LivingSkySchool Division #202
Inquiry Unit: Do the Right Thing
ELA 9 / Context /- Personal and Philosophical
- Social, Cultural and Historical
- Imaginative and Literary
- Communicative
- Environmental and Technological
4 – 6 Weeks
Essential Question:
What is the right thing to do when there is conflict?
Guiding Questions:
1. How do we know what the right thing is to do?
2. What are our rights, responsibilities, and freedoms?
3. What causes conflict or makes something an issue?
4. What qualities help people deal with conflicts and issues successfully?
Learning Objectives (specific from the curriculum):
Reading:
Read for a variety of purposes including gathering information, to follow directions, to extend thinking, to give a response, to form an opinion, to understand information.
Make connections to prior knowledge and experiences
Writing:
Use inquiry or research processes to gather additional ideas and information for specific purposes.
Use appropriate technology.
Viewing:
Evaluate the effectiveness of a range of visual works.
Formulate questions.
Set purpose for viewing.
Recognize the main ideas, underlying messages and values, and relevant supporting details.
Culminating Project:
I believe that.... (give examples) Have students come up with 10 different beliefs based on knowledge gained in this unit with reasons why.
Students are then asked to turn one of the statements into a social action that demonstrates this belief. (See the final lesson plan for a detailed description.)
Assessment:
Student Self Assessment Oral Questioning and Responding
Anecdotal Records Rubrics Writing
Products for Assessment:
Journal Writing 5-paragraph Essay/Digital Storytelling
Final Project Presentation Diary Entries
Recommended Resources:
Print Resources:
Crossroads 9 Anthology Sightlines 9 Anthology Various handouts (included)
Online Resources:
Subject: ELA 9-Do the Right Thing (Inquiry Unit) Date:
Question 1:How do we know what the right thing is to do?
Duration: 2 classes (Lesson 1 of 3)
Lesson Focus:
To explore ideas relating to doing the right thing in different situations.
To identify specific behaviours that indicate doing the right thing.
To work effectively in a group setting.
Procedure:
To introduce the unit, brainstorm what it means “To Do the Right Thing”. This will activate student’s prior knowledge. Introduce the unit Bulletin Board, either a board in room or web-based. (This website shows how to create a Wikipage: )Students will be given the opportunity to put up questions or comments about the topic at any time during the unit. These can be looked at and discussed 2 or 3 times a week or more if students are using it often.
Before:
Students will likely have identified being honest as a way to do the right thing. If they haven’t, probe with questions to get that response.
Journal response: Is it ever all right to cheat? If yes, when? If no, why not?
After writing: What are their ideas and opinions? Have students write responses on the board. Divide the board into two sections, one section with yes and the other with no. Give students the opportunity to come up and write their responses on the board. Leave responses on the board to refer to as they read the story.
During:
In groups of 4 (teacher grouped), students will read “And the lucky winner is…” on page 273 of Crossroads anthology. As they read, students will fill in the graphic organizer (see Student Handout #1). Encourage students to stop and discuss where conflict arises, what the conflicts are, and what they think of the conflict. (Teacher may model this using the graphic organizer.)
After:
Students to remain in their groups to discuss:
- How have both Jon and Peri changed throughout the story?
- What concerns do they have at the beginning of the story?
- How have their concerns changed at the end?
- Who do they believe was in the right in each situation, and how does one conflict affect another?
How do we know what the right thing is to do?
What are you starting to believe? What specific characteristics are shown in this story that indicate the right thing to do and how you know? / Assessment/Evaluation
Student:
Journal Writing
Teacher:
Anecdotal records on group work.
Materials
Journal
Bulletin Board
Paper and markers
Story
Student Handout #1
Computer – if using web-based bulletin board
Subject: ELA 9-Do the Right Thing (Inquiry Unit) Date:
Question #1:How do we know what the right thing is to do?
Duration: 2 classes (Lesson 2 of 3)
Lesson Focus:
To identify choices and their accompanying consequence.
To discover strategies for decision making.
To research and discover what copyright laws are and the penalties for plagiarism.
Procedure:
Allow students 5-10 minutes to access the bulletin board to read what is there or to put up their own questions, comments, or concerns.
Before:
Read teaser on page 292 of Crossroads Anthology. Read aloud the next few paragraphs ending with “Today is April 21.” Relate personal experiences with students that deal with procrastination. Discuss how procrastination is really a choice. Choices have consequences (both positive and negative) and students should be able to list several. Have them come up to the board to write down a choice with its accompanying consequence.
During:
Teacher to read aloud. As they listen to the story, have students use a flow chart to track Walter’s choices and decisions.
