Language Arts Tasks

11-12 Years (MY1)
2020-24
Consequences
Language Arts
Consequences: Very few actions are neutral. Most actions
create impact or change that then have to be dealt with.
Contents
Contents 2
Entry Point 3
Learning Goals 8
Big Picture 9
Language Arts Task 1 10
Journaling Questions 20
Exit Point 21
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Entry Point
The IMYC Process to Facilitate Learning

Each unit begins with an Entry Point. This is an exciting event or activity that sets the context for the
learning that is to follow.
In the structure of the IMYC, the Entry Point is not specifically designed to achieve any of the Learning
Goals. It is an activity that sets the context for the unit and it is intended to be engaging enough so that
students will begin to think about the Big Idea before they begin their more structured and focused
studies. In responding to an Entry Point, students’ brains begin to create a framework around the Big Idea
on which the later learning can be placed.
The Entry Point takes place before any of the ‘formal’ work begins. Consider activities outside of the box,
outside of your classroom and possibly outside of your school.
The Entry Point was designed to support the following needs of the adolescent brain:
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The need to link their learning. Taking part in the Entry Point activities should remind the students of
what they already know and give them a strong link to the Big Idea.
The need to be active and engage with their learning. The Entry Point is an opportunity for students
to engage with the new Big Idea, be active, and even take risks.
The need to learn with their peers. This is an opportunity to engage in a fun activity with other
students in the class.
Entry Points can typically last from one hour to a full day, depending on the activity and the school. Many
schools use assemblies or phase functions to stage the Entry Point for a unit. Sometimes Entry Points are
‘big occasions’ and sometimes they only take an hour.
Ideally, teachers will also plan for Entry Points together to develop the habit of collaborative planning and
create a creative environment for the upcoming weeks that will be spent on the unit.
Entry Points can be designed around a specific subject and shared by all students at the same time or be
more general in nature.
Shorter Entry Point Suggestions (one class or half a day)

Connecting Choices with Consequences
Materials: Video, worksheet, acting scenarios
Introduction: Every day we make choices, and each of them has a positive or negative consequence. It is
important to understand the consequences that our actions have so that we can make the best possible
decisions in our lives. In this activity, students will evaluate different choices in order to better
understand the decisions that they make in their lives.
Tasks: Watch the video Making Tough Choices with the students. Afterwards, ask students about some of
the choices they have already made today. Break down the activity within the video and discuss the four
choices for making choices: impulsive, do nothing, follower and be thoughtful.
Ask the students to reflect on the choices that they have already made today. Which of the four choices
for making choices did they use? Next, ask them: What is a small choice that might have a big
consequence? What about the opposite, a big choice that has a small consequence? Write one of the
actions they say on the board.
Think about the positive and negative effects that can come from one action. For example, a small action
might be buying a lottery ticket and the big consequence is winning that lottery. Now that you have lots
of money, how is that positive or negative? Allow students to write their responses on the board. Then,
talk about how making a decision that has a negative/positive consequence make them feel. Reiterate
that doing good feels good. When we do bad things, our conscience makes us feel awful, but when we do
something good, our conscience will make us feel great.
Next have students complete the worksheet Connecting Choices and Consequences. Discuss how the
characters of each scenario felt throughout the decision-making process. Did the characters feel good at
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first when they made hard decisions? Did they feel good when they realized that they helped someone
else? What if you do something good but nobody knows you did it? Was it worth doing? Did you know
there are scientifically proven benefits of being kind?
Watch the video The Science of Kindness and discuss the positive consequences that come from
being kind.
For the last activity, have students act out scenarios where people have to make tough choices. Can they
predict what the consequences of their actions will be?
Conclusion: Have students reflect on the ways our choices are connected to the consequences. Why
should we make decisions that will have positive consequences? How can making someone else feel
better have a positive consequence?
Make Better Environmental Choices
Materials: Videos, poster paper, art materials
Introduction: We know that if we make bad decisions, there will be negative consequences. We might
get in trouble, get a bad result or feel lousy about ourselves. This applies to the environment as well, and
the consequences there are very problematic and must be dealt with. In this activity, students will learn
the consequences of some common decisions, and they will create an awareness campaign to try to help
solve the problem.
Task: Introduce students to the Big Idea of Consequences and discuss how our actions are connected to
outcomes. Conduct a survey of student knowledge on the board about different environmental problems.
Ask them if they know the source of problems such as global warming, sea-level rise, overflowing landfills
and plastic in the oceans. Explain how these problems are all consequences of the decisions we make
every day.
Have students compare the consequences (pros and cons) that happen because of choosing to drive a car
or take public transportation.
What happens to a plastic water bottle or a T-shirt when we throw it away? Watch a series of videos that
show students the life cycle of certain products that people regularly buy. Discuss the consequences of
the choices we make when we go shopping (processed foods, fast fashion, latest technology etc.). How
can we make better decisions? How can our purchasing power make a difference in the world? Why do
our choices matter?
Divide the students into groups of four to six. Give them poster papers and art materials to create an
environmental awareness campaign about the consequences of our choices. Give them time to research
before making a series of posters to display around campus.
Conclusion: Share the posters with the whole group and discuss the importance of thinking before
making a choice. What decisions can we make now that will have a greater positive impact on the
environment?
Longer Entry Point Suggestions (All day)

