Broadcast Message ERS 05-10ELEM (Rev 10-12)

The Courage to Say No Red Ribbon Week Key Ideas: Having the courage to say no to illegal drugs/Finding encouragement to say no Character Traits: Respect/Responsibility/Courage Level: Elementary Good morning, name of school . This is name of narrator with a few words of wisdom. Saying "no" to illegal drugs isn't always easy, even when we know it's what we should say. It can take real courage. Someone wise once said that courage is

. . . the ability to do what is right, even when there is a lot of [peer] pressure to do what is wrong.

But peer pressure isn't always a bad thing. Sometimes others pressure us to do what's right. That's called encouragement. When we encourage others, we give them courage. Everyone needs a wise encourager, someone to help him or her say no to drugs. Today begins "Red Ribbon Week." Ask someone who encourages you what it takes to say no to drugs. That might be a parent, teacher, counselor or faith leader. Remember, it's not always easy to "just say no." Will you be courageous enough to say no when the time comes? With something to think about, this is ___________. Make it a great day . . . or not. The choice is yours. *Original quote: ". . . the ability to do what is right, even when there is tremendous pressure to do what is wrong." Seth Schapiro, Founder of Wise Skills

Lesson Plan: 05-10ELEM (Rev 10-12) Page 1 of 2

The Courage to Say No Red Ribbon Week Key Ideas: Having the courage to say no to illegal drugs/Finding encouragement to say no Character Traits: Respect/Responsibility/Courage Concept: Students will explore the notion that it takes courage to say no to drugs and that

not all peer pressure is negative. Materials: Suggested activities for art may require materials for drawing. Books may be

borrowed from the library or the school's resource center. Directions: Read or ask a student to read aloud the Project Wisdom message that

accompanies this lesson plan. Ask for volunteers to share responses to the following questions.

Discussion Generators

1. Have you ever experienced peer pressure? Was it good peer pressure or was it peer pressure to do something you knew you shouldn't? Describe what you did in that situation.

2. Standing up to "bad" peer pressure requires courage. What is courage? 3. Explain what you think about the statement "A person can't have courage without fear." 4. Discuss some wise words of encouragement you might share if a friend comes to you wanting

advice with a decision. Does the person giving advice need courage as well? Explain. 5. To whom would you go for the courage to say no to drugs? Why that person? 6. What do you think it means to be wise? Do you know wise people in your life? 7. What does it mean to encourage someone? Whom do you know who encourages others? What

are some character traits that a "wise encourager" would have? 8. What are some things that you can say to someone who is trying to get you to do something that

you know you shouldn't? Brainstorm ways that children can say no to drugs or to any negative behavior.

9. How do students who say no to drugs show respect? Responsibility? Courage? Closing Comments – It can be hard to do the right thing when others are pressuring you to do what's wrong, but all peer pressure isn't bad. True friends will encourage you to say no to drugs. Good friends want you to make wise choices. We can also find the courage to say no by talking to our parents, teachers, counselors, and faith leaders. These caring adults can encourage you to make choices that are healthy and wise. Will you be courageous enough to say no when the time comes?

Lesson Plan: 05-10ELEM (Rev 10-12) Page 2 of 2

The Courage to Say No Red Ribbon Week Follow-up Activities Grades K-2

• Read Tomie dePaola's Strega Nona and/or Big Anthony and the Magic Ring. Discuss where Big Anthony could have used a wise person to give him some courage to make a better decision. What would you have told Big Anthony if he had asked you if he should borrow the ring or say the magic words? Have the students write or draw their advice to Big Anthony. Display the responses on a bulletin board, "Listen to Me, Big Anthony."

• Brainstorm and discuss people that the class feels would be "wise encouragers." Include character

traits in the "word bank" or on the "word wall." Have each student make a page for the book, Wise Encouragers:

_______________ (Name) is a wise encourager because s/he________________________. Grades 3-5

• Read "Our Heroes" by Phoebe Cary in The Book of Virtues for Young People: A Treasury of Great Moral Stories, edited by William J. Bennett. It is a good passage about doing the right thing even when you might be standing alone. Discuss the reading and ask students to share a time when they went against the "crowd" or majority and did the right thing. How did that feel?

