ERC Lesson plan

Competencies:
- Moral Education: competency 1 To understand life situation
with a view to constructing a moral frame of reference
- Competency 3: To engage in moral dialogue
- Cross-curricular:
1. To use information
2. To solve problems
3. To exercise critical judgments
4. To cooperate with others
5. To communicate appropriately
Objectives:
Students will be able to exercise critical judgment on real life issues
and understand his/her potential influence within the society through
whole group and small group discussions.
Prerequisites
Materials
Role cards
Youtube video
Worksheets of conflicted situations
Post-it
1. Prepare the role cards to manage group discussions, students will
be in groups of four; there will be a narrator who reads the question,
a note taker who keeps a written record of the ideas; a timekeeper
who need to remind the group members about the remaining time
and a task master who makes sure that each group member has
time to express his/her opinion and everyone is on task.
2. Post- it will be ready for students to write down their initial reactions
to the video.
Lesson Procedure:
Task 1: Talk about the story in the exam, ask students to discuss in
pairs (Think- pair-share) what they have learned from Mr. Timmerman
in the story, then the teacher will pick 2-3 students to present their
ideas. Summarize to the fact that Mr. Timmerman continued to do what
he thinks is good despite being misunderstood by everyone.
Task 2: The teacher will distribute the worksheets with situational
problems and role cards for students to discuss in small groups. Before
the distribution of the materials, the teacher will explain the role cards
to the students and inform them that after the discussions, the teacher

will randomly pick a person in each group to present the ideas.

Students will then have 6-8 minutes to discuss the prepared problems
in their groups. During the discussion, the teacher will go around to
ensure the quality of the conversations. Pressing questions such as
Can you elaborate? Can you connect it to your past experience?
What past experience has influenced your decision?
Task 3: After the discussion, the teacher will randomly pick a number
(1-4) in each group and ask the person who has the card with that
number to summarize the situation that they had and briefly present
their group members opinions. Then, the teacher will add a new
condition to the situations: if you were in a similar situation and
someone helped you out, would you be more likely to help the person
in need in the problems? Students will have one minute to share in
pairs, then the teacher will pick a few students to share their
responses.
Task 4:The teacher will introduce a YouTube video (one of the best
advertisement of all time). Before playing the video, the teacher will
ask the students to pay attention to peoples initial reactions in the
video and how these reactions have changed at the end for whole
group discussion after the video. The question will be written on the
board for students to refer to.
Task 5: Right after the video, students will be asked to write down their
initial thoughts on the post-it, which will be collected at the end of the
lesson. Then the teacher will conduct a whole group discussion; the
teacher will go over the prepared questions with the students. The
discussion should come to the conclusion that kindness has power and
even the smallest gestures have the impact to change someones life.
Students will have a different perspective on helping others.
Questions to guide class discussion:
- -What was your initial response to the video? The most touching
moment from the video, why?
-At the first half of the video? What were peoples first reactions to the
protagonists actions?
-When you saw people react negatively?
-At which moment did your opinion change? Describe how you felt at
that moment.
-Why do you think people shake their heads when they see him doing
good things, what are they thinking?
-Now that you have seen the video, think back to your answers to the
problems you had in the beginning of the class, would you do anything
differently?

Assessment tools:
The teacher will assess the students through checklists and the post-it.
The checklist will be completed while the teacher observes small group
and whole class discussions.
Through Observation
Student engaged in the group discussions by sharing his/her
opinion and clarified his/her own definition of values on the basis of
personal experience.
Student is able to think critically and express his/hers personal
viewpoint through the writing on post-it and during the discussions.

On your way to school, you see an elderly lady on the street with a
sign that says: Starved for days. Please spear some change. You
only have $5 for the pizza money. If you dont give in the pizza
money today, you will have no lunch today. What would you do?

Why? Why not? Justify your answer.

At lunchtime, one of your classmates has a Tim Hortons Nutella
croissant. Everybody wants it! Suddenly, a boy from another class
takes the croissant away without your friends permission. People in
the cafeteria start laughing. Your fiend is clearly upset, would you
help him? Why? Why not? Justify your answer.
You are passing by a park on your way to school. Beneath the
swings, you see a little girl sitting on the ground, crying. You are
running late for school, if you dont get to school on time, you will
get a detention. Would you help the little girl? Why? Justify your
answer.
It's 3:15 pm; youve finished your homework and would like to use
the computer in the classroom, which you haven't got the chance to
use for 2 weeks. But your friend asks you to help her with her
homework. She clearly has a hard time understanding the
problems, what would you do? Why? Why not? Justify your answer.