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The students have specific goals such as: creating skills to easily and
conveniently live in a Saskatchewan community (e.g. speaking and listening
to other people, learning the culture, etc.), the ability to succeed
academically (e.g. in the secondary classroom and attaining the skills, such
as reading and writing, so to later be able to succeed in post-secondary
schooling), and the ability to teach English skills to others (e.g. family
members who may be coming to Canada at a later time). The students need
to be enrolled in credential programs so to eventually graduate. They have
been enrolled in content courses already but this course will be their first ELA
class. They also have an EAL class for support.
3. Web of Topic
What is a
right
decision vs.
a wrong
decision
What is
it? How
do we do
Ethics
Values
How
Pros
anddo
we
Cons of
know?
choices
Challeng
es of
Life:
Decision
Making
Do we need to make a
decision?
What
effects
this?
Emotions
and
Logic
Environmen
t
Social
Responsibility
The greater
good
4. Unit Activities
(A) Outline:
(Details follow outline)
Lesson #1: Decision Making Introduction
1)
2)
3)
4)
5)
What if Game
Pros and Cons of Choices
Discussion: Decisions that we make everyday
Sorting Activity
Easy Decisions vs. Hard Decisions
Writing Activity
Story Time
Class Discussion/Writing Activity
Story Time
Class Discussion/Writing Activity
Review
Class Discussion
Independent Reading
Discussion
Practicing
Performances
Preparation
Debate
(B) Details:
Lesson #1: Decision Making Introduction
1) What if Game
a. Length: 7 minutes
b. Skills: Listening and Speaking
c. Grouping: Large group; teacher led.
d. Description:
Students observe a concrete choice, preferably using realia, but it is also
possible to use a picture (fig. 1.1). Ask questions such as What if you had to
pick between a dog and a cat for your pet, which would you choose? Which
one, a dog or cat, would you pick? while pointing at the object/picture(s).
Check for understanding; Which did you pick?, Who picks a cat?, Raise
your hand if you picked a dog? (preferably make a total tally of students
who chose each option). Then continue to assess how they came to this
choice; Can anyone tell me why they picked a cat? Continue with the
lesson: Good, we each made a choice or a decision. We each decided a cat
or a dog.
e. Materials:
i. Picture/objects
Figure 1.1(a)
f. Assessment: Students are able to communicate choice through
words or pointing
2) Brainstorming: Pros and Cons of Choices
a. Length: 13 minutes
b. Skills: Listening, speaking, and reading
c. Grouping: Large group; teacher led
d. Description:
Draw four columns on the board (see fig. 1.2a). Ask students why they
chose either of option one or two from activity 1.1 (e.g. why they chose
either a cat or a dog for a pet). List answers in appropriate columns. Ask
students why they would not want either of the options if students have not
given this information (i.e. the cons). While doing the brainstorming you can
also use the interactive scale to make weight on either side to add a visual of
the process. Once students are finished with their ideas (you may help them
think of some too) tally up the total in each column. Discuss the results;
Why were there people who chose a cat even though there were more pros
to having a dog?, Why would you want a pet if there are so many cons?,
Did this activity help anyone who was not sure what they wanted?, Did
you think these would be our results?, Is there anyone who now wants to
change their answer?, What if we were deciding on a class pet? Which of
these would be the best choice? Why would it be different? Finish the
activity by saying that listing pros and cons are what we do sometimes
without noticing and that sometimes listing these can help make our
decisions.
e. Materials:
i. Smart board (alternative: white board)
ii. Interactive scale:
http://illuminations.nctm.org/activity.aspx?id=3531
iii. Markers
Cat
Dog
Pros
-Easy to take care
of (dont have to
bath or walk)
-Soft
-Cuddly
-Already has a
dog
-Can play with
-Purrs
-Not noisy
-Will catch mice
-Goes to the
washroom
whenever they
like
Total: 9
Cons
-Allergic to cats
-Leaves a lot of
hair
-Can be mean
(scratch)
-Scratches up
furniture and
carpet
-Cannot take
outside
-Have to cut their
nails
-Does not obey
commands easily
-Have to clean
litter box
Total: 8
Pros
-Friendly
-Loyal
-Energetic
-Brightens your
spirit
-Can play with
-Can take outside
-Can travel with
easily
-Eats your table
scraps
-Listens well
-Wags tail when
happy
Cons
-Allergic to dogs
-Stinky when wet
-Can be big
-Leaves hair
-Have to walk
-Have to bath and
brush
-Noisy (barks)
-Have to let out
to use the
washroom often
Total: 8
Total: 10
Figure 1.2(a)
f. Assessment: Students are able to communicate their ideas by
speaking or gesturing.
