(4) 04-14-18-14

Wayne County High School Daily Lesson Plan

Teacher:              Kathy Hundley

(4) Course: Drug Education Alcohol to Stimulants

(4) Date(s): 04- 14-18-14

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)

The students will demonstrate using a skit how someone's life could be affected by alcohol.

Eagle Challenge (3-5 minutes)

Pre-bell – "After You Read", page 573. Then discuss after completion.

Ask students to write the answers to questions from smart board/Notes on a sheet of paper. The students will use TXTBK/BKLET as resources. Then discuss the correct answers.   

RST.9-12.4: WHST: 9-12.9.

Learning Tasks/Activities

Guided Reading: SKIT: Arrange students into groups of four. Have each group write and perform a short skit that demonstrates how someone’s life could be affected by alcohol.

Then have the groups performed their skits for the class. Independent Practice:  The students will complete the Understanding Drugs Assignment Sheet.  Have students read and fill in the name of the drug studied in this lesson at the top of the form and then write what they learned about it and turn it in. RST:9-12.1  WHST:9-12.1b &5

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 teacher will review independent practice with students.

Remediation (if needed)

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Enrichment

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Group Composition (if used)

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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 complete test passing with 80% accuracy. The students will list and define stimulants.

Eagle Challenge (3-5 minutes)

Pre-bell – The Most Commonly Abused Drug = short questions and answers = Alcohol. Then discuss after completion. RST.9-12.4: WHST: 9-12.1b&5

Learning Tasks/Activities

The students will organize notes and study for test. The students will study for test. The students will complete test on Chapter 22 Alcohol.  Guided Reading: The students will complete test on Chapter 22 Alcohol. Independent Practice: The students will turn in organize notes, test and pre-bells in for a grade.

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 Understanding Drugs = “Stimulants.”

Remediation (if needed)

Write in As Needed

Enrichment

Write in As Needed

Group Composition (if used)

Write in As Needed

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)

The students will define cocaine; describe forms of; how taken; short-long-term effects of; and list and explain help available for people who abuse drugs.

Eagle Challenge (3-5 minutes)

Pre-bell – Reading check, page 605. The students will finish Understanding Drugs questions. = “Stimulants.” Then discuss after completion. RST.9-12.4: WHST: 9-12.9.

Learning Tasks/Activities

Guided Reading: The teacher will introduce the lesson. Play the public service announcement:"Party All Night"(cocaine). The teacher and students will discuss PBS. Ask what they saw and what did they learn from watching the PSA. Independent Practice: Show documentary chapter: "The Truth About Cocaine.” The students will complete answers to questions. How addictive is cocaine? Where does cocaine come from? What happens when someone comes down from cocaine "high"?  What are some of the short-term effects of cocaine? What are some of the long-term effects of cocaine?  RST.9-12.4: WHST: 9-12.1b&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

The teacher will review independent practice with students.

 

  The students will start on Understanding Drugs = “Cocaine.”

Remediation (if needed)

Write in As Needed

Enrichment

Write in As Needed

Group Composition (if used)

Write in As Needed

Assessment(s)-Pretests & Posttests

Formal and Informal

Take up independent practice for a grade

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

The students will define crack cocaine; describe forms of; how taken; short-long-term effects of; and list and explain help available for people who abuse drugs.

Eagle Challenge (3-5 minutes)

Pre-bell – Pre-bell – The Most Commonly Abused Drug = Crack Cocaine. Then discuss after completion. The students will finish Understanding Drugs = Crack Cocaine.” Then discuss after completion. RST.9-12.4: WHST: 9-12.9.

Learning Tasks/Activities

Guided Practice: The teacher will introduce the lesson. Play the public service announcement: "Love Lost" (crack).  The teacher and students will discuss PBS. Ask what they saw and what did they learn from watching the PSA. Independent Practice: Show documentary chapter: “The Truth About “Crack.”

The students will read and complete answers to these questions. How addictive is Crack Cocaine?  Where does Crack Cocaine come from?  What happens when someone comes down from Crack Cocaine "high"?  What are some of the short-term effects of Crack Cocaine? What are some of the long-term effects of Crack Cocaine? RST.9-12.4: WHST: 9-12.1b&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

 The teacher will review independent practice with students.

 

The students will start on Understanding Drugs = “Methamphetamine.”

Remediation (if needed)

Write in As Needed

Enrichment

 Write in As Needed

Group Composition (if used)

Write in As Needed

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 Methamphetamine; describe forms of; how taken; short-long-term effects of; and list and explain help available for people who abuse drugs.

Eagle Challenge (3-5 minutes)

Pre-bell – Pre-bell – The Most Commonly Abused Drug =

“Methamphetamine.”Then discuss after completion.

The students will finish Understanding Drugs = “Methamphetamine.”

Learning Tasks/Activities

Guided Reading: The teacher will introduce the lesson. Play the public service announcement: Study" (crystal   meth). The teacher and students will discuss PBS. Ask what they saw and what did they learn from watching the PSA. WHST:9-12.9. Independent Practice: Show documentary chapter: “Crystal Meth."The students will read drug booklet and complete answers to these questions. How addictive is “Crystal Meth."? Where does “Crystal Meth."Come from? What happens when someone comes down from “Crystal Meth” "high"?  What are some of the short-term effects of “Crystal Meth."? What are some of the long-term effects of “Crystal Meth RST.9-12.4: WHST: 9-12.1b&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

The teacher will review independent practice with students. Show Before and After pictures of people who abuse "Crystal Meth." Ask students what they learned from pictures of people who abuse "Crystal Meth."  What surprised them about people who use "Crystal Meth?"

The students will start on Understanding Drugs = “Ecstasy.”

Remediation (if needed)

Write in As Needed

Enrichment

Write in As Needed

Group Composition (if used)

Write in As Needed

Assessment(s)-Pretests & Posttests

Formal and Informal

Take up 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.

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.)

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