This week we had another round of fine papers. First, we revisited the "inclusion" question, and heard more details of special needs children. Second, we considered the impact of technology on education, and how teachers might incorporate it into classroom learning. Next we heard about "positive curriculum mirroring", and how students who recognize themselves in educational materials (characters in stories, etc.) can develop greater confidence, a sense of belonging and self-esteem. Fourth, we examined the issues around school closures, and how this might be best approached through Rawls' "veil of ignorance". Then we heard about the ethics of enrolling children in French Immersion, and how this may be distorting values. Last, we learned about "truth and consequences", and how there may be a greater burden to pursuing the truth and the freedom it entails. Well done, everyone!
For this week, please choose one of your lesson plans to post on the blog. Give a brief description of what is involved, and in our next class, students can request e-mails to receive the full plan.
Next week, Aug. 5, is our last class and we will do a brief self-evaluation activity and listen to our last papers. We will also have time to celebrate a wonderful semester! I thank all of you for your thoughtful and active participation. This class has been a privilege to teach. Sue
I have condensed this lesson plan so it fits on the blog
ReplyDeleteLanguage Arts (Grade 5)
Perspectives on Heroes and Villains in Fairy Tales
Materials:
•Picture Book "The True Story of the 3 Little Pigs!" Jon Scieszka
•"3 Little Pigs" story book OR printout
Learning Outcomes:
Oral Language
•The student will be able to use speaking and listening to improve and extend thinking, by
•questioning and speculating
•acquiring new ideas
•analyzing and evaluating ideas
•developing explanations
•considering alternative viewpoints
•The student will be able to analyze and evaluate two possible outcomes or solutions to an issue based on a debate/group dialogue
Introduction:
•talk about heroes and villains.
•tell students we are going to read two stories about three little pigs and a wolf. We will talk about what happened in the story and determine who the hero is and who is the villain. At the end of both readings we will write a paragraph in our journal about who we believe is the hero and why we believe that.
Practice: (30 minutes)
•read the story of “The Three Little Pigs” to the class
•ask students to retell important parts of the story
•have students join with their prearranged group of one or two other students and talk about who is the “good guy” and who is the “bad guy” and why
•have students share this information with the class while teacher records on chart paper
•do these steps again with the fractured fairy tale, “The True Story of the 3 Little Pigs”
•has their opinion changed?
Independent Practice: (20 minutes)
Students return to their desks to write an entry in their journal about who they believe is the “good guy” and why.
Multiple Intelligences Involved:
• words (linguistic intelligence)
• pictures (spatial intelligence)
• a social experience (interpersonal intelligence)
Closure: (2 minutes)
Review how there can be more than one side to a story and that can affect the reader or viewer’s perceptions of hero and villain. It is our responsibility to use our own personal experiences, evidence from the text, and our ability to question, speculate and analyze to interpret the truthfulness of text and form our own opinions.
Lesson plan #1: Covers grade 8 social studies-European Renaissance
ReplyDeleteIt is a group final project (2-3 days) that covers significant people of the scientific renaissance.
I incoporated ethics in the making of the lesson through inclusion.
Lesson plan #2: Covers grade 11 social studies- Human Geography
(Big Idea: Students have become disconnected from their thoughts and actions on environmental issues)
It is an introduction to environmental issues, using Dr.Seuss' video: The Lorax, a powerpoint presentaion to learn concepts and class discussion
I incoporated ethics in the lesson by using a video that is banned in numerous places, having students examine environmental issues through an ethical lens, facilitate discussion using ethical based questions.
Lesson plan #3: Covers grade 12 law- policing the internet
Students examine the pros and cons of the internet and the ethical issues in using and policing the internet. Students discuss the Canadian Charter of Rights and Freedoms
I incoporated ethics in the lesson by facilitating a discussion using ethical based questions.
Lesson Plan 1
ReplyDeleteBook Study
The students of a grade 11 English Class will study a non-fiction book; an autobiography of Vladka Meed called On Both Sides of the Wall. In this book, Vladka Meed recounts her experiences from the age of 17, surviving the Nazi occupation of Poland. She is the only Holocaust survivor of her family, the majority of whom were killed in the gas chambers of the Treblinka death camp. Vladka’s story recounts her life during the war. Since she had fair skin and blonde hair, Vladka managed to pass as an “Aryan” or non-Jew, and escaped from living in the Warsaw ghetto. Vladka began to work for the underground resistance as an aid to Jewish people still in the ghetto. Vladka smuggled food, illegal literature, money, weapons and correspondence into the ghetto and also worked with partisans, going into the forests to give reports. Upon being asked for her identification papers by German soldiers, Vladka had to lie or use bribes to avoid detainment.
Rational and Learning Objectives for the Unit: Students will examine, recognize, and discuss ethical and unethical uses of power. Students will recognize and reflect on individual, organizational, and community roles in promoting tolerance, understanding, and acceptance versus intolerance and hatred. Students will discuss how Vladka needed to act against her moral, cultural and societal values to do the greatest good. Discuss the concept, “The end result justified the means”.
Materials Needed:
• Meed, Vladka. On Both Sides of the Wall, 1993, Published by the United States Holocaust Memorial Museum, Washington D.C. ISBN: 0-89604-013-5. Need one copy for the teacher, and one copy for each student.
