L2+Theriault,+Elizabeth

**__Grade Level__****:**9-Dipolma **__Numbers of Days:__** 4 days **__Topic:__** Tobacco and Alcohol choices **__PART I:__** **__Objectives__** Student will understand that they will always have choices when it comes to substances such as tobacco and alcohol. Student will know the names of drugs, background, uses, the negative effects, and choices they have about it all. Student will be able to create a project on tobacco or alcohol. Product: Public Service Accouncement Video. **__Maine Learning Results (MLR):__** Maine Learning Results: Health Education and Physical Education-C. Health Promotion and Risk reduction C1 Healthy Practices and Behaviors Grade 9-Diploma Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; and other drug-use prevention; and prevention of STD's, HIV, and unintended pregnancy. **Rationale:** This lesson is going to meet this standard by having the students demonstrating the effects of tobacco and alcohol on their lives, the background information and the choices that could be made when using tobacco or alcohol. **__Assessments__** **__Formative (Assessment for Learning)__** **Section I – checking for understanding during instruction:** The [|five W's Chart] will prep the students for their summative assessment by asking them to fill in their boxes for a topic of their choice. They will choose one of our topics from the first lesson alcohol, drugs, smoking, and create a character that makes a choice in one of those topics and fill in their five W's.<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">[|Three step interview]will be used for the students to share their stories with others, listen to others stories, and share them with the class. Students will also write an essay on what choices on tobacco or alcohol lead to and how would their lives change if they chose the wrong choice. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Section II – timely feedback for products (self, peer, teacher):** Students will complete a self-assessment through self grading of their product checklist for their I-Movie. Students will also get peer feedback through sharing their five W's chart and through the three step interview. Lastly I will be using a rubric to assess their I-Movie. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**__Summative (Assessment of Learning):__** I-Movie (100pts): Students will produce a public service announcement on either tobacco or alcohol and will show it to the class. The I-movie will be at least 2 minutes long and will tell a story of someone being under the influence and will have at least 4 facts included in the movie. The PSA's will be shown to the class and the best ones will be shown on the school TVs in the morning. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**__Integration__** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Technology:** I-Movie is the technology being used in this lesson. Students will be asked to produce a Public Service Announcement (PSA) on either tobacco or alcohol. The I-Movie must tell a story of a person who makes a positive or negative choice when it comes to tobacco or alcohol and why. The I-movie must be between 2-3 minutes long and contain at least 4 facts. Anything else can be added to enhance the PSA presentation. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Music:** Students will be incorporating music into their PSA to enhance their stories of making choices on tobacco or alcohol. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**English-**Students will be explaining and incorporating the fundamentals on English into their PSA 's and handouts. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**__Groupings__** I will be grouping my students by eye color for when they need to do the three step interview. The students will then be paired out based on their favorite color. This will allow the students to complete the three step interview. The students use the interview to share their 5w's and get new ideas for their I-Movie for their PSA. Each part of the interview will go for about 10 minutes. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Section I - Graphic Organizer & Cooperative Learning used during instruction:** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Section II – Groups and Roles for Product:** When it comes to the product their will be groups of 4 working on the I-movie. Students will have to work together to create this PSA. Each member must either be in the movie or have their voice in the movie. Each student will create the five W's chart but once in groups they will need to decide on the story to tell. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**__Differentiated Instruction__** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**__MI Strategies__** <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Verbal-** Students will share their five w's chart on tobacco or alcohol to the class and gain verbal feedback from them. <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Visual-** Students will watch different PSA from Drugfreeworld.org or from the Truth.com <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Bodily/Kinesthetic-** Students will be in two different groups play a game that is about tobacco and alcohol. <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Musical-** I will have music playing in background during five w's activity and when the song changes it means it's time to switch to a new partner. <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Interpersonal-** We will be working in groups during the five w's on tobacco or alcohol to make sure any information that might have been missed is covered or any questions that need answering will get answered. <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Intrapersonal-** The first thing students will be doing with the five w's chart on tobacco or alcohol is to brainstorm ideas on their own about tobacco or alcohol. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Logical:** Students will be using logic when they are debating on the drinking age being lowered with their classmates. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Naturalist:** Students can go outside to shoot parts of their movie. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**__Modifications/Accommodations__** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)//** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Plan for accommodating absent students:** I expect everyone to be able to make it to class. We are all human and I understand that things do come up and if you do miss a class, it is your job to find out what you missed. I will be willing to help any student filling them in with what they missed. Students will be able to look at the wiki for due dates on projects. However, most of our class time is spent being interactive with each other so I highly recommend you come. If you are absent, come see me during office hours, before, or after school. You will need to fill out your five w's chart for the next class, and come see me to talk about the topics brought up in the class discussion. At the beginning of every class, we will also take five to ten minutes to recap the previous class <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**__Extensions__** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Type II technology:** Students will take the knowledge they have gained from lecture, debates,and the three step interview to create a I-Movie for a PSA on tobacco or alcohol. Doing it in this order will ensure students have full mastery of the choices that may arise in their life and the consequences that may arise. At this point students should all have similar knowledge. From here, they use their own imagination and creativity to create the product. Students can use the teacher tutorial if they get stuck on using the product. Students need to have at least 4 facts and base the movie around around a story of a person make choices. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Gifted Students:** My gifted students will need have at least 7 facts in their movies. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**__Materials, Resources and Technology__** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Movie with choices clips (hook stuff) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Five w's Graphic Organizer Handout <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Laptops with internet and I-Movie <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">LCD projector screen and projector <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Markers/chalk for keeping track of ideas during the class discussion <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">I-Movie Tutorial <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Flashcards for student information <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Speakers <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Essay Prompt <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">I-Movie Rubric <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**__Source for Lesson Plan and Research__** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">[|PSA's] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Why students take [|drugs] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Why students [|drink] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Drinking at an [|early age] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**__PART II:__** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**__Teaching and Learning Sequence__****(Describe the teaching and learning process using all of the information from part I of the lesson plan)** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will enter the classroom on the first day of the lesson with the desks in facing debate form. This means the desks are in normal lecture form but they face in instead of towards the front of the desk. This could get exciting early and from the start. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">//Day 1:// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will get to watch the movie with clips of people making choices in life. **(20 minutes)** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will get a chance to discuss with their classmates what they thought of the movie. **(15 minutes)** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">We will lecture on the outcomes of choices. Why they are bad. Relate them to students **(30 minutes)** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will learn on their I-movie presention and will start their five w's chart and will finish it for homework. **(15 minutes)** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">//Day 2:// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will come into the classroom where there will be a question on the board about lowering the drinking age. Students will then take pervious knowlegde and there will be a class debate.Students will get to voice their opinions. I will just mediate and bring up ideas if the students miss them. **(40 Minutes).** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will pick their groups for their I-Movie and everyone in the group will read their five W's chart and come to an agreement on which PSA they would like to produce. Then they will start to make their movie. **(40 Minutes)** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Day 3: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">To start class we will recap the debate and answer any questions that need to be answered. **(15 minutes)** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">We will then put our class into groups so we can do three step interviews. **(30 minutes)** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students then will be introduced to their essay for homework on what choices on tobacco or alcohol lead to and how would their lives change if they chose the wrong choice. **(15 minutes)** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will have the remainder of the class to work on their movie projects. **(20 Minutes)** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Day 4: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will be turning in their essay on tobacco or alcohol. **(10 minutes)** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will be presenting their I-Movies **(60 minutes)** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will be talking about the lasting effect of choices and what they will do if those choices arise in their life **(10 minutes)** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will understand that they have choices and control over their healthy practices and behaviors. This is important because you will be presented with choices in life and through this lesson you will understand the outcomes of what you choose. You will most likely be presented with a chance to drink, smoke, or have sex, while in high school and this lesson will show you why you will want to say no to participating in them. //Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy.// Students will be able to watch clips of people making either the wrong or right choices. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Where, Why, What, Hook, Tailor: Visual, Linguistic,** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will know choices and outcomes of drug use, tobacco use, and alcohol use. Between a class discussion or through the debate or teaching moments, student will gain information about these topics. Students will also have the chance to research this information through the links I give them. Students may also gain knowledge through the three step interview with their colleagues. I will check for understanding through their essasy and through the I-Movie. The students are to start plotting out steps that a person goes through from the initial choice to participate, all the way to a final outcome stemming from the choice. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Equip,Explore,Rethink,Tailors: Linguistic, Verbal, Logical, Bodily-Kinesthetic, interpersonal, intrapersonal** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will be able to explore and experience their knowledge while being in groups. These groups are chosen by favorite color. They will explore each others experiences in the different content areas. By three step interview they will get to explore many different ideas about choices. After the lesson students will be able to tell a story of a person making healthy choices. Students will be grouped with their movie partners to share their ideas (5w's) on the following outcomes of these topics (smoking, alcohol, and drugs) and come to an agreement on which one to produce. Students will show evidence of learning through their 5w's,debate, and essay. Students can rethink, revise, refine their 5w's after class discussion, before three step interview, and during the debate. