Learners will identify cigarette slogans and their influence on society. Learners will be able to identify the hazardous materials imbedded in tobacco products. Learners will have the knowledge of the effects of tobacco use to the body.

Learners will identify the appeals and slogans used to influence the use of cigarettes. Learners will realize the importance of slogans and advertisements in influencing the use of cigarettes.

This lesson challenges learners to research tobacco related pictures and articles inside popular magazines. This lesson will advance the knowledge of the learner regarding toxins that people put into their bodies and its harmful effects.

• On chalkboardI will introduce some slogans and appeals obtained from cigarette advertisements brought to class by learners (5 minutes)
• I will organize the class into small teams of 3 by random selection done prior to class. I will have one team member be the facilitator, decided by the team members (7 minutes)
• I will provide each team with three advertisements. Each team will have 20 minutes to analyze the advertisements in terms of (21 minutes):

1. Identification of the advertising appeals and slogans

2. The reasons why these slogans and appeals are used

• I will reassemble the class and have the facilitators share their findings while I tally the finding on the chalkboard (11 minutes)
• Before the end of the class, I will summarize the essential points and the learners will write the information discussed in their PE folders. (11 minutes)

Materials Needed: Chalkboard, chalk, numerous cigarette advertisements from magazines or newspapers(enough for each team to have at least 3 ads), white butcher paper (enough for each team to have a large piece) and markers.

To Smoke Or Not To Smoke

4  3  2  1  Score Organization and time management  Begins immediately. Connects work to assignment not to deadline. Has organized file systems.  Will begin work early in process, but tends to increase effort toward deadline. Has adequate file system.  Begins work early when required to do so, but usually postpones. May lose work overnight.   Always postpones work until deadline. Has no organization for files or notebooks.    Understanding of the task  Has clear idea of nature and procedure for task or asks for clarification before launching effort. Continuously clarifies as task unfolds.  Has general idea of nature and procedure for task. May proceed with fuzzy idea of outcome or pathway to completion.  Knows name of task and general outcome, but little idea of the procedural pathway to completion.  Has little idea of nature of task or procedure. Asks for direction rather than overall clarification.    Creativity  Formulates new ideas or new ways of doing things. Products exceed requirements in design and/or content.  Has new ideas or ways of doing things, but may be reluctant to deploy. Products always well done for requirements  Has an occasional new idea, but little follow through. Products are completed in an acceptable form.  Boundaries set by the fulfilling of minimum requirements. No personal input or attempt to enhance.    Understanding of the process  Sees opportunity in task for doing and learning. Sees value in the work. Sees teacher as colleague/mentor.  Sees task as a school requirement to be filled, but sees some value in work. Sees teacher as evaluator and helper.   Sees task as burden, but is somewhat invested in process. Asks, "Do we have to ...?" Sees teacher as task master.  Avoids teacher Sees task as burden to fill class time with no value. Sees group as free ride.    Planning  Conceptualizes task and plans execution as a rational, sequenced process. Almost always meets the set intermediate deadlines , overcomes problems.  Makes plan, but does not always follow it. May need help allotting time. May miss intermediate deadlines; work may pile up toward end of allotted time.  Plan dominated by an early postponement and deadline related push. May be "no show" at start of task. Rarely meets intermediate deadlines.  Has no plan,notion of the magnitude of the work. Is always late or scrambling to complete. Often a "no show" for group work session.    Intellectual contribution  Understands overall context of the task. Contributes ideas and proposals. Extends connections to ideas past and future.  Usually understands overall context of task and asks questions about context. Makes connections on own and "gets" those others make.  Aware of overall context, but makes no connections on own. Can recite connections of others but rarely can support them.  Has little or no grasp of context. Sees task as isolated with no connection to past or future ideas.    Effort  Volunteers for jobs no matter how difficult Always works to completion. Willing to work long hours.  Willingly takes on jobs when asked. Works to completion. Will work long hours when required.   Reluctantly does jobs when asked. Seeks easiest duties in group. Sometimes works to completion.  Actively avoids jobs when possible. Complains about others. Has large set of excuses.     Engagement  Enthusiastically initiates action. Personalizes the task and takes ownership of the objectives. Always knows where group is.   Sometimes initiates action and always works well with direction. Generally knows the specific objectives and where group is.  Seeks direction, but does not initiate action. Objectives seen as poorly defined external requirements. May know where group is.  Waits for direction. Knows little of what is going on or objectives. Cannot describe where group is in process.