Professional Documents
Culture Documents
of dealing with English Language Learners. The students are mostly from
China, but some are also from the Philippines, the Ukraine, Russia, Iran, Iraq,
India, and Canada. The students who are from abroad have skill levels in
speaking, listening, reading, and writing that range from A1.1 to A2.1 on the
The student who is from Saskatchewan has not been measured on the
benchmark because they are learning English as a Second Dialect. She has
been enrolled in modified classes in the past which has hindered the
development of her self-esteem. The school thinks it will better her self-
of her grade ten year her classes will be on her official transcript. This class
will benefit these factors while also allowing her to develop her English
language skills.
one semester but no more than one year. Students range from age fourteen
to sixteen. The class is about 60% males and nearly 40% females. First
Hindi, and Cree. Nearly all students are at age level with their reading and
academically (e.g. in the secondary classroom and attaining the skills, such
schooling), and the ability to teach English skills to others (e.g. family
members who may be coming to Canada at a later time). The students need
been enrolled in content courses already but this course will be their first ELA
a Topic
Each class of English language learners (ELL) in Saskatchewan is oriented
around the goals of the learner since there are no specific curriculum
other locations to help aid in their planning, but overall it is the teachers
discretion to determine what the students needs are and therefore how to
meet those in the classroom. While planning an English Language Arts class
for ELLs a compromise must be met: the needs of these diverse learners and
the ELA curriculum. This course is ELA 10A, in which the instruction is for one
hour every day, five days a week. Because of this class is an ELA class then
there is a curriculum to follow which means the content must be relevant but
so that the instructor has the opportunity to rephrase ideas and answer
language levels. The biggest difference that was made for this unit is the idea
that alternative methods is based upon the conversations that the instructor
has with the students; phrases like ok, so you mean?, Because of Can
you further explain this?, and why? can allow students the opportunity
for clarification while still gaining feedback. The actual instruction also differs
because there is more time discussing root words, phrasing, and vocabulary,
therefore it is not the activities and content that has changed, but rather the
details in conversing.
Emotions
3. Web of Topic and
Logic
What is a What
right effects Ethics
What is
decision vs. this?
it? How
a wrong
do we do Values
decision
How
Pros anddo
Challeng we
Cons of
es of know?
choices
Life:
Decision
Making
Do we need to make a Environmen Social
decision? t Responsibility
1) What if Game
2) Pros and Cons of Choices
3) Discussion: Decisions that we make everyday
4) Sorting Activity
5) Easy Decisions vs. Hard Decisions
1) Writing Activity
2) Story Time
3) Class Discussion/Writing Activity
4) Story Time
5) Class Discussion/Writing Activity
1) Review
2) Class Discussion
3) Independent Reading
4) Discussion
1) Story Time
2) Preparation for Debate
1) Instructions
2) Creating Skit
3) Practicing
1) Practicing
2) Performances
3) Preparation
4) Debate
(B) Details:
1) What if Game
a. Length: 7 minutes
b. Skills: Listening and Speaking
c. Grouping: Large group; teacher led.
d. Description:
e. Materials:
i. Picture/objects
Figure 1.1(a)
Draw four columns on the board (see fig. 1.2a). Ask students why they
chose either of option one or two from activity 1.1 (e.g. why they chose
either a cat or a dog for a pet). List answers in appropriate columns. Ask
students why they would not want either of the options if students have not
given this information (i.e. the cons). While doing the brainstorming you can
also use the interactive scale to make weight on either side to add a visual of
the process. Once students are finished with their ideas (you may help them
think of some too) tally up the total in each column. Discuss the results;
Why were there people who chose a cat even though there were more pros
to having a dog?, Why would you want a pet if there are so many cons?,
Did this activity help anyone who was not sure what they wanted?, Did
you think these would be our results?, Is there anyone who now wants to
change their answer?, What if we were deciding on a class pet? Which of
these would be the best choice? Why would it be different? Finish the
activity by saying that listing pros and cons are what we do sometimes
without noticing and that sometimes listing these can help make our
decisions.