• Remind the students about the stories of "Little Red Riding Hood" and "Goldilocks and the Three

Bears." Both Red Riding Hood and Goldilocks made poor choices. Discuss how the stories would change by adding good friends or adult mentors with good advice. How would the stories' endings change? What would the imaginary friends, teachers, counselors, etc. have said to each main character? What other stories would be different if the characters had sought advice about how to have the courage to make the right choice before acting? Choose a story to change the character's consequences by adding a "wise friend/adult." Publish the stories in an anthology of Better Choices for Beloved Characters.

• Write a narrative (fiction or nonfiction) about a time when you could have saved yourself some

trouble if you had looked for someone to give you the courage to make a better decision.

• Discuss members of the class, people at school and others in the community who would be "encouragers" to help individuals make better choices. Discuss the character traits these people show that are "encouraging qualities."

Reading List K-2 Big Anthony and the Magic Ring, T. dePaola Strega Nona, T. dePaola 3-5 The Book of Virtues for Young People: A Treasury of Great Moral Stories, W. Bennett

Broadcast Message ERS07-48ELEM (Rev 10-12)

Keeping It Real Red Ribbon Week Key Ideas: Drug and alcohol use/Getting honest about the seriousness of substance abuse Character Traits: Respect/Responsibility/Honesty Level: Upper Elementary Note to Elementary Educators: Our guidance sources tell us that some parents may not want their little ones exposed to issues such as drug and alcohol abuse while others feel it is important to address the issue. Please use your discretion when using this broadcast message based on your personal knowledge of your students and your particular campus. Good morning, name of school . This is name of narrator with a few words of wisdom.

Have you have ever heard someone say, "Get real!"? For people who are trying to stop using drugs and alcohol, getting real means getting honest with themselves about how drugs and alcohol have messed up their lives, their bodies, and their brains. Red Ribbon Week is about getting real with the problem of drug abuse. Young kids, even kids in elementary school, are trying drugs — drugs that can really hurt them, even kill them. If you are ever tempted to use drugs or alcohol, you need to get real. First, find an adult you trust and get real about what you're thinking. Then get real with yourself. Don't tell yourself a lie like, "I'm not hurting anybody," or "Everybody else is doing it," or "It's only this one time. It won't matter." It does matter. One time will matter, and it can hurt both you and those around you. With something to think about, this is ___________. Make it a great day . . . or not. The choice is yours.

Lesson Plan: 07-48ELEM (Rev 10-12) Page 1 of 3

Keeping It Real Red Ribbon Week Key Ideas: Drug and alcohol use/Getting honest about substance abuse Character Traits: Respect/Responsibility/Honesty Concept: Students will realize that the temptation of drugs is real, that experimenting is

dangerous, and that there are people willing and able to help. Materials: Suggested activities for art classes may require materials for creating a drawing,

painting, or poster. Directions: Read or ask a student to read aloud the Project Wisdom message that

accompanies this lesson plan. Ask for volunteers to share responses to the following questions.

Discussion Generators

1. How many of you have heard the expression "Get real"? What does it mean to you? 2. Why do you think some young people experiment with tobacco, drugs, or alcohol? 3. Why is it important that you understand the dangers of using drugs and/or drinking alcohol and

not kid yourself into thinking that there is no danger? 4. What should you do in a situation where other young people are drinking or using drugs? What

can you do to stand up to anyone who offers you tobacco, drugs, or alcohol? What can you do now so that you are strong enough to say no in the future?

5. Have you ever known anyone who got into trouble using drugs or alcohol? Explain. (No names) 6. What are some of the natural consequences of using drugs or drinking? Why are the

consequences worse when you are young? 7. Have any of you ever felt pressured to use drugs or alcohol? If yes, how did you handle the

situation? 8. Is there someone in your life that you would feel comfortable speaking with if you were being

pressured to use drugs or alcohol, someone who could give you some good advice and help keep you strong? Explain.

