(9) Lesson Plan 9-30 - (10-4) -13

Wayne County High School Daily Lesson Plan

Teacher: Kathy Hundley

Course:  Drug Education Narcotics to Putting the Truth About Drugs to Use all

Date(s): 9-30-10-1-4-13   

Mississippi Frameworks        

3. Demonstrate the ability to practice health-enhancing behaviors and reduce health risks.

    b. Identify websites regarding sources that provide valid health information.

    e. Describe how individuals can help reduce the misuse and abuse of drugs.

    f. Explain how drugs and medicines have affected the life span of human beings.

    g. List future positive effects of drugs and medicines on society.

    k. Explain other measures for at-risk behavior involving communicable diseases.

 7. Demonstrate the ability to advocate for personal, family, and community health.

     c. Illustrate how drug use, misuse, and abuse cause problems in society.

 Common Core

RST.9-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.9-12.2: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RST.9-12.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technica context relevant to grade texts and topics.

 WHST:9-12.1a.Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete

            details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

WHST: 9-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST:9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST: 9-12.9: Draw evidence from informational texts to support analysis, reflection, and research.

Monday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Subject: “The Truth About Morphine Abuse = The students will define Morphine; describe forms of; how taken; short-long-term effects of; identify slang names; and list and explain help available for people who Morphine.

Eagle Challenge (3-5 minutes)

The students will finish Closure Activity on “Understanding Drugs Assignment Morphine.” RST:9-12.1 WHST:9-12.9

Learning Tasks/Activities

 

 

 

 

 

 

Intro/Set: Play short video on Morphine. Ask  students   for  their  views  on  what  they  just  saw  and  get  several  students to  tell the  rest  of the  class what  they  learned   from  watching   the  video. Independent Practice: Reading: Have students take turns reading aloud the following sections from Morphine Packet: "What Is Morphine?" "What Are the Risks of Morphine?"  "The Harmful Effects of Morphine.”  Independent Practice: The students will answer the following questions after reading.

 What did they learn about Morphine that they did not know before?

What is Morphine made from?

How long do the effects from Morphine last?

In what different forms is Morphine produced?

What are some of the physical effects of Morphine?

What are some of the mental effects of Morphine? Guided Practice/Discussion: After completion of questions, the students and teacher will discuss Q&A. Show another short video to clarify understanding. The students will start on closure activity for next day lesson The students will complete WKSHT SAR 56.

Text/Materials

Resources: The teacher and students will use questions, worksheets, Glencoe software, online, videos, and “The Truth About Drugs Educators Guide” DVD Film, and booklets and Health textbook.

Closure

The students will start on closure activity for next day lesson: SAR 56 worksheet on Morphine.

Remediation (if needed)

     

Enrichment (Write in as needed)

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Observation, Note-talking Rubric, Closure Activity and Take up Guided/Independent practice for a grade.

Tuesday

 

Focus of Lesson (Student-Friendly Objective & #s)

The students will analyze harmful effects and synthesize risk factors of Morphine in a written summative.

The students will pass test with 80% accuracy on “The Truth About Narcotics.”

Eagle Challenge (3-5 minutes)

The students will finish completing closure activity from next previous lesson: SAR 56 WKSHT.

Learning Tasks/Activities

Subject: “The Truth About Morphine Abuse Subject: Finish and Test on “The Harmful Effects of Narcotics.

Intro/Set: After completing “Eagle Challenge (SA 56 WKSHT on Morphine),” The teacher and students will discuss SAR 56 WKSHT. The students will write a summative on what they learned about Morphine. The students will share summary with class. Independent Practice: The students will organize notes and pre-bells to turn in for a grade later. Study notes for test. The students will complete test on “Narcotics”. Turn in organize notes, pre-bells, and test for a grade. Start on New Lesson: Closure Activity on Putting the Truth About Drugs to Use Assignment Sheet that contains the "Lies About Drugs.” RST:9-12.1 WHST:9-12.9

Text/Materials

Resources: The teacher and students will use questions, worksheets, Glencoe software, online, videos, and “The Truth About Drugs Educators Guide” DVD Film, and booklets and Health textbook.

Closure

Putting  the  Truth  About  Drugs  to  Use Assignment  Sheet that  contains the "Lies About  Drugs.”

Remediation (if needed)

     

Enrichment Write in (if needed)

     

Group Composition (if used)

Work  in  Pairs

Assessment(s)-Pretests & Posttests Formal and Informal

Observation, Note-talking Rubric, Closure Activity and Take up Guided/Independent practice for a grade.

Wednesday

 

Focus of Lesson (Student-Friendly Objective & #s)

The students will identify, explain, and demonstrate how to “Put the Truth About Drugs to Use.”  

Eagle Challenge (3-5 minutes)

Class assignments Putting the Truth About Drugs to Use Assignment Sheet that contains the "Lies About Drugs.” “Putting the Truth About Drugs to Use.”  

Learning Tasks/Activities

 

 

Subject: Putting the Truth About Drugs to Use Assignment Sheet that contains the "Lies About Drugs.”

Intro/Set: Discussion: The students will finish closure activity from previous lesson on “Putting the Truth About Drugs to Use.”

