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Clip 4: "Ian" min. Clip 5: "Julie" min. Clip 6: "Alicia" min. Clip 7: "Nicola" min. I really can't remember," and ends at min. The following are abbreviated versions of definitions from the Merriam-Webster Dictionary online: www. Educators and facilitators are strongly encouraged to review all of the materials and film clips to be sure the topic and lesson are appropriate for their curricula and students.

Please be sensitive about their desire to communicate when ready. In this activity, students will examine their responses to death and dying and discuss some of the factors that shape attitudes toward this topic. Death is a part of life And you know, that part of life needs everything that the rest of life does. Have students rewrite the quote in their own words and share their responses with partners. Ask for volunteers to share their responses with the class and then hold a discussion.

Explain to students that they are going to have a conversation about how we respond--personally and culturally--to the process of dying and how we care for people who are living with terminal illnesses.

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Have students complete the following sentence in writing. Note: Students may share their responses now or keep them private until the end of the lesson, when they will refer to them again as part of a journaling activity.

And They Didn't Die Summary & Study Guide

In this activity, students will explore and discuss palliative and hospice care through the experiences of nurses treating chronically and terminally ill patients at Strathcarron Hospice in Scotland. Explain: Today, we will be watching clips from the film Seven Songs for a Long Life , which follows the stories of several hospice patients at Strathcarron Hospice in Scotland as they confront the challenges of living with terminal illness.

Screen and discuss Clip 1, the official trailer for Seven Songs for a Long Life and Clip 2, featuring Strathcarron palliative care nurse Mandy explaining her personal experience as an end-of-life caregiver and the value of art and music therapy. Have students take notes while watching the clip with a focus on the following prompt: "What are the responsibilities of a palliative care nurse? Facilitator note: Explain that Clip 2 is short, so students will need to engage in proactive viewing. Explain: Palliative care professionals doctors, nurses and other staff members have to balance two very important priorities when working with patients: treating physical illness and caring for wellbeing.

Sometimes what is good for the body can be hard on the patient and the patient's quality of life for example: some treatments cause extreme pain and discomfort and vice versa for example: minimizing difficult treatments could limit opportunities for improvement. In each case, outcomes are uncertain, so no guarantees can be given.

This situation requires caregivers to work with the patients to make difficult decisions about the physical and emotional cost and benefits of each treatment.

Lesson Plans And They Didnt Die

Ask for volunteers to read the Teacher Handout: Curing and Caring to the class and discuss:. Screen Clip 3 and have the class record scenes and quotes that demonstrate Mandy and her colleagues curing, caring and listening. After viewing the clip and before the class discussion, have students free-write for one minute using the following prompts and share their feedback with the class:. In this activity, students will compare and analyze the goals and priorities for end-of-life care through the case studies of patients featured in Seven Songs for a Long Life.

Organize students into small groups. Assign each group a patient -- Nicola, Iain, Julie, or Alicia -- as a case study and have each group view their patient's video clip. Distribute a copy of Student Handout A: Case Studies to each student and instruct the groups to collaborate on completing the viewing and discussion worksheet. Although the students will collaborate on the handout, each should complete a worksheet for use later in this activity.

Facilitator note: If there are not enough computers available for each group to view its case study clip independently, play Clips 4 through 7 min. When all the groups have completed their worksheets, reorganize the class into new groups of four or more students, so that each new group has at least one representative for each case study patient. Instruct the new groups to review their case study worksheets with each other and share what they learned from their patients' stories.

They should then use the prompts in Student Handout B to discuss further the similarities and differences in their patients' experiences. Facilitator note: To save class time, teachers can go straight from the case study groups to a class discussion.

follow url Ask a representative from each case study group to share that group's findings with the class, followed by a class discussion using prompts from Student Handout B. Conclude the lesson by asking students to write journal entries using one of the following prompts this can also be completed as a homework assignment :. Have students research and report on palliative care services in their community, including the quantity and quality of options available; the resources and services provided; and the average cost of care for inpatient services over the course of one year.

Students should also:. Conclude the assignment by having students draft descriptive essays detailing what they have learned and how they can personally contribute to improving care in their community. In this activity, students will work together to draft a patients' bill of rights for people living with terminal illnesses based on discussions from this lesson and supplemented with additional research.

Distribute sticky notes, a sheet of chart paper and markers to each group. Have the class reflect on the stories of the patients and nurses depicted in Seven Songs for a Long Life and give them five minutes to brainstorm the rights they believe hospice patients and people living with terminal illnesses should have. Remind students that these rights have to balance patients' physical and emotional needs and should uphold and reinforce the patients' dignity.

Have each group review and organize their members' ideas by theme and use this brainstorm to draft a bill of rights for end-of-life patients on the chart paper. If time allows, students can also research the legal rights of terminally ill patients as well as existing frameworks for hospice patients and the terminally ill to refine their work.

Follow with a gallery walk and feedback session, and then refine the groups' work into a single collective bill of rights for the class. Organize a visit to a local hospice and have students interview the patients. The students should prepare questions in advance and include questions about the importance of music, visual arts, dance and so on in their subjects' lives. Have the students create multimedia oral histories about their subjects that feature meaningful songs from the patients' lives, and then have them return to the hospice to present their projects to the patients.

Have students research local and national laws and policies related to end-of-life care, with a focus on the following questions:.


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Conclude the assignment by having students draft persuasive essays to a local community leader or political representative. The essays should explain why hospice care is important for the community and describe the end-of-life care that is available, the improvements that are needed and the current barriers to quality care. Students should also explain how they can personally contribute to improving care in their community. Her research, which included patient interviews, became the foundation for her book On Death and Dying. This book introduced the concept of the "stages of grief," and although it has met with criticism and controversy since it was published, it remains highly influential in the field of palliative care.

Have students conclude the project with a presentation incorporating their research and interviews. Several patients in Seven Songs for a Long Life speak about participating in stem cell treatments and trials for their terminal conditions.

The Author’s Life and Work

Is stem cell research the great hope for people who suffer from debilitating diseases, or is it an unethical treatment of human life? Stem cell research is a controversial subject due in part to the debate over whether embryonic stem cells should be used. Have students facilitate a debate about stem cell research and the use of embryonic and adult stem cells to provide therapies for diseases and injuries. Create an anticipation guide with questions about the moral, ethical and political issues related to stem cell research, and then have students research the science and politics behind the use of stem cells in medical treatments.

Give all students the opportunity to share their projects and opinions with the class or in small groups. Do people have a right to die?


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How does this right compare to a person's right to free speech or other similar rights? Why are certain groups and individuals particularly opposed to euthanasia? How is this issue covered in news and entertainment media? Have your students research basic facts about euthanasia and current state and national policies regarding an individual's right to die. Have them discuss and assess the precedents for a government's right and ability to intervene in personal health decisions and the impact that legalizing euthanasia has had in states and countries where that has been implemented.

Each student can complete the research by writing two persuasive essays, each taking an opposing position on the issue.