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    Divide class into small groups and have them think about and recall of any relatives that may have a history of addiction.

Þ    Ask students from each group if they had any relatives with addiction and to the family member that may fit the description of an alcohol/addict.

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 be able to identify how the process of addiction for the addict matches the process of dysfunction for the family of the addict and how addiction tends to follow family generational patterns.

Ø      Conduct a brief discussion of the last lesson using Student Worksheet, Discussion Question from previous lesson.

Ø      Explain that today the lesson will look at how families of addicts go through similar stages in the progression of their own dysfunction.

Ask open-ended questions… What are examples of other unhealthy characteristics that are experienced in life?

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.

1. Using Leader Resource Sheet, “Nurturing Families and Dysfunctional Families”, lead a discussion on the characteristics of a healthy and unhealthy family.
2. Use student’s examples from the anticipatory set to make family tree on the board.
3. Ask students to look for any patterns of addiction that may have had an influence or genetic factor related to their addiction/drug abuse.

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      Materials:  poster board, markers, puzzle, board erasers, handouts

Ø      Divide students into small groups. Have students complete Student Worksheet, “The Family Tree”

Ø      Choose several students to come in front of the class to “introduce” his/her family to the rest of the class. (Have a blank family tree on the whiteboard so the student speaking can fill in the spaces with his/her family names and so the audience can follow along easier. When each student has finished the introduction, ask the class if anyone sees any patterns in the family tree, i.e. are there generational patterns of alcohol/drug use? Did using a chemical skip a generation? Did the men or women drink/use more?

Ø      Put a large U-shaped symbol on the whiteboard, much like the empty version of the leader resource sheet, “The Progression of Addiction and Recovery” Using their knowledge, have the class fill in the chart as it would describe the progression of addiction and recovery.

Ø      Conduct Group exercise, “The Parent Convention”.

Ø      Ask students to write a paragraph describing how he/she feels at this point. Encourage the use of descriptive words, rather than happy, OK, sad, mad, etc. Students may also draw a picture that describes his/her feelings.

Ø      Ask for several students to share his/her response.

Teacher will go around to groups and work with them, treating all with dignity.

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?

Teacher asks what did you learn today? How can it help your relationship? Role play, homework.