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Domino Effect
Materials: Various materials for each group to make the machine, videos
Introduction: It is said that our actions can have a domino effect of consequences. We know if we make a
good decision, we are likely to have positive consequences, and if we make a bad decision, they will
eventually be negative. In this activity, students will visually see the consequences of the actions they
plan.
Task: A Rube Goldberg machine is a complex contraption designed to achieve a simple task. By planning a
series of pathways and motions, the designer can use the consequences of these movements to achieve
the desired outcome.
Start by introducing Rube Goldberg by watching a biography video. Talk about the cause and effect
of the decisions he made throughout his life.
Then, watch a student video about Rube Goldberg machines to get a better idea of what they can be
and inspire your students.
Next, divide the students up into groups of five and provide them with ample materials to make a Rube
Goldberg machine. These could be dominoes, marbles, popsicle sticks, wooden blocks, plastic tubes or
any other recycled material you can find.
Allow students to research possible movements and manoeuvres they can make in their machine. Give
them time for experimentation and testing. Teachers could be working with each group and aiding them
if necessary. When the teams have designed their machine, tested it and reset the pieces, they should
present them to the whole group.
Conclusion: After sharing, ask students how a machine like this can be a visual representation of our
decision-making process. How does this machine represent the cause and effect or consequences of our
actions?
Choose Your Own Adventure
Materials: Videos, computers for designing a story, paper
Introduction: Life is a series of choices that have positive and negative consequences. These
consequences might be insignificant sometimes or extremely significant other times. In this activity,
students will connect the ideas of choices to consequences and create their own stories that show if
those are big or small.
Task: Introduce the Big Idea of Consequences to the students. Have them describe what consequences
mean to them. Ask students to share examples of consequences they have experienced. Are they always
negative? Explain that they can be both positive and negative and that every action has a reaction. No
matter how small the choice we make is, the consequences can add up over time.
Divide the class into pairs and give each pair an example of a decision to be made. This could be
something simple like a question (Should I eat the apple or the chocolate bar?) or more complicated like
a short story.
Ask the students to create a flow chart showing the potential positive and negative consequences of each
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decision. Give each pair at least two scenarios to work with. Ask them to determine which are the better
choices and justify their answers. Allow students to share some of their ideas with the whole group.
Explain that by thinking ahead, they can help themselves avoid making bad decisions. But how do you
know if it is a good decision or a bad decision? Of course, we consider the possible consequences, but we
can also try some things to test our decision before we actually make it.
Watch the video A Guide to Making Better Decisions and discuss the ideas in the video. Which tip do
they think will help them decide on a choice that has big consequences?
For the next part of the activity, tell students they will be creating a ‘choose your own adventure story’.
Explain the style of this kind of story, and share a video example. After each short clip of the story,
you must choose what to do next and you can see the consequences in action.
Next, divide the class into groups of four to five and give them the task of creating their own ‘choose
your own adventure’ story. Consider giving them a theme for their story like ‘healthy choices’ or ‘the
environment’.
Each team will need an electronic device to create a presentation to display their story. This can be done
with tools such as PowerPoint or a Google Form. Explain the basic principles of a story like this and how
multiple different endings come from the same starting action. Show them the branching technique for
organising and connecting the different narrative threads and consequences they think of. Give ample
time for them to complete the writing process and find images or sounds to go with their story.
Conclusion: Allow students to share their stories with the whole group or in the form of a gallery. Have
students reflect on the ripple effect of actions in our lives. How can one choice have multiple
consequences? How can we make decisions that have positive consequences?
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Learning Goals
Students will:
4.01 Be able to critically analyse and interpret texts for different purposes
4.04 Be able to analyse the use of devices and techniques that influence what we believe in texts
4.07 Know the features, forms and techniques of different genres of texts
4.08 Be able to analyse the main features, ideas, themes, events and information in a text
4.09 Understand that writers construct and arrange language to enhance meaning
4.10 Be able to discuss the relationship between texts and the contexts in which they were created
4.11 Be able to find evidence that supports explicit and inferred meaning from texts
4.15 Be able to use spoken language that is appropriate to the situation and purpose
4.21 Be able to ask and answer questions to obtain clarification and elaboration
4.23 Be able to write in a range of different forms appropriate for audience and purpose
4.26 Be able to use writing in personal, creative and critical ways
4.28 Be able to use a range of strategies and tools for planning, drafting, revising and publishing
writing
4.38 Be able to evaluate relevancy, accuracy and reliability of a variety of texts and sources
4.43 Be able to improvise in response to a given stimulus
4.48 Understand that engaging in expression and experiences contributes to cultural identity and
community
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Big Picture
In this unit, students learn to use consequence as a plot device in their writing. They consider examples
from different genres including newspaper articles and short story writing. They analyse characters who
have had to face a dilemma or difficult choice including those in a novel, movie or TV drama, a
Shakespeare play or another appropriate piece of literature.
Note on Subject Tasks: Certain topics addressed in our units may be sensitive or not applicable to certain
countries. Tasks are suggested, not prescriptive, and they provide ways in which teachers can cover
Learning Goals through the Big Idea. If certain themes, scenarios, or examples may not be appropriate,
relevant or applicable to your local context, we encourage you to find suitable alternatives that can
address Learning Goals and their final outcomes within the unit.
Disclaimer
The IMYC is not responsible for the content of websites or videos listed in this unit. We cannot guarantee
nor accept any liability for the content or links of any websites or videos featured in this unit. For
safeguarding purposes, all websites and videos must be checked before being used in the classroom.
Many of the links will feature advertising, some of which may not be age-appropriate, and steps should be
taken when planning tasks to reduce the risk of exposure to unsuitable images or text. Due to the
increase in advertising in online sources, you may wish to explore a viewing platform to reduce the risk of
inappropriate content. Two such platforms are Videolink and Pure.
The websites and videos listed in this unit are not under the control of the IMYC. We have no control over
the nature, content and availability of those websites and videos. The inclusion of links to any websites or
videos does not imply a recommendation of, or endorse the views expressed within, those websites and
videos.
The IMYC takes no responsibility for, and will not be liable for, any website or video becoming
unavailable anywhere in the world.
If you find a link that does not function or no longer meets the intended resource need, please
email members@fieldworkeducation.com stating the unit title, subject, task and link.
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Language Arts Task 1

