Beacon Lesson Plan Library

Responsibility

Sandi King
Bay District Schools

Description

How can we teach students to be responsible? This lesson invites students to brainstorm, and then share ideas of how they can behave responsibly by respecting the rights of others. This is lesson one of seven in the unit, A Television in My Room.

Objectives

The student knows the importance of assuming responsibility for personal health habits.

Materials

- Dry erase or chalk board
- Dry erase markers or chalk
- Student’s notebook paper and pencils
- Two large sheets of chart paper for recording the final consensus
- Markers for writing on the chart paper
- A copy of the unit question from the unit attachments
- A copy of the unit scenario from the unit attachments
- Vocabulary and definition cards (attached)
- Formative assessment checklists from the unit attachments
- Copies of the letter to parents and unit calendar from the unit’s attached files
- Student journals (can be daily journals that are already in use in the classroom, or new journals for this unit)

Preparations

1. Locate a dry erase or chalk board.
2. Locate dry erase markers or chalk.
3. Be sure students have notebook paper and pencils for think-pair-share work.
4. Locate two large sheets of chart paper.
5. Locate markers for writing of the chart paper. At least two colors are needed.
6. Download from the unit's attached file, and print a copy of the unit question.
7. Download from the unit's attached file, and print a copy and a transparency of the unit scenario.
8. Download from the attached file, and print a copy of the vocabulary and definition cards.
10. Make copies for each student of the Formative Assessment Checklists. It is available from the unit attachments.
11. Have student journals available.
12. Preview the Think-Pair-Share strategy from the Just Read Now website. See the Web links section of this lesson plan for a link.
13. Clear wall space for the unit question, unit scenario, vocabulary words, and responsibility charts to be displayed.

Procedures

Note: This is lesson one of seven in the Beacon Learning Center unit, A Television in My Room. This lesson begins on day two of the unit, with the diagnostic assessment having been completed on day one of the unit. This lesson presents the unit question and establishes the need for the remaining lessons of the unit.

Unit Question: How can you show that you are responsible?

Unit Scenario: You only have one television in your house. Your dad loves to watch news on television and he usually controls the television. Your mom loves to buy things from QVC and she watches that channel when she gets to control the television. You never get to pick the television program. You’ve tried to convince your parents that you should have a television in your room, but they say you are not responsible. How can you prove you are responsible enough to have a television in your own room?

1. Gain the students’ attention by displaying the scenario on the overhead. Invite students to be involved in a class discussion about televisions at their homes.

* Possible questions are: How many televisions are in your house? How many of you have a television in your room? What are the rules that must be followed with the television in your room? What do your parents complain about when you are watching television in the living room? What do your parents complain about when you are watching television in your bedroom?

2. Using the information from the discussion, begin a brainstorm session about being responsible. First, define responsible. See the attached file for vocabulary cards and definitions. Begin the unit word wall with the word responsible and its definition.

3. Brainstorm a list of people to whom or for whom the students are responsible. Have students work with partners. Using the think-pair-share strategy, students list people they are responsible to or for. No proper names are to be listed, but rather individuals should be listed as a category, such as Tom should not be listed, but brother should. Allow about 3 minutes for teams to develop their lists.

4. Students share their lists of people to whom or for whom the students are responsible. Call on one team to read their list. As the list is read, write the list on the board, and all other teams mark a line through the people from their lists to alleviate duplicates. Each team is called on to read people, not previously stated, from their lists. Be sure that someone includes self in the list of people.

5. When all teams have shared their lists, begin a discussion of how the people on the list can be grouped. Possible groups may be family, neighbors, friends, self. Make a list on the board of suggested groups and list those that may belong to the group. I suggest you color code rather than rewriting all the people. For instance, write the group title Family in red, then circle all people listed that fit in the category using the red. These are brainstormed groups and will change as the activity continues, so don’t spend too much time in the writing process. The importance is for the students to brainstorm and categorize.

6. After the original list of people has been divided into groups, discuss the possibility of combining groups again. Ask students to continue renaming and combining groups until all people from the original group are included, but there are only two groups. The two groups will then be Self and Others.

7. Now that the two groups have been established and students understand who is included in the groups, write the title for each group on the chart papers. One chart title is Self, and the other is Others.

8. Use the think-pair-share strategy again to list ways to show responsibility for others. Be sure this list includes being considerate and obeying as these two responsibilities will be the basis for the science and math portions of the unit. Follow the same read, list, and cross-off method of writing a list as previously accomplished. Record the class list on the chart paper titled Others.

9. Follow the same procedure for the Self group. The list should include thoughts such as eat healthy food, get enough sleep, do school work, do homework, exercise, be truthful, be honest.

* This is the portion of the lesson plan that addresses the health standard selected for this lesson plan. Formatively assess this standard during the discussion by orally asking the students to explain why each item should be on the list. Be sure to include all students in the discussion, making notes of any students having a misconception. Formative assessments require feedback. Feedback should either affirm correct responses such as “Yes, exercising does mean you are being responsible for your personal health habits.” or correct misconceptions and guide students towards the correct response such as “Just knowing that exercising is good for you is not enough to show responsibility. Now that you know you must exercise, what should you do?”

10. Now that both groups have appropriate lists of how to show responsibility, and both groups with lists are written on a piece of chart paper, display the charts in a prominent place in the classroom under the unit question. Add a copy of the scenario to the display. Throughout the unit, you will be referring to the charts, scenario, and question.

11. Ask students to think about how they can be responsible for their own health. These examples should reflect how 9-year-olds could display responsibility for their health, not just responsibility in general. After the discussion, have student write a short paragraph in their journals reflecting on this question: How can I be responsible for my own health habits?

12. Collect the journals and give written formative feedback as to whether students understand the importance of assuming responsibility for personal health habits. Mark the Formative Assessment Checklists. (See the extensions area of this lesson plan for a suggestion of how to manage the journal feedback.)

13. Pass out the letters to parents and unit calendars. Discuss the letter and calendar with the students. If you have another way of communicating with parents (weekly note, email, class Web page) alert parents to be looking for this letter and unit calendar.

14. This lesson leads into the second lesson plan in this unit, Skateboard Renegade, that is to be used, beginning today, during language arts class.

Assessments

A formative assessment will be administered. See procedures #8 for details. The assessment will be scored on the formative assessment checklists from the unit’s attached files. Criteria are listed on the checklists.

Extensions

1. Graph information from the opening discussion. Record the data and have students select the appropriate type graph to display the data.

2. Cooperative grouping can be used instead of think-pair-share.

3. Select a student to be the class recorder.

4. When reading journal entries, the feedback can be given in a color code system. Highlighted yellow means the response is right on target. Pink highlight means bring your journal and let’s talk. Using this method is fast for the teacher, gives student affirmative feedback, and allows for student/teacher conferences on concepts or misconceptions that need further explanations.

5. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3262. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files, (if any).

Web Links

1. This is a reference site for teachers. Various teaching strategies are explained and modeled.
Just Read Now

2. This is a reference site for teachers. The think-pair-share teaching strategy is explained and modeled.
Just Read Now, Think-Pair-Share

Attached Files

Vocabulary cards     File Extension: pdf

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