Lesson Plan
Ethics Kickoff Blueprint
In this 60-minute session, students will analyze multiple perspectives on real-world dilemmas and practice making responsible decisions through structured debate and reflection.
Engaging in ethical reasoning builds empathy, critical thinking, and the ability to weigh consequences—key skills for personal integrity and civic responsibility.
Audience
10th Grade
Time
60 minutes
Approach
Interactive debates and guided reflection.
Prep
Teacher Preparation
15 minutes
- Review Dilemma Duel Slides, Two-Sided Dilemma Cards, and Classwide Conscience Circle Support Document.
- Print and cut the Two-Sided Dilemma Cards.
- Load slides on the classroom projector and test audio/video.
- Prepare chart paper or a digital board for exit ticket collection.
Step 1
Introduction & Framing
5 minutes
- Explain that today’s focus is on CASEL’s Responsible Decision-Making: weighing choices and consequences.
- Display title slide from Dilemma Duel Slides.
- Review discussion norms: respect, active listening, and evidence-based reasoning.
Step 2
Quick Dilemma Warm-Up
10 minutes
- Randomly distribute Two-Sided Dilemma Cards to pairs.
- In pairs, students spend 2 minutes listing pros and cons for each side of their card’s dilemma.
- Invite 2–3 volunteers to share one pro and one con with the whole class.
- Assessment: Note depth and clarity of reasoning during share-outs.
Step 3
Dilemma Duel Activity
20 minutes
- Present the first scenario on Dilemma Duel Slides.
- Students physically move to the “Should” or “Shouldn’t” side of the room.
- Allow 2 minutes for intra-group discussion, then facilitate a 3-minute cross-group debate.
- Repeat for 2–3 dilemmas.
- Differentiation: Provide sentence starters; assign roles (note-taker, spokesperson).
- Assessment: Observe arguments and use slide-deck polling to gauge consensus shifts.
Step 4
Classwide Conscience Circle
15 minutes
- Arrange chairs in a circle; reference Classwide Conscience Circle Support Document.
- Each student shares one insight: an ethical principle learned or a stance that shifted.
- Peers listen without interrupting or responding.
- Assessment: Look for respectful listening and thoughtful contributions.
Step 5
Reflection & Exit Ticket
10 minutes
- Students complete an exit ticket naming the dilemma they found most challenging, explaining why, and listing one strategy for making responsible decisions.
- Collect tickets for formative assessment.
- Differentiation: Offer oral response option for students who need writing support.
use Lenny to create lessons.
No credit card needed
Slide Deck
Should You or Shouldn’t You?
CASEL Responsible Decision-Making Warm-Up | 10th Grade | 60 minutes
Use the school’s projector with brand colors #1f5f3c (background), #276e49 (title), #318d5b (accents). Greet students and introduce the session title.
Session Objectives & Norms
Objectives:
• Analyze ethical dilemmas from multiple perspectives
• Practice weighing pros and cons before deciding
• Build respectful debate skills
Class Norms:
- Respect everyone’s ideas
- Listen without interrupting
- Use evidence-based reasoning
Read the objectives aloud. Then review norms: respect all opinions, listen actively, back up arguments with reasons.
Quick Dilemma Warm-Up
- In pairs, get one Two-Sided Dilemma Card.
- Spend 2 minutes listing pros and cons for “Should” and “Shouldn’t.”
- Be ready to share one pro and one con.
Explain the quick warm-up. Distribute Two-Sided Dilemma Cards. Set a 2-minute timer.
Dilemma Duel Instructions
• I will display a scenario.
• Move to the “Should” side or “Shouldn’t” side of the room.
• Discuss within your group for 2 minutes.
• We’ll have a 3-minute cross-group debate.
Explain the Dilemma Duel procedure and physical movement. Show how to vote and debate.
Dilemma 1: Reporting Cheating
Your best friend is cheating on a major test. You know the teacher will fail them if they’re caught. Should you report your friend?
Read the scenario aloud. Remind students to focus on consequences and ethics.
Vote & Discuss: Dilemma 1
• Poll: Who believes you should report your friend?
• Poll: Who believes you shouldn’t report your friend?
Discuss key reasons from each side.
Use a live poll tool or raise-of-hands to see initial positions. Then facilitate discussion.
Dilemma 2: The Lost Wallet
You find a wallet on the sidewalk with $200 cash and ID inside. No one saw you pick it up. Should you keep the money and discard the wallet?
Introduce the second scenario. Encourage students to consider legal vs. moral duties.
Vote & Discuss: Dilemma 2
• Poll: Who believes you should keep the money?
