Integrity - 3
- Based on the definition of integrity, name a person you believe shows integrity on a regular basis.
- Showing integrity in every situation is difficult. Sometimes people choose to act in a way that does not demonstrate integrity.
- Having integrity means you would make the same decision whether someone saw it or not.
- T (Think): Teacher begins by asking a specific question using the discussion topics.
- P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
- S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.
- Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
- Once time is up, ask each student to share a word or thought from their list.
- Other students must cross that word or thought off their list.
- Continue the process until all words or thoughts have been listed.
Review Discussion Points:
Possible activities to review the discussion points or use your own:
Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.
SEL Categories Activity:
- Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
- Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
- Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.
Prior to beginning the activity, type or write each quote from the list below onto an index card, small sheet of paper, or sticky note.
- Chart paper or interactive board
- Integrity quotes copied from below and cut into strips
Ask students what they think the word integrity means. Make a list of student responses on the board or chart paper. Assign students to small groups or pairs and present them with a quote about integrity. Ask the groups to discuss the meaning of the quote. Allow the students time to discuss before bringing all of them back together again.
Ask for volunteers to share what their group’s quote was and their ideas of what it meant. As a class, develop a definition of integrity using the students’ own words. Write the definition on chart paper or the board.
Quotes to use (or source your own):
|“The time is always right to do what is right.” - Martin Luther King, Jr.||“Wisdom is knowing the right path to take ...integrity is taking it” - Unknown|
|“Real integrity is doing the right thing; knowing that nobody’s going to know whether you did it or not.” - Oprah Winfrey||“Being honest may not get you a lot of friends, but it’ll always get you the right ones.” - John Lennon|
|“Integrity is not something you show others. It’s how you behave behind their back.” - Pranav||“Integrity is choosing your thoughts and actions based on values rather than personal gain.” - Unknown|
Review the key points from Activity 1 with the students. Present the class with a scenario. Ask students to think about how they would react or deal with that situation. Ask for volunteers to share their thoughts. Discuss what character traits or qualities each reaction or method for dealing with the situation shows.
Scenario 1: You have been wanting a cell phone, but haven’t saved enough money to purchase one. During the bus ride home, you notice a student that you don’t know left his cell phone on the seat next to you. What would you do?
Scenario 2: Your parents have gone away for the evening. They have told you that you are not to have friends over. Your best friend shows up. What do you do?
Scenario 3: You are at the store buying some snacks. You get out to the car and realize you didn’t pay for a bag of chips. What do you?
Review the key points from Activities 1 and 2 with the students. Read the following situation to the students (or create your own to use).
- Student Activity Sheet A - 1 per person
- Pencil for each student
Situation: Chris and Matt are at Matt’s house working to finish their math homework. Chris notices that there is an Alexa device on the kitchen counter. Chris suggests that they ask Alexa for each answer and write it down. Matt says he is not sure that is right. Chris continues to pressure Matt to use Alexa.
Ask the students what they would say if they were Matt. Ask the students what they would say next if they were Chris.
Discuss how it can be hard to act with integrity with friends, your family and other people.
Allow students to complete Student Activity Sheet A. When students are finished, encourage individuals to share their work aloud.
Script Prompt: Develop a script and create an animation that includes two characters in a setting related to the script prompt:
- Chart paper or interactive board
- Script sheet for each group
- Pencil for each student
The dialogue between the characters must include:
- A scenario in which a character must decide whether to show integrity or not.
- A discussion about what would happen if the scenario was handled with integrity as opposed to not using integrity.
- A solution on how to handle the situation with integrity.
Methods for completing this activity include (choose one or a few, depending on your students’ levels and abilities):
Script Writing Practice: Teacher-led discussion of script creation. As a group, write both an appropriate and inappropriate version of the script. In small groups or individually, have the students independently create scripts that demonstrate the script prompt. Use the script sheet to create students' scripts.
Independent Script Recording: Pair students together to complete two scripts using the same script prompt detailed above. Direct each student to take turns being character one and character two.
Animation Creation: Have students record their scripts using the SiLAS software. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.
Lesson Extension: Incorporate ELA standards by discussing both spoken and written grammar rules (dialogue punctuation, correct verb tense, sentence structure, character, setting, problem, solution). Consider using both the final animation and written script as an ELA grade/assignment.
Review all key points from previous lessons with the students. Allow students time to complete the Student Topic Checkout. Discuss their answers when all students have finished.
- Student Topic Checkout - 1 per student
- A pencil for each student