3) Discussion and Notes: Decisions that we make everyday; Definition of
Decisions/Choice
a. Length: 10 minutes
b. Skills: Listening, speaking, reading, writing
c. Grouping: Large group
d. Description:
Start by writing definition #1 on the board. After students copy down
the definition on their definition list ask students what decisions do we make
everyday? You may help to get them started so that they understand what
type of answers you are requiring (e.g. What to wear to school/work, What
to eat, What to say, Who to talk to, etc.). Make a web of ideas. Students
will see how many decisions they make everyday. Discuss how decision
making is important because this process happens every day over and over
again. The goal is to make sure the students feel that decision making is
relative to their lives.
e. Materials:
i. Board
ii. Markers
iii. Definition #1: Decision: (choice) a right or opportunity to
make a selection.
iv. Definition List Page (one per student)
f. Assessment: Students write definition and respond to questions
through speech or gestures.
4) Sorting Activity
a. Length: 10 minutes
b. Language Skills: Reading
c. Grouping: Independent
d. Description:
Hand out worksheets to students and ask them to sort the activities into
Making the Right Choice and Needs to Make Better Choices. State that
these can be thought of as good choice and bad choice. Walk around
class assisting students and observing their work.
e. Materials:
i. Worksheets: School Rules Sort one per student
do not come to the answer on their own. Write the definition on the board
and have them copy into their definition sheet.
e. Materials:
i. Board
ii. Markers
iii. Definition sheet
f. Assessment: Students respond to questions and write definition
in their work book.
2) Case
a.
b.
c.
d.
Have students make groups of 3-4 students (or assign). Hand out case
analysis and have them take turns reading in groups. Have students fill in
Decision Making Tree Sheet. Materials:
i. Decision Making Tree (figure 2.3 a)
ii. Hand-outs of Case Analysis:
Joseph is a hard working young man and an excellent student with high
grades. He has worked as a stock boy at a neighborhood grocery store since
he was 14 years old and has saved almost every paycheck he has earned at
the store. Now that Joseph is 16, he wants to buy a car with his savings.
However, Joseph has a problem. He also wants to go to college and has only
one more year of high school to graduate with honors. Even though his
parents are very proud of him, they have told him that he will have to decide
what to do with his money. Josephs parents have made it very clear to him
that he will not receive any financial support from them.
(http://www.mentoring.org/downloads/mentoring_429.pdf)
e. Assessment: Students discuss in groups and write findings in a
chart.
3) Picture Analysis
a. Length: 5 minutes
b. Language Skills: Listening, and speaking
c. Grouping: Large group (whole class)
d. Description:
Have fig. 4.3 (a) on the board and ask students how they interpret the image.
Further discuss the details and how it relates to making a decision. This
picture is a resemblance of an ethical decision making process. Sometimes
we are tempted to not make the right decision; maybe it is easier to make
the wrong decision, just like how Brother Bear did not show his parents his
test at first.
e. Materials:
i. Image:
4) Ethical Dilemmas
a. Length: 15 minutes
b. Language Skills: Reading, speaking, and listening
c. Grouping: Large group
d. Description:
As a continuation of the cloze activity read examples of ethical dilemmas to
the class while having the notes on the board for students to also read.
Explain each dilemma.
e. Materials:
i. Example 1: The cashier gives you too much money back
after youve paid for lunch.
