Year 2, Lesson 1.1: Welcome Back to The Good Project Lesson Plans
Unit Learning Goal
Students will reflect on the meaning of the three Es of Good Work (excellence, ethics, and engagement) in applicable contexts.
Lesson Goal
Students will be able to agree upon classroom norms, refresh their knowledge of the purposes of these lessons, and begin to work together using discussion routines.
Assessment
Monitor students’ questions for understanding of the purposes of The Good Project’s lesson plans.
Observe students’ level of comfort with the classroom climate and discussion activities.
Analyze Exit Tickets to determine students’ reactions to the class.
Casel Alignment
Self-Awareness, Relationship Skills, Identity, Belonging, and Curiosity
Portfolio Documentation
Resources
Optional Video: An Overview of The Good Project
Optional Instructor Guide: Establishing Community Norms and Expectations Cornell University’s Center for Teaching Innovation
Year 1 Student Portfolios (for review)
List of Classroom Norms from Year 1 (if you have returning students)
Prerequisites
Year 1 of The Good Project Lesson Plans
Total Time
45 minutes
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New Students: It’s possible that you have some returning students and some new students joining the class. New students may benefit from reading through The Good Project Core Concepts or watching the brief Core Concept Videos.
Fresh Starts: Do you have returning students, or a class of mostly the same students from Year 1?
Use your best judgment on how much to review the material from Year 1 of the Lesson Plans as well as how much time to spend on establishing classroom norms, practicing thinking routines and/or effective dialogue.
Instructions
1. Opening: Why are we learning about “good work?” [5 minutes]
Share the handout (or present on the class projection screen) “An Introduction to The Good Project Lesson Plans” with students.
Emphasize the section on what to expect each year of the program and the learning objectives for this second year.
The first year was more introspective (e.g., “what does good work mean to me?”), while this second year will be about considering how to do good work as a professional (e.g., “How can I prepare to do good work in my future career?).
Read through the handout together as a class, making sure to give students a chance to ask questions along the way.
OPTIONAL
Show the 3-minute video below, An Overview of The Good Project.
2. Practice Discussion Skills. [10 minutes]
The following activities are suggestions for how to foster community and encourage open dialogue in the classroom. Please feel free to select other activities that best serve your specific classroom and students.
Remind students that in this course, there are a lot of conversations with peers 1-1, in small groups, and as a class. In part, this is a way for them to work out their own ideas of what “good work” means to them but also learn how others may think differently. Learning how to have constructive conversations is a valuable skill for school, work, and life.
Select one of the activities described below to give students a sense of the types of discussions they will have while learning about good work.
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Split the class into groups of 3.
Explain to students that they will be working in small groups for the next 5 minutes.
First, ask students to take one minute to individually write down their answer to the following question: “What is good work?”
Then, ask students to share their responses in small groups with one another.
Finally, each student should explain their response to the group, answering the question “What makes you say that?”
Take 5 minutes, as a class, to come together and share out. Remember to ask students to share their original written response as well as their response to the question “What makes you say that?”.
Follow-up question: Did anyone’s answer to “What is good work?” change or evolve after hearing from their peers?
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This game is from HealthyNativeYouth.org.
Players pass sounds around the circle, each with a unique rule:
WHOOSH passes to the right or left, always continuing in the same direction.
BANG reverses the WHOOSH and sends it back in the opposite direction.
POW passes across the circle to whomever you’re pointing at.
Pro Tips:
Go fast. Mistakes and confusion are part of the fun.
You can add physical gestures along with the sounds:
WHOOSH with both hands in the direction of the next player,
BANG with your arms held up in an X, and
POW while pointing and clapping across the circle.
Once you get good at the game, find ways to make it challenging again by adding restrictions or new rules.
Common restrictions are that you can’t BANG a BANG or BANG a POW.
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Split the class into pairs of 2. If possible, try to make pairs of students who do not know one another well.
Set a timer for 60 seconds.
Students will face one another and take turns each speaking about themselves, giving their partner their biography for 60 seconds.
Tell students not to feel pressured to share any details they don't feel comfortable sharing; they can choose what elements of their personal histories they'd like to mention.
During that time, the partner must not speak. They are to listen only.
After the first minute, stop the conversations and explain that students will now swap roles, with the speaker becoming the listener and vice versa.
Once the 60-seconds are up, stop the conversations.
Come back together as a class. Call on students to share what they learned about their partner (not themselves!)
