CEP Lesson Plan Form

Teacher: Mitch McFall

03/10/15
School:
Choices

Town High

Date:
Grade Level: High School Content Area: Teen

Title: Drug Free Me! Lesson 2

of 6

Content Standard(s) addressed by this lesson:

directly from the standard)

Lesson #: 2

(Write Content Standards

FMCS.01.05.d
(Teen) Demonstrate ethical behavior in family, workplace, and
community settings.
FMCS.02
(Teen) Demonstrate nutrition and wellness practice that enhance
individual and family well-being.
FMCS.02.01.b
and wellness.

(Teen) Analyze legislation and regulations related to nutrition

RWC10-GR.9-S.4-GLE.2-EO.a
Analyze the purpose, question at issue, information,
points of view, implications and consequences, inferences, assumptions and
concepts inherent in thinking
Understandings: (Big Ideas)
Understand the laws behind illegal substances, and the people who use, and sell
these items. Also, see this battle from the perspective of the law enforcement, and
what they do to take care of this problem.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
Why do people use these substances, and why do they go to these levels to
experience these feelings?
Why do law enforcement officers do what they do, and why do they risk so much to
change something that only effects one person at a time?
Evidence Outcomes: (Learning Targets/Objectives)
Every student will be able to: identify what makes a person a drug addict,
and see the steps from manufacturing, to transportation, using, all the
way to people who enforce the laws.
I can: analyze why these substances are illegal, and what makes them so
dangerous to the people who use them. I can also use my personality
skills to take the side of the law enforcement, and see their perspective.
This means: that my knowledge of laws, and consequences can be linked
to actual evidence, and applied accordingly.
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List of Assessments: (Write the number of the learning target associated with
each assessment)
The students will fill out a work sheet while they watch Drugs Inc., and this will be
used to assess analyzing skills amongst students.
List of Significant Vocabulary: (List the significant vocabulary words and
definitions for this lesson)
Law enforcement, DEA, the street terms for the
specific substance covered in the show

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the students
to associate with the activity. Think of the purpose
as the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials/Procedures
How long do you expect the activity to last and
what materials will you need? What do you need
to collect, prepare, reserve, set-up, etc. ahead of
time?
Pre-Assessment
How will you pre-assess students knowledge of
the topic to be covered? Describe both formal
and informal ways you will assess their knowledge
Anticipatory
Set/Focus/Hook/Engagement/Motivation/Intr
oduction
The hook grabs students attention and
engages them from the start. These are actions
and statements by the teacher to relate the
experiences of the students to the objectives of
the lesson and to put students into a receptive
frame of mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures/Instructional Input/Learning
Chunks/Scaffolding for Learning (this is the
largest part of your lesson plan)
(Include a play-by-play account of what will
happen in the class from the minute students

Drug Free Me! The purpose of this lesson is to show students

real examples of law enforcement, drug life, and all the thing
that encompass the multi-billion dollar industry that is Drugs
Incorporated.
This lesson will take the entire class, and you will need a
computer/dvd player, as well as a projector, and copies of the
worksheet included in the Unit Packet.
Ask questions to students about whether they have ever seen
the show or not, and what they know about the law
enforcement aspect of the war on drugs.

You will get the students excited about the lesson, by talking
about the show, and seeing if anyone has ever watched it. The
introduction should be short, seeing as the video is an hour
long.
Students should be briefed that they may see some disturbing
imagery, and that if they feel the need to excuse themselves,
they may.

The main strategy, is to show the students live examples of the

effects of drugs, and the law enforcement aspect that not many
teachers show.
The students will use the previous lesson as a building point, to

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CEP Lesson Plan Form

arrive to the minute they leave your classroom.
Indicate the length of each segment of the lesson.
List actual minutes.)
Include the following components in scripted
format:
-Teacher input-what you will share (lecture
outline, notes of interest, facts, vocabulary,
description of activities, etc.)
-Modeling (demonstrations, stories, examples,
etc.)
-questioning strategies (what questions will you
ask to CSU)
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other (FCCLA, FFA, etc. connection)
Closure/Conclusion/Summary/Adjustments/
Wrap-up/Clean-up
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students
bring things together in their own minds, to make
sense out of what has just been taught. Any
Questions? No. OK, lets move on is not closure.
Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson
or the end of a lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation/Modifications/Adaptations/Ac
commodations To modify: If the activity is too
advanced for a child, how will you modify it so

take into this lesson, and see where the laws they learned
about are actually applied.

During the video, occasionally pause to ask questions, or to

clarify things that were pointed out.
Also make sure the class is filling out as much of the worksheet
as they can, this will help them if they need to do it as
homework.

For closure, ask the students what they thought of the video,
and what their favorite part or parts were. This will help to
solidify the students knowledge of the underlying unit
information.
After the video, you will begin the unit project, which will be to
announce the designated groups, and hand out the group
project assignment sheet.

Students will be allowed to move around the room as their

needs see fit. I can always allow them to stay in your room over
lunch to try and get any information they may have missed

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CEP Lesson Plan Form

that they can be successful?
To extend: If the activity is too easy for a child,
how will you extend it to develop their emerging
skills?
Assessment/Pre-Post/On-going
How will you know if students met the learning
targets? Review each learning target and
determine the assessment that met that target.
Can the students answer your inquiry questions?
Write a description of what you were looking for in
each assessment.

from the video.

The assessment will be to grade their work sheet from watching

the show.
This will be looked at, to ensure the students werent just
doodling during the film, and that they actually understood the
information, and why we were watching it at all.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

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