The ethics at risk is fidelity, veracity and Nonmaleficence. If
you take the money then you are being dishonest (i.e.
veracity and fidelity is being broken) and possibly causing
harm to the cashier (i.e. Nonmaleficence; it may look like
shes stealing).
ii. Example 2: A basketball team has made the playoffs and
the team members arent allowed to miss practices. Two
students think they are indispensible (i.e. necessary) to the
team because they are starters. They decide to show up to
practice an hour late. The ethic at risk is beneficence; the
team was depending on them to be at practice.
iii. Example 3: You and your friend are doing the same job but
your friend is getting more money from your employer
because they are family friends.
Justice is the ethic at risk; the employer is not being fair.
f. Assessment: No formative or summative assessment.
a.
b.
c.
d.
Length: 10 minutes
Language Skills: Listening, Reading
Grouping: Large group (whole class)
Description:
As a group read the story Puss in Boots. Explain the context and the story
as you go.
e. Materials:
i. Book Puss in Boots
Synopsis: a clever cat engineers a succession of
hoaxes and lies for the benefit of its master. As a
result, the master eventually marries the king's
daughter and appoints Puss in Boots prime minister,
and all parties live happily ever after.
ii. Student copies of the text
f. Assessment: Students follow along with their finger.
3) Class
a.
b.
c.
d.
Discussion/Writing Activity
Length: 10 minutes
Language Skills: Listening, writing, and speaking
Grouping: Large group
Description:
After reading the story as a class discuss Was Puss in Boots wrong to
lie to the king and deceive him?, Was the cat wrong to trick the ogre and
then kill him?, and Is trickery ever justified? Have at least one two-column
chart with one of the ethical questions on top and yes and no in each
column; as students give answers fill in the chart. Have students copy down
the answers as well.
e. Materials:
i. Book Puss in Boots
Synopsis: a clever cat engineers a succession of
hoaxes and lies for the benefit of its master. As a
result, the master eventually marries the king's
daughter and appoints Puss in Boots prime minister,
and all parties live happily ever after.
f. Assessment: Students write the information in their chart.
4) Story
a.
b.
c.
d.
Time
Length: 10 minutes
Language Skills: Listening, and reading
Grouping: Large group (whole class)
Description:
As a group read the story Jack and the Beanstalk. Explain the context and
the story as you go
e. Materials:
i. Book Jack and the Beanstalk
1. Young Jack, whose impoverished mother is left with
nothing but the family cow, is sent to market to trade
the cow for as much money as he can. Jack trades
the cow for a handful of beans and, in despair, his
mother throws the beans out the window. Jack
narrowly escapes from the giant with two stolen
treasures that will secure the future for himself and
his mother.
f. Assessment: Students follow along with their fingers.
5) Class
a.
b.
c.
d.
Discussion/Writing Activity
Length: 10 minutes
Language Skills: Listening, writing, and speaking
Grouping: Large group (whole class)
Description:
The debatable questions posed by this story are Since the giant
wanted to eat Jack, was it OK that Jack stole the giant's goose and harp? and
Although Jack is able to help his family with the goose and the harp he had
still disobeyed his mother when he bought the beans. Is it OK because
everything turned out alright? Have at least one two-column chart with one
of the ethical questions on top and yes and no in each column; as students
give answers fill in the chart. Have students copy down the answers as well.
e. Materials:
i. Book: Jack and the Beanstalk
1. Young Jack, whose impoverished mother is left with
nothing but the family cow, is sent to market to trade
the cow for as much money as he can. Jack trades
the cow for a handful of beans and, in despair, his
mother throws the beans out the window. Jack
narrowly escapes from the giant with two stolen
treasures that will secure the future for himself and
his mother.
f. Assessment: Students write the information in their chart.
As a class review prior notes while stopping to ask students to repeat words
as a group.
e. Materials:
i. Definitions/Notes from prior classes
f. Assessment: Students follow along in their notes with their
fingers
2) Class
a.
b.
c.
d.