• Large map of Poland to highlight areas being discussed in the novel.
• Pictures of the Warsaw ghetto, and Vladka Meed as a young woman as well as a picture of her currently. Obtain pictures on the United States Holocaust Memorial Museum web page http://www.ushmm.org/education/
• Materials Needed for Second Class: laptop, projector, and screen. Video found at http://www.ushmm.org/museum/exhibit/online/phistories/
Time Allotted for the Unit: 3 - 60 minute classes.
Student Groupings: Students will be grouped together for all three classes, with small discussion groups formed for 15 minutes during the first class.
Lesson Plan 2
ReplyDeleteEthics in Action
The students of a grade 5 class will discuss ethical issues through a hands-on demonstration.
Rational and Learning Objectives for the Unit: Students will experience and discuss the ethics of inclusion and equality. Students will investigate and reflect on promoting tolerance, understanding, and treating others as they themselves want to be treated.
Materials Needed:
• Small candies such as smarties. Approximately 2 small boxes of smarties needed.
Time Allotted for the Unit: 1 - 60 minute class.
Student Groupings: For the duration of the lesson, students will be separated by the teacher according to a random criterion such as all students with brown eyes on one side of the classroom, and students with any other eye colour on the other side of the classroom.
Accommodation of Multiple Abilities: All students will be able to fully participate together for this lesson.
How does this Lesson Fit: This unit will be done at the start of October, right after the social studies unit about cultures around the world.
Explain Directions: At the start of the lesson, tell the children that we are going to be reviewing information from the previous social studies class, but we will first be rearranging the desks. Without explaining why, regroup the room with students who have brown eyes on one side of the classroom, and students without brown eyes on the other side of the class room. Begin to ask simple questions about the material covered last class; focus all your attention on the students with brown eyes and ignore the other students. When asking for responses to your questions, only take answers from the brown eyed students. Praise their responses, and give the students a smartie when they answer the question. Ignore students in the other group; do not allow them to answer questions, and do not give them candy. If you can, physically turn your back to the students who do not have brown eyes to fully exclude them. After a time, students from one group or another will comment on the obvious favoritism of the brown eyed students. Ignore the first comment, and then respond to the next student who protests the disparity. At this point ask the students to discuss the following:
1.How are the students on the right side of the room different from the left?
2.To the children who were excluded: “How did being ignored make you feel?”
3.To the children who were favoured: “How did being favoured make you feel?”
4.How are people different? How are people the same? Should we focus on people’s differences, or their similarities?
5.Should we treat all people the same?
6.Can you give examples in history when people were treated without equality?
7.What does the phrase, “treat people how you want to be treated” mean?
8.How do you treat people kindly or fairly? How does it make you feel?
9.How do you treat people unkindly or unfairly? How does it make you feel?
New Vocabulary: During the discussion phase of the lesson, write new vocabulary words up as they emerge in the conversation. Vocabulary words are: ethics, discrimination, favouritism, stereotyping, differences, similarities.
Purpose of the Lesson: Students will experience and discuss the ethics of inclusion and equality. Students will investigate and discuss promoting tolerance, understanding, and treating others as they themselves want to be treated.
Assessment Tools: Students will be graded based on their class participation, as well as a 1 page writing assignment reflecting on their feelings.
Assignment: Students will write a 1 page (double spaced) reflection on what the phrase, “treat people how you want to be treated” means to them. Assignment will be due in three days.
Lesson Plan 3
ReplyDeleteWhat is ethics?
The students of a grade 7 class will define what “ethics” is, and how our ethics can translate into action.
Rational and Learning Objectives for the Unit: Students will examine, recognize, and define what “ethics” is, and how it is related to their own values, morals and beliefs.
Time Allotted for the Unit: 2 – 45 minute classes.
Lesson 1:
• Ask students to define “ethics”, then share your definition of ethics. Guide the class in reflecting on and defining the following terms:
Ethics: actions based on a person’s values, morals, and beliefs
Code of ethics: written or oral guidelines for behaviour. An example is a professional code of ethics such as a doctor’s Hippocratic Oath of, “first do no harm”.
Morals: what we feel is good or bad, right or wrong. These are ideals not actions.
Duties: What we feel we must do/act like based on our role. Some of those roles are – daughter, son, brother, sister, student, grandchild, girl guide, scout.
Values: What we feel is very important to us. Some examples people value are – honesty, openness, family first.
Beliefs: Our belief in a religion or purpose of our lives. This belief is where our morals and values come from. An example is a belief in Christianity, Judaism, or Hinduism
• Ask students, “Where do we get ethics, morals, values, and beliefs?” Write down their responses. Also ask, “Where do we learn what our duty or purpose is?”
•Summarize the discussion and guide the students to see that our values, beliefs, morals and duties shape our ethics.
• Discuss with the students why they think it is important to act ethically. Reasons could include ethical behaviour is good, and follows what our beliefs, values and morals are. It is following what we believe and know is right. If we don’t act ethically, then we are going against what we believe is right.
Lesson 2:
Divide students into groups of 4-5, and give each group 1 of the following ethical dilemmas. Students will take the 45 minute class to discuss possible solutions for the scenario. For homework, each student must write a two page (double spaced) response on their solution to the group’s scenario and answer “Is what you would ‘actually’ do different from what you ‘should’ do? If so, why?”