After:
Go back into the story, using the flow chart and discuss alternate choices and decisions that Walter could have made. Option: Role play situations that Walter finds himself in and the alternate choices he could have made. Can you think of any times in our life that you have had a tough choice to make? What kinds of strategies can you use to help you make decisions? (pro and con lists, listening to your conscience, advice from parents and teachers, etc) Add these strategies to the bulletin board so students can see them.
Assignment:
Walter’s actions were an infringement on copyright. Everyone has infringed on this at one time or another. In the students’ life, they have the choice to download music off of Limewire for free (copyright infringement?) or from Itunes for a price. What do students think about this? Is this stealing someone’s property? Where can they go to get music without stealing and without having to pay a lot of money? What about downloading movies?
Have students research these questions and come up with some alternative ideas for how to deal with this problem. They should go as in-depth as possible and come up with solutions and consequences.
Continued from page 4
Discuss plagiarism with students. Do they know what it really is and what can happen if they engage in this practice?
Option: teachers may choose to show students a university website that clearly shows the consequence for academic dishonesty – plagiarize and get asked to leave.
After:
Mini Lesson: citing sources. Show students how to cite properly using the following link:
Closure / Follow-up:
Journal: What insights/new learning have you gained? What are you starting to believe is the right thing to do now? As an extension: have students cite the source for the story “The Long Journey”. / Assessment/Evaluation
Student:
Teacher:
Anecdotal records for participation.
Materials
Story
Computers
URL for citing references:
Subject: ELA 9-Do the Right Thing (Inquiry Unit) Date:
Question #1: How do we know what the right thing is to do?
Duration: 2 classes (Lesson 3 of 3)
Lesson Focus:
To make a decision regarding a moral dilemma.
To articulate choices in different situations.
To value human life at any age.
Before:
Discuss the stages of life. Share personal stories about how we feel as we go through these stages. What do students think about people who are 25, 30, 40, and older? What are their assumptions and beliefs?
Discuss assumptions and beliefs about aging.
Journal: What will you be doing fifty years from now? How do you think young people will treat you and think about you?
During:
Listen as the teacher reads aloud. Using a double entry journal, describe the conflict. On one side discuss how she is feeling and on the other discuss how you would feel in that situation.
After:
If they could ask Trish anything at this time, what would they ask her? (Teacher can play the part of Trish or students may take turns as Trish)
Assignment: Diary entry – At the end of the story, Trish never explains why she is willing to go back and “party with Helen any time.” Why do you think she’s willing to go back? Write a diary entry from Trish’s perspective explaining why you are prepared to return and spend time with Helen. As Trish, did you go back because it was the right thing to do? Remember to stay in character, and use events from the story to support your opinions and ideas.
Peer editing: Have a friend read your entry and give constructive feedback. Have you stayed “in character”? Have you used events from the story? Have you stated your opinion and ideas and developed them?
Closure/Follow-up:
Read the reflections that you have written from all the stories so far. Think about them and respond to “what is the right thing to do?” / Assessment/Evaluation
Student:
Peer editing for content
Journal writing
Teacher:
Diary entry (content)
Journals
Materials:
Digital Cameras
Access to computers
“Babysitting Helen” in Crossroads Anthology
Journals
Subject: ELA 9-Do the Right Thing (Inquiry Unit) Date:
Question #2:What are our Rights, Responsibilities and Freedoms?
Defining Our Global Perspective on Resources and Consumption
Duration: 1 class (Lesson 1 of 3)
Lesson Focus:
To examine environmental changes in our community and in Canada.
To study problems in the use of natural resources, and consider the environmental impact of varying habits.
To recognize personal deficiencies in the use of Earth's natural resources, and to understand how this affects our environment and the lives of people around us everyday.
Before:
Ask these questions - Why do we drink bottled water? Why do we put garbage in a container (most of the time)? Refer to the Bulletin Board.
Procedure:
Show classthrough either YouTube or newspaper articles (prior teacher accumulation) highlighting environmental issues that affect us daily – on a local, provincial, national or world scale. What issues are the most important to deal with immediately? Are there choices to be made? What is happening here? (in the photos/YouTube) Reactions?
During :
Students should use jot notes for important realizations they develop during the following Guided Discussion:
- What are the essential needs of families everywhere? Do all families spend their time and income primarily on essential needs? Who will have more time and income to spend on other, nonessential items or activities?
- Show students more visuals to peak their curiosity.
- Once their basic needs are met, are most families satisfied with what they have, or do they usually want more?
- Does commercialism affect our desire for material goods? How could commercialism affect the environment? How might a high level of commercialism affect an individual, community, country and its culture?
