bioethics unit plan
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Bioethics Unit PlanHelen K. Sprague
EDU 707
University of New England
READING
• Key Ideas and Details
11-12 RST. 1, 2
• Craft and Structure
11-12 RST. 4
• Integration of Knowledge and
Ideas
11-12 RST 7, 9
• Text Types and Purposes
11-12 WST. 1 a-e
• Production and Distribution
11-12 WST. 4, 5
• Research to Build and Present
Material
11-12 WST. 7, 8, 9
WRITING
Thesis Generator website (March, 2009)
http://www.tommarch.com/electraguide/thesis.php
Materials
National Institutes of Health Materials – modules 1-4 (2012)
Download from website http://science.education.nih.gov/supplements/nih9/bioethics/default.htmEnglish materials from website (Read Theory, 2012)
http://www.englishforeveryone.org
The Owl at Purdue APA PowerPoint (2013)
http://owl.english.purdue.edu/owl/resource/560/17/
Peer-Editing PowerPoint and checklist
Laptop and Internet
Paper and pencils/pens, chart paper
English Tr.Support for pretests and looking at student work
ParentProvide a positive learning environment at home and expresses value in education
SchoolImplement writing into all courses across curriculum
TeacherFacilitator – delivers instruction, supports, conferences and assesses
StudentParticipant –acquires and hones skills to show improvement
LibrarianResearch Assistant
guides student
through MARVEL
Shared ResponsibilityMajor Stakeholders and Their Roles
Item 5
Research and choose ethical issue and develop
Thesis. Map out paper.
Direct Instruction for writing and grammar.
•Content and Writing TopicsSequence of unit sub-topic presentation
Content – Ethical Questions, Relevant Facts, Who or
What Affected, and Ethical Considerations
APA paper stylistics and citations
Revision – Peer editing for content and
mechanics. Self-score to the rubric
Item 1
Item 2
Item 3
Item 4
Week 1
Modules 1-4
Content
April 1-5
Week 2
MARVEL
Data base
Research
Topic
April 8-12
Week 3
Vocabulary
Sentence
Paragraph
Direct Writing
Instruction
April 15-19
Timeline of Instruction
Week 4
Graphic Organizer
APA Stylistics
Writing
Writing
April 29-May 3
Week 5
Compliment Suggestions
Corrections
Peer Editing
May 6-7
End of Week 5
Correction
Self Score to Rubric
Revision
May 8-10
Timeline Continued
• They learn about the concept of an ethical question through a sorting activity involving four types of questions
• Ethical, scientific, legal, and personal preferences
• The activity allows students to learn not only about ethical questions, but also about what distinguishes them from other types of questions.
•Distinguishing Ethical Questions
Scientific How do vaccines work?
Ethical Who should receive a vaccine that is in short
supply—a very young person or a very old person?
Legal Does the United States permit the death penalty?
Ethical Is killing always wrong?
Personal Preference How should parents discipline their
children? Ethical Is it fair to require
everyone to wear a school uniform?
• Scientific
• Scientific data related to content
• Vocabulary and concepts
• Societal
• Society’s considerations
• Individual vs community
•Relevant FactsScientific and Societal
• Using organ
donation, students try to
prioritize using the
following:
• Are likely to live the longest if given
the resource
• Are the sickest
• Are the youngest
• Are the most valuable to society
• Are least responsible for their disease
• Win in a lottery.
•Who or What is AffectedDetermining Fairness
CONSIDERATION
• Respect for Persons
• Harms and Benefits
• Fairness
• Responsibility
• Under what circumstances, and to what extent, should we respect an individual’s choice?
• What are the risks and benefits for individuals and communities?
• Is fair always equal?
• What responsibilities do individuals have to their community?