What is the morally right thing to do in the following cases?
Be sure to discuss your reasons and possible alternative solutions to the one that you propose. Is what you would 'actually' do different from what you 'should' do? If so, why?
Please note that the following questions were obtained at http://www.tru.ca/ae/php/phil/mclaughl/courses/ethics/bioeth/dilemmas.htm
1. You are shopping and notice a woman stuffing a pair of stockings into her purse. Do you report her?
2. You are waiting with a few other people to board a bus. The bus pulls up and before you can board the driver gets out and goes into the convenience store to get a coffee. You are the last to get on the bus. Do you pay your fare?
3. You discover Bill Gate's wallet lying on the street. It contains $1000.00 Do you send it back to him?
4. You are on a boat and nearby are two large rocks filled with persons waiting to be rescued; there are five people on one rock and four on the other. Assume that you cannot rescue both groups and that you are the only one able to rescue either group. Which group do you rescue?
5. You can only rescue one of each of the following, which do you save?
a) A child or an adult
b) A stranger or your dog
c) Hitler or lassie
d) Your spouse or a Nobel Laureate
e) A dog or a weasel
f) Your entire family or the entire canine species
g) A bottle with the cure for cancer or your brother
h) A bottle with the cure for cancer or your brother who just gave you one of his kidneys
Assessment Tools: Students will be graded based on their class participation, and the 2 page essay.
Hi all,
ReplyDeleteMy lesson is posted on last week's blog and my email is allie_006@hotmail etc if you'd like me to email you the full version/the other lessons.
See you next week!
-Allie
Course: Geography 12
ReplyDeleteUnit:Resources and Environmental Sustainability
Lesson: Energy Types: Which one to choose?
Time Required: Two Classes (65 minutes each)
PLOs: A4: Select a presentation form (eg. written, oral, graphic) appropriate for the communication purpose.
A4: communicate ideas, opinions, and arguments effectively, orally and in written form.
F1: Identify and Debate different points of view related to resource management and use, considering assumptions, priorities, data availability/ interpretation, and ethics of resource use.
F2: Describe the benefits and drawbacks of practices associated with energy production (eg. fossil fuels, hydroelectricity, wind, nuclear, solar, geothermal) and use (eg. Manufacturing, transportation)
Outline of the lesson: This lesson will take place over two classes. The first day students will be broken into groups and will be assigned a type of energy (one of fossil fuels, hydroelectricity, wind, nuclear, solar, and geothermal). They will be asked to consider that the town of Prince Rupert (chosen because geographically any of these types of energy could potentially be used in this town) is changing it's energy production due to growth in the area and they need to consult the mayor on the best type for that region. Each group will be asked to look at the PROS and CONS of their energy type and consider it from the ethical perspective of different interest groups (local community, environment, cost, government). They will prepare a presentation for the "mayor" and council members arguing for that type of energy.
The second class will be the town meeting....each group will have about 5 minutes to present their energy type and why they think Prince Rupert should move towards this type of energy. Once all the groups have presented the other "council members" will have the opportunity to debate the ethics of each type of energy before ultimately coming to a decision based on utilitarianism.
Assessment: Teacher will assess the students based on how they work in their group to present their energy type and also based on participation in the debate.
If you want any more info or my assignment sheet please send me an email at mhk6@sfu.ca.
Lesson #1
ReplyDeleteGrade 5/6
Social Studies
This lesson plan is designed to meet some of the PLO’s established for Socials 6 and 7. The lesson will draw attention to issues of cultural diversity, and help students to develop an understanding of the relationship between people and their environments, including settlement patterns. It will provide a foundation for the next unit which examines the historical relationships between Canada’s First Nations and European settlers. In addition, these lessons focus attention on critical environmental issues in a manner that is age-appropriate and accessible.
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Lesson #2
CAPP Work Experience
Grade 11/12
Workplace Behaviour and Maintenance (job-keeping) is a significant issue for many young people. Issues involving communication, punctuality, absences, and employee theft are factors that contribute to employee dismissal. This lesson will help to prepare students for their Work Experience Placements by helping them to engage in a process of self-reflection regarding workplace ethics. Students will evaluate themselves in three areas: Honesty, Initiative and Dependability and give consideration to a list of ethical dilemmas faced by previous work experience participants. Participants will be asked to reflect on the possible consequences of their behaviour in the workplace, and to think about how they would handle certain situations prior to entering their work experience placements.
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Lesson #3
Grade 5/6
Environmental Science/Language Arts/Socials
This unit will ask students to think about the various ways in which they can engage in environmental stewardship and how they can make everyday choices that are beneficial and less costly to the environment. This unit focuses on solutions, and tries to balance HOPE and FEAR. While fear may be a natural feeling associated with the degradation of our natural world, this unit is designed to help students direct their actions toward hopeful outcomes.
This comment has been removed by the author.
ReplyDeleteEnglish 9: Poetry
ReplyDeleteObjectives: Students will be able to examine a reflective poem and make a personal connection to the poem by examining their values and beliefs. Students will also be able to write a poem based on their beliefs and values.
Materials: The teacher needs a copy of Linda Pastan’s poem, “Ethics” for each student.
Introduction:
1)The teacher asks students if they know what reflective poetry is. If the students have not heard of reflective poetry before, the teacher introduces the students to reflective poetry.
