Cheryl E. Merritt
HERE ARE A LIST OF WORDS THAT TELL HOW WE FEEL. FIND THEM IN THE PUZZLE.
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HAPPY
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JEALOUS
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ANGRY
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SAD
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HURT
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GOOD
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MAD
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SHY
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CONFUSED
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UPSET
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ASHAMED
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BRAVE
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EXCITED
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WORRIED
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EMBARRASSED
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IMPORTANT
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E X C I T E D B B R A V E P M
V J E A L O U S U P S E T V A
J X C O N F U S E D H A M L D
H U R T I M P O R T A N T O H
F R I G H T E N E D M G G N A
S W O R R I E D B K E R O E P
A S H Y X V L O V E D Y O L P
D K E M B A R R A S S E D Y Y
CAN YOU FIND THE SECRET WORD? ___ _O_ ___ ___ _D_.
WHEN I AM BEING PUNISHED I FEEL __________.
WHEN I MAKE A NEW FRIEND I FEEL __________.
WHEN MY PARENTS ARGUE I FEEL __________.
ON THE FIRST DAY OF SCHOOL I FEEL __________.
WHEN I CAN’T FIND SOMETHING I FEEL __________.
FEELINGSAREOKFEELINGSAREOKFEELINGSAREOKFEELINGSAREOKFEELINGSAREOK
The SUBSTANCE USE PREVENTION MODULE will stress the following objectives:
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1. To introduce the module on substance use prevention.
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2. To establish goals for a healthy life.
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3. To apply Social Problem-Solving skills to peer pressure.
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4. To make students aware of support systems available to prevent substance use.
The focus is specifically on the prevention of substance use. Programs are being developed and implemented in many school curricula. This appears to be a very promising approach.
Students will have knowledge of the effects of nicotine, alcohol, and drugs that are illegal. These drugs are harmful to the body and mind. They will analyze the hazards, compare the short and long-term physical, social, and mental effects of substance use. Students will also learn to evaluate the factors that influence the abuse of drugs and discuss the role advertisements play in alcohol and nicotine abuse. Through discussions they will explore the concept of chemical dependency and practice their problem-solving skills in order to avoid or refuse substance use.
Students will identify sources of influence and recognize that individuals make choices. It is important they understand that some behavior can be risky and that all behavior result in some type of consequence. They will practice ways to say “no” and give positive feedback to peers. All children have a need to belong to a group. They need to understand their role as an individual in peer groups as well as family groups. Their individual strengths and weaknesses must be very clear to them. This will help increase their self-esteem and accept responsibility for their own actions.
Reviewing with students common problems facing young people their age the teacher will be able to generate a discussion of issues to be focused on in this module. Some activities included in this unit are identifying and achieving personal goals; identifying role models; an interview with someone the student admires; understanding the difference between short and long-term goals; the study of fact sheets on tobacco, alcohol, marijuana, cocaine, and crack; myths and reality discussions; parent interview of the consequences of drugs to open communication between parents and children; and practical application activities.
Now that students have mastered the problem-solving skills and have experienced some role playing they will use this information to develop a drama using the family as a resource and support unit.
The teacher may want to transfer this section of the unit to a literature class or reading group. Students should be grouped in teams of 5-7 students per team. They will use diaries to generate ideas within the group to choose a problem to deal within a drama.
Students should also be reminded often that the family will be viewed as a major support system. While this is going on they will also study the development of drama. Students will follow the development of drama from its origin or conception to the actual production. Through lectures and a study of the history of drama students will distinguish between the different types of drama. This is vital as background knowledge for students. They may also have a better understanding of drama if they have some knowledge of its history. Several lessons should be designated to presenting information on the origin of drama. This unit will include material used to give insight to the teacher as well as information that will also be discussed. Some students may be ready to digest this type of information. Others will not. This is left to the discretion of the teacher. Students should be aware of various types of drama, their similarities and their contrast so they are not locked into one mold.
The next few pages will present points to be covered in this study. I reserve to later, a discussion of the ways the writing process will be introduced even though this will be done simultaneously.
A drama is a work of literature or a composition which delineates life and human activities by means of presenting various actions of a dialogue between a group of characters. Drama is furthermore designed for theatrical presentation; that is although we speak of a drama as a literary work or a composition, we must never forget that drama is designed to be acted on the stage. When we read a play we have no real grasp of what that play is like unless we imagine how actors on a stage present the material. Drama is more than the representation of life and character through action and dialogue. Drama is also entertainment.