Learning Goals
Language Arts
4.38 Be able to evaluate relevancy, accuracy and reliability of a variety of texts and sources
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Research activity
Write the word CONSEQUENCE on the blackboard, whiteboard or interactive whiteboard
and ask students to do a ‘snowball’ activity to define it. Snowball means students first write
an individual definition and then share it with a partner for an agreed definition. Once they
have done this they share it with an agreed pair and so on, until there is one agreed
definition. Make sure that they realise that a consequence can be positive or negative.
Once they have a final definition, ask students to work individually to think of a personal
story they can share with the class that involved an action or choice they made that had a
consequence. Ask them to consider the following:
What was the action or choice you made?
What impact did this choice or action have?
What was the consequence of this impact?
What is positive or negative?
How did you then deal with the consequence?
Recording activity
Once students have had time to think about the story they want to share, give them time to
write it down. They can do this in bullet points, notes or even as a comic strip.
Reflection activity
Ask volunteers to share their story of consequence with the rest of your class. Conduct a
discussion identifying what impact the choices that fellow students made had on their
stories and how they dealt with them.
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Learning Goals
Language Arts
4.10 Be able to discuss the relationship between texts and the contexts in which they were created
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Research activity
Choose a current newspaper or magazine article that identifies a scenario involving a choice
or an action which results in a consequence, e.g. a male student wants to protest against the
school dress code, so he wears a skirt to class. Give students the article, but omit the part of
the article that contains the choice made and its consequences.
Working in pairs, ask students to read the newspaper or magazine article. While reading, ask
them to identify the issue and brainstorm possible actions or choices that could be taken,
the consequences of those actions and the outcome. Some groups are going to make it a
positive consequence and others are going to make it a negative one. Ask the groups to
share their answers.
Recording activity
Once the groups have shared their answers, ask them to apply their understanding of
consequences by asking them to think about the following questions and record their
answers to them:
What was the issue about?
What was your predicted course of action or decision to deal with this issue?
What were the consequences of the action taken?
Were the consequences of the action taken positive or negative?
Who benefited or suffered from this issue? Why?
How are the affected groups going to deal with these consequences?
Once your students have answered these questions, ask them to write the ending of the
newspaper or magazine article with their own action, its consequence and how the parties
involved dealt with the consequences. (This is going to be their first opportunity to use
consequence as a plot device.)
Reflection activity
Ask various volunteers to share their stories and then read the class the real ending to
compare how consequences are used when reporting a story.
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Learning Goals
Language Arts
4.21 Be able to ask and answer questions to obtain clarification and elaboration
4.48 Understand that engaging in expression and experiences contributes to cultural identity and
community
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Research activity
Ask students to brainstorm a list of characters from a current teenage drama (TV or movie).
Each listed character should illustrate someone who faces hard choices and must consider
the consequences of these choices. Some examples of characters from books turned into
films could be Harry from the Harry Potter books, Katniss Everdeen from The Hunger Games
trilogy, or Percy Jackson from the Percy Jackson & the Olympian Series.
Note to teachers: As characters are very complex and diverse, focusing on them gives lots of
opportunities to look at consequences as both literary and dramatic devices.
Once you agree on a character, ask students in pairs to begin to mind map the choices or
dilemmas the character faces. Have students pick a dilemma the character faces, then give
the reasons for the dilemma and the consequences that surround the possible choices. For
example, the character of Bella in the Twilight saga faces the dilemma of whether or not to
marry Edward and become a vampire, so that she can be with him for eternity.
The dilemma is:
She loves Edward and wants to be with him
She has intense feelings towards Jacob (who is a werewolf, a race despised by vampires)
and values his friendship
She loves her father and wants to do right by him.
Once students have gathered this information on their chosen character, ask them to divide
themselves into groups that represent the other characters in the story. For example, in
Twilight this would be Jacob, Bella’s dad, Edward, Bella’s mum, etc. Students should work
together to write as many possible consequences Bella may face from her character’s point
of view.
The groups representing other characters play sides of Bella’s consciousness, explaining
what consequences her choice to be with Edward or not is going to have on her and
consequently her relationship with each of the other characters. One of your students or
group of students should represent Bella to argue her dilemma and her possible choices.
