feeling and dealing with? Why do you think this? Do you think there are other people experiencing what you are feeling and dealing with? Why do you think this? Why do you think it’s important to realize that others are going through trials and hard feelings? ALL MY RAGE: LESSON PLAN 7 RESOURCES Lesson Seven Reading Activity: Discussion Questions Page 155: Why did Toufiq start drinking? What could he have done instead? Page 158: “I have never stopped paying attention. I have never stopped doing my best. But fear eats at me. A terror in my gut that it doesn’t matter how well I do. I’ll never escape Juniper.” Why do you think Noor is always trying her best? Why do you think she wants out of Juniper so bad? Page 159: Noor is experiencing a panic attack -- how does Sal try to help her through it? Page 166: “‘You can’t just give up’ ‘You’re telling me I can’t give up? How’s your contest entry coming Salahudin?’” Why is it important to not give up? Page 167: Why do you think neither of them are willing to share their secrets? Page 168: “Great passions grow into monsters in the dark of the mind; but if you share them with loving friends they remain human, they can be endured” What do you think this quote is saying? Page 169: What does Sal tell Noor to do if she feels bad again? Is this a good coping strategy, why or why not? Does it work, why or why not? Page 170-171: Noor says “I bottle my rage. Shove it deep in my head. Anger won’t help anything.” Do you think bottling your rage is a good idea? Why or why not? Who or what do you think Noor is mad at? Page 177: “Which is more than your drunk ass can manage. . . ‘The least you can do is eat’”. What does Sal need from his father? Page 180: What are some of the warning signs that Sal recognizes in Noor’s behavior as he looks back? Page 183: Why do you think Abu drinks? Could anything else help him? Lesson Seven Exit Ticket Both Noor and Sal have a lot going on at home and the adults they live with are part of the problem. 1. What other adults in the novel can they rely on if they need? 2. Why did you choose the(se) adults? How do you think they can help? 3. In your life who are three adults you can go to if you are struggling with anything? 4. What kind of situations might you need their help with? ALL MY RAGE: LESSON PLAN 8 RESOURCES Lesson Eight Discussion Questions and Sentence Frames 1. How would you describe Jamie? I think that Jamie..................... Jamie is .............................. I disagree, I think that....................... I agree, I also think that......................... 2. Why do you think Jamie won’t leave Noor alone? I think................... In my opinion................. Noor and Jamie are........................... I agree............................and I also think............................ 3. How does Jamie make Noor feel? Why do you think Noor reacts the way she does? If you were Noor what would you have done? Jamie makes Noor feel................................... I think Noor.....................................because.................................. In my opinion............................. If I were Noor I would........................ 4. What happened to Ashlee and why do you think it happened? Why do you think Ashlee started using drugs, and why do you think she uses them now? I think that Ashlee........................ I agree, but also........................ I disagree because.............................. 5. Sal feels responsible for what happened to Ashlee, do you think it’s his fault? Why or why not? I think................. Sal is responsible because..................... It is not Sal’s fault because...................... 6. Why do you think Sal is afraid of and hates the laundry room? On page 211, he says that Ama said “It’s like how Noor hates small spaces. It’s just how you are.” Why do you think Noor hates small spaces? I think that Sal might hate the laundry room because.............. I think that Noor hates small spaces because.......................... Maybe they both............................. I agree because...................... I disagree because................... Lesson Eight Exit Ticket Noor theorizes or thinks that maybe one of the reasons Jamie hates her is because she’s different. Have you ever felt left out, picked on, or different? What happened? How did it make you feel? What would you tell yourself if you could go back in time and talk to yourself? Have you ever been on the other side and intentionally hurt someone else? Why did you do it? How did it make you feel? How do you think it made them feel? ALL MY RAGE: LESSON PLAN 9 RESOURCES Lesson Nine Reading Activity What is one physical boundary set either by Noor or Sal? How did they communicate this boundary? What is one emotional boundary set either by Noor or Sal? How did they communicate this boundary? In what ways do the characters have a healthy relationship? In what ways do the characters have an unhealthy relationship? Lesson Nine Exit Ticket 1. Why are boundaries an important part of a healthy relationship? 2. Why is it important to receive consent before touching, kissing, etc, with someone? ALL MY RAGE: LESSON PLAN 10 RESOURCES Lesson Ten Journaling Prompt Noor and Sal are experiencing a lot of really hard situations and it seems like they each have hit rock bottom. What has been something in your life that is hard? What has this situation been like? How have you felt during this trial? How do you think someone can remain hopeful and resilient when bad things happen to them? What can you specifically tell yourself about your situation to help get through it? ALL MY RAGE: LESSON PLAN 11 RESOURCES Lesson Eleven Reading Activity An internal locus of control means............................................................................................................... An external locus of control means .............................................................................................................. I think Noor has an ................................................... locus of control. I think this because ......................................................................................... I think Salahudin has an.................................................... locus of control. I think this because.................................................................................................... Lesson Eleven Discussion Activity 1. Do you think Sal has an internal or an external locus of control? What did you find in the text that makes you think that? I think Sal has an...........................because on page...................................... I agree because he also......................... I disagree because.................................. 2. Do you think Noor has an internal or external locus of control? What did you find in the text that makes you think that? I think Noor has an....................because on page............................. I agree because she also........................................ I disagree because................................... 