Break into groups and ask the students to prioritize their choices. Can students suggest methods in which they become actively involved in solving the problems? Encourage students to keep their suggestions in mind as they
Continued from page 7
research new information that will either foster a stronger belief in what they have agreed upon, or, alter their decision making process.
Closure / Follow-up:
Students will make journal entries before the end of class, recapping what they learned today. Students - Select an individual stand on what you see as environmental issues affecting your lifestyle. Write/blog (depending on teacher preference) one to two paragraphs. / Assessment/Evaluation
Student:
Final Project integration
Peer recognition
Self Assessment
Journal Writing
Teacher:
Summative
Cumulative
Final Project Integration
Rubric
Materials
YouTube video showing waste
Newspaper articles singling out environmental needs
Internet Connection
LCD Projector
Visual pictures – of energy waste, garbage
Journal Pages
Subject: ELA 9-Do the Right Thing (Inquiry Unit) Date:
Question #2:What are our Rights, Responsibilities and Freedoms?
Defining Our Global Perspective on Resources and Consumption
Duration: 1 class (Lesson 2 of 3)
Lesson Focus:
To examine environmental changes in Canada and around the world, the material lives of families: study inequities in the use of natural resources, and consider the environmental impact of varying habits.
To recognize personal and global inequities in consumption of the Earth's natural resources, and understand how this affects our environment and the lives of people around us everyday.
Before:
Are we a privileged society? Show visuals (pictures) of rich vs. poor; big meal vs. poor person meal; water waste vs. water conservation (struggle for water); food shortage vs. food waste. Refer to the Bulletin Board before continuing.
During:
Students should use jot notes for important realizations they develop during Guided Discussion.
Procedure:
Guided Questions(distribute Student Handout #2 and #3):
- What advantages might there be to reducing the income disparity between the world's richest and poorest?
- How do social inequities and environmental concerns relate to our own lives? How do they relate to our society as a whole?
- Which of the world's citizens are best able to contribute to balancing the income inequity?
- For most of us (Canadians), would consuming less mean living in poverty?
- Do you think that most Canadians would be happy if they consumed less?
- How do you deal with waste issues when confronted by a peer? Is it even a concern?
- What advantages might there be to reducing the income disparity between the world's richest and poorest?
Continued from page 9
After:
In groups, develop a list of reasons why there is such disparity across the world, and how our personal understanding can help.
Closure / Follow-up:
Students will continue with their journal entries before the end of class. They will answer questions that were posed and discussed during today’s lesson. What is their environmental issue? Write/blog (depending on teacher preference) one to two paragraphs. / Assessment/Evaluation
Student:
Peer Editing
Journal Writing
Teacher:
Anecdotal notes for participation
Materials:
Pictures to match the compare and contrast required in Before
Option 1: Computer lab Internet for finding pictures.
Option 2: Food prepared for the class meal comparison option.
Overhead #1
Overhead #2
Student Handout #2
Student Handout #3
Detailed reports on worldwide family needs.
Subject: ELA 9-Do the Right Thing (Inquiry Unit) Date:
Question #2:What are our Rights, Responsibilities and Freedoms?
Defining Our Global Perspective on Resources and Consumption
Duration: 1-2 classes (Lesson 3 of 3)
Lesson Focus:
To examine environmental changes that impact your individual understanding of the problems that affect our natural resources.
To recognize a connection of personal lifestyle to that which affects the environment. Students will understand how their lifestyle and choices affect the lives of people around us everyday.
Before:
What did you do this morning before you went to school? What changes are possible in your daily routine? Refer to the Bulletin Board before continuing work.
Procedure/During (continued from last day):
- How do social inequities and environmental concerns relate to our own lives? Society as a whole?
- Which of the world's citizens are best able to contribute to balancing the income inequity? For most of us (Canadians), would consuming less mean living in poverty?
- Do you think that most Canadians would be happy if they consumed less?
- Redefine – What state is Canada in?
- What freedoms do we have in Canada?
Guided website tour offers insight into a variety of issues in North America
Continued from page 11
Closure / Follow-up:
Class discussion before final journal entries.
What can you integrate into your final project? Make jot notes to help keep your thoughts clear and focused to the task on hand.
Final Reflection:
Our rights, responsibilities and freedoms are often compromised. Have yours been compromised? What viewpoints have been altered through these past lessons, and where do we go from here?
Journal entry (or blog) of two to three paragraphs. / Assessment/Evaluation
Student:
Peer Editing
Journal Writing
Self assessment
Teacher:
Anecdotal notes for participation
Appendix #2:
Rubric for 5 Paragraph Essay