CLARIFYING QUESTIONS
•Relevant Ethical Considerations
• Introduction to MARVEL data base
• Filters for peer reviewed and Lexilerange
• Abstracts
• Keeping track of references
• Valid and reliable resources
• Reference page basics
ResearchTopic Choosing – Resources and References
• Pros and cons
• Thesis development
• Graphic organizer –Persuasion Map
Direct Instruction
Practice
Peer Editing
Corrections
Read out loud
Self score to rubric
Beginning with direct instruction of specific skills, the process continues with practice and the rough draft.
Students look at each other’s work and peer edit. Corrections are made. Reading out loud can be a valuable tool for paper fluency and should be done before scoring to the rubric
Once the paper is scored and submitted for teacher evaluation, more specific or increased rigor may be identified. The cycle continues with more direct instruction, practice, peer editing, corrections and self-scoring.
•The Writing ProcessWriting is cyclic process
Verb Tense and Irregular Verbs
Direct Writing SubtopicsEach topic has a pretest and tiered level of difficulty,
which allows for some differentiation.Descriptive Writing
Conjunctions
Comma Use
Sentence and Paragraph Structure
Thesis Statement
Each of the four segments of writing instruction can be differentiated along a continuum from elemental to complex.
Stations can be set up and students can rotate through working on different skills at an individually challenging level.
Students come to know writing as a continuing process
and not just a one
time occurrence.
Writing Skills Practice
Parts of Speech
Sentence Structure
Paragraph Structure
Paper Stylistics
PAPER STYLISTICS
• Cover Page
• Third Person
• Headings
• Font size and Style
• Line Spacing
• Abstract or Not
• In text Citations
• Signal Phrases
• Reference Page Entries
• Hanging Indent
• ABC Order
• Double Space
REFERENCE PAGE
APA Paper RequirementsFrom the Owl at Purdue (2013)
BAINES & KUNKEL (2010)
• Show Me Sentences
• Scrambled Sentences
• Imaging Metaphors
• Thinking Sentences
• Same Facts, Different
Audience
• Cooperative Learning
• Summarizing and Note Taking
• Identifying Similarities and
Differences
• Nonlinguistic Representation
DEAN & ET AL (2012)
Additional Strategies For WritingDepending on student needs, the following strategies
may be implemented.
Peer Editing
Students examine a
partner’s writing looking at
specific criteria and giving
feedback in the form of
compliments, suggestions,
and corrections.
By examining each other’s
work, students learn to
examine their own work
and to hone the skills of
revision
ARGUMENTATION RUBRIC (2011)
STUDENTS MAKE CORRECTIONS AND SELF SCORE
• Students may express emotion and not fact
• May need to explore science concepts to better understand
• Students may struggle with finding appropriate material
• Struggle with vocabulary
• Students may not embrace the writing ―process‖ and write once and done
• Struggle with APA
• Struggle with peer editing
Content Research Writing
Possible ObstaclesSolutions to obstacles will vary, may include remediation,
conferencing, different strategies, or more practice.
Differentiation is met with some of these solutions.
Baines, L., & Kunkel, A. J. (2010). Going bohemian: how to teach writing like you mean it (2nd ed.).
Newark, DE: International Reading Association.
Common Core State Standard Initiative. (2012). English language arts standards. Retrieved from
http://www.corestandards.org/ELA-Literacy
Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works
research- based strategies for increasing student achievement. (2nd ed.). Denver, CO: Mid-
continent Research for Education and Learning.
Literacy Design Collaborative. (2012). Template task collection. Retrieved from http://www.literacydesigncollaborative.org/
March, T. (2009). Persuasive essay thesis generator & online outliner. Retrieved from http://
www.tommarch.com/electraguide/thesis.php
National Institutes of Health. (2012). Exploring bioethics. Retrieved from http://
science.education.nih.gov/supplements/nih9/bioethics/default.htm
Purdue University. (2013). The owl at purdue. Retrieved from http://owl.english.purdue.edu/owl/
resource/560/17/
Read Theory. (2012). English is for everyone. Retrieved from http://www.englishforeveryone.org/
References
•Bioethics Unit 2013H. Sprague – Instructor
Narraguagus High School
Harrington, Maine
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