Unit Learning Goal

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

Lesson Goal

Students will begin to investigate the meaning of “good work” as defined by excellence, ethics, and engagement.

Assessment

Students will be able to understand and be able to articulate the meaning of “good work” using specific reference to each of the three Es: excellence, ethics, and engagement, through an in-class discussion, written reflection and a reflective activity. Students will think of individuals they believe exemplify good work and write reflections about the exemplars they’ve identified. Together, students will brainstorm the qualities that make someone a good worker. Based on this discussion, each quality will be considered and categorized as one of the “3 Es”. Students will complete an in-class activity further considering the essential qualities that exemplify good work. The written reflections and activities can be collected and assessed in the Good Work portfolio. Teacher impressions of group conversation can be used to provide feedback. Homework will ask students to consider different “good workers.”

Tools

Total TIME

45 minutes

Instructions

1. Opener: Introduction to “Good Work” [10 minutes].

  • Ask students to think of someone they believe exemplifies good work. If possible, this should be someone the students know personally, but if they can’t think of someone, they can also choose an example from history or current events. Note: Discourage students from asking for definitions of “good work”; part of this activity is unpacking students’ own preconceptions of what “good work” means. 

  • With these individuals in mind, ask students to write a reflection about this individual: who is s/he? What kind of work does s/he do? Why does s/he exemplify good work?

  • Ask students to add this activity to their Good Work portfolio. 

  • We would describe how a teacher has completed this activity in practice here.

2. As a group, brainstorm a list of the qualities of a good worker [20 minutes].

  • Using their reflections as a starting point, ask students to consider their exemplars. 

  • If necessary, model this activity by describing one of your own mentors. Try to encourage examples from students that encompass several different types: teachers, family members, friends, other professionals.

  • Ask students to throw out descriptors or adjectives (e.g., honest, hard working, visionary, caring, creative) and write these terms on a white board.

An example chart

  • Look at the list of qualities. Make three columns: excellence, ethics, and engagement. Ask students to consider each word individually, and try to place it in one of these three columns. If it’s difficult to determine whether a word belongs in one or another column, discuss why and decide as a group if perhaps it should appear in more than one column. Note: Make clear to the students that you will be using the 3 Es as a framework going forward but allow them to explore their own interpretations of these concepts during this activity. 

3. Complete Activity: What is Good Work? An Introduction to the Concept [10 minutes].

  • Ask students to complete this activity.

  • Reflect together using these discussion questions:

    • What makes a good professional? What are some of the qualities? Some of the factors?

    • What are some of the challenges to doing good work?

  • Add this activity to students’ Good Work portfolio.

4. Present students with their homework assignment, “Who Does Good Work?”. Have students watch this video about the “3 Es” and complete the worksheet for homework [Video: 2 minutes; 5 minutes total].

  • Give students the handout “Who Does Good Work?”. The activity allows students to name good workers and explain why those individuals represent good work. 

  • Add this homework assignment to students’ Good Work portfolio.