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?

Have students do a quick write, a 1-2 minute paper on how they feel when they when they have stopped using drugs. Pick or have students share. Have a student volunteer write answers 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

Put P.A.W. on board (have on board prior to students coming in) and S.B.S. Ask students what these acronyms mean and get students involved. Check for understanding by asking questions. 

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.

Discuss with students what they mean and explain that the symptoms are a normal part of recovery and that we are going to develop a plan to deal with them as they occur.

Break class into six groups and give each group a card with one of the symptoms on it. (This can also be in shape of a “paw” to put on the wall around the already  placed “H.A.L.T”, shaped like a stop sign as a visual when lesson is completed, having the groups write the information on each finger of the paw).

Have each group share their examples as they put them up. Teacher will input any missing information or draw it from the class by open ended questions.

Before  the students discuss and place their paws next to the “HALT” , discuss and what the acronym means.

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?

Have each group discuss their symptom and develop a plan to do to deal with them appropriately.  Have each group share their ideas for their symptom.

Have students complete the worksheet that creates their own plan, pairing low level students where necessary.

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?

Ask class what they are going to do with their plans, choices and what they are going to do when they are hungry, angry, lonely or tired (HALT).