9. Why is it important to make a promise to yourself not to use drugs, alcohol, or tobacco? What does leading a healthy, drug-free lifestyle mean to you?

Closing Comments – Red Ribbon Week is a time when people throughout the nation focus on drug prevention and education. Knowing about the dangers of using alcohol and drugs will help all people to commit to living a life that is safe and drug-free. It is important that you, as children, develop coping skills now that will help you to say no to alcohol and drugs. It is a very real issue that many young people will face at one time or another, so pay attention, stay alert, and stand strong in your commitment to a drug-free life. Special Note for Teachers – It's hard to think that our elementary children are at risk of underage drinking and/or using illegal drugs. It's true, and it happens. That's our "get real." The assumption that drugs and alcohol are not a threat in our students' lives is an untruth that educators must dispel. Giving our older elementary boys and girls simple but honest information about what they probably will be confronted with and being sure there are nonjudgmental adults for our young people to come to is the best prevention against drug and alcohol abuse.

Lesson Plan: 07-48ELEM (Rev 10-12) Page 2 of 3

Keeping It Real Red Ribbon Week Follow-up Activities Grades 3-5

• The books listed in the reading list on the next page are great springboards for class discussion and/or inspirations for the following art activities.

o Make bookmarks for yourself, for a friend, or for another class with a drug-free message. o Make posters with a drug-free message and a Halloween theme to display around the

school (e.g., "Using drugs is scary!") o Using your own Little League team or favorite professional team logo, design a drug-free

patch the players could wear on their uniforms. o Design "I'd rather be __________ than doing drugs" posters to display at school and at

local businesses. Grades 4-5

• Explain that when famous people (celebrities) endorse a product, they help convince people to believe in that product. Have students write letters of endorsements for saying no to using drugs, drinking, and/or smoking. The letters should be written to other students their own age as well as to younger students. Remind these boys and girls that as the older students on campus, they are "celebrities" of the school.

• Write "The ABCs of Being Drug Free." Brainstorm what Red Ribbon Week is all about (making

the choice to remain drug free, not smoking or drinking, resisting negative peer pressure, etc.). Keep track on chart paper of the key words. See how much of the alphabet was covered. Challenge the class to come up with the words for the letters of the alphabet that weren't touched upon. Assign a page to each student to write and illustrate. A suggested frame could be: "C is for cigarettes. Smoking cigarettes has been scientifically proven to increase a person's chance of developing lung cancer by 60%, so stay away from them." Students should research the sites listed below and include some of the research on their papers. Invite parents and other classes to hear a reading of the class book.

• In groups of 2-3, have students conduct "I-searches," where they list what the group knows about

illegal drugs, legal drugs, alcohol, and tobacco, and the harmful effects of them. After their responses are recorded, ask them to find new or more correct information from researching both books and Web sites (see below). After the allotted time is up (no more than two class periods), ask each student to come up with a list of what each child still wants to know about the effects of drugs. Have each group write their lists of "I Knew, I Now Know, and I Still Want to Know" on chart paper and post around the classroom. Have the groups search each others' charts and see if any of their questions were answered. Bring the class together and discuss what was learned.

Lesson Plan: 07-48ELEM (Rev 10-12) Page 3 of 3

• Have students discuss as a whole group what it means to lead a safe and drug-free lifestyle, and

then write essays titled, "Take a Stand Against Drugs." Ask them to use data from their research and highlight in their papers the dangers of drug and alcohol use, the potential consequences (both on a personal and a social level), and tips for staying away from the temptations that may come along as they grow up. Have the students read their papers aloud to their class, and then send the students out as ambassadors of a drug-free lifestyle to other classrooms.

