Exploring Right and Wrong

Overview

This 45-minute lesson, part 5 of 6 in the "Journey Through Words" unit, is designed for Year 4 students in line with the English National Curriculum for England. It focuses on exploring moral dilemmas through physical and discussion-based activities centred around the theme of enlistment during WW1. Students will deepen their understanding of character motivations, ethical reasoning and narrative development related to journey stories.

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National Curriculum Links

English (Year 4 Programmes of Study)

• Reading - comprehension:
  • Understand words in context and discuss their meaning (PoS: Reading, Understanding vocabulary)
  • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions (PoS: Reading, Inference)
• Spoken Language:
  • Participate in discussions, presentations, performances, role play, improvisations and debates (PoS: Spoken Language)
  • Articulate and justify answers, arguments and opinions (PoS: Spoken Language)
• Writing:
  • Use a range of devices to build cohesion within and across paragraphs when writing about characters and their motivations (PoS: Writing Composition)

Personal, Social, Health and Economic education (PSHE)

• Developing moral understanding by recognising differences between right and wrong and applying it to their own choices.

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Learning Objective

• To explore the concepts of right and wrong in the context of a journey story through physical activity and group discussion.

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Success Criteria

• Students will articulate their own thoughts on moral choices related to enlistment during WW1.
• Students will explain how these moral choices impact character actions within a narrative.
• Students will collaborate respectfully in discussions, demonstrating empathy and perspective-taking.

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Resources Needed

• Scenario cards depicting moral dilemmas around WW1 enlistment
• Open space or playground for physical activities
• Whiteboard and markers
• Notebooks and pencils for reflection
• Costume pieces / props (optional) for role play

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Lesson Structure

1. Starter Activity (5 minutes)

Objective: Activate prior knowledge and focus attention.

• Teacher briefly recaps Journeys through Words unit: "We have been reading stories about challenging journeys and the characters’ choices."
• Quick class brainstorm on what “right” and “wrong” might mean when a character decides to join WW1. Record ideas on whiteboard.

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2. Physical Moral Dilemma Activity (15 minutes)

Objective: Engage students kinesthetically to experience moral conflict.

• Divide class into 5 groups of 5. Each group receives a scenario card describing a moral dilemma (e.g., a character wanting to enlist but worried about family, peer pressure, obeying the law, or personal safety).
• In a large open space, groups act out or physically position themselves to show different choices (e.g., standing closer to “Enlist” or “Stay Home” zones marked by cones).
• Each group selects one member to explain their group's chosen position and reasoning.

Example Scenario: "Your friend joins the army but you think it’s too dangerous. What do you do?"

• Encourage physically moving between different choices to simulate internal conflict and peer influences.

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3. Group Discussion & Reflection (15 minutes)

Objective: Develop reasoning and articulate moral perspectives.

• Return to the classroom. Teacher facilitates a guided discussion:
  • What were the hardest choices to make?
  • Why might a character decide to enlist or not?
  • How do these choices affect other characters in the story?
  • Are there any choices that could be considered ‘right’ or ‘wrong’? Why?
• Students are encouraged to use sentence starters:
  • "I think this choice is right/wrong because..."
  • "This decision might affect the character by..."
  • "Another character might feel..."

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4. Independent Reflection (7 minutes)

Objective: Consolidate understanding and practice written articulation.

• Students write a short journal entry:
  "Imagine you are the character in one of the dilemmas. What would you choose and why? How would your choice affect your journey?"
• Encourage using connectives (because, so, but) and vocabulary relating to feelings and motivations.

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5. Plenary (3 minutes)

• Invite 3-4 students to share their reflections.
• Teacher summarises key points on moral reasoning and character motivation.
• Reinforce that understanding right and wrong helps deepen stories and ourselves as readers and writers.

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Assessment Opportunities

• Observation during group discussions and physical activity: engagement, vocabulary use, perspective-taking.
• Quality of reasoning and empathy expressed in written reflections.
• Oral contributions using sentence starters expressing clear opinions and justifications.

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Differentiation

• Support: Provide simplified scenario cards or pairing with a peer for discussion.
• Challenge: Encourage more nuanced reasoning — e.g., explore times when moral choices are ambiguous or conflicted.
• Physical activity options available for those with mobility needs (e.g., using chairs/spaces to stand/sit to indicate choices).

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Extension Ideas

• Students write a short narrative from the perspective of their chosen character including their right/wrong decision.
• Create a class moral dilemma book exploring WW1 enlistment from different viewpoints.
• Use diary entries or letters home as creative writing inspired by moral decisions.

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This lesson plan harnesses physical movement and collaborative discussion to engage Year 4 students actively with complex moral choices in historical context, fulfilling National Curriculum expectations for speaking & listening, reading comprehension, and PSHE moral development. It also enriches empathy and critical thinking as part of their journey story learning.