Drug+Prevention

Danielle Y. Reese Literacy Practice Event Description danielle.y.reese@wmich.edu May 20th, 2013

The Literacy Practice Event Description will be done with students in grade 9 in a Detroit High School. The students economic status is that over 80% are living in poverty, and communities in poverty have a high percentage of drug users. = =
 * The grade level of your students, and their social and economic situation. **

The event the students will partake in will allow them to first answer a series of questions about drugs. These questions serve as prompts to help develop their thoughts. The questions will be as follows: 1. What do you know about drugs? 2. Why do you think people get involved with drugs? 3. What are things we can do to help stop the use of drugs in our communities? = =
 * The "event" itself and why it will matter to your students. **

-Shortly after the students will watch a video called “DARE" to Introduce Your Kids to Drugs!?” The movie will allow students to come to there own observations on how programs and outside influences can cause a person to begin drug usage. The short video will also allow students to gain their own conclusions on how these issues with drugs effect kids everywhere and the community as a whole.

= media type="youtube" key="K_Mb1uyLzYA" width="560" height="315" = Then they will be asked another question.

4. What do you think the video was trying to tell us? The reason they will be asked this question is because it will help them decide on their own what they believe the main point the video was trying to get across to its viewers. We will have a classroom discussion. The students will engage in a conversation about drugs and there negative effect on the user, and the people in the community. Students will be asked to write a journal entry on what they felt was the most important issue they learned about concerning drugs. The students understand that their journal entries are a way for them to be honest and express themselves. The entries will be anonymous so students will be able to admit if they have had any experience with drugs. Or they may want to share stories of people they know who have tried drugs. Finally students will be put in a group of four or five. Each group will be asked to come up with a skit that they will act out in front of our class. The skits will allow students to display solutions to the drug problems in the community.

As we get deeper into the events in class on another day I will have the students write letters to someone in their families, or friends that could possibly be on drugs. This way the assignment will be morepersonal and may cause the students to exhibit more interest into the lesson. = = =** What "identities" will your students need to assume/take on to participate in this event? **= Identities: 1. A Rehabilitation Specialist 2. A drug user 3. A person who works for the DEA- Drug Enforcement Administration 4. A one time drug user but is now clean 5. A student 6. A child or young person 7. A miscellaneous character the students come up with on their own

The students are allowed to choose which identities they want to take on in their skits.

- Before this event students will be instructed to go to this website to gain information on drugs: [] - They will then take notes and bring them into class in order to help with the skit they will produce. - They will also receive an article called//: Drug Abuse and Addiction// // Signs, Symptoms, and Help for Drug Problems and Substance Abuse //// t // hat can be found on [] to help assist them in coming up with creative ideas for their skit. - Next, the students will get into groups of four or five and begin coming up with ideas on their skit. - Each skit should be no less but no more than 5 minutes.
 * Given these identities, how will your students "frame" or understand the activity? **

Students will relate and collaborate with their group members by brainstorming ideas of what to do in the skit. The skit will display what the students gained from the lesson on drugs. It will also help them to connect with their personal lives, and community.The ultimate goal of the lesson is for the class to come together as apart of the community, gain active roles to take on that would allow them to see the way drugs has such a negative effect on the community, and how they can change this positively.
 * How will they relate to and collaborate with others? **

[]
 * What reading will be involved and how will the event involve sythesizing and connecting texts? **
 * Reading that will be involved is the two websites: **

[]

The texts connect because one of them gives full descriptions of each type of drugs and important facts about each like the “street names”. While the other discusses addiction and what drugs do to the brain. The video will be shown and it will give students a look into possibilities of why drug use starts and how these programs effect the youth. This would allow for students to draw on their personal opinions on drug use as a whole and in youth culture.

The writing students will engage in is there journal entry writing which will allow them to connect their personal ideas on the influences of drugs and the way drugs negatively effect people. Writing a journal entry will engage students because they are allowed to be honest and express their feelings. If students have their own direct life story that relates to drugs this would be the time they could share that. Also as they are brain storming ideas for their skit they will be writing down their ideals. Some of the writings will be multimodal because the information they gathered from the websites, and the video clip are visual; the students will be reflecting upon each when writing their journal entry.
 * What kinds of writing will students engage in? How might some of that writing be multimodal? **


 * How will the event involve critical thinking and social change? (might include addressing historical, institutional, cultural, psychological, economic perspectives) **

The event will involve critical thinking because it allows students to develop a skit on how they can change a problem that effects people from all walks of life. Drugs are a major problem that afflicts bodily harm on its users and the community. By these students trying to come up with solutions to the problems it will not only help them come to the realization they should stay away from drugs; but also help the problem. This event allows students to take on real life roles which will show them how serious these problems are in the community. When the students come up with there own ideas on drugs as a whole the discussions within the group will raise questions and observations on drugs in the community. When the students are coming up with these skits their discussions within the group will allow them to think of improvements that can be made.

Students will engage in metacognition through the journal entries they will write answering the question why is this lesson important. The Journal entries will allow them to reflect on all of the information they gained through the sources that were used, and also connect to their own lives. Students will be able to write as freely as they want because in order to gain knowledge we must be able to connect the text to world.
 * How will students engage in "metacognition"? **


 * What Common Core Standards will be addressed? **

[|CCSS.ELA-Literacy.W.9-10.1d] Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

[|CCSS.ELA-Literacy.W.9-10.2a] Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

[|CCSS.ELA-Literacy.W.9-10.6] Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.