2)The teacher reads the poem, “Ethics,” by Linda Pastan.
Development:
3)The teacher asks students the question that Pastan is asking in her poem: would they save an old lady or a Rembrandt painting if a museum was on fire?
4)Students form pairs and discuss what they would do: would they save the old lady or the painting. Students discuss how they arrived at their decision (what type of values and life experiences influenced their decision). Students share their discussions with the class. The teacher discusses with students how our values/beliefs shape our decisions and where we get these values/beliefs.
5)Students create a poem, illustrating what they value/believe. Like Pastan’s poem the students’ poems should have a question that is being addressed to the reader regarding what they value. The students should provide an answer to their question in the poem, based on their values/beliefs.
Conclusion:
6)Students find a partner and read each other’s poems. Students try to guess what the other student is asking and what the student (who wrote the poem) values/believes based on the answer that they provide in the poem. If students have not finished their poems, they can tell their partner about what they are trying to ask the reader and what their answer to their question is based on their beliefs/ values.
Lesson Plan (3): Radioactivity, Science 10
ReplyDeleteIntention/Purpose: (learning outcome): (What will learners know by the end of the lesson? How will you share it with them?):
The learners will learn to know the term radioactivity and radiation through the theory of atom and protons, neutrons, and electrons. I will show them videos of nuclear bomb and radiation to make connection of the topics.
Lesson Objectives: Through the lesson I will try to connect the nuclear weapons race and nuclear wastes problems and radiation effect on all the components of biological systems on earth.
Assessment: (checking for understanding - How will you monitor learning? How will you know intention or outcome has been met? How will the students know?):
I will show video of nuclear bomb of Hiroshima, and ask questions regarding what they learn.
Lesson Outline/Steps:
Mental set or "hook": (How will you get all your students ready and interested to learn? How will you access prior knowledge and help students make connections to what they will be learning?):
• Show a picture of nuclear bomb explosion and ask questions
• Video of nuclear bomb and tell about radiation and show the damage in the area of explosion
Time required: 75 min
Input or information/Materials: (What instructional strategies might you be using to support your student's learning? How will you facilitate learning?):
• Video about nuclear explosion
• Do examples for each topic then ask the students questions
Modelling/Demonstration: (How will you model/demonstrate or "unpack" critical elements of what students need to learn?):
• Video about nuclear bomb and destruction related to its explosion
• Talk and discuss with students to think about the good possibilities of using nuclear activities in human life
• Start discussion and involve all students.
Guided Practice: (What will this look like? What will you be doing? What will students be doing? How will their practice be supported?):
• Explain through video the nuclear explosion, radiation, herms of radiation, and nuclear wastes radiation and the problems of radiation as bad effective processes on biological system development
Closure: (How will you involve all your students? How will you know they have learned?):
• Asking questions for different types of radiations
• Work some examples to find out their learning through their performance and their questions
What Ethics to Discuss:
• Unlimited and uncontrolled applications of nuclear activities and what is going to happen if a mistake happens
• Nuclear weapons race and where we are taking our world
• Environment pollution resulted from nuclear activities
• Work on right treatments on nuclear wastes treatments
• Hiding or dispose of nuclear wastes in the oceans and the problem of radiation which can go to millions of years or even billions
• The risks for the people and biological systems now and for next generations due to nuclear activities
• Point out to the right and safe utilization of nuclear reactors that are used in power generation and medical or industrial and agricultural applications It is the responsibility of all of us to do something to save our lives and others
One of my three lesson plans for Education 437-4: Ethical Issues in Education considered Charlene Tan’s ideas from “What is Indoctrination” (in Key Questions for Educators, 2005) .
ReplyDeleteI took Tan’s ideas into account when planning for a Grade 10 English lesson about the final chapters of George Orwell’s ANIMAL FARM. In this lesson plan I detailed some important moments in Orwell’s text illustrating the dangers of indoctrination. Also, I included a student activity (for groups) in the lesson.
Ethical Rationale on Nuclear Energy
ReplyDeleteThis group of lessons focuses on one of the most relevant scientific ethical debates today, whether or not we should pursue nuclear energy as a source of power generation. There are many aspects and ways that this question can be explored. The immediate relevancy of the topic is also meant to be shown to the students, and keeps away from the purely hypothetical nature of some ethical questions in society.
One of the primary ideas to transmit to the students during the introduction of the Big Idea is that the students will surely have to tackle the ethical question of nuclear energy in the very near future. They will soon be of voting age, and there is no doubt that voters in Canada will have a loud voice in the future of nuclear power in Canada. It is critically important that students understand the nature of questions being asked, and be able to make informed and well thought out decisions that will affect not only their current situation but also their future.
The aspects of nuclear power production and its consequences are numerous and allow for individuals to approach the problem from many different angles. Nuclear power is extremely interesting from an ethical point of view because of this, along with there being no clear answer to what is better for society. The environmental argument is centered on the production of dangerous nuclear waste, as opposed to the problems created by air borne pollutants produced by coal fired power plants. Political arguments are centered on the relationship that exists between nuclear power and nuclear arms. A country’s ability to produce nuclear power is necessarily tied to its ability to make nuclear arms. Furthermore, there is fear that terrorist groups may be able to obtain nuclear material or technology from nuclear power production facilities. Finally, there are economic and political ethical issues around the issue of nuclear power. Nuclear power stations require a long time to build and a large upfront cost. This means that in some respects, today’s generation pays for tomorrow’s gain or loss. The idea of “political will” is raised within the PBS video, and this can be expanded upon.
