STAGES

WHAT AND HOW?

 DESCRIBE ACTIVITIES

1. Warm-up

ANTICIPATORY SET

• An activity that lasts maximum (15 minutes).
• How does it involve the learner in active participation?
• What links to the lesson objective?

Þ    Instruct students to do a quick write about what the difference between right and wrong.

Þ    Ask students from each group to share their explanations and write them on the board.

2. Introduction

LEARNING OBJECTIVE

• Write and state the lesson objective.
• How will you explain why it is important to accomplish this objective? 10 minutes

Þ    Student will identify personal behavior, which has produced guilt, and describe the connection between guilt and childhood messages.

Þ    Distribute Student Worksheet, "Basic Human Rights"

Þ    Ask each student to read aloud one of the rights (#2 - 20) and add the phrase, "without feeling guilty" after each one. Example: "I have the right to change my mind without feeling guilty."

3. Presentation

INSTRUCTION

• How will you teach the concept using strategies geared for every type of learner: visual, auditory, and kinesthetic? 25-35 minutes (This is about using cooperative learning strategies)
• Give students the information (from Lesson Leader resource sheets, or other appropriate informational sources).
• Modeling: show the process or product of what students are learning.
• Provide demonstration of the skills they need to accomplish the objective by using a variety of strategies: visuals, music, description, video, explanation, examples or definitions.
• Check for understanding by using: signal, choral or 1:1 response.
• Check for understanding by asking “who, what, where, when, why, how” questions.
•  Check for understanding by using  ”suppose or prediction” questions.

Þ    Refer to Leader Resource Sheet, Guilt, and give lecture, allowing time for discussion for purpose of clarification of information.

Þ    Check for understanding by asking group to call out any word association they have for subject of guilt. List on whiteboard.

Þ    Ask group to name some of the values they learned at home, school, church, and in society (e.g., honesty; alcoholism is a "sin"), which are associated with guilt.

4.  Practice

GUIDED & INDEPENDENT PRACTICE

      (Continue with the Cooperative Learning Strategies)

• What are the opportunities to practice the new knowledge?
• Practice is guided through what materials?
• How will practice activities be done as a (whole group,

Small group, pairs or individuals.)?

• How will the teacher models each activity, monitors progress

     and provides feedback?

Þ    Distribute Student Worksheet, Getting Honest, and direct students to answer        questions. Allow 10 minutes to complete individually.

Þ    Divide into smaller groups of four and five. Direct students to read aloud ­those things about which they feel guilty. Emphasize that small group confidentiality must be honored and that the groups must not be judgmental.

Þ    Each group chooses a recorder who will develop a collective copy of the number of guilt-related actions that were done while under the influence of alcohol/drugs as compared to those that weren't. Allow 30 minutes.

Þ     Distribute Student Worksheet, Sorting Through Childhood Messages. Allow     10-15 minutes for individuals to complete within small 'groups.

Þ    Direct small groups to discuss the worksheet again, directing them to offer no judgment but, instead, allow for freedom of expression in disagreement and agreement.

Þ    Direct students to evaluate and cross out those messages they can now let go of and star * those which they can reinforce.

5. Closure

CLOSURE done at the end of the DUECE lesson.

• How will you check for integration of learning that demonstrates cognitive/behavioral change. What and how will they practice?

Þ    Ask recorders to report on small group work.

Þ     Ask several students to summarize the concepts learned about guilt including:

            a. Moral balancing (early messages related to guilt)

            b. How guilt is related to their disease

            c. How working through guilt is necessary to their recovery.