ALEX Lesson Plan

     

Scams: What's Your Ethical Viewpoint?

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  This lesson provided by:  
Author:Marsha Mitchell
System: Albertville City
School: Albertville High School
  General Lesson Information  
Lesson Plan ID: 24817

Title:

Scams: What's Your Ethical Viewpoint?

Overview/Annotation:

Students will identify how investment scams work, go inside an investment scam pitch, and create an ethical dilemma.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 8
31 ) Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. [SL.8.2]

Insight Unpacked Content
Column Definitions

Strand: Speaking & Listening
CCR Anchor:
Comprehension and Collaboration
Evidence of Student Attainment:
During or after listening or viewing, students:
  • analyze the purpose of information presented in diverse media formats
  • evaluate the possible motives behind its presentation
Teacher Vocabulary:
  • analyze
  • purpose of information
  • diverse media and formats (e.g., visually, quantitatively, orally)
  • evaluate the motives
Knowledge:
Students know:
  • techniques to analyze information seen or heard in diverse media and formats
  • strategies to evaluate the motives (social, commercial, political) behind the presentation
  • vocabulary words: analyze, purpose, motives
Skills:
Students are able to:
  • analyze information seen or heard in diverse media formats
  • evaluate the motives (social, commercial, political) behind the presentation
Understanding:
Students understand that listeners or viewers form a thorough understanding of a topic, text, or issue by evaluating the credibility and accuracy of information presented in diverse media and formats.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 8.31.1: Define motive and quantitatively.
ELA 8.31.2: Determine general motives for presenting information.
Examples: social, commercial, persuasion, entertainment, inform
ELA 8.31.3: Paraphrase portions of the presentation in order to determine the overall message.
ELA 8.31.4: Identify speaker's purpose for presenting information.
ELA 8.31.5: Identify who the audience is.
English Language Arts
ELA2015 (2015)
Grade: 8
32 ) Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. [SL.8.3]

Insight Unpacked Content
Column Definitions

Strand: Speaking & Listening
CCR Anchor:
Comprehension and Collaboration
Evidence of Student Attainment:
During or after listening or viewing, students:
  • delineate a speaker's argument and specific claims
  • evaluate soundness of the reasoning
  • evaluate relevance and sufficiency of evidence
  • identify where irrelevant evidence is introduced
Teacher Vocabulary:
  • delineate
  • argument
  • specific claims
  • evaluate the soundness
  • reasoning
  • relevance and sufficiency
  • evidence
  • irrelevant evidence
Knowledge:
Students know:
  • techniques for attentive listening
  • the relationship between an argument and specific claims
  • techniques for recording a speaker's arguments, specific claims, supporting reasons, and evidence
  • signal words included in speeches to indicate transitions or relationships between ideas
  • techniques for evaluating the soundness of reasoning
  • strategies for identifying when irrelevant evidence is introduced
Skills:
Students are able to listen attentively to a speaker to delineate and evaluate:
  • main argument(s)
  • specific claims
  • claims supported by evidence
  • claims not supported by evidence
  • reasoning and use of supporting evidence
  • irrelevant evidence
Understanding:
Students understand that discerning listening involves critiquing and evaluating.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 8.32.1: Define relevance, irrelevant evidence, claims and evidence.
ELA 8.32.2: Distinguish between solid supportive evidence and weaker details that do not relate to the topic.
ELA 8.32.3: Identify speaker's reasons and evidence that are used to support particular points.
ELA 8.32.4: Use listening and questioning in order to identify speakers' reasons and evidence.
ELA 8.32.5: Identify the speaker's point of view and how it impacts the argument and claims. Objectives:
ELA 8.32.1: Define relevance, irrelevant evidence, claims and evidence.
ELA 8.32.2: Distinguish between solid supportive evidence and weaker details that do not relate to the topic.
ELA 8.32.3: Identify speaker's reasons and evidence that are used to support particular points.
ELA 8.32.4: Use listening and questioning in order to identify speakers' reasons and evidence.
ELA 8.32.5: Identify the speaker's point of view and how it impacts the argument and claims.
English Language Arts
ELA2015 (2015)
Grade: 8
33 ) Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.8.4]

