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      Before class, stretch a piece of string (yarn or masking tape) across the room from one end to the other.

Ø      Briefly review definition of progression.

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 identify which stage of addiction matches personal alcohol/drug use.

Ø      Write the different stages of addiction on the whiteboard.

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      Draw attention to the string on the floor and, declaring one end the beginning of the addiction process and the other end as death, direct students to stand on string on floor at place in process that they believe themselves to be. As they stand there, ask them to explain their determinations.

Ø      Referring to Leader Resource Sheet, The Process of Addiction, explain the addiction process and its three stages: Early, Middle and Chronic.

Ø      Ask the students to again stand on the yarn which you have now marked off into thirds, designating the stages of the addiction process. Direct students to explain any changes they have made.

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, Are You an Addict?, to each student. Allow 20 minutes for completion.

Ø      Divide into small groups to discuss questions and compare scores.

Ø      Distribute the Student Worksheet, Questionnaire Scoring, and explain the scoring broken down into the three stages of addiction. Again, direct students to assess their own placement on the addiction process scale.

Ø      Accumulated Score Early Stage:

          Middle Stage:

          Early - Middle: Late-middle Chronic Stage

          5 - 8 points

          9 - 15 points 16 - 21 points 22 - 27 points 28 or more         points

(For interpretation, see Student Worksheet, Questionnaire Scoring)

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      Given their new knowledge and understanding of the addiction process, direct students to stand on the yarn one last time. If anyone has changed his place on the yarn, have him explain. On the chalkboard, write Early Stage, Middle Stage (early-middle, middle, late-middle) and Chronic Stage and write each person's name in one of the five appropriate columns. (Ask a student to copy this on the board for your later reference).

Ø      Ask a volunteer to briefly summarize the main points of the three      stages of addiction.