e. Materials:
i. Smart board (alternative: white board)
ii. Interactive scale:
http://illuminations.nctm.org/activity.aspx?id=3531
iii. Markers
Cat Dog
Pros Cons Pros Cons
-Easy to take care -Allergic to cats -Friendly -Allergic to dogs
of (dont have to -Leaves a lot of -Loyal -Stinky when wet
bath or walk) hair -Energetic -Can be big
-Soft -Can be mean -Brightens your -Leaves hair
-Cuddly (scratch) spirit -Have to walk
-Already has a -Scratches up -Can play with -Have to bath and
dog furniture and -Can take outside brush
-Can play with carpet -Can travel with -Noisy (barks)
-Purrs -Cannot take easily -Have to let out
-Not noisy outside -Eats your table to use the
-Will catch mice -Have to cut their scraps washroom often
-Goes to the nails -Listens well
washroom -Does not obey -Wags tail when
whenever they commands easily happy
like -Have to clean Total: 8
Total: 9 litter box
Total: 8 Total: 10
Figure 1.2(a)
e. Materials:
i. Board
ii. Markers
iii. Definition #1: Decision: (choice) a right or opportunity to
make a selection.
iv. Definition List Page (one per student)
f. Assessment: Students write definition and respond to questions
through speech or gestures.
4) Sorting Activity
a. Length: 10 minutes
b. Language Skills: Reading
c. Grouping: Independent
d. Description:
Hand out worksheets to students and ask them to sort the activities into
Making the Right Choice and Needs to Make Better Choices. State that
these can be thought of as good choice and bad choice. Walk around
class assisting students and observing their work.
e. Materials:
i. Worksheets: School Rules Sort one per student
Ask students if it was easy to know which was a good decision or a bad
decision. If students say it was difficult discuss why that might be. If students
say that sorting was easy then ask what else would be an easy decision (e.g.
what to have for breakfast; when to go to bed; etc.). Then ask students what
may be a difficult decision (e.g. who to ask to the dance; what to name your
pet; where to apply for a job; etc.). Ask students why some decisions are
easy and some are hard. Lead them to the answer of consequences if they
do not come to the answer on their own. Write the definition on the board
and have them copy into their definition sheet.
e. Materials:
i. Board
ii. Markers
iii. Definition sheet
f. Assessment: Students respond to questions and write definition
in their work book.
Place the picture (fig. 2.1a) on the board. Ask students to read it then read it
to the class. Ask class what this picture means. Tell students that this process
could be one way of making a decision but we do not often do it that way. Ask
students Have you ever done this? Have you ever experienced this
feeling?. If there is time you could discuss the idea of letting fate decide.
e. Materials:
i. Smart Board/projector
ii. Picture:
e. Materials:
i. Whiteboard
ii. Markers
iii. Bristle board (4)
iv. Notes:
1. Define the problem
2. Brainstorm all possible solutions
3. Evaluate your ideas and consider what each
consequence would be
a. Talk to someone about it
b. Look at the pors and cons
4. Decide on a solution
a. Carry it out
b. Take action
f. Assessment: Students respond to question and write material
down.
3) Group Activity: Solving a scenario
a. Length: 20 minutes
b. Language Skills: Listening, speaking, reading, and writing
c. Grouping: small groups (3-4 students per group)
d. Description:
Once students are in groups ask them to identify a problem with their given
scenario. Then instruct them to fill in the worksheet (fig. 2.3 a) regarding this
problem.
e. Materials:
i. Worksheet:
Figure 2.3 (a) (problemsolvingcourse.com)
ii. Scenarios
1. Going to the movie with your friends; you all have
different preferences.
2. Going on a date; they havent told you what they are
wearing or what they would like to do.
3. Going to a restaurant with your family; some of your
family does not want to spend too much, others have
picky tastes.
4. You disagree with a coworker on how to deal with a
customer.
f. Assessment: Students are able to work together to come to a
solution for a problem.
e. Materials:
i. Students answers from activity 2.3
f. Assessment: Students are able to share answers and thought
process of previous activity.
Tell students a synopsis of the video asking them to think about what
decisions Brother Bear makes and if they are good decisions or bad decisions.