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Explore,Experience,Rethink,Revise,Refine,Tailors: Verbal, Logical, Interpersonal, Intrapersonal** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will present their I-Movie in class. I will provide timely feedback to students through notes on their 5w's, their essay, during their debate, and on their final products. This connects to the next lesson because we will now take the content mastery we have gained and be able to tell a story of a person who made choices instead of just explaining background on the choices. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Evaluate, Tailors: Linguistic, Interpersonal** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**__Content Notes__** <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Student will know the names of drugs, background, uses, the negative effects, and choices they have about it all. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">[|Healthy choices] [|healthy body][| healthy mind] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Healthy choices come in all sorts of ways. They can be reguarding nutrition, sexual health, tobacco, other drug use, and alcohol. Choosing to participate in these areas of health can have effects on all your domains of health especially your mental, physical, and social domains. They can affect your physical domains because they can change your ability to be physically active (smoking cigarettes). These choices can also change your long term physical health (cancers, liver disease, obesity, heart disease, death, STD's, unintended pregnancies (having a child)) and short term physical health (friendships, addiction, death). Your mental health can be affected because practicing unsafe sex can hurt your relationships in life. By choosing different unhealthy eating patterns (anorexia, bulimia) you are putting stress on your body image, and not keeping good physical and mental health. Unhealthy relationship choices (unsafe sex), choosing to do drugs, smoke, or drink you put stress on your friendships and can affect your social health. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">__Key terms from this link:__ <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Healthy choices: Making a decision that has a positive outcome on your health <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">domains of health: Physical, social, mental, emotional, and spiritual. These as a whole make up your health. When one changes in a negative way all get affected. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">[|drinking alcohol] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Drinking alcohol is not only illegal at your age but can be dangerous. 20% of students your age (9th grade) binge drink. It is crazy to think that statistic is 20% of all your age not just the ones that drink. That number is actually unfair because most of your peers don't drink at all (at this age (14)). Some things that can arise from choosing to drink at your age are: Brain effects, liver effects, and effects on your growth. These are all long-term physical effects, but some short term effects are alcohol poisoning, drinking and driving, legality aspects, and death. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Key terms for these links: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Drunk Driving- Driving while under the influence of alcohol (zero tolerance at your age) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Binge Drinking- Drinking 5 or more drinks in one sitting. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Liver and Brain effects- Different diseases that can come from excess drinking, more prominent when start at a lower age. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Effects on physical growth- Has proven to stop growth of organs and different body parts. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">[|smoke cigarettes] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Choosing to smoke cigarettes is one of the easier ways to shorten your life span. By weighing the positive and negative outcomes from smoking you only get negative ones. Again it is illegal at your age. More importantly you open yourself and others up to addiction, cancers, and death. If you take away the negative physical outcomes you are still hurting affecting your life because you are smoking and spending hundreds and thousands of dollars in your lifetime to pretty much take your own life. When you smoke you aren't choosing whether you are going smoke, but whether you are going to become a smoker. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Key terms from the above links: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Second hand Smoke- Inhalation of smoke from another persons product. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Nicotine- Addictive drug found in cigarettes. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Addiction- refers to an obsession or an psychological dependence upon something. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Cancers- Uncontrollable growth of cells <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">[|other drug use] <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Other common drugs that students your age will participate in the use of are as follows: Marijuana, ecstasy, inhalants, caffeine, and other stimulants. To generalize these drugs can be just as addicting as the next and as addicting as cigarettes. Some are you inject, others you take orally, and some you smoke. The drugs mentioned can be classafied as depressants, stimulants, and hallucinogens. There are no positive outcomes that come from using these drugs. Mostly physical changes, mental changes, and addiction are the bad effects of choosing to take any of them. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Key terms from the above links: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Anabolic Steroids- class of steroids related to the hormone testosterone. General idea is to increase the testosterone level. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Marijuana- A psychoactive. Most commonly smoked or taken orally. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Ecstasy- A psychoactive drug used to increase intimacy and decrease feelings of fear and anxiety. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Inhalants- Wide range of drug that can be sniffed or breathed in. Usually is aerosol or a gas. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**__Handouts__** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">5W's Graphic Organizers <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Note cards <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Rubrics for I-Movie <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**__Maine Standards for Initial Teacher Certification and Rationale__** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//__Learning Styles__//** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Clipboard://** In another way students are given clear and set directions of what is expected from them during this lesson. Class syllabus for the lesson will be known to all students so they may get a grasp on the work that is ahead and behind them. They will be given a rubric for their I-Movie that gives them a straight forward procedure of the work they must accomplish. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Microscope://** Students will be given the chance to discuss and debate in class their deep learning, their experiences, and thoughts or expectations. Students will have the ability to discover choices that will arise in their lives at an early age and why not to choose them and what can happen if they do. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Puppy://**Class expectations during discussions and debate will be laid out before starting to discuss, in order to try and make the classroom a comfortable learning area. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Beach Ball://**Although the use of product is not a wide range, the students can use their imagination with this project and stem off in anyway they choose and see fit. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Rationale://**This lesson demonstrates Maine Standard for Initial Teacher Certification because it provides the chance for students to learn and develop content knowledge in different ways. In one way students will be given many sources and varieties of information on choices they can make during their lives. Students are also given the chance to be creative by making a I-Movie product. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Content Knowledge://**Students will know vocabulary, factual information, and critical details on tobacco, alcohol, and other drugs. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">These topics will be covered through student activites, class discussions, and their PSA's (See Content Notes). These topics and their coverage will meet the Maine learning results. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//MLR://**Maine Learning Results: Health Education and Physical Education-C. Health Promotion and Risk reduction <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">C1 Healthy Practices and Behaviors <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Grade 9-Diploma <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; and other drug-use prevention; and prevention of STD's, HIV, and unintended pregnancy <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Facet://** Students will be able to describe the different substances and choices they have. Students will learn the factual informaton on either tobacco or alcohol and the choices they have. When students are asked to fill out their five w's chaet they are organizing all of the information regarding their story about a person making a positive or negitvie choce with tobacco or alcohol. It is their job to take notes from the discussion and use examples to explain each measure more in depth. They can explain more in depth through their Public Service Accouncements (PSA). <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Rationale://**This lesson demonstrates Maine Standard for Initial Teacher Certification because it allows different students to learn in the way that they need and choose. A pre-assessment on drugs and alcohol outcomes from choosing to use them will be given at the beginning of the lesson. My lesson then can be altered to the students need to know knowledge. Students' IEPs, 504s, and ELLIDEPs will have the chance to have modifications during the lesson. During this lesson students will be able to tell a story of a person making healthy choices. This satisfies the MLR by giving them the background information on outcomes of the choices so they can in the future make right ones. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//MI Strategies://** <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Verbal-** .Students will share their five w's chart on tobacco or alcohol to the class and gain verbal feedback from them. <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Visual-** Students will watch different PSA from Drugfreeworld.org or from the Truth.com <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Bodily/Kinesthetic-** Students will be in two different groups play a game that is about tobacco and alcohol. <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Musical-** I will have music playing in background during five w's activity and when the song changes it means it's time to switch to a new partner. <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Interpersonal-** We will be working in groups during the five w's on tobacco or alcohol to make sure any information that might have been missed is covered or any questions that need answering will get answered. <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Intrapersonal-** The first thing students will be doing with the five w's chart on tobacco or alcohol is to brainstorm ideas on their own about tobacco or alcohol. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Logical:** Students will be using logic when they are debating on the drinking age being lowered with their classmates. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Naturalist:** Students can go outside to shoot parts of their movie. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Type II Technology://** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will take the knowledge they have gained from lecture, debates,and the three step interview to create a I-Movie for a PSA on tobacco or alcohol. Doing it in this order will ensure students have full mastery of the choices that may arise in their life and the consequences that may arise. At this point students should all have similar knowledge. From here, they use their own imagination and creativity to create the product. Students can use the teacher tutorial if they get stuck on using the product. Students need to have at least 4 facts and base the movie around around a story of a person make choices. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Formative://** Students will be checked for understand by sharing their Five W's chart on their character making a negative or positive choice when it comes to alcohol or tobacco. Students will also be writting an essay on what choices on tobacco or alcohol lead to and how would their lives change if they chose the wrong choice. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Students will complete a self-assessment through self grading of their product checklist for their I-Movie. Students will also get peer feedback through sharing their five W's chart and through the three step interview. Lastly I will be using a rubric to assess their I-Movie. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Summative://** I-Movie (100pts): Students will produce a public service announcement on either tobacco or alcohol and will show it to the class. The I-movie will be at least 2 minutes long and will tell a story of someone being under the influence and will have at least 2 facts included in the movie. The PSA's will be shown to the class and the best ones will be shown on the school TVs in the morning. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**//Rationale://**This lesson demonstrates Maine Standard for Initial Teacher Certification because it gives the teacher the ability to get progress and informal evaluation from the students on prior knowledge (pre-assessment), the students gaining knowledge (sharing their 5w's with partners and class as well), and gives the teacher a chance to support the development of the learner by giving feedback during class discussion and on pre-assessment. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**UNIVERSITY OF MAINE AT FARMINGTON** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**  <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**LESSON PLAN FORMAT**  <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**__Teacher’s Name__****:** Ms. Theriault **__Lesson #:__** 2 **__Facet:__** Application
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