"My Choice Is Drug Free"
Practice Personal Plan
Develop personal goals based on individual abilities and interests, including: avoiding drugs and violence
Students identify influences of negative musical lyrics and plan to counter those with positive influences.
Bring copies of lyrics to current songs that suggest alcohol, tobacco, or other drug use. Have the class analyze the lyrics for messages concerning alcohol, tobacco, and other drug use and the problems that can occur as a result of a person's using these drugs.
Discussion questions might include:
• What kind of messages do these songs send?
• Do you think the people who hear this music will pay attention to the messages in the lyrics?
• What effect might these lyrics have on younger students?
• Do you feel music such as this can be harmful?
• Can music be helpful in persuading people to live a healthy life-style and not to use alcohol and other drugs?
• Should lyrics that encourage the use of alcohol, tobacco, and other drugs be eliminated from youth oriented radio programs?
Divide the room and have students choose a side according to whether they agree or disagree with the banning of lyrics that promote the use of alcohol, tobacco, and other drugs. Use the "Persuasive/Classification Mode" in the resources section as a transparency to guide this activity. Conclude with a discussion of what seventh or eighth grade students can do to counter the effects of lyrics that condone or promote tobacco, alcohol, or other drug use in their personal lives and with others.
• Collaborate with the theater arts class to plan and create a musical about the advantages of a drug-free life.
• Prepare a presentation promoting a drug-free life to give in a school assembly, other classes, a parent meeting, or a community meeting.
• Self-monitor musical choices.
There is no teacher tip available for this lesson plan.
Division of No Child Left Behind Program Coordination, Texas Education Agency, Texas D.A.V.E.