Not only do each of the contexts (environmental, political and economic) have an internal struggle, but they also compete against each other. Each person is required to not only make a choice on what to analyze, but they must make an individual decision on the relative merits or importance of the context. A big struggle is often centered around the environment versus war or terrorism.
Unit Title: Character Education, Virtue Ethics and Censorship: Teaching John Steinbeck’s "Of Mice and Men."
ReplyDeleteII. Lesson Eleven
Lesson Title: Concluding 'Of Mice and Men': virtue ethics, compassion, and character education.
Genre: Novel. Grade Level: English 12
PLO’s: A1, A2, A5, A6, A7, A10, A11, B3, B6, B10, B13, C1, C2, C4, C10.
Rationale: Of Mice and Men explores compelling moral questions: racism, sexism, poverty, happiness and compassion. We would have studied each theme in turn throughout the unit, from a continuingly ethical lens, and at this point in time, we have finished the novel and, due to the meaningful ending of the book, we are ready to now discuss the last of our moral questions: compassion. Compassion is a virtue associated with one of the main characters’, George’s, behavior, who at the end of the novel shoots his mentally-handicapped friend Lennie to save him from an angry mob bent on revenge (Lennie has accidentally killed their boss’s wife). I want my students to learn that compassion is comprised within certain virtues and vices, and it, like other emotions, is connected to human actions and motivations. Steinbeck’s representation of compassion aligns with Aristotle’s virtue ethics. With this in mind, students will focus on virtuous character study in this lesson; by studying virtuous traits, it is hoped that students will add to their personal character development and enhance their values and beliefs. Aristotle speaks to my intention of forming character in my students when he tell us that “by acting in the various relations in which we are thrown with our fellow men, we come to be, some just, some unjust…we are inquiring not merely that we may know what virtue is but that we may become virtuous” (in Parker 75). In today’s world, our students face a myriad of influences and, given peer-pressure and our celebrity-engrossed age, are not always presented with positive role models; that is why developing moral character in our students is essential in forming responsible citizens. Studying Steinbeck’s moral philosophy and the character of George can help connect students with alternative role models and a proposed vision of life that espouses genuine moral goodness, genuine human happiness and genuine human development; a life well-lived and fulfilling. This lesson will lead students into the next several concluding unit explorations of Steinbeck’s ethics, as we now begin to look at the novel as a whole. Students will be able to read and critically interpret a novel; analyze ideas in comparative frameworks; share ideas in written and oral form; work independently and in small groups.
This following was designed for a Biology 11 class, but both websites could easily be used in a number of contexts.
ReplyDeleteObjective: To make a connection between the viral and bacterial replication and genetically modified organisms (GMO’s). To research the potential benefits and detriments of genetically modified organisms.
Lesson Framework:
Introduction (5 minutes)
• Show video footage of “Spider Goats” (Goats who make spider silk in their milk) http://video.google.com/videoplay?docid=4442176565233048208&safe=active#
• Let students know that this type of research is being done in a facility just outside of Montreal
Background (10 minutes)
• Give students FAQ on Genetic Engineering handout
o Read through it with the students answering any questions they have
Research and writing (65 minutes) – finish for homework
The students will do the following:
• Go to http://www.pbs.org/wgbh/harvest/
• Read through the six pro and six con arguments under the “Should we grow GM crops?” heading
• Read though the five “Viewpoints” arguments
• Write a multiple paragraph essay. In the first part of the essay, you must make a connection between viral and bacterial replication and the ability to create genetically modified foods. Then, you need to argue whether or not we should be using viruses and bacteria for this purpose. Arguments must be backed up with documentation. Other websites may be used as resources as long as you have assessed them based on the criteria for evaluating Internet resources (http://www.library.ubc.ca/home/evaluating/).
My lesson plan continued... (sorry I was sure the first message didn't go through...)
ReplyDeleteActivities:
Introduction (10 min): As part of the class routine, students take out their journals and reflect upon the following question that is written up on the board: Is it morally right to hurt someone if we know that by hurting them we are helping or saving them?
Body (55 min): We then read the novel to the end in class and turn our attention to the concept of compassion. Students partner up and receive a piece of paper with a famous quote on it that addresses the meaning of compassion (by the Dalai Lama, Mother Teresa, Gandhi, etc). On the board is written ‘Compassion’ – each pair comes up to the board and writes down 3 understandings of compassion as inferred from the provided quotes. In previous lessons, the class went over the meanings of virtue and moral goodness, and students’ understandings were assessed through written in-class assignments that connected the text to students’ personal beliefs. Today the class will chart George’s virtues and moral goodness. The teacher begins this part by forming students into groups of 4. Each group receives a large piece of chart paper and is provided with a different question. These questions read as follows:
Group 1) Why did George have to shoot Lennie? Is he fulfilling his duty as prescribed by a set of human/social laws? Group 2) Did George’s final action bring about virtue? Did he act from his heart when he pulled the trigger? Group 3) What motivates George? Why did he perform this action and not another? Group 4) If George had good will in shooting Lennie, does that make his action morally good regardless of its consequence? (Side note: indirect introduction of a Kantian approach) Group 5) Is there a difference between being good and doing good? Where does George fit? (Side note: using an Aristotelian approach) Group 6) Based on George’s final action, should we judge his character based on that action or based on all his actions? Group 7) Is George saving Lennie from a harsh reality given the context of the novel? Group 8) What are the moral implications of George’s final action? Do they disturb you, challenge or motivate you in any way?
