(3) 04-7-11-14

Wayne County High School Daily Lesson Plan

Teacher:              Kathy Hundley

(3) Course: Drug Education = Tobacco to Alcohol

(3) Date(s):  4-7-11-14

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: Getting Help and Smoke Free Environment The students will list and describe health risks for smokers and nonsmokers.

Eagle Challenge (3-5 minutes)

Pre-Bell: The students will complete 1-5, lesson review on page 550 = 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 “nonsmokers and unborn Children”, page 552.”  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 Nonsmokers and Unborn Children” RST.9-12.2 & 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

Play DVD “Secondhand Smoke.” Ask students to write what they learned from watching “Secondhand Smoke.” Then discuss after completion.

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 Guided Practice for a grade.

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

The students will pass test with80% accuracy on “The Harmful Effects of Tobacco Use.”

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

Eagle Challenge (3-5 minutes)

Pre-bell: Complete chapter 21 Review (1-9) on page 558 = WQ&A. Then discuss after completion.

Learning Tasks/Activities

Subject: Review Test on Tobacco = Next Lesson “Choosing to be Alcohol Free.”

Intro/Set: The teacher and students will review pre-bell. The students will 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 “Choosing to be Alcohol Free below.”

Intro/Set: Show PSA: Play the public service announcement: "One of the Guys" (alcohol).  Ask students write their views on what they just saw and what they learned from watching the PSA. Intro/Set: Show documentary chapter:   "The Truth About Alcohol.”  Ask students to watch and relate two important facts about the documentary. Then discuss after completion. Guided Practice: READING : DISCUSSION:  Ask your  students   to  write  the  answers  to  these questions  on  a sheet  of paper. Check page 562-63. Then discuss after completion.

Do they consider alcohol is a drug?

What type of (class of) drug is alcohol?

Name two ways alcohol is produced?

List types of alcohol and alcohol content for each.

Does alcohol affect teenagers more than adults? Why?

RST.9-12.2 & 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

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

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)

Subject: How alcohol Affects the Body = The students will explain factors that influence alcohol use.     

Eagle Challenge (3-5 minutes)

Pre-bell – Reading Check, page 564 = WQA and finish Understanding Drugs questions. = “Alcohol.” Then discuss after completion. RST.9-12.4: WHST: 9-12.9.

Learning Tasks/Activities

Guided Reading/Discussion: The students will get in groups and complete Concept Wheel Questions and Answer on “Factors that Influence Alcohol use.”  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 “Factors that Influence alcohol use.”   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 will complete “Real – Life Application” on page 564. (Seeing Through Alcohol Advertising)

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 Guided Practice for a grade

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Subject: Alcohol Role in Unsafe Situations = The students will describe unsafe situations from alcohol use.

Eagle Challenge (3-5 minutes)

Finish closure activity (Seeing Through Alcohol Advertising) from previous day. Then discuss after completion. RST.9-12.4: WHST: 9-12.9.

Learning Tasks/Activities

Guided Reading/Discussion: The students will get in groups and complete Concept Wheel Questions and Answers on “Alcohol and the law, and alcohol, violence, and sexual activity, page 565.”  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 “Alcohol and the law, and alcohol, violence, and sexual activity.”  The students will read and write a summative on “The Benefits of living Tobacco Free.” Then discuss after completion. 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 will read and write a summative on “The Benefits of living Alcohol Free” for next day lesson. (Pages 566-67)

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 list and describe the benefits of living alcohol free. 

The students will describe the short and long term effects of alcohol.

Eagle Challenge (3-5 minutes)

The students will finish summative on “The Benefits of living Alcohol Free.”  Then discuss after completion.

Learning Tasks/Activities

Guided Practice: READING : Have students  take turns  reading  aloud  these  sections from The  Truth  About  Alcohol  booklet:  "What  Is Alcohol?"   "Understanding How Alcohol Affects   the   Body"   "What Is Binge Drinking?"   "What Is Alcoholism or Alcohol Dependence?"   "Short-term   Effects"  "Long-term Effects"”  DISCUSSION:  Ask your  students   to  write  the  answers  to  these questions  on  a sheet  of paper.

What Is Binge Drinking? 

 What Is Alcoholism or Alcohol Dependence?  

What can happen to a pregnant woman who drinks alcohol?

What are some of the short-term effects of alcohol?

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. Ask students to write a brief summative about what they learned from today’s lesson. The students will start on Understanding Drugs = “Alcohol.” WHST:9-12.4 

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.)

Write in As Needed