MATL Learning Plan (UBD simplified)

Title of lesson
Subject:
Lesson #

Make Ethical Choices

English
8th lesson of this unit.

Grade level
Time frame
Group

Learning activities:
Homework checking: Grammar book p 10- 15 pronouns. (Students in
secondary 4 have learned similar grammar rules multiple times. Hence,
grammar exercises are assigned as homework most of the time and
immediate correction at the beginning of the following class can enhance
students knowledge on the rules.)
Correct Handout 1-24 Six Hat Strategies: The correction can enable
students to review what they learned last time and to apply it in the
following activity.
Conversation cues (Textbook p18): Combining the Six Hat Strategies,
transition words on p19 and the conversation cues on p18 allows students to
participate in the group discussion in the end of the class.
The Right Decision (Handout 1-16 & 1-17) (audio): Students listen to an
audio related to drug using and decision making. After that, students
organize their thoughts and answer the questions on Handout 1-17 with the
help of the dialogue on Handout 1-16 projected on the board.
Group Discussion: Students discuss the issue presented in the previous
audio with the help of their own notes and conversation cues on Textbook
p18.

Secondary 4 Core program

75 minutes

Established Goals:
This unit will provide students the information
related to sport cheating and doping and help
students to make the right ethical choices while
they encounter similar situations in life.
Relevance:
Athlete doping scandals have been around in the
sporting world. Secondary IV students are at the
age of becoming adults and should start thinking
about playing a role in creating a just society.
Essential Question(s):
What should they consider while making choices?
How should they organize their thoughts from
different perspectives?
Why is it important to make the right ethical
choices?
Student will know:
Students will know how to organize and sort their
thoughts on ethical decision making by applying
Sit Hats Strategies.
Students will understand that:
Doping or cheating can encourage the youth to
take the easy way out while facing difficulties. It,
therefore, is hurtful to society.
Cross Curricular Competencies:
Uses information-put information to use.
Solves problem-analyzes the components of a
situational problem.
Exercises critical judgement-forms an opinion
Communicates appropriately-manages his/her
communication process.
Broad Areas of Learning:
Citizenship and Community Life:
Participation, cooperation and solidarityuse of
debate and argumentation.
Universal Design for Learning:
Multiple language expressions for students to
uselists of phrases for students to use in their
language expression.
Further considerations:
Students in the core program are not confident in
expressing themselves orally or in writing.
Therefore, they are encouraged to use any
resources they can get in class; textbooks,
dictionaries and even their peers.

FORMATIVE - Assessment FOR learning:

Monitoring of situations discussed in small group
discussion.
FORMATIVE - Assessment AS learning:
Their oral expressions during their discussion
SUMMATIVE - Assessment OF learning:
No summative assessment for this lesson.
There will be two in the end of this unit.
Final project:
A 150-word written production (C3-Writes and
Produces texts) expressing their opinions and
choices on the situations of their own choices. (9th
class)
Participation in group discussion (C1-interacts
orally in English) on their decisions on the
situations of their own choices. (in 10th class)

MATL Learning Plan (UBD simplified)

Title of lesson
Subject:
Lesson #

Make Ethical Choices

English
9th lesson of this unit.

Grade level
Time frame
Group

Learning activities:
Homework checking: Grammar book p 10- 15 pronouns. (Students in
secondary 4 have learned similar grammar rules multiple times. Hence,
grammar exercises are assigned as homework most of the time and
immediate correction at the beginning of the following class can enhance
students knowledge on the rules.)

Review their group discussion in the previous class on The Right Decision
audio they listened to by offering the summary of their discussions with
proper transition words and Sit Hats Strategies that they have been
practised. (Students are still trying to get familiar with the Sit Hats
Strategies and transition words offered in their textbooks. Although, they
participated well in the discussions last time, their word use and opinions
were still not very thorough. By summarizing their discussions and inserting
proper transition words, they can get a better handle on Sit Hats Strategies
and transition words.)
The final Project:
---Give students 8 hypothetical situations.
---Explain each situation clearly and make students understand.
---Explain tips for making ethical choices on Textbook p11
---Explain what they need to do for their final project
A 150- word written production and a group discussion
---Tell them that they will have time and resources to prepare for it.
They can organize their thoughts first in groups and use any
available resources; dictionaries, textbooks and even peers.
---Divide them into groups of 4
---Each member in each group picks a situation different from their group
members.
----They first structure their thoughts on Handout 1-21 (since we had a

Secondary 4 Core program

75 minutes
404-04

Established Goals:
This unit will provide students the information
related to sport cheating and doping and help
students to make the right ethical choices while
they encounter similar situations in life.
Relevance:
Athlete doping scandals have been around in the
sporting world. Secondary IV students are at the
age of becoming adults and should start thinking
about playing a role in creating a just society.
Essential Question(s):
What should they consider while making choices?
How should they organize their thoughts from
different perspectives?
Why is it important to make the right ethical
choices?
Student will know:
Students will know how to organize and sort their
thoughts on ethical decision making by applying
Sit Hats Strategies.
Students will understand that:
Doping or cheating can encourage the youth to
take the easy way out while facing difficulties. It,
therefore, is hurtful to society.
Cross Curricular Competencies:
Uses information-put information to use.
Solves problem-analyzes the components of a
situational problem.
Exercises critical judgement-forms an opinion

printing issue at the beginning of the school year, students need to copy the
questions on Handout 1-21 in their own notebooks). They can discuss with
their peers, ask questions and look up words.
-----After they finish the questions on Handout 1-21, show them the criteria/
rubrics of the written production
-----They write their first draft in their notebook using the information they
have written on Handout 1-21.

Homework:
---Finish their drafts and make the final copies.

Communicates appropriately-manages his/her

communication process.
Broad Areas of Learning:
Citizenship and Community Life:
Participation, cooperation and solidarityuse of
debate and argumentation.
Universal Design for Learning:
Multiple situations for students to choose
students can choose the most comfortable
situation to make their ethical choices.
Multiple language expressions for students to
uselists of phrases for students to use in their
language expression.
Further considerations:
Students in the core program are not confident in
expressing themselves orally or in writing.
Therefore, they are encouraged to use any
resources they can get in class; textbooks,
dictionaries and even their peers.
FORMATIVE - Assessment FOR learning:
Monitoring of situations discussed in small group
discussion.
FORMATIVE - Assessment AS learning:
The sheets they use to structure the situations of
their own choices and organize their thoughts.
SUMMATIVE - Assessment OF learning:
Final project:
A 150-word written production (C3-Writes and
Produces texts) expressing their opinions and
choices on the situations of their own choices.
Participation in group discussion (C1-interacts
orally in English) on their decisions on the
situations of their own choices. (in 10th class)