• Poll: Who believes you shouldn’t keep the money?
Facilitate a brief debate on the top two reasons.
Run the same voting and discussion process as Dilemma 1.
Classwide Conscience Circle
• Sit in a circle.
• Each student shares one insight or changed stance.
• Others listen quietly without responding.
Explain the Conscience Circle format. Arrange chairs in a circle. Emphasize listening only.
Reflection & Exit Ticket
Answer on your ticket:
- Which dilemma challenged you most, and why?
- Name one strategy for making responsible decisions.
Collect exit tickets. Offer oral option if needed. Use responses for formative feedback.
Warm Up
Two-Sided Dilemma Cards {#two-sided-dilemma-cards}
Print these cards on cardstock or heavy paper. Cut along the dotted lines. Distribute one card per pair.
Card 1: Reporting Cheating
Scenario: Your best friend is cheating on a major test. You know the teacher will fail them if they’re caught.
Should (Reasons For):
Shouldn’t (Reasons Against):
Card 2: The Lost Wallet
Scenario: You find a wallet on the sidewalk with $200 cash and ID inside. No one saw you pick it up.
Should (Reasons For):
Shouldn’t (Reasons Against):
Card 3: Phone Use in Class
Scenario: You receive an urgent text from a friend during a lecture. The teacher said no phones.
Should (Reasons For):
Shouldn’t (Reasons Against):
Card 4: Sharing Homework Answers
Scenario: A classmate asks to copy your completed homework. They promise to credit you.
Should (Reasons For):
Shouldn’t (Reasons Against):
Card 5: Skipping Practice
Scenario: You’re exhausted after school. Your coach expects you at practice, but you really need rest.
Should (Reasons For):
Shouldn’t (Reasons Against):
Card 6: Taking a Small Item
Scenario: You see a $5 keychain at a store. You could slip it into your pocket and no one would know.
Should (Reasons For):
Shouldn’t (Reasons Against):
Card 7: Lying to Parents
Scenario: You want to go to a party your parents wouldn’t approve of. They ask where you’re going.
Should (Reasons For):
Shouldn’t (Reasons Against):
Card 8: Witnessing Bullying
Scenario: You see someone being bullied in the hallway. No one else seems willing to intervene.
Should (Reasons For):
Shouldn’t (Reasons Against):
Card 9: Donating Allowance
Scenario: You saved $50 from chores. A charity asks for donations but you’ve been saving for a new video game.
Should (Reasons For):
Shouldn’t (Reasons Against):
Card 10: Feigning Illness
Scenario: You didn’t study for a big test. You’re tempted to fake a stomachache to skip it.
Should (Reasons For):
Shouldn’t (Reasons Against):
Card 11: Sneaking into a Restricted Movie
Scenario: Your friends plan to sneak into a movie rated R without paying.
Should (Reasons For):
Shouldn’t (Reasons Against):
Card 12: Revealing a Friend’s Secret
Scenario: A friend confides a personal secret. Another classmate pressures you to share it.
Should (Reasons For):
Shouldn’t (Reasons Against):
Discussion
Classwide Conscience Circle Support Document {#classwide-conscience-circle}
Purpose
The Conscience Circle provides a structured space for all students to share personal insights, ethical reflections, and shifts in thinking without interruption. This deepens empathy, reinforces respectful listening, and solidifies learning from the Dilemma Duel.
Materials
- Chairs arranged in a circle (one per student)
- Optional: a “talking piece” (e.g., small object passed around)
- Conscience Circle prompts (printed or projected)
Norms
- Speak from the “I” perspective—own your thoughts and feelings.
- Listen actively and respectfully; do not interrupt or respond while others speak.
- Maintain confidentiality—what’s shared stays in the circle.
- Be concise—allow time for everyone.
Facilitation Steps
- Invite students to arrange chairs in a circle.
- Review norms aloud, emphasizing listening without judgment.
- Introduce the talking piece (optional): only the holder may speak.
- Explain sharing order: clockwise around the circle.
- Read or display the first prompt; pass the talking piece to the first student.
- Students share in turn; teacher observes, taking notes on engagement and depth.
- After one full round, pose a second prompt if time allows.
- Thank students and transition to the exit ticket.
Sample Prompts
- “Share one ethical principle you noticed during today’s debates and why it stood out.”
- “Describe a time your stance shifted on a dilemma and what influenced your change.”
- “How might you apply today’s decision-making strategies in your own life or future choices?”
Reflection Questions (for teacher debrief or exit ticket)
- Which contributions demonstrated deep ethical reasoning?
- How well did the class uphold the listening norms?
- What follow-up activities could reinforce responsible decision-making?