(1) 3- 24-28- 14 Drugs and Medicines Part II

  Orientation 3-20-21-14

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

The teacher and students will orientate for the beginning of school year. The student will understand why Drug Education is Necessary?  

Eagle Challenge (3-5 minutes)

Subject: (The Truth About Drugs) Complete discussion question #1 from discussion WKSHT. Then discuss after completion.

Learning Tasks/Activities

Intro/Set: The teacher will orientate students on: School policy; class rules; syllabus; and pacing guide, Etc...

Intro/Set: The students will complete pre- questionnaire assessment (15 min.): Explain to students that the first step of the program is to find out what they already know about drugs. Distribute the Pre-program Student Questionnaire. Read the instructions aloud, making sure that students understand that they should answer to the best of their ability. Get the questionnaire filled out and collected for later use.

Guided Discussion: Show PSA Play the public service Announcement: They Said/They Lied. (Have the students give their views as well as examples of lies or statements they have heard about drugs. The teacher will show the first chapter of The Truth About Drugs  documentary, "The Truth About Drugs:” Explain that their task, as they watch this chapter of the film, is to try to identify at least two statements about drugs that they already know and at least two statements about drugs that they did not already know.

Independent Practice: The students will complete and discuss questions after watching the documentary: "Does one have to experience everything by oneself in order to decide whether they want to get into something, or can one learn from other people's experience to make better choices?"  "Was there anything in the film that really surprised you?" or "Was there anything in the film that reminded you of something that you have seen that you would be willing to talk about?" RST.9-12.1-2: WHST: 9-12.5.

The students will copy Understanding   Drugs Assignment questions from smart board to be used as review for next day drug education class. RST.9-12.1: WHST: 9-12.5.

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

•Let students review/read first boxed set of The Truth About Drugs booklet and tell students that the booklets will be used in following lessons.

Remediation Write in (if needed)

     

Enrichment Write in (if needed)

      

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Take up independent practice for a grade

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

     

The students will define drug culture; and list ways the drug culture affects society.

Eagle Challenge (3-5 minutes)

Pre-bell – Review: The students will finish questions and answers from previous day. Then discuss after completion.

Learning Tasks/Activities

The students will define drug culture and give examples of.

Textbook/Materials

Intro/Set: Explain to students   that today’s lesson is about the drug problem   in society.

• Tell them  that  you  are  going  to  play a   selection of the  PSAs,  but  that  first  you  want  to  make  sure  everyone   understands    an important   vocabulary  word- the word "culture.”  Ask students to tell you what they know about the meaning and give examples of culture. Ask students for examples of the drug culture that they have observed.

Guided Reading/Discussion: • Discuss their responses, and in view of those answers ask them to evaluate the truth of the information in the booklet about the drug culture-very true, somewhat true, or not true. • Ask students to contribute to the discussion with statements in this form: "I think (statement) is (very true/ somewhat true/not true) because I've seen (something from personal experience). • Ask students to talk about how the problem of the drug culture directly or indirectly affects them or their families or how it could affect them in the future. • The students will give (e.g., people  who  drive  under the influence of drugs or alcohol are posing a danger, not only to themselves, but many others as well; people who steal or commit other  crimes to have money to buy drugs make the community unsafe, etc.). Independent Practice: • The students will complete and discuss Behavior Affected area WKSHT that plague society.

 

Closure

• Each student is to create a cartoon-type   sketch that depicts some aspect of the drug culture. The sketches need not be humorous,  but they should clearly  show  a belief,  idea  or  action  that  is  part of  the  drug  culture. Students may cut out illustrations from magazines if they wish, rather than draw them.  Balloon dialogue may be used in the sketch if desired. Turn in cartoon-type sketch after completion.

 

Wayne County High School Daily Lesson Plan

Teacher: Kathy Hundley

Course:Drug Education Medicines and Drugs Part 2

Date(s):    3- 24-28-14   

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 technical

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: Why Do People Take Drugs? The students will list and describe reasons why people take drugs.

 

Eagle Challenge (3-5 minutes)

The students will finish “Understanding   Drugs Assignment” questions from previous day drug. Then discuss after completion.

Learning Tasks/Activities

 Intro/Set: Announce the subject of the lesson "Why Do People Take Drugs?" •As the first step of the lesson, each student is to write down some reasons why he or she thinks people take drugs. Guided Practice: Show and Discuss Mini PSAs of why people take drugs.

• For each announcement, they are to rate how true they think it is, on a scale of 1-10, and then as a class discuss what they thought. The students will answer the following questions about each PSA: "Popular” Do you think people take drugs to be cool?  “To Be Cool” Do you think drugs really do make you cool? “Tripping” Do you think people take drugs to forget their problems? Do You Think it works?  “One of the “Guys” Do you think people take drugs to be accepted by their friends?  Do You Think it works?   “Best High” Do you think people take drugs to feel better?  Can you think of a time you felt really great?  What brought that about?  Independent Practice: The students will complete class assignment from smart board as a group. WHST:9-12.1a RST.9-12.4:

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 and teacher will discuss class assignment after completion.

