1. Lesson Planning
Denise Burke – Group #5,6,7
Pre-Instructional Planning:
The thought process that leads to the development of
quality, meaningful lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each
question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of
individual students)
 12 students in grades 9-12
 Average academic functioning
 Some students have used D&A
 Some students in group strictly for prevention education
Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
 n/a
What is the long range goal(s) that is tied to this lesson?
 Educate on the difference in drug use and drug misuse
 Educate on the effect that D&A has on body
 Awareness and prevention
What is the specific learning objective(s) for this lesson?
 Have the person be faced with a situation, tempted to use, and resolve the problem without the use of
D&A.
What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?
 Basic computer skills
 Ability to design a Storybird
When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning
fluency lesson, learning maintenance lesson, or learning generalization lesson?)
 All of the stages of learning will be used
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2. When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
 3 group sessions
Where this lesson should be presented to ensure maximum student access and participation? (computer lab,
classroom, science lab…) AND what materials will be needed?
 Group room with laptop, projector, and internet access
Why are you planning to teach this lesson? Why must this information/skill be presented to the students?
 Building skills to help prevent use of D&A
 Activity to get group to work in pairs and initiate discussion
How does this lesson relate to the PA Academic Standards?
 Lesson incorporates the health standards regarding D&A while utilizing digital tools and software learned
in other settings
How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?
 Lesson follows along with dealing with cravings, peer pressure and triggers
 Lesson prepares for future discussion on dealing with cravings, peer pressure and triggers
How will you determine if students have met the lesson objective? (Think assessment)
 Rubric
 Individual response summary
How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group
activities, small group activities, cooperative learning groups…)
 Lecture/discussion
 Small group work
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3. Lesson Planning
Denise Burke – Group #5,6,7
Writing the lesson plan:
Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
 10.1.9.D: Analyze prevention and intervention strategies in relation to adolescent and adult drug
use.
 10.1.12.D: Evaluate issues relating to the use/non-use of drugs.
 10.2.9.D: Analyze and apply a decision-making process to adolescent health and safety issues.
Lesson Objective(s)
(Stated in observable and measurable terms)
 Students with create a Storybird
 Story will clearly state a situation where D&A are offered
 Story will end with the decision not to use D&A
Assessment Plan
(What will be done to determine if lesson objectives have been met?)
 Rubric
Materials:
 4 computers with internet access
 Projector
 Paper and pen/pencil
 Storybird.com
Inclusion Techniques for Students with Special Needs:
 n/a
Enrichment Techniques:
 Learning experience outside the regular D&A discussion based learning
 Opening students eyes to new ideas and prevention strategies
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access
to and are able to participate in the lesson):
 Access to computers with Internet in the classroom
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4. Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
 Present Storybird that I created as an example
Detailed Teaching Sequence:
(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are
preferred)
 n/a in this setting
Guided Practice/Independent Practice/Assessment Activities
 Each group member will write a review on the lesson and what they liked or disliked about it.
 Overall group assessment done following rubric
Closure:
This lesson is one designed to get everyone in the group involved in some way. It involves critical thinking, decision
making, and creativity. The lesson can be done individually depending on overall group size.
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