The groups then tape their charts around the room and present their thoughts to the class. Afterwards, the teacher draws students’ attention to virtue, provides a quick review of its meaning, and connects it to ethics (also providing a review of ethics). With that, we have virtue ethics and thus appears Aristotle: a mini-lecture on Aristotle’s conception of virtue ethics is given and next applied by the teacher to the novel’s ending: virtue ethics suggests that most human decisions such as George’s under his circumstances may have to suffice where none of the possible choices appear to be acceptable. Students are asked to discuss in pairs George’s options and how Steinbeck demonstrates that virtuous behavior is not determined by socioeconomic status or lack thereof. Students will then randomly share with the class and will be told by the teacher that Steinbeck’s view supports Aristotle’s perception that virtues are “habits or trained faculties” which humans have the power to develop over time” (in Park 76), which is true for ourselves.
Conclusion (10 min): Students are asked to brainstorm in their journals on anything they know about euthanasia, or mercy killings, as an extension of the implications of George’s actions. Can taking someone’s life ever be deemed good? Can it make the ‘victim’ happy? Can we judge consequence independent of motivation? Where in history has this ever happened (hint: fascism)? This topic will be addressed next class to make connections to the moral human dilemmas in today’s world.
Assessment:
ReplyDeleteParticipation and Reflection: Journaling on the first and last questions will indicate to me the level of student engagement with the topics at hand and their ability to reflect through writing, as well as show me students’ prior knowledge.
Concept Attainment: The compassion activity will measure students’ ability to infer information and to synthesize it by summarizing it on the board. Marks for this fall under participation.
Inference from, Evaluation and Synthesis of Content (Skills development): The group activity that charts George’s virtues and analyzes his character as well as moral motivation in killing Lennie will determine whether students are able to synthesize the text and connect it to higher, philosophical thinking about the ethics of human behavior and the moral lessons presented by the novel. Students hand in their charts at end of the class for marks (under in-class assignments).
Resources: Student journals; compassion quotations; chart paper; power point presentation; tape; markers.
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ReplyDeleteOops.. I completely forgot to post my lesson plan! Here it is...
ReplyDeleteGrade: Grade 1
Teacher Name: Neetu Sharma
Subject: Sharing
1. Topic-
________________________________________
Sharing is Caring Lesson
2. Content-
________________________________________
Learning to share with your peers and demonstrating good citizenship.
3. Goals: Aims/Outcomes-
________________________________________
1. To have students share their belongings with their peers
2. Learning and demonstrating good citizenship
3. Respecting others feelings and belongings
4. Objectives-
________________________________________
1. Watch students share their special items
2. Asking each other questions about the particular item they have brought
3. Respectful of each other’s belongings and feelings
5. Materials and Aids-
________________________________________
Bring a special item for show and tell
Sharing is Caring worksheets and stories related to sharing
6. Procedures/Methods-
________________________________________
A. Introduction-
1. Tell a story about sharing
2. Discuss the meaning of sharing (physical items and emotions - sharing does not have to consist of items)
3. Brainstorm ideas of ways to share and respect each other’s belongings
B. Development-
1. Read a story about sharing
2. Have students write a few sentences about what sharing means to them
3. Sharing show and tell items
4. Discuss what it means to be selfish
C. Practice-
1. Show and Tell - brings a special item to school and explain in a few sentences to the class what this item means to them. The next day, students can celebrate by bringing their special items to class with them
2. Write mini-stories about sharing
3. Share stories with the class and switch with fellow students to read each others
D. Independent Practice-
1. Students can bring their special items to class and share with their peers
2. Read mini-stories and watch for the amount or level of sharing within the story
3. Watch children offer and share their belongings with each other and the level of interest they show in sharing with peers
E. Accommodations (Differentiated Instruction)-
1. Modeling sharing within the classroom
2. Explain the concept of sharing beginning with the time we were all young and did not like to share. Go on to explain why sharing is important and how it helps everyone
3. Plan an activity where there is two items and two students. These students will then pick an item and play with it and share each item with one another.
F. Checking for understanding-
1. Discuss the show and tell activity and how the students did or did not like it
2. Read stories and watch for the level of comprehension
3. Have students write reflections about the activities they took part in
G. Closure-
1. Discuss with the class why sharing is important and how it relates to caring
2. How demonstrating good citizenship benefits everyone
7. Evaluation-
________________________________________
1. Read reflections looking for what sharing means and how students feel about it
2. Why is sharing important and how it benefits everyone
Rationale
ReplyDeleteI thought sharing would be an excellent lesson to teach young school children. Sharing helps children develop positive social skills which will be very useful tools for their futures. Getting along with others is an important social skill everyone and it is important to begin teaching such concepts at a young age. It may seem like common sense that children need to get along with others; however, nurturing positive social skills takes time and practice. Skills grow when children have ongoing and steady guidance. Skills such as sharing continue to develop and grow throughout children’s lives. Sharing can be a difficult concept for many children to grasp; as a result, it can be helpful to enforce sharing within a classroom setting to promote this habit. Through sharing, children acquire many social skills like cooperation and caring for others. By having children acquire these skills, children have the ability to understand another person’s feelings and show empathy. Sharing is an important ethical lesson to teach as children learn how to be selfless. By learning these social skills at a young age, children are able to grow and further their social skills with their parents, friends, teachers, and even co-workers. Sharing is especially important in the classroom since children are constantly playing with different things; consequently, it is crucial for young students to develop such skills as it will help them grow and become socialized individuals. Sharing is an important ethical lesson to teach as it is one of the foundations of developing many other social skills. Children learn to be more accepting and empathetic towards others feelings.