Reading List

An Elephant in the Living Room, by Jill Hastings and Marion Typpo (*teacher resource) Bottles Break, by Nancy Maria Grande Tabor Danger: Alcohol, by Ruth Chier Danger: Inhalants, by Ruth Chier Drugs and Your Health, by Jillian Powell My Big Sister Takes Drugs, by Judith Vigna The House That Crack Built, by Clark Taylor You Can Say No To Drugs, by Neil Super

Helpful websites

www.madd.org www.dare-america.com www.drugfree.org

Broadcast Message ERS 06-12ELEM (Rev 08-13)

Mind if I Don’t Smoke?* Key Ideas: Smoking/Health Character Traits: Respect/Responsibility/Caring Level: Elementary

Good morning, name of school . This is name of narrator with a few words of wisdom. Smoking is a very bad habit. When we smoke, we aren’t being respectful of ourselves or of others. Smoking pollutes our bodies. It’s bad for our lungs and our hearts. It can make us very sick. And when we get sick from cigarette smoking, it hurts those who love us. Plus, it’s very expensive to smoke. Think of all the fun you could have with the money people spend on cigarettes. And on top of all that, smoking stinks! An American comedian once asked a group of smokers: Do you mind if I don’t smoke?** If you love someone who smokes, encourage him or her to quit. And if someone ever offers you a cigarette, be respectful to yourself, to others, and to those who love you by simply saying “No, thank you.” R

PBS website With something to think about, this is ___________. Make it a great day . . . or not. The choice is yours. *Note: This broadcast message and lesson plan work well for the annual Great American Smokeout. **Groucho Marx

Lesson Plan: 06-12ELEM (Rev 08-13) Page 1 of 2

Mind if I Don’t Smoke? Key Ideas: Smoking/Health

Character Traits: Respect/Responsibility/Caring

Concept: Students will consider that cigarette smoking is disrespectful to oneself and to

others.

Materials: Suggested activities for art classes may require materials for creating a drawing,

painting, or poster.

Directions: Read or ask a student to read aloud the Project Wisdom message that

accompanies this lesson plan. Ask for volunteers to share responses to the

following questions.

Discussion Generators

1. How do you feel about smoking?

2. When we see people we love smoke, what are some ways we can respectfully encourage them not

to smoke?

3. “Hate the action, not the person doing the action.” How might this be connected to people who

smoke?

4. Smoking is a bad habit. Do you have any bad habits? Have you ever tried to quit? How might you

help someone to quit a bad habit?

5. Smoking is bad for your health. Can you think of some healthy things for people to do instead of

smoking? How might you help a loved one develop healthy habits?

6. Why do you think that people smoke? Sometimes young people smoke because of peer pressure

— others pressuring them to do something they know they shouldn’t. What can you do if

someone tries to get you to try smoking? Will learning to say no to smoking help you to say no to

other pressures that may be harmful to you?

Closing Comments – When we smoke, we are not just being disrespectful to ourselves, we are also being

disrespectful to those around us. When we respect and care about ourselves, we don’t want to pollute our

bodies and the environment with cigarette smoke. We want to keep our bodies clean, strong, and healthy.

Some kids start smoking because they have a hard time saying no when offered a cigarette. If you make

the decision to be respectful of yourself and your body, it will be much easier to say, “Do you mind if I

don’t smoke?” That’s the truly respectful thing to do for yourself and everyone around you.

Lesson Plan: 06-12ELEM (Rev 08-13) Page 2 of 2

Mind if I Don’t Smoke? Follow-up Activities Grades K-2

• Read Bad Habits, by Babette Cole, and have students discuss bad habits that they or a loved one

might have. How do these bad habits hurt us? What can we do to help ourselves kick the habit?

How can we help others? Then have students continue with the activity listed below.

