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?

v     Ask group for show of hands of those who think alcoholism/addiction is a disease.

v     Then ask for volunteers to share there answers and list them on the board.

(5-10 minutes)

2. Introduction

LEARNING OBJECTIVE

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

this objective? 10 minutes

v     Student will define the disease concept of addiction by verbalizing and writing at least three signs and symptoms of addiction.

v     Write the signs and symptoms of alcoholism/addiction on the whiteboard and explain the importance of identifying the problem in order to get into a solution.

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.

v     Ask students for a show of hands who think

a.)    Alcoholics/addicts use because they have deep psychological problems.

b.)    High blood pressure is caused by lack of control of temper, emotions, and attitudes.

c.)    Addictions are caused by divorce, losing a job, death in the family, and other traumas.

v     Recite “today we’re going to define the disease concept of addiction and uncover some of the myths and truths of what the disease of addiction is all about.” (Clarify that a, b, c above are all myths.

v     Write on chalkboard, "Disease of addiction: A condition in which a person develops a bio-psycho-social dependence on any mood-altering substance and continues to use despite negative consequences."

v     Ask "If you were to describe the disease called Addiction what are some of the words you would use?" (E.g., chronic, primary, hereditary, fatal, progressive, controlling.)

v     On chalkboard, add this descriptive definition of addiction, underlining the capitalized words: A DISEASE which is PRIMARY, CHRONIC, HEREDITARY, eventually FATAL, and may PROGRESS from an EARLY PSYCHOLOGICAL SUSCEPTIBILITY into a condition characterized by TOLERANCE changes, PSYCHOLOGICAL DEPENDENCE and LOSS of CONTROL over a mood-altering substance.

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?

v     Referring to Leader Resource Sheet, Disease Concept of Addiction and the Jelinek Chart gives lecture using chalkboard for listing information. Invite group to question and comment.

v     Divide into small groups of 5 or 6 and ask groups to discuss the words and share experiences that would support the definitions given in your lecture. Allow at least 15 minutes for this part of the exercise.

v     Divide students into small groups and distribute student worksheet “DEFINITION OF ADDICTION”

v     Convene the large group and ask people from each small group to give their definitions and some of the relevant experiences shared in the small groups

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?

v     Before closing ask:

1.)    What are you thinking about what you learned today?

2.)    What are you feeling about what you learned today?

3.)    What are you going to do about what you learned today?

v     Distribute Student Worksheet, Consequences of the Disease of Addiction, and direct students to complete as homework and bring to class the next day.