KEY LESSON

Unit Learning Goal

Students will develop active strategies to accomplish good work in the future.

Lesson Goal

Students will analyze personal decisions and the elements that led to these decisions. 

Assessment

Students will contribute to a discussion based on their personal dilemma stories. They can also create personal mind maps that illustrate the elements involved in one decision that they have made. The Exit Ticket and “My Dilemma” worksheet will be added to the Good Work portfolio.

portfolio documentation

RESOURCES

Total TIME

45 minutes

INSTRUCTIONS

1. Opener: Brainstorm: “My Dilemma” [10 minutes].

  • Ask students to work independently for 10 minutes to consider a personal dilemma from their lives using the “My Dilemma” worksheet. 

  • *Note: Students can choose to capture their dilemmas in alternative formats, such as video, audio, drawings, paintings, etc. 

  • Students should choose one of the following types of dilemmas: 

    • A time when they felt they were able to pause and reflect before making a difficult decision, OR

    • A time when they felt they didn’t have the opportunity to reflect before making a difficult decision.

  • Give students a warning that these should be dilemmas they feel comfortable sharing with each other and the class as a whole. 

2. Bring the class together to discuss students’ dilemma stories [15 minutes]. 

  • Use the following routine to discuss themes among the students’ personal dilemma stories. Ask the class, “Using your stories as guides, what factors lead you to make a certain decision when faced with a difficult situation?”

    • Brainstorm and record: Write all answers on the board without stopping to judge or question too much. Continue until all answers have been contributed. Allow students to question one another’s answers for clarity.

    • Connect: Allow students to draw connections between the items. Make groupings or headings for similar items. Discuss what makes certain items valuable as ways of understanding decision-making habits. Continue until discussion is complete. 

Examples of factors that could be discussed:

  • Expectations of others

  • Responsibilities to myself, my family, my community, others

  • Rules I have to follow

  • Honoring friendships

  • Loyalty to individuals or groups

  • A greater calling to do a social good

  • Etc.

3. Review: Class Discussion [10 minutes].

  • Based on this activity, discuss the following questions together:

    • What did you notice about how you make decisions?

    • Was anything surprising to you about the factors involved in making decisions?

    • How do you think you will apply what you did today to your life when you make future decisions?

4. Exit Ticket

  • Ask your students to answer the following: 

    • Which of the 3 Es was represented in your dilemma today? Why? 

Possible Enrichments

  • On a blank piece of paper, tell students to create a “mind map” or graphic representation of the influences that guided their decision in their dilemma from the “My Dilemma” worksheet.

  • The “mind map” can take multiple forms:

    • A “web” with written bubbles describing the dilemma and influences

    • A drawing that displays the situation and influences pictorially

    • A comic strip explaining particular moments and factors that led to the decision

    • A chart with an explanation of each influence

    • Etc.

  • Add the completed documents to the Good Work portfolio.