Intro/Set: Guided Practice: Announce  to the  students  that  the  subject  of today's lesson  is "Putting  the  Truth  About  Drugs  to  Use:' Explain  that  the lesson will focus on ensuring  they can use what they know to resist attempts by  others  to  use  false information   about  drugs  to  pressure  them  or  their friends  to take drugs.

Independent Practice: In  this  activity,  students   work  in  pairs  to  practice using  what  they  now know  about  drugs  to  resist  attempts  by others  to use false information  to pressure them  to take drugs.

•    Arrange students in pairs.

•    Give each  pair  of students  a set  of twenty  4"  x  6" index  cards  and  the

Putting  the  Truth  About  Drugs  to  Use Assignment  Sheet that  contains

the "Lies About  Drugs:'

•    Have the students create Truth About Drugs flashcards as described in the assignment sheet.

•    Review the cards created by each team to ensure that they are carrying out the assignment as intended.

•    Have the team’s practice  with their  cards  as described  in the assignment sheet  until   students   can  effectively  counter   lies  with  truth   without referring  to their  cards. RST:9-12.1 WHST:9-12.9

Textbook/Materials

Resources: The teacher and students will use questions, worksheets, Glencoe software, online, videos, and “The Truth About Drugs Educators Guide” DVD Film, and booklets and Health textbook.

Closure

The students will finish working on Independent Practice.

Remediation (if needed)

     

Enrichment (Write in As needed)

     

Group Composition (if used)

Work  in  Pairs       

Assessment(s)-Pretests & Posttests

Formal and Informal

Observation, Note-talking Rubric, Closure Activity and Take up Guided/Independent practice for a grade.

Thursday

 

Focus of Lesson (Student-Friendly Objective & #s)

The students will identify, explain, and demonstrate how to “Put the Truth About Drugs to Use.”  

Eagle Challenge (3-5 minutes)

Closure Activity from previous day Independent Practice.

Learning Tasks/Activities

 

 

 

 

Subject: “Putting the Truth About Drugs to Use.”  

  • The students will finish previous day closure activity. The teacher will pass out skit rubric and discuss rubric content and scoring of rubric.

Guided/Independent Practice: SKIT

•   Arrange students into groups of four. Each group will write and perform a short  skit that  demonstrates   how  someone  could  use the  truth  about drugs  to  keep a friend  from being  pressured  into  drug  use by someone else. The skits should be approximately  5 minutes  long and demonstrate what  the  students  in the  group  have learned  about  drugs  in the  course of these lessons.

•    Give the teams 35 minutes to write the scripts for their skits. Review the scripts  to  ensure  that  they  are aligned  with  the  purpose   of this  lesson and  activity.

•    Then have each group perform their skit for the class. (Note that the script of the skit may also be used to assess student understanding.) A rubric will be used by peers and teacher for assessment.

Textbook/Materials

Resources: The teacher and students will use questions, worksheets, Glencoe software, online, videos, and “The Truth About Drugs Educators Guide” DVD Film, and booklets and Health textbook.

Closure

The students will continue Guided/Independent Practice: SKIT.

RST:9-12.1 WHST:9-12.9

Remediation Write in (if needed)

     

Enrichment Write in (if needed)

      

Group Composition (if used)

Work  in  Pairs       

Assessment(s)-Pretests & Posttests

Formal and Informal

Observation, Note-talking Rubric, Closure Activity and Take up Guided/Independent practice for a grade.

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

The students will identify, explain, and demonstrate how to “Put the Truth About Drugs to Use.”  

Eagle Challenge (3-5 minutes)

Write at least four lies about drugs from the lesson without notes.

Learning Tasks/Activities

 

 

Subject: Continue SKIT Putting the Truth About Drugs to Use Assignment Sheet that contains the "Lies About Drugs.”

Intro/Set/Discussion: The students will write at least four lies about drugs from the lesson without notes. Then discuss after completion. Guided /Independent Practice/Discussion: Reading and Comprehension: The teacher and students will continue SKIT from previous lesson. After the completion of group SKIT, the students will calculate SKIT rubric for each group grade.  The students will organize Assignment sheet, Written assignment, and, SKIT Rubric for a grade.

Textbook/Materials

Resources: The teacher and students will use questions, worksheets, Glencoe software, online, videos, and “The Truth About Drugs Educators Guide” DVD Film, and booklets and Health textbook.

Closure

Start on New Lesson: Reinforcing What you Learned: Ask students to write a brief summary on what they learned about “Putting the Truth About Drugs to Use that contains the "Lies About Drugs.”                                                      RST: 9-12.1 WHST:9-12.9

Remediation Write in (if needed)

 

Enrichment Write in (if needed)

 

Group Composition (if used)

Work  in  Pairs   

Assessment(s)-Pretests & Posttests

Formal and Informal

Observation, Note-talking Rubric, Closure Activity, SKIT rubric and Take up Guided/Independent practice for a grade.

IEP Accommodation (if applicable)

Provide support and structure. Clearly specify rules, assignments, and responsibilities.

Practice skills frequently. Use games and drills to help maintain student interest.

Provide opportunities to say, hear, write, read, and act out important concepts and information.

Link new skills and concepts to those already mastered.

Allow extra time to complete tests and assignments.

Let students demonstrate proficiency with alternative presentations, including oral reports, role-plays, and art projects.

Provide outlines and notes of lecture material.

Pair students with peer helpers, and provide class time for pair interaction.    

Other Information

(Questions, special instructions, etc.)