• Make a list of the students’ brainstorming ideas about how to respectfully encourage loved ones

to stop smoking. Have them choose their six favorite to illustrate. Ask them to design a cover,

title page, and dedication page. Staple or bind the books. Have the students give them as

encouragement gifts to loved ones who smoke or to leave in the waiting rooms of doctors,

dentists, automobile repair shops — any place where people wait. Grades K-5

• Read aloud any of the books from the list below. Have students share what is surprising about

smoking cigarettes. How might this information help them make wise choices about smoking

when they get older? • Invite a health professional who will share the dangers on smoking in person. If possible, have

him or her answer questions that students may have. • Have students make posters that state positive, healthy alternatives to smoking: “Instead of

Smoking _________.” Ask them to write and illustrate positive activities for people to do.

Grades 3-5

• Read Smoking: A Risky Business, by Laurence P. Pringle. Call attention to the part about the

strategies advertisers try to undermine the harmful effects of smoking. Using the same strategies

that the advertisers use, have students make posters or produce public service announcements,

brochures, etc., to encourage people not to smoke. • Make available as many of the books from the reading list as possible. Have students form groups

to read their choice of books. The discovery groups should discuss what the author’s main ideas

were and what in the book should be shared with the rest of the class. Have each group decide

what needs to be shared with the class and how they would like to share the information. Set

guidelines and standards, time limits, and the evidence that you will look for to assess success. Reading List K-2 • Cigarettes, Cigarettes: The Dirty Rotten Truth About Tobacco, P. Traynor

• Let’s Talk About Smoking, E. Weitzman

• No Smoking, T. Goffe

• Not in Here, Dad!, C. Dutton

• Smoking (My Health), A. Silverstein

3-5 • Cigarettes, E. Landau

• Kick Butts: A Kid’s Action Guide to a Tobacco-Free America, A.B. Hirschfelder

• Nicotine and Cigarettes, G. De Angelis

• Smoking: A Risky Business, L.P. Pringle

• What Do You Know About Smoking?, P. Sanders

RED RIBBON WEEKNot Too Smart

Good morning, name of school . This is name of narrator with a few words of wisdom.

This week is Red Ribbon Week, a time to stop and focus on the problem of drug and alcohol abuse.

People who are on drugs or alcohol aren’t too smart. The drugs and alcohol have shut down that part of their brain that helps them make smart choices. That’s why they do foolish things, hurt themselves and others, wind up in jail, and sometimes die from drug overdoses.

It can take an entire year for a brain to completely heal after a person has abused drugs or alcohol. Some drugs damage a brain so badly it can never be healed.

Many people are wearing red ribbons to show their support for Red Ribbon Week. You may not think it’s cool to wear a red ribbon, but guess what? What’s not cool is not using that brain of yours to stay away from drugs and alcohol.

With something to think about, this is name of narrator . Make it a great day . . . or not. The choice is yours.

Elementary-Level Bonus 1© Project Wisdom, Inc. All rights reserved www.ProjectWisdom.com/ERS

Note to educators: These materials are for use at your licensed Project Wisdom school only. Please help us protect the viability of our small business by respecting the copyright agreement.

1110

RED RIBBON WEEKWhat's Really Cool

Good morning, name of school . This is name of narrator with a few words of wisdom.

Our message today comes from a twenty-year-old young woman. She writes:

When I was in school, none of my friends wanted to wear the red ribbons during Red Ribbon Week. They thought it wasn't cool. They thought drugs were cool. I was hanging out with the wrong kids, and I knew I needed help, but I was afraid to ask.

Drugs aren’t cool. They just mess up your life. I finally asked for help and got it. Now I haven’t used drugs or alcohol for four years. I have a great job and I go to college. That’s what’s cool.

So be proud to wear a red ribbon. It means you’re smart enough to know that drugs are bad for you.

This week, take a stand against illegal drug and alcohol use. Be cool enough and smart enough to wear the red ribbon.

With something to think about, this is name of narrator . Make it a great day . . . or not. The choice is yours.

Elementary-Level Bonus 2© Project Wisdom, Inc. All rights reserved www.ProjectWisdom.com/ERS

Note to educators: These materials are for use at your licensed Project Wisdom school only. Please help us protect the viability of our small business by respecting the copyright agreement.

1110