KEY LESSON

Unit Learning Goal

Students will articulate their own values and beliefs about work.

Lesson Goal

Students will appreciate varied perspectives rooted in roles and responsibilities, beliefs and values, backgrounds, and contexts.

Assessment

Written reflections can be collected and assessed in the Good Work portfolio. Teacher impressions of group conversation can be used to provide feedback.

portfolio documentation

RESOURCES

Total TIME

45 minutes

Instructions

1. Opener: Break your students into groups to discuss three different dilemmas [10 minutes]. 

  • Present each group of students with one of the three dilemmas. Each of the below dilemmas is related to one of the 3Es. 

    1. “Looking Good” [Excellence]

    2. “Finding the Thread” [Engagement]

    3. “A Life Worth Living” [Ethics] 

  • Allow each group 10 minutes to read their dilemma. *Note: Students can just read the short summary of the dilemma at the top, or view the video version of the dilemmas to save time. 

  • Remind students that their dilemma is representative of a particular one of the 3Es.

  • One teacher swapped fictional dilemmas for The Good Project dilemmas, noting “I have used conflicts and dilemmas from the novels we are studying instead of the dilemmas in the lessons. I was struggling to fit in the lessons and my regular curriculum.” Go for it!

2. Have your students discuss their dilemma using a 4C routine [15 minutes]. 

  • Have your students discuss together the discussion questions associated with each dilemma and ask them to consider these questions in light of the fact that their dilemma is representative of one of the 3Es. 

  • Have students document this learning using a 4C routine to capture their thinking.

  • Add the 4C Routine to the Good Work Portfolio.

3. Ask students to rotate discussion groups and share their learning with each other [15 minutes]. 

  • Have students re-convene into new groups so that a student from each dilemma is represented in each group. 

  • Based on what the students read in their dilemmas, each group should discuss what responsibility can mean in regard to the 3 Es. 

  • Have each student write a “HEADLINE” for what responsibility now means to them based on this discussion.

    • Activity: If you were to write a headline for this topic or issue right now that captured the most important aspect that should be remembered, what would that headline be?

    • If time is available, allow students to illustrate these headlines to further represent the concept of “responsibility.” 

  • Add students’ 4C and HEADLINE routines to their Good Work portfolios.

  • One GPLP teacher swapped out the headlines activity for an entire newspaper report activity! “We did write a headline, but instead of simply the headline, my students wrote a mini-newspaper report about their dilemma and shared the newspaper report on paper with their classmates. My students respond better when they write on paper with an audience in mind. To be clear, my students wrote a newspaper report about their group's vignette or dilemma. We photocopied each group's news report, and then a representative from the group came to the front of the group and read the report.”

    They further described: “My students were very motivated to work in pairs and write a headline. I added a written newspaper report to the lesson as an alternative assignment and my students especially enjoyed being reporters.”

5. Exit Ticket [5 minutes].

  • Have students consider the following question: 

    • Read the following dilemma: “Michelle has worked in sales at a department store for five years, where she initially was supervised by a supportive manager named Amy. Michelle likes her job, which gives her the flexibility to be in school at the same time, and she also likes her co-workers. However, when Amy leaves the store, a new manager named Will is hired. Will quickly develops a reputation for being difficult and providing harsh feedback. During her performance check-in, Will berates Michelle for an email she sent about her schedule for not following a new process and also questions her priorities. Other co-workers have begun leaving the store due to Will’s management style. Michelle wonders if she should stay in her job and, if so, how she should move forward with Will as her boss.”

    • Which of the 3 Es is most represented in this dilemma? Why? What might Michelle’s responsibilities or values be here? Why?

Possible Enrichments

  • Possible Enrichment

    Present students with the “Thinking about Responsibilities” handout. Add this to the Good Work portfolio.