(5) 04- 21-25-14

Wayne County High School Daily Lesson Plan

Teacher: Kathy Hundley

(5) Course: Drug Education = Stimulants to Marijuana

(5) Date(s): 4-21-25-14   

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

Eagle Challenge (3-5 minutes)

The students will finish Understanding Drugs = “Ecstasy.” RST:9-12.1 WHST:9-12.9 

Learning Tasks/Activities

Intro/Set: SHOW PSA: Play the public service announcement:"E" (Ecstasy). 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  PSA.

Guided Practice: Show documentary chapter: Play "The Truth About Ecstasy.” DISCUSSION: Ask students for their views about the film they just saw. Have students volunteer  stories  about  times  when  they  partied  and  had fun  without   being  high. READING: Have  students   take  turns   reading  aloud  the following sections  from The  Truth  About  Ecstasy  booklet: “Dancing   with  Death?"  "What Is Ecstasy?"  "Consequences of Using Ecstasy"   "Short-term Effects" "Long-term Effects" and "Can I Get Addicted to Ecstasy?" Independent Practice: Ask students to write the answers to these questions on a sheet of paper. Then discuss the correct answers. Explain what is unknown about the way an Ecstasy tablet is manufactured.  Is Ecstasy dangerous to mix with alcohol?  Explain what can be the result of Ecstasy shutting down the natural alarm signals given out by the body.  What are some of the short-term effects of Ecstasy?  What are some of the long-term effects of Ecstasy?

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 “The Most Commonly Abused Drug “Ecstasy.”

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.

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

The students will finish and discuss facts about “The Most Commonly Abused Drug “Ecstasy.”

The students will pass test with 61% accuracy on “The Truth About Stimulants.”

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

Eagle Challenge (3-5 minutes)

 The students will finish “The Most Commonly Abused Drug “Ecstasy.” Then discuss after completion.

Learning Tasks/Activities

Subject: “The Harmful Effects of Marijuana.”

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.

Intro/Set:  Intro/Set: Show PSA: Play the public service announcement: "Gateway" (marijuana). Ask students to write a brief summary on what they learned from the PSA. The students will share summary with class. Show documentary chapter: "The Truth About Marijuana.” Discussion: Ask students to write their views on what they just saw. Do they think marijuana use can lead to harder drugs? Guided Practice: Vocabulary: Use the following definitions to guide the class to a clear understanding   of the meaning of each word. Independent Practice: Reading: Have students take turns reading aloud the following sections from The Truth About Marijuana booklet: “What Is Marijuana?"  "How Is It Used?" and “What is the most common gateway drug?” (Recalling Facts)  The students will write the answer to each question. Then discuss after completion.

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

READING: Have students  take turns  reading  aloud the following sections  from  The  Truth About  Marijuana  booklet:  "The  Harmful  Effects of Marijuana", including  the  subsections   entitled "Short-term   Effects" and "Long-term  Effects", and the  section  "On the Road to Drug  Abuse.”

Ask students to start questions. Marijuana comes from a plant. True or false? Can the use of marijuana lead to harder drugs? What are some of the short-term effects of marijuana? What are some of the long-term effects of marijuana?

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: How marijuana Affects the Body = The students will identify systems of the body and diseases that are caused by marijuana use.     

Eagle Challenge (3-5 minutes)

Ask students to finish questions. Marijuana comes from a plant. True or false? Can the use of marijuana lead to harder drugs? What are some of the short-term effects of marijuana? What are some of the long-term effects of marijuana? Then discuss after completion.

Learning Tasks/Activities

Guided Reading/Discussion: The students will get in groups and complete Concept Wheel Questions and Answer on “Marijuana and Addiction.”  The teacher will go over directions to Concept Wheel Questions and Answers. The students will start on group activity. The teacher will observe and answer questions as needed. The students and teacher will discuss Concept Wheel Questions and Answers on “Marijuana and Addiction.” 

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 start on “The History of Marijuana.”

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.

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Subject: The Health Risks of Marijuana = The students will list and describe the physical, mental, emotional, risks and legal consequences of marijuana.

Eagle Challenge (3-5 minutes)

The students will finish “The History of Marijuana.” Then discuss after completion.

Learning Tasks/Activities

Guided Reading/Discussion: The students will read and create a T-chart on the physical, mental, emotional, risks and legal consequences of marijuana. To include consequences for each category, diseases, illnesses and systems of the body. Then discuss after completion.

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 write a brief summative on what they have learned about marijuana. Also include personal account(s) of someone they know who abuse marijuana. Show in writing how they know someone is dependent on marijuana. How do you know a person is high on marijuana?  BECAUSE YOU KNOW THE FACTS: What would you tell a friend who is considering smoking marijuana. What would you tell a friend now, who smokes marijuana? Then discuss after completion. The students will start on Understanding Drugs = “Marijuana.”

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 Understanding Drugs = “Marijuana.”

 

Eagle Challenge (3-5 minutes)

Pre-bell – The students will finish Understanding Drugs = “Marijuana.”

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

Learning Tasks/Activities

Guided Practice/Discussion: Reading: Have students take turns reading aloud the following sections: "The Harmful Effects of hashish ", including "Short-term Effects" and "Long-term Effects" After students read ask students to complete Q&A on hashish. Show pictures/Images of hashish during discussion. Then discuss after completion.

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 write a brief summative on what they have learned about hashish. What about hashish surprised them? What did you already know about hashish? BECAUSE YOU KNOW THE FACTS: What would you tell a friend who is considering smoking hashish? What would you tell a friend now, who smokes hashish? Then discuss after completion. The students will start on Understanding Drugs = “hashish.”

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.

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.)

     

       

                               

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ecstasy

Ask students to write the answers to these questions on a sheet of paper. Then discuss the correct answers.

1. Explain what is unknown about the way an Ecstasy tablet is manufactured. 

2. Is Ecstasy dangerous to mix with alcohol? 

3. Explain what can be the result of Ecstasy shutting down the natural alarm signals given out by the body.

4. What are some of the short-term effects of Ecstasy?  List four.

5. What are some of the long-term effects of Ecstasy? List four.