Unit Learning Goal

Students will understand the term “good work” as defined by excellence, ethics, and engagement. 

Lesson Goal

Students will understand how “good work” (as defined by excellence, ethics, and engagement) can be applied to real world dilemmas from their own lives.

Assessment

Student reflections will be collected and assessed in the Good Work portfolio. Students will fill out an exit ticket. Teacher impressions of group conversation can be used to provide feedback.

portfolio documentation

Resources

Total TIME

45 minutes

Instructions

1. Using the “See-Think-Wonder” routine practiced earlier in the unit, have students reflect upon a time they encountered a dilemma or witnessed someone else struggling with a decision [15 minutes].

  • Remind the students of the dilemma about Stephen and “The Meaning of Grades” from the previous lesson. Show the video of the dilemma if time allows. Remind them about the meaning of dilemmas discussed earlier in the unit . 

  • Place students in small groups of 2. 

  • Have students discuss a time when they struggled with what they should do regarding a decision or when they saw someone else struggling with what to do regarding a decision [5 minutes]. 

  • Have each group member fill out a “See-Think-Wonder” chart regarding what they “saw”, what they thought, and what they wondered regarding the dilemma their partner discussed. Remind students to think about the 3 Es as they complete this task [5 minutes].

  • After students have completed the discussion and chart, come together as a class and share out [5 minutes].

  • Add students’ “See-Think-Wonder” charts to their Good Work portfolios.

Examples of Students’ Real World Dilemmas

From Peggy Dunstan at Mountain View High School in Virginia

From Peggy Dunstan at Mountain View High School in Virginia

2. Have students create two stories: 1 about a person who does “good work” and 1 about a person who does just “work” [15 minutes]. 

  • Put students in new two person groups. Give them the “Story of a Good Worker” handout instructions.

  • Ask students to think about two stories – one that represents a person who is doing “good work” as represented by the 3 Es, and one who is doing just “work.” Remind them that a person who does just “work” is missing one or more of the 3 Es. The stories can be about real or fictional people. 

  • Have the students choose one of the following options to represent their stories. In their representation students should clearly show/explain why this story represents “good work” or “work.” See below: these will be handed to another pair of students, so there needs to be a clear narrative.

    • Write a paragraph about each story

    • Create a comic of each story

    • Draw a picture of each story

    • Create a video telling each story

3. Student groups should share their stories and explanations with one another [10 minutes].

  • Have student groups swap their stories/representations with another student group, so that every group has someone else’s stories.

  • Pairs should read over the stories they have been given and discuss what they notice about “work” and “good work.”

  • The student pairs can discuss the three following questions in regard to the stories they’ve been given: 

    • “I wish…” e.g. I wish they had spent a little more time focusing on the engagement element of good work in your story on good work

    • “I wonder…” e.g. I wonder if their “work” character is actually showing some good work because they are engaged in their work

    • “What if…” e.g. What if their character is only doing excellent work because of a grade, is that still good work?

  • Student pairs should return the stories to the original creators. 

  • Add these stories (if possible) to students' Good Work portfolio.

4. Closing & Exit Ticket [5 Minutes]. 

  • Present students with the exit ticket question (correct answer is denoted with an “X”):  

    • Allan goes to work every day as a dentist but he never feels excited about what he does. Allan is struggling with which element of good work? 

      • Excellence

      • Ethics

      • Engagement (X)

    • Elena is an administrative assistant at a local business. She found out her boss was stealing money but she didn’t tell anyone. Elena is struggling with which element of good work?

      • Excellence

      • Ethics (X)

      • Engagement

    • Kashon works for his family’s restaurant. Instead of following directions, he just combines ingredients he has on hand and hopes it comes out close enough to his mom’s recipes, but the food isn’t tasty. Kashon is struggling with which element of good work?

      • Excellence (X)

      • Ethics

      • Engagement