Students watch video and then work on Think Pair Share questions.
e. Materials:
i. Bernstein Bears: Trouble at School Video
https://www.youtube.com/watch?v=clC7PLw2zEU
Synopsis: Brother Bear is sick from school for nearly a
week and does not get his homework done, he then
fails the test when he returns. He must fix the
situation but he continues to lie and avoid the
situation.
ii. TV and DVD player or Computer and Projector
iii. Worksheet:
1. What decisions did Brother Bear make?
2. What were the good decisions he made?
3. What were the bad decisions he made?
4. What could he have done better?
5. Is making the right decision always easy? Why?
f. Assessment: Students respond to questions
Have students make groups of 3-4 students (or assign). Hand out case
analysis and have them take turns reading in groups. Have students fill in
Decision Making Tree Sheet. Materials:
Joseph is a hard working young man and an excellent student with high
grades. He has worked as a stock boy at a neighborhood grocery store since
he was 14 years old and has saved almost every paycheck he has earned at
the store. Now that Joseph is 16, he wants to buy a car with his savings.
However, Joseph has a problem. He also wants to go to college and has only
one more year of high school to graduate with honors. Even though his
parents are very proud of him, they have told him that he will have to decide
what to do with his money. Josephs parents have made it very clear to him
that he will not receive any financial support from them.
(http://www.mentoring.org/downloads/mentoring_429.pdf)
Students share findings from activity 3.2. Ask students critical thinking
questions such as is there a right or a wrong choice here? and have
them revisit the text but it says that his parents will not give him money,
when did he start working at the grocery store? Therefore, how long has he
likely been working there?
e. Materials:
i. Filled in sheets from activity 3.2.
f. Assessment: Students share information with the class.
Have students pick a ballot at random and write a response. Ask students:
Did your response change after you thought about your answer for awhile?,
Was there an initial reaction, but thinking about it changed your decision?,
What effected your decision? Emotions? Guilt? Logic?
e. Materials:
i. Would you rather Ballots (one per student):
1. Have no internet or no cell phone.
2. Legally change your last name to Hitler or never eat
chocolate again.
3. Find true love or have ten million dollars.
4. Have more time or have more money.
5. Be the smartest person or the hottest person.
6. Have a billion dollars or give $10,000 to 100,000
poorer families
7. Go deaf in one ear or only be able to go on the
internet for one hour per week for the rest of your life
8. Have ten wishes (and you cant wish for money) or
have $100 billion.
9. Be a thief or a beggar.
10. Be stuck on an island with 5 people you dont
like or be alone.
f. Assessment: Students read the ballot (ask questions if necessary)
and write a response. Students respond to questions orally or by
gestures.
2) Cloze Activity (Notes): Values and Ethics
a. Length: 15 minutes
b. Language Skills: Reading, and writing
c. Grouping: Independent and large group
d. Description:
Hand out worksheets to students and have them fill in the blanks from notes
on the board. Discuss the content as you read through it and have students
chorally repeat the words/definitions.
e. Materials:
i. Cloze Activity Worksheet: (italicized words will be left blank
on hand-out)
Emotional Decision Example: Yelling at your baby brother for spilling his juice on your
homework by accident.
Logical Decision Example: Brushing your teeth before bed even though you are really tired.
Spontaneous (i.e. immediate) Decision Example: Deciding to try to cross the street by
running even though a car is coming.
VALUES: A personal sense of what is right or wrong. Values influence an individuals attitudes
and behaviors. Our character is shaped by our values. (examples: leadership, kindness,
honor, helpfulness, generosity (giving), curiosity, creativity)
Autonomy: Freedom to make ones own choices and take actions based on ones own
personal values and beliefs (independent)
Veracity: Truthfulness
3) Picture Analysis
a. Length: 5 minutes
b. Language Skills: Listening, and speaking
c. Grouping: Large group (whole class)
d. Description:
Have fig. 4.3 (a) on the board and ask students how they interpret the image.
Further discuss the details and how it relates to making a decision. This
picture is a resemblance of an ethical decision making process. Sometimes
we are tempted to not make the right decision; maybe it is easier to make
the wrong decision, just like how Brother Bear did not show his parents his
test at first.
e. Materials:
i. Image:
4) Ethical Dilemmas
a. Length: 15 minutes
b. Language Skills: Reading, speaking, and listening
c. Grouping: Large group
d. Description:
iii. Example 3: You and your friend are doing the same job but
your friend is getting more money from your employer
because they are family friends.
