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UNIT TITLE: The Responsibility of a Choice

OVERARCHING (UNIT) UNIVERSAL CONCEPT: Choice and Consequences

21st CENTURY SKILL: Analyze cause and effect

NON-COGNITIVE SKILL: Social responsibility

ENDURING UNIVERSAL UNDERSTANDINGS


Students will understand that...
1. We are responsible for the choices we make.
2. Every choice we make has a consequence -- sometimes positive, sometimes negative,
sometimes both.
3. Social responsibility requires us to think about the consequences our choices carry.
4. We can make better choices if we analyze a situation for potential consequences before
acting.

CRITICAL CONCEPTS
1. social responsibility
2. agency
3. cause and effect

ESSENTIAL QUESTIONS
1. Are we the only ones responsible for our choices?
2. Is there always a “right” choice?
3. What affects the choices we make?
4. What can we learn from the choices made by others?
UNIT OBJECTIVES

Cognitive (Know & Understand) Students will know/understand that...


1. ...we are responsible for the choices we make. (LP1, LP4, LP5, LP7, LP8)
a. SW defend their choices in long-form writing. (LP9-LP12)
2. ...every choice we make has consequences -- sometimes positive, sometimes negative,
sometimes both. (LP4, LP12)
a. …it is our responsibility to be mindful of the consequences a choice may carry
before we make a decision. (LP2, LP5)
b. SW determine whether a choice’s consequences make that choice the “best”
choice out of several. (LP2)
3. ...we can make better choices if we analyze a situation for potential consequences
before acting. (LP7, LP12)
a. SW articulate and listen to ideas about whether the “right” choice exists. (LP2)
b. …sometimes there is no “right” choice, but difficult decisions are a part of life
and we must confront the consequences no matter what. (LP2)
c. SW evaluate the varying degrees of complexity of the choices they make. (LP3)
4. ...how to analyze a situation for cause and effect. (LP12)
a. …that examining causal relationships leads to a heightened ability to recognize
patterns and develop well-informed ideas. (LP5, LP6, LP7)
Performative (Do) Students will be able to...
5. ...analyze a situation for cause and effect. (LP12)
a. …make predictions about causal relationships in a text using a variety of pre-
reading strategies. (LP6)
b. …analyze a text for causal relationships. (LP7)
6. ...evaluate a choice for its effectiveness. (LP12)
a. …evaluate stylistic choices made in writing for their communicative
effectiveness. (all non-administrative Do Nows LP3-5, 7-12)
7. ...reflect on the responsibility of a decision-maker. (LP12)
a. …reflect on their own choices through long-form narrative writing. (LP1, LP11,
LP12)
b. …reflect on their own choices through poetry composition. (LP5, LP10, LP11)
c. …reflect on the responsibility of a speaker in a text to make a difficult decision.
(LP4, LP7)
Affective (to feel/value) &/or Non-Cognitive
Students will value/respect...
8. ...their social responsibility to make informed choices. (LP2, LP5, LP12)
a. SW acknowledge and articulate their responsibility in making informed choices.
(LP2)
ASSESSMENTS
Diagnostic
● Narrative essay (homework from LP1) - serves as initial writing sample
○ Does the writing adequately respond to the prompt?
○ Is the essay at least one page in length?
○ Does the student demonstrate a command of grammatical and stylistic
conventions?
● Philosophical chairs (LP2)
○ How frequently does the student contribute to the debate?
■ Regardless of frequency of contribution, do the student’s
contributions add value to the debate?
○ Does the student address their peers with respect?
○ Does the student demonstrate active listening?
● Argumentative essay (LP3)
○ How well does the writing adequately respond to the prompt?
○ How well does the student incorporate appropriate textual evidence?
○ How well does the student demonstrate a command of grammatical and
stylistic conventions?
Formative
● Worksheets and graphic organizers
○ Graded on accuracy and completion
● Choice poem (LP5)
○ Does the poem reflect the theme of making choices?
○ Does the poem include details about the consequences that occurred as a
result of the speaker’s choice?
○ To what extent does the poem use “The Road Not Taken” as a mentor text?
● Analytical essay (LP7-LP8)
○ Same criteria as argumentative essay above
● Argumentative essay (LP9)
○ Same criteria as argumentative essay above
● Other discussions
○ Same criteria as philosophical chairs above
● Do Nows/exit tickets
○ Graded on accuracy and completion
Summative
● Blackout poetry pair → gallery walk and reflection (LP12)
○ See rubric

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