5. The students will participate in a mini jigsaw cooperative learning activity. Each
student will read his/her assigned section and create a symbol with the chenille twist
that reflects the advice presented in their section. Then, starting with section one and
following in sequence, each student will paraphrase the content of their section for the
members of their group and explain the symbol they generated.
6. After all students have shared their sections with the group, tell the group you would
like for them to come up with a list of tips for making good decisions based on the
article. The recorder will write out the tips and be ready to read them to the entire
class when each group reports out.
8. Optional Activity or Assessment:
b) Have the class create a Decision-Making CD with at least 5 songs, with lyrics
included, a title, a CD cover, and acknowledgements. Distribute the “DecisionMaking CD Project Planning Sheet” to students for planning purposes and a copy
of the “Decision-Making CD Project Rubric.”
ASSESSMENT:
Choose one or both of the following means of assessment:
1. The students will create a bulletin board on good decision-making for the classroom,
media center, or school. Each student will choose a role to play (planning the design,
writing the text, lettering, creating illustrations, etc.).
2. The students will write and perform a rap, poem, or song expressing the tips they
learned in this module on good decision making. This presentation can be performed
in class and/or before their peers in a student assembly.
PROTEAM DREAMQUEST CURRICULUM
6-15
MODULE 6:
a) Distribute copies of the “Think for Yourself Rap.” (This rap was created by
students.) Allow ProTeamers to perform it for other students at a character
education assembly.
I Can Make Decisions
7. Allow each group to share its list with the entire class. Note the similarities and the
differences. Then distribute the “Tips to Good Decision Making Handout.” Have each
group compare the class list with their own. Were they on target, or did they miss the
boat? Based on their own personal experiences, do they agree with the experts? Why
or why not? Encourage the students to share examples of situations in which the tips
worked. (Remember to use a pseudonym rather than using a teacher’s real name;
avoid using anyone’s name in examples.)