Stop! Think! Take Responsibility!

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Title:

  N/A

  Course Type:

  N/A

  Standards or Benchmarks:

  HE.4.R.2.1 Discuss ways to take responsibility for ones actions.

  HE.4.R.1.1 Consider the perspectives of others.

  Integrated benchmarks: ELA or Other:

  ELA.4.V.1.2 Apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.

  Grade Level(s):

  4^th

  Time:

  40 minutes

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Taking Responsibility.” See CPALMS resource ID# 207959.

• Career Connection

  
  

  This lesson supports the career building skills of critical thinking and problem solving. The explicit instruction will provide students a model for them to follow in any circumstance when they need to take personal responsibility for their actions or when they encourage others to take responsibility for actions.

• Learning Objectives

  
  

  Students will be able to:

  • Identify ways to take responsibility.
  • Discuss with peers’ ways to take responsibility for their actions.
  • Consider the perspectives of others.
  • Demonstrate grade level oral communication expectations.

• Prior Knowledge

  
  

  Students should be familiar with:

  • Age appropriate ways to take responsibility.
  • Group discussion techniques.
  • Text marking or making marginal annotations for a purpose.
  • Expectations for communicating orally.

• Guiding Questions

  
  
  • What does it mean to be responsible for your actions?
  • In what ways can someone take responsibility for their actions?
  • How do your actions impact others?

• Procedure

  
  
  1. Introduce the case study, Taking Responsibility (see CPALMS Resource ID# 207959).
     • Provide students with a copy of the case study so they can make marginal annotations, highlight content vocabulary, or underline important information. The case study is intended to be read with adult support.
     • Set the purpose for reading by asking the following discussion questions.
       • As the case study is read, think about this question: In what ways can the main character take personal responsibility?
       • Also consider: How does the main character’s actions impact others?
  2. The teacher may ask question(s) after reading to accompany the case study to generate interest.
     • Why do you think students make poor choices?
     • Why do you think Jaxon stole the gift card?
     • How could Jaxon’s mother, friends, teacher, or dean respond to his actions?
     • How could Jaxon respond to his mother, friends, teacher, and the dean?
     • How might the broken relationships be restored?
     • What types of consequences would be appropriate in this situation?
  3. The teacher will explicitly teach the strategy for taking responsibility using the case study:
     • Identify the choice – What was the choice in this case study?
     • Describe the reason for the choice- Why did Jaxon take the gift card?
     • Examine how the action impacts others- How does this action impact others? Consider the perspectives of all the characters.
     • Accept responsibility by showing action- How could Jaxon have accepted blame?
     • Determine ways to be proactive or reactive for the action- How can Jaxon make things right?
     • Reflect on the learning experience- What can Jaxon do next time?
  4. The teacher will then model a summary of the strategy while reviewing how to communicate orally.
     • The teacher will present the responses to the questions orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation.
     • Suggested oral communication model opportunities: stand up straight with feet about shoulder distance apart, academic tone, proper inflection, volume appropriate for addressing a group, facial expressions when applicable, and clear, understandable speech.
     • Suggested possible response: The choice Jaxon made was to take the gift card. He made this choice because he wanted a new tool for his online character and did not have the money for it. As a result, Eric no longer has a gift card. Clark does not have a reward for Eric. Gage and Joshua know Jaxon did not tell the truth. Mr. Rodriguez has to decide how to handle the situation, and Mrs. Gonzalez wants a punishment. Jaxon could have taken responsibility by admitting his guilt. He can make things right by apologizing to all and finding ways to earn money to replace the gift card. Next time, Jaxon should think before he takes an action.
  5. Place students in small groups and provide each group with the following scenario. After discussion, one member of their group will be presenting their ideas to the class using the modeled oral communication indicators.
     • Provide students with the STOP! THINK! Take Responsibility graphic organizer (see attachment). Students should walk through the strategy for taking personal responsibility while filling out the organizer.
     • During this time, the students will discuss appropriate ways to take personal responsibility for the actions before, during, and after this scenario while considering the perspectives of all the characters.
     • While working as a group, they should choose one member to orally communicate their responses to the group using the modeled indicators.
     • The teacher will circulate to guide thinking, collect data on students’ responses, and provide feedback on oral communication indicators.
     • Scenario: Jaxon’s teacher has announced there is another math test next week and that there will be a prize for the top scores. In addition, if the class average is 80% or better, they will have a pizza party. Jaxon and his friends, Eric, Gage, and Joshua want to do their best. How can the boys take personal responsibility?
  6. To bring the lesson to a close, ask students to come together and compile a list of ways to take personal responsibility.
     • Possible responses might include: be a problem solver, admit mistakes, be honest with self, don’t blame others for actions, don’t make excuses, be responsive in situations, accept a consequence, apologize, make things right, tell the truth, think before you act, or be reflective. Accept and document reasonable responses on chart paper.

• Teacher Notes

  
  
  • The lesson closure could be done on chart paper, on a traditional white board, or electronically on an engaged whiteboard using a word processing document.
  • This lesson could be broken into two smaller class sessions. In the first session, students might read and discuss the questions. In the second session, students could do the small group and debrief parts of the lesson.
  • Teachers may choose to reference their district's Elementary Oral Communication Rubric when modeling how to communicate orally.

• Optional

  
  

  Formative Assessment Ideas:

  • Have students brainstorm another scenario in which a student must take personal responsibility for their actions. In purposeful pairs, have the students share the scenario and discuss ways to take personal responsibility using the strategies collected in discussion. Collect data on the learning through teacher observation.

  Accommodation Suggestions:

  • Students might complete the exit activity verbally while the teacher listens for mastery of this standard.

  Extension Ideas:

  • Students might discuss and create a matrix that would include creative ways for students to take responsibility.
  • Students could be given or create various additional scenarios in which they might discuss ways they can be proactive and/or reactive to situations in order to take personal responsibility.
  • Students could script and/or act out a student panel in which they provide recommendations for taking personal responsibility.
  • Students might respond to this prompt: Considering the impact of your personal choices is an important part of taking personal responsibility. Write an outcome for the case study, Taking Responsibility, in which Jaxon takes responsibility. Consider the perspectives of all the involved parties.
  • Students might create a How To Take Responsibility poster with the steps listed and visuals as appropriate.