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?

Ø      Ask group for its definitions of the word "denial". Write on a chalkboard and consolidate responses to form one clear definition. (Webster: refusal to believe or accept)

     Ask for examples of denial (not necessarily related to       chemical      abuse).

Ø       

2. Introduction

LEARNING OBJECTIVE

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

this objective? 10 minutes

Ø      Student will apply the definition of "denial" to his/her personal experience.

Ø      Recite: "Today we're going to discuss denial as it is related to the disease of alcohol/drug addiction. To discover how early in life we start to uses this defense mechanism, try to think back to a time when you were a child and pretended that something was one way when it really wasn't".

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.

Ø      Distribute Student Worksheet, Remember When?

         Allow time for students to generate some individual     examples.

In a large group, discuss answers to worksheet, "Remember When"?

4. Referring to the Leader Resource Sheet - Denial, discuss concepts     of:

        a. Description of denial for chemically-dependent person

        b. Defense mechanisms and denial

        c. Denial as a factor in relapse

       d. How to break through denial for:

i.                    Chemically dependent person

ii.                  Supporting people

iii.               Co-dependents.

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?

Ø      Distribute Student Worksheet - Denial No More. Allow 20      minutes for students to complete individually.

Ø      Discuss question #1 in large group.

Ø      Divide class into small groups of 4 or 5 to continue discussing questions 2 - 5. Remind students of confidentiality factor among small-group members. Instruct groups to:

                a. Identify denial in others

                b. Be open to feedback regarding individual's own     use of denial.

Ø      Return to large group and ask group what they now understand about the relationship between denial and chemical-dependence.

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?

Ø      Referring to Leader Resource Sheet - Denial (Concepts of Denial) review main concepts of lesson. Collect worksheets for student files.

ADAPT ION:

In Step 2, when Leader discusses misperception caused by brain distortion, Student Worksheet - Picture Puzzle maybe distributed and discussed to emphasize the meaning of misperception.