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Recording activity
Creating a ‘conscience alley’ (a place where different characters present their arguments
and the consequences surrounding potential actions), ask students to form a circle with the
individual student or group of students representing Bella in the middle. Let students role-
play each character, presenting the actions and the consequences and how they will have to
be dealt with.
Reflection activity
Ask students to select and respond to a journaling question.
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Learning Goals
Language Arts
4.11 Be able to find evidence that supports explicit and inferred meaning from texts
4.28 Be able to use a range of strategies and tools for planning, drafting, revising and publishing
writing
17
Research activity
Select a piece by a well-known author or a piece of literature appropriate for students and
curriculum that uses complex characters and the consequences of their actions as a plot
device (e.g. Shakespeare – Macbeth, Othello or King Lear).
Note to teachers: A plot device is an object or character whose purpose is either to advance
the plot of the story or to overcome a challenge in the plot. There are many examples of
these in every culture, so there is a lot of choice in this activity.
Have students read the story together as a class or in small groups and choose a complex
character to study. The character must weigh the consequences of their actions and deal
with their impact. Ask students to consider the following questions:
What problem or issue does this character face?
What personal characteristics do you know about this character?
Is this character complex, multifaceted, three-dimensional?
What other characters are involved in the story?
What choices are open to the character to resolve the issue or scenario?
What are the consequences of these actions?
How will the characters then deal with each consequence?
Once these questions are answered, ask students to create a flow chart or mind map that
shows how these characters use consequences to advance the plot of the story and how
they move it along. The goal is to help students see how consequences that characters face
give structure and flow to a piece of literature or drama. They should make an alternative
ending by creating a storyline that follows a different choice and, therefore, ends in
different consequences.
Recording activity
Using the same flow chart or mind map, ask students to write a first-person account of one
of the characters studied (either as a diary or dramatic dialogue) which is then going to be
performed. This is an opportunity to explore consequences and character development as a
way to advance the plot in writing.
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Reflection activity
Ask students to reflect on the accuracy of their account and performance as the character
they have studied. They could do this in pairs or small groups and then individually in their
journal.
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Journaling Questions
What are your favourite examples of consequences in literature?
How can you use consequences as a plot device to write your own stories?
Can using consequences as a plot device help teach people lessons?
Do people your age consider the consequences before acting?
What examples can you think of that represent the Big Idea of consequences?
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Exit Point
Each of the IMYC units is written to be completed in about six weeks. During the sixth week, teachers and
students come together in a ﬁnal formal opportunity for students to demonstrate the understanding they
have developed through a project.
Over each year and for each IMYC unit within that year, students will conceive, design and produce an
Exit Point project. Students can work independently or in groups. Groups can be either prescribed by
teachers or spontaneous.
The hard work is in the thinking and planning which is at the heart of the Exit Point. Students choose,
plan, design and execute the project. They could be involved in:
Reviewing and reflecting on their personal learning in subjects, the personal meaning they have
made during the six weeks or about links in their learning to or around the Big Idea.
Deciding how they can represent the meaning within the context of the particular project that is
being attempted. The Exit Point does not necessarily have to include the use of modern media such
as videos, podcasts, web documents or presentations; it could also be debates, dramas, extensive
writing projects, magazine articles or even cartoons. As long as it is an engaging hands-on opportunity
for students to demonstrate their learning and deeper understanding in any of the following:
In subject concepts
Through connecting subject learning through the Big Idea
To make personal meaning of their learning
To develop the ideas they have experienced in a particular subject or multiple subjects
Through any action that they have taken as a result of their learning.
We recommend that you plan for the time students need to design and create the projects but also
carefully consider the different opportunities that can be created for the students to present their work
to an audience. This is an opportunity to invite parents into school to share in their child’s learning.
Although the goal of the Exit Point is for students to demonstrate the understanding they developed over
the six weeks, we do not recommend assessing it. Instead, we strongly recommend that you thoroughly
plan for proper feedback to students from teachers, parents and very importantly, from their peers.
Exit Point Suggestions