3. Do you think it’s healthy to have an internal or an external locus of control? Why do you think that? I think that.................. In my opinion............. I agree with .......................... because.................. I disagree with.......................because...................... 4. Sal says, “this is the type of shit they don’t teach you at school but that we need to know” when Noor runs away from Chachu. What do you think you need to know, but aren’t taught at school? I think that.................. In my opinion............. I agree with .......................... because.................. I disagree with.......................because...................... 5. Do you think Sal and Noor have resilience? Why do you think what you think? If they do have resilience how will it help them? If they don’t have resilience, how will it hurt them? I think that.................is resilient because....................... It will help them by............................... I think that ....................is not resilient because........................it will hurt them by....................... In my opinion.................... I agree because.......................... I disagree because.................................. 6. Why do you think Noor doesn’t want to go back to school and have people talk about her? What do you think she should do? I think Noor doesn’t want to go back to school because................. I think she should..................... To build on what............said, I think.......................... 7. Why do you think Noor’s rage came back so strongly against Sal after he gave her her acceptance letter? Why do you think she can’t forgive him and move past it? In my experience.................... To add on to that......................... If I were Noor I would................................ ALL MY RAGE: LESSON PLAN 12 RESOURCES Thought Cycle Event Negative Thought Negative Action Negative Emotion Event Postive Action Positive Thought Positive Emotion Character Event Thought Emotion Action Alternative or positive thought Lesson Twelve Reading Activity Thought Cycle Chart Lesson Twelve Reading Activity: Discussion Questions Page 328: “But Ashlee was right when she said the routine would help.” Why do you think routine helped both Ashlee and Noor? Page 333: “But it gives me hope, too, and one of Noor’s old songs --BitterSweet Symphony-- winds through my brain.” Why do you think Sal is feeling this hope mixed with pain? Page 334: Do you think Sal’s demonstrating an internal or external locus of control? Why or why not? Is he showing resilience? Page 337: “You think I can’t fix this, I think, but I can. I will. I swear it.” How does this demonstrate an internal locus of control? Page 341: “Just stories. Made-up memories.” Even though it might not be factual, do you think this is a good coping skill? Why or why not? Page 345: Can you summarize what just happened? Page 345: What does this mean for Noor? What do you think this will mean for Sal? Lesson Twelve Exit Ticket 1. How is the Thought Cycle connected to overall mental well-being? 2. Why do you think having positive thoughts can lead to resilience? 3. Think of someone you know in your life who has hope and resilience. Who did you think of? How do you think it has benefited them? 4. Why do you think having positive thoughts leads to an internal locus of control? 5. Think of another person you know who has personal responsiblity and internal locus of control? Who did you think of? How do you think it has benefited them? Share your answers with a partner 1. What did your responses have in common? 2. How did your responses differ? ALL MY RAGE: LESSON PLAN 13 RESOURCES Lesson Thirteen Journaling Prompt When Santiago is explaining his tatoo to Salahudin he says “There is more to life than the things in front of you...Sometimes we hold to things we shouldn’t. People. Places. Emotions. We try to control all of it, when what we should be doing is trusting in something bigger.” What are some examples of people, places and emotions that people should let go of, but instead hold on to? How does forgiveness help people do this? What are your thoughts about the quote? Do you agree with Santiago? Why or why not? Is there anything that you think could make you happier if you let go of it? How do you think people can forgive and move on? BIBLIOTHERAPY RESOURCES Character Feeling Chart Character Feelings they are experiencing How do you know they are feeling the emotion? Why do you think they might be feeling that way? Stress and Anxiety Reading Activity What triggered the feelings of stress and anxiety? How does the character physically react to the stress or anxiety they feel? Why do you think the character feels stress or anxiety in these situations? Coping Skills Bellwork: Write what you think the term “coping skills” means, using the sentence frame provided. I think that coping skills are............................................................................................................... I think this because........................................................................................................................... Reading Activity: Track the coping skills you see the characters engage in while you read. Coping Skill Page Number Exit Ticket: Complete the following sentence frames. A coping skill that .......................... used in the novel was............................... A coping skill that I currently use is.........................................., but a coping skill I want to try is............................................. My (an adult in your life) .................................... makes me feel................................because they...................................... Write a letter Write a letter to the character you identify with the most. Offer them support and empathy; let them know they are not alone in the way they are feeling. Then offer any advice you have to help them get through the difficulties they are facing. Journaling Prompt What did you learn from reading this book? What do you want to remember? What will you adopt into your own life? Appendix B: IRB Approval Letter 12/13/23, 9:42 PM Jessica Cardall <jessicacardall@mail.weber.edu> IRB-AY23-24-144 - Initial: COE Quality or Process Improvement Project 1 message do-not-reply@cayuse.com <do-not-reply@cayuse.com> To: jessicacardall@mail.weber.edu, saragailey@weber.edu Wed, Nov 22, 2023 at 12:02 PM November 22, 2023 Sara Gailey Students, College of Education Initial - IRB-AY23-24-144 Bibliotherapy in Jr. High Health Class Dear Sara Gailey: Weber State University Institutional Review Board confirms it has received the documents for Bibliotherapy in Jr. High Health Class. The quality improvement project fits with IRB standards for our institution and college. You may proceed at this time. If you have any questions please contact your review committee chair or irb@weber.edu. Sincerely, Dr. Daniel Hubler, Interim Chair, College of Education Subcommittee Weber State University Institutional Review Board https://mail.google.com/mail/u/0/?ik=97036bfd53&view=pt&search=a…hid=thread-f:1783291960980287409&simpl=msg-f:1783291960980287409 Page 1 of 1