Insight Unpacked Content
Column Definitions

Strand: Speaking & Listening
CCR Anchor:
Presentation of Knowledge and Ideas
Evidence of Student Attainment:
Students use appropriate eye contact, adequate volume, and clear pronunciation to convey focused, coherent ideas including:
  • presenting claims and findings
  • emphasizing main points
  • using key details and examples
  • relevant evidence and sound reasoning
Teacher Vocabulary:
  • claims and findings
  • emphasizing salient points
  • focused, coherent manner
  • relevant evidence
  • sound valid reasoning
  • well-chosen details
  • appropriate eye contact
  • adequate volume
  • clear pronunciation
Knowledge:
Students know:
  • techniques for presenting claims and findings
  • common words and gestures used by speakers to emphasize main points
  • techniques for organizing and clarifying the relationship between main points and details
  • techniques for conveying evidence that supports reasoning
  • importance of appropriate eye contact
  • importance of adequate volume
  • importance of clear pronunciation
Skills:
Students are able to:
  • use speaking to present claims and findings
  • use verbal and non-verbal techniques to emphasize key points
  • select details and examples to compliment main ideas
  • include evidence to support reasoning in a verbal presentation
  • use appropriate eye contact
  • use adequate volume
  • use clear pronunciation
Understanding:
Students understand that the technique, ideas, and organization of a speaker impact the engagement and understanding of the audience.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 8.33.1: Define salient, relevant, coherent, adequate, and valid.
ELA 8.33.2: Distinguish between solid supportive evidence and weaker details that do not relate to the topic.
ELA 8.33.3: Determine sequence of events and chronological order.
ELA 8.33.4: Recall or read a story and retell it orally to a teacher, student, or small group paying careful attention to sequence and staying on topic.
ELA 8.33.5: Follow the guidelines for speaking in front of others and engage in these behaviors on a regular basis with all oral communication.
English Language Arts
ELA2015 (2015)
Grade: 8
34 ) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. [SL.8.5]

Insight Unpacked Content
Column Definitions

Strand: Speaking & Listening
CCR Anchor:
Presentation of Knowledge and Ideas
Evidence of Student Attainment:
Students include multimedia components and visual displays to:
  • clarify information
  • strengthen claims and evidence
  • add interest in presentations
Teacher Vocabulary:
  • integrate
  • multimedia
  • visual displays
  • presentations
  • clarify information
  • strengthen claims and evidence
  • add interest
Knowledge:
Students know:
  • varied multimedia components
  • techniques to integrate multimedia and visual displays into presentations
  • appropriate times when multimedia components and visual displays can be used for clarification, emphasis, and interest
  • techniques for creating multimedia components or visual displays for clarification, emphasis, and interest
Skills:
Students are able to:
  • clarify information, strengthen claims and evidence, and add interest to a presentation through the integration of multimedia components and visual displays
Understanding:
The student understand that a speaker can clarify, emphasize information, and add interest through multimedia components and visual displays.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 8.34.1: Utilize digital media to make engaging audio recordings of stories or poems using visual displays to show facts and details.
ELA 8.34.2: Follow the guidelines or rubrics for speaking in front of others and engage in these behaviors on a regular basis with all oral communication.
ELA 8.34.3: Retell a story or informative text through the use of multimedia components (graphics, images, music, or sounds).

Local/National Standards:

Law In Society (COS) 2. Differentiate between ethics and law using research results. Determining consequences of illegal and unethical conduct.

Primary Learning Objective(s):

The students will: 1. Develop an ethical dilemma appealing to teenagers. 2. Create and share a well thought out comic posing or exemplifying the ethical dilemma.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

Teacher-made handout (Refer to attached document CreatingAnEthicalDilemma.doc) Paper OR word processor Writing utensil

Technology Resources Needed:

Computer Word processor Internet access Projector

Background/Preparation:

Teacher may opt to teach Unit 4 Lessons 1-4 from the Personal Finance for the Economics Classroom: A Teaching Guide for Econ Instructors. This is a free resource that can be requested by following the link provided below: Financial Literacy 2010

  Procedures/Activities: 
1.)Teacher should make a copy for each student of the teacher-made handout which includes the assignment. (Refer to the attached document CreatingAnEthicalDilemma.doc)

2.)Disseminate handout and discuss assignment to ensure students' understanding. Allow for questions. Adress questions appropriately.

3.)Instruct students to begin, adhering to the guidelines established in the handout.

4.)Students should reflect on the ethical dilemma s/he created and include a consequence for a decision teens would likely make if faced with that particular ethical dilemma.

5.)Link students'ethical dilemma comic to the school or teacher web site.


Attachments:
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  Assessment  

Assessment Strategies

Teacher observation Student completion of project

Acceleration:

Students may post their ethical dilemma comic on the school or teacher web site.

Intervention:

Have student complete an activity from Unit 4 Lessons 1-4 from the Personal Finance for the Economics Classroom: A Teaching Guide for Econ Instructors. This is a free resource that can be requested by following the link provided below: Financial Literacy 2010

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.