Remediation (if needed)

     

Enrichment (Write in as needed)

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Take up Guided Practice for a grade.

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

The students will pass test with 61% accuracy on “Why is Drug Education Necessary.”

The students will explain the role of medicines; classification of medicines.

Eagle Challenge (3-5 minutes)

 Complete Green Bullet on page 586, WQ&A. Then discuss after completion.

Learning Tasks/Activities

Intro/Set: Organize notes and pre-bells to turn in for a grade later. Study notes for test. The students will complete test. Turn in organize notes, pre-bells, and test. Start new lesson below.

Intro/Set: The students will make a chart using the classification (Categories) of medicines and list specific examples of each, pages 587-88. The students will read about Medicines and the body/Other Problems. The students will write key facts and terms about each topic. Guided Practice: The students will read and write a summary about “Medicine Safety.” WHST: Then discuss after completion.  Independent Practice: The students will complete WKSHT on drug label. Discuss activity after completion.  Show based on directions of medicine label ways people misuse medicine. Read and write how people misuse medicines on page 591. Ask students after understanding misuse, what personal examples they can share with the class of misuse. RST.9-12.4  WHST:9-12.1a  

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

Complete lesson 1 review on page 591. Finish/Discuss next lesson.

Remediation (if needed)

     

Enrichment Write in (if needed)

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Take up organize notes, test and pre-bells in for a grade.

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Subject: Drug Use – A High-Risk Behavior = The student will define substance abuse; and list types of substance.     

Eagle Challenge (3-5 minutes)

Complete main ideas #1 on page 592 = WQ&A

Learning Tasks/Activities

 Intro/Set: Show DVD on substance abuse. Follow up by asking students to copy important terms that relates to substance abuse. To clarify understandings ask students to give examples of substance abuse. (E.g. of people that includes addiction, overuse or multiple use of a drug, use of illegal drugs.) Then discuss after completion. Independent Practice: The students will read and write “Factors That Influence decisions About Drugs.” Ask student which factor (s) from highest to lowest have the greatest influence on teens that are faced with choices about drug abuse. WHY?

Guided Reading/Discussion: The students will get in groups and complete Concept Wheel Questions and Answer on “Health Consequences of Drug Use.”  The teacher will go over directions to Concept Wheel Questions and Answers. The students will start on group activity. RST.9-12.4  WHST:9-12.1a  

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 teacher and students will review Independent Practice.

Remediation (if needed)

     

Enrichment (Write in As needed)

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Take up Independent Practice for a grade.

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Subject: Health Consequences of Drug Use = The students will list and identify health consequences of drug use.

Eagle Challenge (3-5 minutes)

Complete question and answer: What sides of the health triangle do drug abuse affects = WQ&A. Then discuss after completion.

Learning Tasks/Activities

Guided Reading/Discussion: The students will get in groups and complete Concept Wheel Questions and Answers on “Health Consequences of Drug Use, page 594.”  The teacher will go over directions to Concept Wheel Questions and Answers. The students will start on group activity. RST.9-12.2 & 4  WHST:9-12.1a  

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 and teacher will discuss Concept Wheel Questions and Answers on “Health Consequences of Drug Use.

Remediation Write in (if needed)

     

Enrichment Write in (if needed)

      

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Take up Guided practice for a grade.

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

     

The students will list and describe the addiction cycle.

Eagle Challenge (3-5 minutes)

Pre-bell –The students will complete Reading Check, page 595. Then discuss after completion.

Learning Tasks/Activities

Guided Reading/Discussion: The students will get in groups and complete Concept Wheel Questions and Answers on “Understanding the Addiction Cycle”, page 595.”  The teacher distribute outline and go over directions to Concept Wheel Questions and Answers. The students will start on group activity.

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. RST.9-12.2 & 4  WHST:9-12.1a  

Closure

The students and teacher will discuss Concept Wheel Questions and Answers on

“Understanding the Addiction Cycle.”

Remediation Write in (if needed)

 

Enrichment Write in (if needed)

 

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Teacher observation, Concept Wheel Questions and Answers, and Take up Guided 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.

Incorporate many modalities into the learning process. Provide opportunities to say, hear, write, read, and act out important concepts and information.

Link new skills and concepts to those already mastered.

Allow students to record answers on audiotape.

Allow extra time to complete tests and assignments.

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

Provide outlines, notes, or tape recordings of lecture material.

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

Other Information

(Questions, special instructions, etc.)