Discussion
Length: 10 minutes
Language Skills: Reading, speaking, and listening
Grouping: Large group (whole class)
Description:
3) Independent Reading
a. Length: 35 minutes
b. Language Skills: Reading, speaking, and listening
c. Grouping: Whole class; independent; partners
d. Description:
Have the class observe figure 6.3 (a) and draw a scene for case #2 on the
board. Explain that these are representations of the stories they will be
reading. Have students read independently the hand-out The Trolley. Then
have students get together with a partner and discuss the scenaios and what
they would do. With at least five minutes left ask the students If someone
had not chosen to push the man in front of the train, is that still making a
decision?
e. Materials:
i. Pictures:
1.
tracks. Ahead, on the tracks, there are five people tied up and
unable to move. The trolley is headed straight for them. You are
standing some distance off in the train yard, next to a lever. If you
pull this lever, the trolley will switch to a different set of tracks.
However, you notice that there is one person on the side track. You
have two options: (1) Do nothing, and the trolley kills the five
people on the main track. (2) Pull the lever, diverting the trolley
onto the side track where it will kill one person.
2. As before, a trolley is hurtling down a track towards five people.
You are on a bridge under which it will pass, and you can stop it by
putting something very heavy in front of it. As it happens, there is a
very large man next to you your only way to stop the trolley is to
push him over the bridge and onto the track, killing him to save
five. Should you proceed?
a.
b.
c.
d.
Length: 15 minutes
Language Skills: Listening, and speaking
Grouping: Whole class
Description:
Tell students that because the prior class consisted of the idea of not
making a decision we will now be forced into making a decision. This activity
will have students recognize the effects of personal values and peer pressure
when making a decision. Place signs in each corner of the room to designate
four different choices: Strongly Agree, Agree, Disagree, and Strongly
Disagree. Have the students stand in the middle of the room then read out
statements. Students are not allowed to talk during the game. After game
discuss with students and perhaps also ask them to write their answers down
so that they do not feel pressured to share: Which sign/option was not
available?, How did it make you feel to be forced into making a decision?,
Did you always go with your friends to the same corner or was the choice
your own?, Did you feel any pressure from your friends to select a
particular corner?, What kinds of pressure did you feel?, Did you feel that
you wanted to go to strongly agree or disagree but did not want to be too
different with your opinion?, Did anyone make a decision that was different
from everyone in the class? How did that make you feel?, Because you
could not choose I dont know did you feel that you actually had an
opinion?
e. Materials:
i. Signs
ii. Statements:
1. I would ditch school and go with my friends to do
something fun.
2. Women are generally more sensitive than men.
3. If the principal announces that a window is broken
and asks for information, I would tell if I knew.
4. I think it is OK to push and shove people I dont like.
5. School is more work than fun.
6. Boys are better at sports than girls.
7. Adults dont give kids enough respect.
8. People can be judged by the clothes that they wear.
9. It is better to give than to receive.
10.
It is necessary to have a college education to
make it in life.
11.
Teachers are usually right.
12.
Scientists should not be allowed to carry out
experiments on animals.
f. Assessment: Students move to corners and are able to discuss
their thought process.
2) Class
a.
b.
c.
d.
Notes/Definition
Length: 5 minutes
Language Skills: Reading, speaking, listening, and writing
Grouping: Whole class
Description:
Have the students read the definition and write it in their definition sheets.
Explain the definition using examples and ask questions for formative
assessment.
e. Materials:
i. Definition:
1. Student definition sheet
2. Social Responsibility: People and organizations (i.e.
businesses) must behave ethically. They need to
think of social, cultural, economic, and environmental
issues and make decisions to benefit these areas.
f. Assessment: Students write the definition in their work books and
answer questions orally.
3) Group Brainstorming
a. Length: 18 minutes
b. Language Skills: Speaking, listening, and writing
c. Grouping: Small groups (3-4 students)
d. Description:
After making groups have students write a list that is relevant to their topic
by affecting the well being of it. Once they have a list have groups discuss
what are the choices that makes or prevents these things from happening.
