Kimberly+Boloven


 * September 11th Lesson Plan**

I want to start out class with a group discussion on what we know about 9/11 and all things that are associated with that date: terrorists, Osama bin Laden, NYC, World Trade Center, al-Queda, etc.

I would start discussion by making a KWL chart and having the class discuss and fill out the KNOW section. I would be taking notes on the chalkboard/overhead while the students follow along and write down the information on their own KWL charts.

I would also have the group discuss what we want to know about 9/11. Here is a time for students to stretch their minds and to think about what they know happened, what they’re confused about, what they have questions about.

15 minutes.

I would then split up the students into groups of four or five and totaling around six groups total. I would pass out an article to each group, with each member of that group getting their own article. I would instruct the students to look at the articles individually while taking notes on what they read. Each group has a different article. The articles are all from TIME magazine and are about a variety of topics, including an article 4 days after 9/11/01, an article on al-Queda, an artile about a new breed of terorrism, and article on Bin Laden’s death, a slide show of pictures from 9/11, and an article on the children who were born who lost a parent in the 9/11 attacks that they had never met.

10 minutes.

I would then want the groups of students to discuss with their peers what they learned from the article, what they found interesting, what they were confused about, etc. This is a time for students to collaborate with each other and to get to know one another’s own personal stories of 9/11.

10-15 minutes

After the groups have read and discussed the articles I would want each group to tell the class what they learned from their articles. Together the class will fill out the LEARNED part of their KWL chart.

ARTICLES

http://www.time.com/time/magazine/article/0,9171,2069571,00.html http://healthland.time.com/2011/05/02/whos-bin-laden-kids-born-after-911-want-to-know/ http://www.time.com/time/magazine/article/0,9171,1000761,00.html http://www.time.com/time/specials/packages/article/0,28804,2068862_2068866,00.html http://www.time.com/time/photogallery/0,29307,2092642_2310039,00.html http://www.time.com/time/specials/packages/article/0,28804,2070004_2070003_2070018,00.html


 * Substance Abuse 5 Day Unit**


 * Day One** – Introduction

Introduce the topic of substance abuse by starting a classroom discussion on “What is Alcohol?” Students are instructed to break into groups and fill out an informative chart that explains what alcohol is and how it affects someone.

Assessment – Students are able to identify what alcohol is, what the effects are on someone, and why it is dangerous to society.


 * Day Two** – Analyzing Media

I would transition to how the media portrays alcohol and how it is viewed as an exciting “cool” thing to do based on magazine ads, and commercials when in reality alcoholism is a dangerous addicting substance that can lead to a range of diseases and ailments.

Students will work in groups and each be given an alcohol ad. The group will decipher the message the ad is giving off and briefly present their findings.

Assessment –Students will be instructed to write why alcohol ads are misleading and what they are suggesting that alcohol will do for one when in reality the effects of alcohol are quite different. Students will be able to interpret what drinking responsible means.


 * Day Three** – Alcohol in the U.S.

I would begin the day by discussing the history of alcohol in the U.S. and how decisions made on alcohol have shaped the way our society functions. Topics to touch on would be prohibition, drinking ages, etc.

I would transition into discussing how is an addiction that affects millions of people in the United States, especially young people. I would use a statistical chart that highlights how alcohol is affecting American youth and who is more susceptible to the disease based on demographics

http://www.niaaa.nih.gov/AboutNIAAA/NIAAASponsoredPrograms/StatisticalSnapshotUnderageDrinking.htm

To prepare for Day Four’s lesson, I would tell the students that a police officer would be visiting the classroom to discuss the dangers of alcohol and how we can protect ourselves in the community. I would use the last part of class to brainstorm questions that students can ask the police officer at the end of his/her presentation.

Assessment – Students are instructed to take what they have learned from the posted statistics and use that information to make questions for the visiting officer.


 * Day Four** – Police Officer Visitation

I think it would be extremely beneficial for an officer to come into class and to touch on some of the topics that we have previously discussed. I would like the officer to discuss the consequences of underage drinking and how the decisions young people make to drink can affect them the rest of their lives.

For the second half of class I would instruct students to break into groups and come up with their own alcohol ads that portray a positive message about alcohol, drinking responsibly, zero tolerance, etc.


 * Day Five** – Presentations

Students present their posters with the class and discuss the message they were attempting to get across their peers.

Assessment – Students will be assessed on their posters and the required criteria needed for their presentation.