Discovering Responsible Decision Making and Goal Creating

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  HE.5.R.2.2 – Discuss how responsible decision-making affects personal well-being.

  HE.5.R.2.4 – Devise an individual goal (short or long term) to adopt, maintain, or improve a personal practice.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Doing the Responsible Thing.” See CPALMS resource ID# 209584.

• Career Connection

  
  

  This lesson supports the career building skills of time management, organizational skills, using technology to communicate ideas, and responsible decision-making.

• Learning Objectives

  
  

  Students will be able to:

  • Discuss the impacts that responsible decision-making can have on someone.
  • Explain how responsible decision-making can affect someone’s well-being.
  • Create an individual goal to adopt and maintain.
  • Use digital tools and programs to plan and write a schedule with goals.

   

• Prior Knowledge

  
  

  Students should be familiar with:

  • Basic knowledge of using word processing computer programs.
  • The concept of goals.
  • Agendas/schedules.

   

• Guiding Questions

  
  
  • What is an example of a responsible decision?
  • How can the decisions we make impact us?
  • What are some ways to plan goals and track their progress? 

   

• Procedure

  
  
  1. To introduce the lesson, pose the following question to students: How can responsible decision-making help us achieve a goal? Let students answer independently by verbally sharing or writing in their notebook.
  2. Set the purpose of the lesson by introducing the case study. Provide students with the case study “Doing the Responsible Thing” CPALMS Resource ID# 209584. Allow students to read and discuss the dilemma. Monitor for their responses.
     • Provide a copy for students to notate key details, important vocabulary, and any thoughts they have while reading.
     • Ask students to jot down one of Paul's goals. 
  3. Pose and display the following discussion questions after students have read the case study. Provide students with the attached response handout (see Teacher Notes for suggestions on the activity).
     • What would you suggest Paul do first to help him in his dilemma?
     • Why do you think Paul’s mom suggested he talk to others to help him with his decision making?
     • What are some things you can do when you don’t know what decision you should make?
     • Why is time management so important when it comes to responsible decision making?
  4. Students will create a calendar schedule for Paul to follow for the next 2 weeks (see Teacher Notes for creating a calendar using digital tools).
     • The calendar should show when he is going to complete and submit his missing assignments and include the social events if they’re planning for him to attend any.
  5. To bring the lesson to a close, have students reflect on how they can learn from Paul's situation by creating a goal for themselves. It can be short-term or long-term.
     • If needed, model for students how to write a goal. 
     • After they have created their own goals, they should then make a list of steps (decision points) to follow to achieve these goals. These goals and steps should reflect their understanding of responsible decision-making and time management.

   

• Teacher Notes

  
  
  • For the response activity in Step 3, it is suggested to use a method for having students work with multiple people to collaborate and think critically together.
    • An example would be stand up, hand up, pair up for each round of questioning.
    • Students can assign someone to share first, share responses for previous question, and then work together to answer the question posed to them for that round.
    • The response sheet has an extra box in case any additional questions are asked or students want to add to their initial response.
    • After students answer in partners, bring back together to share whole group ideas that students felt were important.
  • For the calendar creating in Step 4, it is required that this is created on a computer word processing program. This can be done individually, in partners, or in a small group.
    • One suggestion would be for the teacher to create a digital calendar template on a word processing program and send to students for them to edit.
    • A different way is for the teacher to provide students with instructions for finding/creating a calendar of their own.
    • Last, the teacher could choose to find a calendar application for students to use. It is suggested that students can digitally share their calendars with one another or “email” it to Paul.
  • The original poll question can be posed again for students to answer using 2-3 sentences to demonstrate their understanding of how to make responsible decisions and how those decisions can help them achieve a goal.

   

• Optional

  
  

  Extension Ideas:

  • Students can write a letter to Paul giving him advice on how to achieve his goal based on the calendar they created and the discussion around the case study.