Next, switch up the pairs. Each student should be paired with a new partner.
Complete the two rounds of biography sharing with these new partners.
Come back together as a class. Students should share their reactions to the activity.
Discussion Questions:
What changed in their biography from the first time they spoke to the second?
How did it feel to only listen and not react to their partner's spoken biography?
How did it feel to speak for an entire minute about yourself without any feedback?
3. Portfolio and Rubrics. [10 minutes]
Explain to students that while a lot of the activities in class will involve discussion and working with others, you will now go over how you will be collecting and assessing the individual work they do throughout the course.
Explain to students what The Good Work Portfolio will be used for:
The Good Work Portfolio is a place to collect your classwork, homework, and other items that demonstrate your thinking, and to hold it all in one place. You and your teacher will review your portfolio at the end of each unit, to assess how your work and thinking is evolving.
The Good Work portfolio can be hardcopy (e.g., a folder, binder or notebook) or electronic (e.g., a Google drive or SharePoint folder), or any form that is convenient for the educator and students.
Students from last year should take 5 minutes to look through their portfolios from the previous year. New students should be able to look along with students from year 1 to get a sense of what was covered and what types of materials are included in the portfolios.
Share with students the list below of what should be included in The Good Work Portfolio.
All journal entries and other written reflections.
All completed worksheets.
All completed homework assignments.
Notes from class activities.
A metacognitive artifact in which students look at their portfolio at the conclusion of the program and reflect on their personal learning journey (e.g., written reflection, concept map, video, etc.).
Any other material that a student may feel is tied to or is a representation of their understanding of “good work” (e.g., images, objects, etc.).
Next, share with students the Year 2 Good Work Portfolio Checklist. This checklist includes all activities expected to be collected in the portfolio. Each student should save their checklist in the same folder as their completed assignments so that they can reference the list and make note of any missing assignments.
Finally, share with students the rubrics for each of the 4 units for this first year. Explain to students that they should keep these rubrics in their Good Work Portfolios, and that they will be referencing them during the end of unit self-reflections.
4. Set classroom expectations and norms. [10 minutes]
Explain to students how you will be fitting the lessons into your class (i.e., How often will you be including the lessons in your class–daily, weekly, biweekly? How are these lessons related to your class or subject matter? How will you be evaluating student work?).
Share with students your expectations of them. This can be a list you’ve already created that is projected on a screen for the class or one you write out on the board in real time. Some ideas include:
Your expectations of their participation (e.g., engaging in class discussions).
Respectful talk (there will be opportunities for those with differing opinions to engage with one another, how will differences be handled?)
Any expectations logistics such as attendance, tardiness, staying on task, completing assignments, etc.
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If you have a class of mostly returning students, share the list of norms from the previous year. Ask students, both returning and new, if they would like to make any adjustments to the list.
As part of a class discussion, invite students to add to this list of norms.
Before the next class, summarize the list of norms and share it back with students so that they can ask any clarifying questions.
This guide by Cornell University’s Center for Teaching Innovation is a helpful resource. Also, there are a few examples from educators who have taught these lessons below.
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"We used a PowerPoint presentation to engage students in the focused discussion. This is the very first conversation, so to get their attention we thought it would be good to have a visual learning tool."
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“I am in a Heritage Speaker Spanish class in which the students are learning English and comfortable in Spanish… I am allowing my students to communicate (read, write, discuss, report) in both languages. “
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“I made a visual for my class, each pupil has one, so the pupils can tell me how they are doing without having to put their hand up. Some of our pupils were reluctant to get help before I introduced this. It works for all years.”
5. Closing and Exit Ticket. [5 minutes]
Ask students to complete the Lesson 1.1 Exit Ticket.
Explain to students that they will be doing a thinking routine: Color-Symbol-Image.
Students will reflect on this introductory class.
They will then choose a color that they feel represents this first class.
They will then choose a symbol that they feel represents this first class.
They will then choose an image that they feel represents this first class.
Collect the handout to assess their understanding of the class.
Return this handout to students at the start of the next class so that they can add it to their Good Work Portfolios.
This lesson is based on the introductory lesson created by Katerine Hurtatiz Espinosa, an educator at Saint George’s School in Bogota, Colombia. The Good Project thanks Katerine for sharing her work with our project.
Lesson Walkthrough
Watch this short video guide for lesson specific advice from The Good Project Research Team.