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Teacher: Ralston

Lesson/Title: Decision Making Process


Grade Level: 9-10

Date to be taught: 01/15/16


Model/Unit: Week 19
Subject: English

(TESS 1a/1c) Standards Addressed in the Lesson: RI.9-10.10; W.9-10.10; SL.9-10.1; SL.9-10.4; L.9-10.1;
L.9-10.6
(TESS 1a/1c) Enduring Understanding: We will discuss the importance of decision making in reference
to values, process, positive/negative consequences, and reflection. This is important as it involves critical
thinking and skills that students will use throughout their lives.
Guiding Questions/Essential Questions: What is the relationship between values and decision making?
How is decision making a process? Why is it important to reflect on decisions? What lessons can be
learned from others decision making?
Lesson Objective: TSWBATD: knowledge of the decision-making process and its application to their lives.

(Tess 1e)
Bell Ringer/Intro:
Reflection: When students reflect they need to consider how the topic is relevant to them.
They may begin by asking themselves:
How do I feel about the topic?
What do I think about the topic?
Why do I feel this way?
What would I have done differently?
Is this similar to another situation?
What choices were made?
What were the consequences of these choices?
1. Ask students to reflect on the following:
It's not hard to make decisions when you know what your values are, Roy Disney
2. Ask students to identify the topic they should be thinking about (values and its relationship to
decision making). As a group decide on a definition for values.
3. Set a timer for ten minutes. Have students write in their journals continuously until the timer
goes off. Students may wish to write in any manner they choose- it does not have to be
pretty.
4. As a class create a chart identifying core values for the classroom. Students may choose to do
this independently or as a class. Ask students to decide on what type of chart they wish to
build (ex: bullets, T-Chart listing examples and non-examples, hierarchy, etc.)
Teaching/Instructional Process:
Now that students have an idea of who they are, ask them to relate this to the decision making
process.
1. Provide students with a copy of the Values = Decisions Graphic Organizer. On the left side
they should place five of their core values and on the right they should describe a decision
that makes sense with that value (Ex: honesty = decide to tell the truth). The last box asks

students to draw a visual of their description. (Note: This activity is the beginning of Blooms,
we will move up as the lesson progresses).
2. Next, ask students to reflect on a decision they have made in the past. Group students in pairs
and ask them to share this decision with their partner. Ask students to write the decision
down before sharing. After each student shares they should complete the Decision Share
handout. Ask students to switch partners as time allows.
3. In the middle of the room place a bowl with both white marbles and colored marbles. Ask
students to choose a marble based on the story they told. If the story was a positive decision
they should take a white marble, if it was negative a colored marble. Next, ask students with a
white marble to stand on the left side of the room, those with a colored marble to the right.
Take a survey to see how many shared each kind of story. Ask both groups to write down why
they believe they most likely chose that type of decision. Ask students to discuss: What type
of decision makes the greatest impact? Those with positive or negative consequences?
Agreement Circle: Ask students to form a large circle. Those who believe the greatest impact
is caused by positive decisions will step in the circle- a few may choose to discuss why. Once
everyone has returned you may repeat with negative consequences. Afterwards, ask
students: Which would you prefer- positive or negative? How can we minimize the negative?
Is every decision an important decision? Do they all have consequences?
4. Explain to students that making a decision is like a process. As a class or independently ask
students to brainstorm all the processes they can think of in five minutes. Have students
share some of their thoughts. Ask: What do all of these different processes have in common?
(possible answer: they all take steps to reach a goal)
5. Provide students with the blank Decision Making Process graphic organizer. Students may
choose to work in pairs or independently to complete this g.o. Ask students to use what they
know about decision making to predict and write down what action goes in each level. Next,
give students the seven steps on separate slips of paper. Ask the students to place the slips
where they think it goes in the process. Ask them to reflect and share: Was their initial
responses close to what was later provided? How confident are you that you have the steps in
the right order? How did you make your decisions?
6. On the smart board show students the complete Decision-Making Process handout.
This may be found at: http://www.umassd.edu/fycm/decisionmaking/process/
Ask students to glue their steps in the appropriate place. Review the handout and discuss
each step. Why are they important to the process? Which words are difficult to understand?
7. Ask students to imagine another way to demonstrate this process. Provide students with an
array of materials to create a three dimensional representation of this process. The only
criteria is: 1) it has to make sense to them; 2) they must be able to explain the relationship
between their object and the chart.
Guided Practice/Monitoring: Ask students to research news stories on respected news websites (ex:
CNN, FOX News, etc). Students are to identify a story where they believe an individual has made a
positive choice and a story where they believe the individual has made a negative choice. Students
should complete the Decision Making Research Guide.
Closure: Give One, Get One- Students will jot down their answer to the following question: Why is it
important to reflect on decisions? Students will write two answers down on two different post it
notes. As a whole group students will walk around and choose what they consider the best answer
from each student. Students will continue around the room until they have gone to everybody. We
will share the answers and workshop them into a paragraph about reflection and decision making.

(TESS 1f)
Independent Activity/Practice: Students may either: 1) Write a one page narrative describing a
scenario that would fit the decision making process; 2) Make a pamphlet/powerpoint providing
information about the decision making process; 3) As a group develop a skit involving the decision
making process
Check for Understanding- Formative Assessment: Students will be assessed through discussion,
writings, and submitted work.
(TESS 1b/1c)
Differentiation/Adaptations:
Content: Guided Practice; Independent Activity
Process: Independent Activity
Product: Instructional Process; Guided Practice; Independent Activity
Learning Environment: Students may sit where they wish as behavior allows (reading bench, desk,
etc.)
TESS (1d/1e)
Preparation and Resources: Materials gathered, understanding of process, activity supplies
Technology Integration: smartboard, research, powerpoint/brochure
TESS (1d/1e)
Strategies to be used: Whole Group, Small Group, Partners, Discussion, Reflection, Graphic
Organizers, Scaffolding, Differentiation, Technology, Engagement Activities
(TESS 4a)
Notes/Reflection:

*See Accompanying Handouts on Following Pages*

Values = Decisions
In the chart below list five of your core values. In the second
column describe what types of decisions those values may lead
you to make. In the last column draw a symbol of this value.
Example: honesty = make a decision not to lie
Value

Decisions

How do values help determine decisions?

Visual

Decision Share Sheet


Partner 1:
Partner 2:

1. How did you choose which story to tell?


2. What makes this decision one you remember?
3. What did you and your partners decisions have in common?
4. How were they different?
5. Who had the most positive consequences?
6. Why do you think this is?
7. Who had the most negative consequences?
8. Why do you think this is?
9. What could your partner learn from your decision?
10.What can you learn from theirs?

Decision-Making Process

Decision-Making Process

1. Identify the Decision to be Made


2. Gather information
3. Identify the Alternatives
4. Weigh the Evidence
5. Choose from Alternatives
6. Take Action
7. Review the Decision

Decision-Making Research Guide

1. Source:
2. Name of Article:
3. Article Summary (1 paragraph):
4. What decision was being made in the article?
5. Describe whether it was positive or negative:
6. How was the individual effected by this decision?
7. How were others effected?
8. Which steps of the decision making process were taken? Explain
9. Which steps were not? Explain
10.What questions should this person ask themselves after the event?
11.Would you have made the same choice?
12.What lesson can be learned from this decision?
13.How will you apply this to your own life?
14.Have you ever made a decision like this?
15.Write this person a letter discussing the decision they made.