Justice is the ethic at risk; the employer is not being fair.
f. Assessment: No formative or summative assessment.
1) Writing Activity
a. Length: 10 minutes
b. Language Skills: Reading and writing
c. Grouping: Independent
d. Description:
e. Materials:
i. Writing prompts:
1. What are the important decisions you will have to
make in your lifetime?
2. What has been the most difficult decision you have
had to make?
3. What will be the most difficult decision you may ever
have to make?
f. Assessment:
2) Story Time
a. Length: 10 minutes
b. Language Skills: Listening, Reading
c. Grouping: Large group (whole class)
d. Description:
As a group read the story Puss in Boots. Explain the context and the story
as you go.
e. Materials:
i. Book Puss in Boots
Synopsis: a clever cat engineers a succession of
hoaxes and lies for the benefit of its master. As a
result, the master eventually marries the king's
daughter and appoints Puss in Boots prime minister,
and all parties live happily ever after.
ii. Student copies of the text
f. Assessment: Students follow along with their finger.
After reading the story as a class discuss Was Puss in Boots wrong to
lie to the king and deceive him?, Was the cat wrong to trick the ogre and
then kill him?, and Is trickery ever justified? Have at least one two-column
chart with one of the ethical questions on top and yes and no in each
column; as students give answers fill in the chart. Have students copy down
the answers as well.
e. Materials:
i. Book Puss in Boots
Synopsis: a clever cat engineers a succession of
hoaxes and lies for the benefit of its master. As a
result, the master eventually marries the king's
daughter and appoints Puss in Boots prime minister,
and all parties live happily ever after.
f. Assessment: Students write the information in their chart.
4) Story Time
a. Length: 10 minutes
b. Language Skills: Listening, and reading
c. Grouping: Large group (whole class)
d. Description:
As a group read the story Jack and the Beanstalk. Explain the context and
the story as you go
e. Materials:
i. Book Jack and the Beanstalk
1. Young Jack, whose impoverished mother is left with
nothing but the family cow, is sent to market to trade
the cow for as much money as he can. Jack trades
the cow for a handful of beans and, in despair, his
mother throws the beans out the window. Jack
narrowly escapes from the giant with two stolen
treasures that will secure the future for himself and
his mother.
f. Assessment: Students follow along with their fingers.
The debatable questions posed by this story are Since the giant
wanted to eat Jack, was it OK that Jack stole the giant's goose and harp? and
Although Jack is able to help his family with the goose and the harp he had
still disobeyed his mother when he bought the beans. Is it OK because
everything turned out alright? Have at least one two-column chart with one
of the ethical questions on top and yes and no in each column; as students
give answers fill in the chart. Have students copy down the answers as well.
e. Materials:
i. Book: Jack and the Beanstalk
1. Young Jack, whose impoverished mother is left with
nothing but the family cow, is sent to market to trade
the cow for as much money as he can. Jack trades
the cow for a handful of beans and, in despair, his
mother throws the beans out the window. Jack
narrowly escapes from the giant with two stolen
treasures that will secure the future for himself and
his mother.
f. Assessment: Students write the information in their chart.
1) Review
a. Length: 5 minutes
b. Language Skills: Reading, listening, and speaking
c. Grouping: Large group (whole class)
d. Description:
As a class review prior notes while stopping to ask students to repeat words
as a group.
e. Materials:
i. Definitions/Notes from prior classes
f. Assessment: Students follow along in their notes with their
fingers
2) Class Discussion
a. Length: 10 minutes
b. Language Skills: Reading, speaking, and listening
c. Grouping: Large group (whole class)
d. Description:
e. Materials:
i. Scenario:
1. Raymond and his friend are making plans for the
weekend. Raymonds friend asks him what he would
like to do. Raymond says I dont know, you decide.
Raymond did not decide what he wanted to do. Is this
still making a decision?
f. Assessment: Students respond to questions orally or with
gestures.
3) Independent Reading
a. Length: 35 minutes
b. Language Skills: Reading, speaking, and listening
c. Grouping: Whole class; independent; partners
d. Description:
Have the class observe figure 6.3 (a) and draw a scene for case #2 on the
board. Explain that these are representations of the stories they will be
reading. Have students read independently the hand-out The Trolley. Then
have students get together with a partner and discuss the scenaios and what
they would do. With at least five minutes left ask the students If someone
had not chosen to push the man in front of the train, is that still making a
decision?
e. Materials:
i. Pictures:
1.