Create a presentation about the consequences of an event you studied during this unit. This could be
a historical event, a new scientific or mathematical discovery, a scene from a play or novel, or even
the invention of a new musical genre. How did this event impact the world? What positive and
negative consequences did it have?
Create a podcast or video about the idea of a world with no rules. What would be the consequences
of a place like that? Would it be chaos or would people flourish? Describe what you think it would be
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like, then interview your classmates, teachers or family members, and share their opinions too.
Write a personal essay about a time you faced a really big decision. What were the consequences of
your choice? What did you learn from the consequences? What impact did they have on your life or
the world around you? What can other people learn from your experience?
Exit Point Suggestions with Sustainable Development Goals (SDGs)

Goal 1: No Poverty – Raise awareness about the consequences of poverty. Research facts to support
your claims about the negative impact poverty has on children. Create a school-wide donation drive
to help impoverished children in your local area. You can plan, promote, and campaign for the
awareness of the issues they face every day. After holding a donation drive, ensure the money, food,
or other goods are delivered to the aid organization of your choice.
Goal 13: Climate Action – Organize an event that raises awareness about the consequences of
pollution in the environment. You can hold a ‘no car’ day at school, organize a park clean-up or even a
bug hotel design workshop. Make a pamphlet with information about the consequences of making
poor environmental decisions and give it to the guests at your event. Document it by taking photos or
videos.
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11-12 Years (MY1)

The IMYC Process to Facilitate Learning

Shorter Entry Point Suggestions (one class or half a day)

Longer Entry Point Suggestions (All day)

Language Arts Task 1

Language Arts Task 2

Language Arts Task 3

Language Arts Task 4

Exit Point Suggestions

Exit Point Suggestions with Sustainable Development Goals (SDGs)

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