Keeping it in the Family

By On · Add Comment · In Ethical Literacy Outcome Cluster #4: Communication

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Relates to

  • Building Decision Skills: Lesson 6: Right versus Wrong
  • Ethical Literacy® Outcomes:  Communication
  • Schools of Integrity Findings:  Pervasive Attention to Ethics and Values, Tolerance for Ambiguity: “Doubt” is Not a Four-Letter Word, and Authentic Student Input.

Purpose

  • To improve fluency with right versus wrong reasoning through role-play about right versus wrong family issues

Preparation and Materials

  • Just make a short right/wrong scenario available to your students.  Try: “It’s Not My Job”
  • Post the Tests for Wrong

Process

    1. Review the story, and discuss how the tests for wrong apply to this case
    2. Review this activity’s Role-play Rules:
      • Each participant must have a role—in this case, suggest that one student be Luis’s conscience, the other his temptation.
      • The purpose, in this case, is to practice naming and talking through the four tests for wrong, so each test must be included in the role-play
      • Be as creative and funny as you like, but make sure to meet the purpose: fluency with the four tests for wrong.
      • Ultimately, an act is wrong if it does not uphold your core values.  Make sure at least two core values are named and connected to the story during this role-play.
    3. Explain that you and fellow students will evaluate each role-play.  Explain the evaluation criteria listed in step #5.  Provide a way for students to communicate their opinions:  sticky notes, index cards or just oral feedback can work well.
    4. Pair students up and give them time to prepare their role play.
    5. Take turns presenting the role-play and being evaluated base on:
      • Ability to articulate their reasoning
      • Fluency in naming and integrating the Four Tests for Wrong
      • Fluency in demonstrating which value(s) were not upheld.

Tips

Role-plays take time.  Be prepared to give students one entire Advisory Period to rehearse.  Don’t leave them to their own devices.  Constantly float, monitoring pair-work and making it clear that the criteria in #5 are an expectation.

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