Figure 6.3 (a)
https://www.google.ca/search?
q=ethical+dilemma+model&espv=2&biw=979&bih=
681&source=lnms&tbm=isch&sa=X&ei=ipoNVcfQPM
mhgwS_loOgAw&sqi=2&ved=0CAYQ_AUoAQ -
tbm=isch&q=ethical+dilemma+cartoon&imgdii=_&i
mgrc=KYhgPBfLTpkR5M%253A%3BuI_-CgNcQsgGEM
%3Bhttp%253A%252F%252Fwww.allthetests.com
%252Fquiz31%252Fpicture
%252Fpic_1416409939_5.jpg%3Bhttp%253A%252F
%252Fwww.allthetests.com%252Fquiz31%252Fquiz
%252F1416409939%252FThe-Ethical-Dilemma-
Challenge%3B506%3B267
Tell students that because the prior class consisted of the idea of not
making a decision we will now be forced into making a decision. This activity
will have students recognize the effects of personal values and peer pressure
when making a decision. Place signs in each corner of the room to designate
four different choices: Strongly Agree, Agree, Disagree, and Strongly
Disagree. Have the students stand in the middle of the room then read out
statements. Students are not allowed to talk during the game. After game
discuss with students and perhaps also ask them to write their answers down
so that they do not feel pressured to share: Which sign/option was not
available?, How did it make you feel to be forced into making a decision?,
Did you always go with your friends to the same corner or was the choice
your own?, Did you feel any pressure from your friends to select a
particular corner?, What kinds of pressure did you feel?, Did you feel that
you wanted to go to strongly agree or disagree but did not want to be too
different with your opinion?, Did anyone make a decision that was different
from everyone in the class? How did that make you feel?, Because you
could not choose I dont know did you feel that you actually had an
opinion?
e. Materials:
i. Signs
ii. Statements:
1. I would ditch school and go with my friends to do
something fun.
2. Women are generally more sensitive than men.
3. If the principal announces that a window is broken
and asks for information, I would tell if I knew.
4. I think it is OK to push and shove people I dont like.
5. School is more work than fun.
6. Boys are better at sports than girls.
7. Adults dont give kids enough respect.
8. People can be judged by the clothes that they wear.
9. It is better to give than to receive.
10. It is necessary to have a college education to
make it in life.
11. Teachers are usually right.
12. Scientists should not be allowed to carry out
experiments on animals.
f. Assessment: Students move to corners and are able to discuss
their thought process.
2) Class Notes/Definition
a. Length: 5 minutes
b. Language Skills: Reading, speaking, listening, and writing
c. Grouping: Whole class
d. Description:
Have the students read the definition and write it in their definition sheets.
Explain the definition using examples and ask questions for formative
assessment.
e. Materials:
i. Definition:
1. Student definition sheet
2. Social Responsibility: People and organizations (i.e.
businesses) must behave ethically. They need to
think of social, cultural, economic, and environmental
issues and make decisions to benefit these areas.
f. Assessment: Students write the definition in their work books and
answer questions orally.
3) Group Brainstorming
a. Length: 18 minutes
b. Language Skills: Speaking, listening, and writing
c. Grouping: Small groups (3-4 students)
d. Description:
After making groups have students write a list that is relevant to their topic
by affecting the well being of it. Once they have a list have groups discuss
what are the choices that makes or prevents these things from happening.
The lay out of the activity is in the materials. Students can review their
answers with this answer key and/or discuss as a class.
e. Materials: (These lists are not exhausted and students will add to
them as well).
i. Our health
1. Eating Healthy
a. Money
b. Time
c. Convenience
d. Taste buds
2. Exercising
a. Time
b. Money
c. Energy
d. Disabilities
3. Brushing our teeth
a. Time
b. Money
c. Energy
4. Going to the doctor
a. Time
b. Accessibility
c. Money
d. Embarrassment
5. Taking vitamins
a. Money
b. Convenience
4) Discussion
a. Length: 7 minutes
b. Language Skills: Listening, and speaking
c. Grouping: Large group (whole class)
d. Description:
Ask students to share their findings from activity 7.3. Then ask students
questions like what is the social responsibility of these issues? Why would it
be our social responsibility to stay healthy, etc.?, Despite the things that
prevent good health, is it still our responsibility to our society to stay
healthy?, etc.
e. Materials:
i. Lists made by students and list from 7.3
f. Assessment: Students orally responding to questions and
discussing with others.