The lay out of the activity is in the materials. Students can review their
answers with this answer key and/or discuss as a class.
e. Materials: (These lists are not exhausted and students will add to
them as well).
i. Our health
1. Eating Healthy
a. Money
b. Time
c. Convenience
d. Taste buds
2. Exercising
a. Time
b. Money
c. Energy
d. Disabilities
3. Brushing our teeth
a. Time
b. Money
c. Energy
4. Going to the doctor
a. Time
b. Accessibility
c. Money
d. Embarrassment
5. Taking vitamins
a. Money
b. Convenience
ii. Our Friends / Family or Relationships
1. Spending quality time with them
a. Time
i. Prior commitments
2. Conversing with them
a. Technology
i. Gets in the way; or can make it easier
b. Living far away
c. Preoccupied
3. Doing things together
a. Dont know what to do/nothing available
b. Accessibility
c. Money
d. Time
e. Preoccupied
f. Not allowed to see eachother
iii. The Planet
1. Recycling
a. Convenience
b. No bins available
2. Not polluting
a. Convenience of driving cars
b. Too cold to walk
c. Businesses rather make money
d. People are consumers and a lot of packaging
goes in the dumps
e. People like new things and throw away the old
stuff
iv. Our Futures
1. Getting an education
a. Unmotivated
b. Dont know what you want to do
c. Schooling is unavailable
d. Unable to get to school
e. Financial problems
f. Party too much
2. Getting a job
a. Dont know what you want to do
b. Unable to get to work
c. Party too much
3. Staying healthy
a. See above
f. Assessment: Students write responses to topics.
4) Discussion
a. Length: 7 minutes
b. Language Skills: Listening, and speaking
c. Grouping: Large group (whole class)
d. Description:
Ask students to share their findings from activity 7.3. Then ask students
questions like what is the social responsibility of these issues? Why would it
be our social responsibility to stay healthy, etc.?, Despite the things that
prevent good health, is it still our responsibility to our society to stay
healthy?, etc.
e. Materials:
i. Lists made by students and list from 7.3
f. Assessment: Students orally responding to questions and
discussing with others.
Time
Length: 35 minutes
Language Skills: Reading
Grouping: Large group (whole class)
Description:
Have students read along and each read a portion of the short story. Discuss
the context as you go.
e. Materials:
i. Short story: Button, Button
http://www.greensburgsalem.org/cms/lib4/PA01001409/Cen
tricity/Domain/467/Button%20Button%20by%20Richard
%20Matheson.pdf
f. Assessment: Students follow along with their fingers and read
aloud.
e. Materials:
i. Paper and pencils
f. Assessment: No summative or formative assessment.
3) Creating Skit
a. Length: 15 minutes
b. Language Skills: Speaking, listening, writing, and reading
c. Grouping: Small groups of 3-4 students
d. Description:
Have students create their own skit in small groups.
e. Materials:
i. Paper and pencil
ii. Student-made text from 9.1
f. Assessment: Students are writing a role-play.
4) Practicing
a. Length: 15 minutes
b. Language Skills: Speaking, listening, and reading
c. Grouping: Small groups of 3-4 students
d. Description:
Students will practice the skits that they make.
e. Materials:
i. Skits
f. Assessment: Students are using their time to read their skits.
2) Performances
a. Length: 15 minutes
b. Language Skills: Speaking, listening, writing, and reading
c. Grouping: Small groups of 3-4 students
d. Description:
Students will perform their skits in groups in front of the class.
e. Materials:
i. Skits
f. Assessment: Students are able to say their lines out loud or react
to other characters.
3) Preparation
a. Length: 10 minutes
b. Language Skills: writing, and reading
c. Grouping: Independent
d. Description:
Have the students review the story Button, Button and then ask them to
continue writing the pros and cons to pushing the button.
e. Materials:
i. Short story: Button, Button
f. Assessment: Students are writing a response to the scenario
given in the story.
4) Debate
a. Length: 15 minutes
b. Language Skills: Speaking, and listening
c. Grouping: Whole class
d. Description:
e. Materials:
i. Short story: Button, Button
f. Assessment: Students bring up valid points regarding the article
and listen to others before giving a response.