Hi Everyone!
ReplyDeleteI have created a grade two lesson plan for English Language Arts. The purpose of this lesson is to use fairy tales to discuss ethics. I created two separate lesson plans for this idea. The first plan uses Jack and the Beanstalk and is listed below. The second lesson plan uses the fairy tale Pinocchio to learn the rights and wrongs of lying.
Lesson Plan #1 (60 Minutes)
1. Ask students to move their desk and chairs back and form a large circle in the center of the classroom (5 Minutes)
2. Tell students that we will be practicing our listening skills today and introduce the two fairytales to the students (5 minutes)
a. Jack and the Beanstalk
b. Red Riding Hood
3. Ask students if they have ever read or heard of these fairytales (5 Minutes)
a. Ask students who have read these fairytales to not give away the ending
4. Begin reading Jack and the Beanstalk to the students (15 Minutes)
5. At the end of book, go over the summary of the fairytale and ask students if they have any questions about the fairytale (5 Minutes)
6. Ask Students (Record answers on the black board): (15 Minutes)
a. Even though the Giant stole from the village people, is it right for Jack to steal back from the Giant?
b. Is it right for Jack to steal from the Giant since he is giving back the previously stolen goods to their rightful owners?
c. Is it right for Jack to steal to provide for his mother because his family is poor?
d. Is stealing ever “right”?
e. Why is stealing bad?
7. Ask students if they have any questions or comments they will like to share (5 Minutes)
8. Ask students to go back to their seats and re-arrange their desk (5 Minutes)
Homework:
Ask students to think about the fairytale that we have read today as a class. Give students a sheet of the questions that were asked during class and ask students to respond to one of the questions.
Hi everyone! I really enjoyed this semester with you all especially on listening to the essay paper presentations. I have learned many valuable information both from Susan and everyone else in the class! =)
ReplyDeleteMy first ethic lesson plan is done by our group together. The lesson will be taught in ways which will engage student’s opinion about ethics and leads them to think critically on how and why ethics should play a major role in our daily life. Our main activity revolves around cultural sensitivity to allow students to develop empathy for and understanding that there re cultural values that are different from their own. Through the activity of writing letter as a person in the clip of Avatar will help the guide the students to step into another’s shoe and explore cultural biases and their impact on interactions between different cultures. Students will also explore the merits and disadvantages of non-violent methods of conflict resolution through group and class discussions. Creating the visual map of Navi and the military people will also help the students to understand sensitivity, acceptance, and tolerance and help to resolve cultural conflicts in the future.
Second ethic lesson plan is formed around business because I feel it is important to have students to be aware of the importance of honest work and ethical practices in relation to the business world. Through this lesson plan students will be able to have a clear understanding of the basic concepts and definitions around business ethics and how to think and feel about the business world that they will work in the near future. By asking the students to answer questions around business ethics they will realize they have to be ready to confront difficult situations that they will inevitably face on their future jobs.
My third ethic lesson plan is for Grade 11/12 students in Career and Personal Planning class.I feel it is important for the students in Grade 11 and 12 who are about to go into the workforce to learn about the importance of work ethics and start to take steps on building a good work ethic in their life long investment. This is a crucial skill to acquire early and drawn awareness on because if students want to gain access to challenging tasks in their future professional careers, a good work ethic was necessary.
Feel free to email me if you want a copy of my lesson plans =)
See you guys today in class!
Lesson Title: How do I become better at the lottery?
ReplyDeleteMath 12
Purpose: Using their knowledge of permutations, combinations and probability to determine which decisions are better
PLO Description: Solve probability problems involving permutations, combinations, and conditional probability
Achievement Indicators: solve problems involving both permutations and combinations
Materials:
Dry Marker Eraser. Lotto 6/49 ticket
Timeline: (45 minutes)
Lesson Plan Component: Direct Teaching
DIRECT TEACHING
0 Activate prior knowledge
0 Notes on board.
0 Teacher led review
0 Demonstration of examples.
Review permutations on the board by writing down the definition of factorial. Write probability review question 1 on the board and ask for students give an answer and explain it. Write probability review question 2 on the board and ask for students give an answer and explain it.
Ask “How many of you would like to be better at playing the lottery?”
Write question 1 on the board and take the students through the example. (20 minutes)
Lesson Plan Component: CLASS COOPERATIVE ACTIVITIES
0 Project/Assignment/Activity
0 Think-pair-share
0 Student Lab
Work in groups of 4. Calculate the odds of 4 lottery games. On a given worksheet. Ask them what game would they play if that had to play it. (15 minutes)
Lesson Plan Component: Summary
0 Teacher led summary of the day’s topics and purpose
0 Class discussion on the topics learned
Review concepts of permutation and probability.