1) Story Time
a. Length: 35 minutes
b. Language Skills: Reading
c. Grouping: Large group (whole class)
d. Description:
Have students read along and each read a portion of the short story. Discuss
the context as you go.
e. Materials:
i. Short story: Button, Button
http://www.greensburgsalem.org/cms/lib4/PA01001409/Cen
tricity/Domain/467/Button%20Button%20by%20Richard
%20Matheson.pdf
f. Assessment: Students follow along with their fingers and read
aloud.
2) Preparation for Debate
a. Length: 15 minutes
b. Language Skills: Reading, and writing
c. Grouping: Independent
d. Description:
Have students write a response to the short story Button, Button and write
their own chart of why and why not the character and/or themselves would
have pressed the button.
e. Materials:
i. Short story: Button, Button
http://www.greensburgsalem.org/cms/lib4/PA01001409/Cen
tricity/Domain/467/Button%20Button%20by%20Richard
%20Matheson.pdf
f. Assessment: Students write a response to the story.
1) Writing Activity
a. Length: 10 minutes
b. Language Skills: Writing, and listening
c. Grouping: Independent
d. Description:
Have students write about a time that they made a really difficult decision
and what they did to overcome this problem.
e. Materials:
i. Paper and pencils
f. Assessment: Students write their own story.
2) Instructions
a. Length: 10 minutes
b. Language Skills: Listening
c. Grouping: Whole class
d. Description:
Have students go into groups and instruct them to make their own skit
(minimum 2 minutes) based on a decision that they have made or will one
day need to make; they are allowed to use their previous written piece (9.1).
Discuss with the students the element of drama and humor that will be
allowed. Tell the students that the requirements of the skits are as follows:
The dilemma must be substantial and reflect either an emotional, logical, or
ethical decision; every student must have a chance to speak; and students
will be required to act out or state the consequence that happened at the end
of the skit.
e. Materials:
i. Paper and pencils
f. Assessment: No summative or formative assessment.
3) Creating Skit
a. Length: 15 minutes
b. Language Skills: Speaking, listening, writing, and reading
c. Grouping: Small groups of 3-4 students
d. Description:
e. Materials:
i. Paper and pencil
ii. Student-made text from 9.1
f. Assessment: Students are writing a role-play.
4) Practicing
a. Length: 15 minutes
b. Language Skills: Speaking, listening, and reading
c. Grouping: Small groups of 3-4 students
d. Description:
e. Materials:
i. Skits
f. Assessment: Students are using their time to read their skits.
1) Practicing
a. Length: 10 minutes
b. Language Skills: Speaking, listening, and reading
c. Grouping: Small groups of 3-4 students
d. Description:
e. Materials:
i. Skits
f. Assessment: Students are using their time to read their skits.
2) Performances
a. Length: 15 minutes
b. Language Skills: Speaking, listening, writing, and reading
c. Grouping: Small groups of 3-4 students
d. Description:
e. Materials:
i. Skits
f. Assessment: Students are able to say their lines out loud or react
to other characters.
3) Preparation
a. Length: 10 minutes
b. Language Skills: writing, and reading
c. Grouping: Independent
d. Description:
Have the students review the story Button, Button and then ask them to
continue writing the pros and cons to pushing the button.
e. Materials:
i. Short story: Button, Button
f. Assessment: Students are writing a response to the scenario
given in the story.
4) Debate
a. Length: 15 minutes
b. Language Skills: Speaking, and listening
c. Grouping: Whole class
d. Description:
e. Materials:
i. Short story: Button, Button
f. Assessment: Students bring up valid points regarding the article
and listen to others before giving a response.
