Year 2 Lesson 4.2 - Good Work in Action
Unit Learning Goal
Students will use the concepts covered this year to formulate goals and actions related to good work.
Lesson Goal
Students will be able to identify observable behaviors that exemplify doing “good work” in practice.
Assessment
Review students’ Good Work Action cards for understanding of how to apply the concepts from this year’s lessons.
Monitor group discussion and sorting of the Good Work Action cards for awareness of how the concepts translate to real-world actions.
Analyze Exit Tickets for comprehension regarding how to turn concepts into action and potential challenge areas.
CASEL Alignment
Self-Awareness and Responsible Decision Making
portfolio documentation
RESOURCES
Students’ completed Lesson 2.1 Exit Tickets - “Who Does Good Work?”
Blank index cards (4 per student)
Chart Paper (one page titled for each of the core concepts, with a line continuum underneath each concept name with “Not Confident” at left to “Very Confident” at right at the top).
Excellence
Ethics
Engagement
Values
Responsibility
Mirror/Reflection
Mission
Role Models/Mentors
Alignment & Misalignment
Dilemmas
Other (awareness of challenges and opportunities, perspective-taking, etc.)Ethics
Engagement
Values
Responsibility
Mirror/Reflection
Mission
Role Models/Mentors
Alignment & Misalignment
Dilemmas
Other (awareness of challenges and opportunities, perspective-taking, etc.)
Tape (for placing index cards under each heading)
Prerequisites
Year 2, Lesson 1.2 - Reflecting together
Year 2, Lesson 1.3 - Values and Engagement
Year 2, Lesson 1.4 - The 3 E’s of Good Work and Finding Balance
Year 2, Lesson 1.5 - Ethics and Finances
Year 2, Lesson 2.1 - Role Models
Year 2, Lesson 2.2 - Mentors and Anti-Mentors
Year 2, Lesson 2.3 - What Advice Would You Give?
Year 2, Lesson 3.1 - Professional Roles, Dilemmas, the 3 E’s and the 4 C's
Year 2, Lesson 3.2 - Responsibility in Decision Making
Year 2, Lesson 3.3 - Alignment and Misalignment in Dilemmas
Year 2, Lesson 3.4 - Analyzing a Personal Dilemma
Year 2, Lesson 3.5 - Applying Dilemma Strategies
Total TIME
45 minutes
Instructions
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Conduct a brief overview of each one of the concepts covered in this year of the lessons (see list in the resouce section above) so that students have a complete refresher of what you have completed and covered. They may wish to look through their Good Work Portfolio to see how their ideas have evolved.
Prior to the start of class, make sure you have created the chart paper organizers for each of the core concepts and have them either already stationed around the classroom or are ready to go for when they are needed.
1. Opener. Review students' ideas of “who does good work” from Lesson 2.1 [5 minutes].
Ask students to think back to their mentors/role models from Lesson 2.1 Remind them that their mentors/role models exemplified good work in practice.
If possible, ask students to review their completed exit ticket, “Who Does Good Work” from Lesson 2.1.
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If students can’t remember or weren’t present for those prior lessons, that’s ok; just ask them to think of a person now.
Have students turn to a partner and share their responses to the following questions.
Who was your role model or mentor?
What are one or two actions that the person took that made them a good worker?
2. Introduce the activity “Good Work Action Cards” [5 minutes].
Tell the students that today’s lesson is going to be about turning concepts from this year into actions that you want to take in the months ahead. We’re going to have a chance to take what we’ve learned and make it applicable to our everyday lives by doing an activity called “Good Work Action Cards.”
Explain how the activity will function to students.
Everyone will receive four index cards to write down four separate actions that you would like to start doing as “good workers,” related to one or more of the core concepts we learned this year. (You may wish to remind students of the core concepts covered in the lessons at this point.)
On each index card, you will write your name in the lower right-hand corner, and then a one-sentence “good work”-related action you would like to do in the center.
The sentence you write should try not to use the exact name of the concept that you are referencing. This is because we are going to shuffle the cards, deal them randomly, and then try to sort them under the core concept headings, and we don’t want it to be too obvious which action matches which concept. Try to use four different concepts in your actions, not the same concept repeatedly.
Provide students with examples of what actions related to “good work” can look like, without explicitly naming the concept. For instance:
“I want to ask my friends what principles are important to them in their lives.” (Concept: values)
“I will talk to my coach about her path to leading the team and what advice she might have for me to also lead a team.” (Concept: role models)
“I will take time on Fridays to look at what I feel I did well and where there is room for improvement.” (Concept: excellence or reflection)
Once everyone has written down their four actions, we will collect all of the cards, shuffle them, and deal them out randomly, so that each of you will receive four random cards.
You will then link up in pairs to review your cards and figure out which core concepts relate to each.
Around the room, we will have the various core concepts listed on chart paper. After discussing with your partner, you will move around the room and sort your cards underneath each of the concept headers according to what you believe the writer was thinking when they wrote their action. Use the continuum at the top to indicate how confident you are in placing your card, from “Not Confident” on the left to “Very Confident” on the right.
Then, once all of the cards have been sorted, we will all walk around and look at the sorting. You will look specifically for your four cards. If you notice your card was incorrectly sorted under a core concept that you did not intend, you can write a star (★ or ✻) on it.
Once this is complete, we will have a conversation about the trends we see in our action cards.
3. Write Good Work Actions [8 minutes].
Provide each student with four blank index cards.
In the lower right of each card, students should write their name.
On each card, students will write down one “Good Work Action” that they would like to take in the near future. Each action should be related to a concept learned in the lessons but should not name the concept explicitly.
Remind students how to write a Good Work Action with further examples if necessary.
Assist students who may be having difficulty with the task if needed.
4. Shuffle and Redistribute [2 minutes].
Collect the completed Good Work Action cards.
Shuffle the cards from all students, and redistribute the cards so that each student has four new cards. (They may randomly end up with 1-2 of their own answers; that is OK.)
5. Pair Discussion and Sorting. [10 minutes]
Pair students together. Have students discuss the cards that they have in front of them, and which concept goes with each action card.
When pairs are ready, they should move around the room and sort the cards under each of the core concepts using the chart paper, including using the confidence scale under each concept to rate their confidence in placing the card under that concept.
Once all of the cards have been sorted, students should move around the room and look for their own cards that they wrote. If their card is not sorted underneath the concept that they had in mind, they should put a star (★ or ✻) on the card.
6. Full-Group Debrief [10 minutes].
Look around the room at the cards under each core concept heading. Point out particularly interesting items contributed by students, or patterns in common answers.
Look at the starred cards and discuss a few to see why and how they might have been sorted under alternative core concept headings. Point out connections between the way items were sorted and what the writer of the card intended.
Question why and when students may have placed the card at the far-left or far-right of the confidence scale.
3. Closing and Exit Ticket [5 minutes].
Have students retrieve their own cards to save in their Good Work Portfolio
Students should complete the Lesson 4.2 Exit Ticket.
Students will answer the following question related to their Good Work Action Cards:
Which of the four behaviors on your Good Work Action cards seems easiest for you to achieve? Which one might be the most challenging? Why?
ALTERNATIVE GAME
Play Good Work Bingo with your students as an alternative game to the one above.
Possible Enrichments
Check back together the following week to see who has implemented any of their Good Work Actions.
Consider strategizing as a class how to support one another in achieving your Good Work Actions.
Lesson Walkthrough
Watch this short video guide for lesson specific advice from The Good Project Research Team.