Propose the 3 discussion questions. (5 minutes)
Lesson Plan Component: ASSESSMENT
0 Review of in-class work for process and clarity of solution
Quiz the next day.
Rationale
ReplyDeleteThe purpose of this lesson is to use probability to model real life problem. It also demonstrates how to break down a complicated multistep problem into manageable chunks.
The first step is to review the basic techniques that will be used to model the real life example. The first example is a basic probability question. It is written on the board and then read out loud to the class. The students are asked to copy this question down in their books. This review question serves as a warm up to the students who have been following along in and a chance for the students who have struggled to catch up by reviewing the basics. The students are asked to give a reason so students who still don’t understand can listen to the rationale. The second example builds off the first one in complexity. Again the class is asked for an explanation of the answer to explain the reasoning.
After the review is done to engage the student’s interest, a lotto 649 ticket is held up to get their attention off copying the notes and back onto the teacher. Ask if anyone in the class knows the rules to the 649 lotto. Repeat the rules again for clarity and write them on the board. This models how to break down the problem.
Ask the class what are the odds of matching only the first number correctly? If no one answers explain. “probability of getting the first number correct is 1/49 because there are 49 options available. “ Continue to explain “the probability of getting the 2nd number correct is 1/48 because one of the options is no longer available. It was taken up by the first choice and the probability of getting the 3rd number correct is 1/47 because 2 of the options are no longer available. Since there are 6 numbers there should be 6 different probabilities.“ Then write out the equation for the probability of getting the jackpot. Write the equation out and ask a several students with calculators to calculate the odds. This models for the students the analytical thinking process that the students should replicate when presented with this type of problem. Ask some students to convert the probability into a percentage on their calculator to illustrate just how small it is.
Write on the board 4 modified lottery problems and ask the students to pair up and solve them. These will test how the rules of the game affect the probability. Each student solves 2 problems and checks them over with their partner. Groups where both partners know it well can confirm their answer with each other. Groups where neither partner knows the material well have a chance to figure it out together. Groups where one member knows it and the other doesn’t can serve as a peer tutoring experience. This also exposes the students to more examples but doesn’t take up too much class time. Walk around the class at this time to listen to the discussions and offer help if requested.
Summarize the lesson by reviewing the concepts of probability. Present the 3 ethical questions by writing them on the board.
Question 1 assesses their understanding of probability. Specifically what probability is worth the risk to play?
Question 2 is an ethical question that incorporates ideas of Kant and deontology where the intent is what is important. In this situation the indent of the government is to raise funds without raising taxes.
Question 3 challenges the idea that morally right decisions can only be made through logic and reasoning. If the students answer yes, then gambling is ethical because rational is used to decide to play or not. If the student answers no, then it is the out come and not the intent that matters which is an Aristotelian idea.
http://viralvideochart.unrulymedia.com/youtube/LOOK_AT_YOURSELF_AFTER_WATCHING_THIS.mp4?id=Gc4HGQHgeFE
ReplyDeleteYounis suggested that we have a look at this link.
Hello every one. It is great to have a nice group of people with different backgrounds and democratice exchange of views. I enjoyed being a part of the group and I learned alot.
ReplyDeleteJust in case it did not work with you as I mentioned yesterday at the end of the class regarding the motivated speaker, here is the connection to it:
JUST WHEN YOU THINK YOU HAVE PROBLEMS, YOU SEE A GUY LIKE THIS
Makes a person take an inward look and count his/her many blessings.
THIS. Is worth watching.
Click here: Viral Video Chart - LOOK AT YOURSELF AFTER WATCHING THIS.mp4
Then tell me you didn't tear up. I did!
http://viralvideochart.unrulymedia.com/youtube/LOOK_AT_YOURSELF_AFTER_WATCHING_THIS.mp4?id=Gc4HGQHgeFE
You need to copy it and play it.
Good luck for all and I hope to see the bright ideas we learned here are implemented in the education of future generation to save Canada and the world.
Film Study Lesson Plan
ReplyDeleteRational:
The documentary is a common and powerful tool used to send a specific message to the audience. Students need to be exposed to the ways in which documentaries are used as political vehicles so as to develop a critical eye when it comes to film. The Cove highlights a highly contentious dolphin and porpoise hunt off the coast of Japan that is responsible for killing 20,000 dolphins and porpoises a year. In addition to this brutal slaughter the film exposes how in Japan Dolphin meat is often labeled as whale meat, which is perfectly safe to eat, while dolphin meat contains toxic levels of mercury. These facts were largely unknown to the rest of the world before this film. The students will grapple with two large ethical issues. First, when faced with the research in regards to the intelligence of Dolphins we must ask, is there anything wrong with hunting these creatures? Second, is there anything wrong with a processing plant purposely mislabeling dolphin meat because otherwise it cannot be sold as food? From the film the students will become aware of the politics surrounding both of these issues and from in class resources they will be able to formulate an informed decision about these issues. They will develop the ability to ask the critical questions they need the answers to in order to make an informed ethical decision. Also we will look at the ethical implications in regards to the use of biased media to push an agenda; another part of media literacy.