5. Objectives and Learning Outcomes
http://www.curriculum.gov.sk.ca/index.jsp?
view=outcomes&lang=en&subj=english_language_arts&level=A10
# Activity CR1 CR2 CR3 CR4 CC1 CC2 CC3 CC4 AR1 AR2
1.1 WhatifGame
1.2 ProsandCons
1.3 Everyday
Decisions
1.4 SortingActivity
1.5 Easyvs.Hard
Decisions
2.1 MotivationalSet
2.2 Stepstomakea
decision
2.3 GroupActivity
2.4 Presenting
Findings
3.1 Video
3.2 GroupActivity:
CaseAnalysis
3.3 ClassDiscussion
4.1 WouldYou
RatherGame
4.2 ClozeActivity
4.3 PictureAnalysis
4.4 EthicalDilemmas
5.1 WritingActivity
5.2 StoryTime:Puss
inBoots
5.3 DiscussandWrite
5.4 StoryTime:Jack
+theBeanstalk
5.5 DiscussandWrite
6.1 Review
6.2 Discussion
6.3 Independent
Readingand
Discussion
7.1 ClassGame
7.2 ClassNotes
7.3 Brainstorming
7.4 Discussion
8.1 StoryTime
8.2 PrepforDebate
9.1 Instructions
9.2 CreatingSkit
9.3 Practicing
10. Practicing
1
10. Performances
2
10. Preparation
3
10. Debate
4
6. Activity Feature Chart
*Activity #
* Grouping Teacher Materi Participant Structure
Role als
# I D S F C O P P P U List Q L D C G P D C C O
I S P A P M M
1.1 Picture
1.2
1.3
1.4 Sheets
1.5
2.1 Picture
2.2
2.3 Sheets
2.4
3.1 Video
3.2 Sheet
3.3
4.1 Ballots
4.2 Cloze
4.3 Picture
4.4
5.1
5.2 Book
5.3 Book
5.4 Book
5.5 Book
6.1
6.2
6.3 Story
7.1 Signs
7.2
7.3
7.4
8.1 Story
8.2 Story
9.1
9.2
9.3 Skits
10. Skits
1
10. Skits
2
10. Skits
3
10. Story
4
7. Resources
http://www.language.ca/index.cfm?
Voir=sections&Id=17355&M=4038&Repertoire_No=2137991327
http://illuminations.nctm.org/activity.aspx?id=3531
problemsolvingcourse.com
https://www.youtube.com/watch?v=clC7PLw2zEU
http://www.mentoring.org/downloads/mentoring_429.pdf
https://www.google.ca/search?
q=ethical+dilemma+model&espv=2&biw=979&bih=681&source=lnms&t
bm=isch&sa=X&ei=ipoNVcfQPMmhgwS_loOgAw&sqi=2&ved=0CAYQ_AUo
AQ#tbm=isch&q=ethical+dilemma+cartoon&imgdii=qqHh-FQV-RLnXM
%3A%3BdRZRnfqNBeLa5M%3BqqHh-FQV-
http://www.educationworld.com/a_lesson/03/lp304-03.shtml
https://www.google.ca/search?
q=ethical+dilemma+model&espv=2&biw=979&bih=681&source=lnms&t
bm=isch&sa=X&ei=ipoNVcfQPMmhgwS_loOgAw&sqi=2&ved=0CAYQ_AUo
AQ -
tbm=isch&q=ethical+dilemma+cartoon&imgdii=_&imgrc=KYhgPBfLTpkR5
M%253A%3BuI_-CgNcQsgGEM%3Bhttp%253A%252F
%252Fwww.allthetests.com%252Fquiz31%252Fpicture
%252Fpic_1416409939_5.jpg%3Bhttp%253A%252F
%252Fwww.allthetests.com%252Fquiz31%252Fquiz
%252F1416409939%252FThe-Ethical-Dilemma-Challenge%3B506%3B267
http://www.mentoring.org/downloads/mentoring_429.pdf
http://www.greensburgsalem.org/cms/lib4/PA01001409/Centricity/Domain/
467/Button%20Button%20by%20Richard%20Matheson.pdf
http://www.curriculum.gov.sk.ca/index.jsp?
view=outcomes&lang=en&subj=english_language_arts&level=A10
Problem 1.5: students answer hard decisions that are complex for their age
or other students.