#
1.1
1.2
1.3
1.4
1.5
2.1
2.2
2.3
2.4
3.1
3.2
3.3
4.1
4.2
Activity
WhatifGame
ProsandCons
Everyday
Decisions
SortingActivity
Easyvs.Hard
Decisions
MotivationalSet
Stepstomakea
decision
GroupActivity
Presenting
Findings
Video
GroupActivity:
CaseAnalysis
ClassDiscussion
WouldYou
RatherGame
ClozeActivity
CR1
CR2
CR3
CR4
CC1
CC2
CC3
CC4
AR1
AR2
4.3
4.4
5.1
5.2
5.3
5.4
5.5
6.1
6.2
6.3
7.1
7.2
7.3
7.4
8.1
8.2
9.1
9.2
9.3
10.
1
10.
2
10.
3
10.
4
PictureAnalysis
EthicalDilemmas
WritingActivity
StoryTime:Puss
inBoots
DiscussandWrite
StoryTime:Jack
+theBeanstalk
DiscussandWrite
Review
Discussion
Independent
Readingand
Discussion
ClassGame
ClassNotes
Brainstorming
Discussion
StoryTime
PrepforDebate
Instructions
CreatingSkit
Practicing
Practicing
Performances
Preparation
Debate
1.1
1.3
2.2
2.3
2.4
3.1
3.2
4.4
5.3
5.4
5.5
6.1
6.2
7.1
7.2
10.
1
10.
2
10.
3
Picture
Video
Sheet
Ballots
Cloze
Picture
Book
Book
Book
Book
Story
Signs
D
M
Sheets
C
P
Sheets
9.2
9.3
Q
A
8.1
9.1
List
7.4
8.2
Participant Structure
5.2
7.3
P
P
Materi
als
Picture
P
S
4.3
6.3
P
I
3.3
5.1
2.1
4.2
1.5
4.1
1.2
1.4
Teacher
Role
Story
Story
Skits
Skits
Skits
Skits
C
M
10.
4
Story
7. Resources
http://www.language.ca/index.cfm?
Voir=sections&Id=17355&M=4038&Repertoire_No=2137991327
http://illuminations.nctm.org/activity.aspx?id=3531
problemsolvingcourse.com
https://www.youtube.com/watch?v=clC7PLw2zEU
http://www.mentoring.org/downloads/mentoring_429.pdf
https://www.google.ca/search?
q=ethical+dilemma+model&espv=2&biw=979&bih=681&source=lnms&t
bm=isch&sa=X&ei=ipoNVcfQPMmhgwS_loOgAw&sqi=2&ved=0CAYQ_AUo
AQ#tbm=isch&q=ethical+dilemma+cartoon&imgdii=qqHh-FQV-RLnXM
%3A%3BdRZRnfqNBeLa5M%3BqqHh-FQVhttp://www.educationworld.com/a_lesson/03/lp304-03.shtml
https://www.google.ca/search?
q=ethical+dilemma+model&espv=2&biw=979&bih=681&source=lnms&t
bm=isch&sa=X&ei=ipoNVcfQPMmhgwS_loOgAw&sqi=2&ved=0CAYQ_AUo
AQ tbm=isch&q=ethical+dilemma+cartoon&imgdii=_&imgrc=KYhgPBfLTpkR5
M%253A%3BuI_-CgNcQsgGEM%3Bhttp%253A%252F
%252Fwww.allthetests.com%252Fquiz31%252Fpicture
%252Fpic_1416409939_5.jpg%3Bhttp%253A%252F
%252Fwww.allthetests.com%252Fquiz31%252Fquiz
%252F1416409939%252FThe-Ethical-Dilemma-Challenge%3B506%3B267
http://www.mentoring.org/downloads/mentoring_429.pdf
http://www.greensburgsalem.org/cms/lib4/PA01001409/Centricity/Domain/
467/Button%20Button%20by%20Richard%20Matheson.pdf
http://www.curriculum.gov.sk.ca/index.jsp?
view=outcomes&lang=en&subj=english_language_arts&level=A10
Problem 1.5: students answer hard decisions that are complex for their age
or other students.
Evaluations are done based off of the learning outcomes (in section 5) and
their indicators found on the curriculum website (found in the resources).
These indicators are observed and assessed through a checklist system for
formative assessment. This unit does not have a specific summative
assessment since this portion is a part of a larger unit: The Challenges of Life,
and because the students will be doing a portfolio based assessment later in
the term since their skills will develop greatly in a shorter period of time.