Unit topic: English; Research Paper; Character Education-Teenagers Health and Well-Being end of year project.
Grade level: 10
Duration of unit: English: 16 - 20 Lessons; Character Education: 12 lessons
Designers: Heather Crutchfield, English 10; Lucia Rodriguez &Yoana Villarreal, Character Ed
Blue Text is English Only, Green Text is CHED only, Black text pertains to both courses
Unit Flow Chart
CHARACTER EDUCATION ESSENTIAL QUESTIONS:
How can we help future generations of teenagers make informed choices about health and well being?
Possible guiding questions that they will come up during our brainstorm entry event.
How can we help teenagers see that their consumption of alcohol is excessive even though the media says it’s normal
How can we help teenagers accept their body image?
How can we help decrease teen pregnancy in Mexico?
How can we decrease our carbon footprint through food consumption in Mexico?
How can we positively transform the rape culture in Mexico or San Pedro?
How can we help decrease the spread of STDs in Mexico or ASFM?
How can we decrease “fat shaming” and “fat talk” in San Pedro?
How can we prevent the use of drugs amongst teenagers?
ENGLISH POTENTIAL ESSENTIAL QUESTIONS (students may generate more):
How can we reduce student stress-levels at ASFM?
How can we redesign existing study spaces to make them more student-friendly?
How can we add to to or change the current course options to meet student needs?
How can we expand extra-curricular activities to accommodate more student interests?
How can we promote social inclusion and reduce cliques and exclusion among ASFM students?
English (Common Core)
CC R18: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCW1a: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCW1b: Introduce precise claims, distinguish the claims from alternate or opposing claims, and create and organization that establishes clear relationships amongst the claim, counterclaim, reasons, and evidence.
CCW1c:Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims and counter-claims.
CCW1d: Establish and maintain a formal style and objective tone while attending to the norms and discipline in which they are writing.
CCW1e: Provide a concluding statement or section that follows from and supports the argument presented.
CCW4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCW5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCW6 (G11-12): Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCW7: Conduct … sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation.
CCW8: Gather relevant information from multiple authoritative … digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information in to the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCL1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCL2: Demonstrate command of standard English capitalization, punctuation , and spelling when writing.
CCL3a: Write and edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.
CCL6: Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Speaking and Listening Standards - Common Core (CHED & ENGLISH)
CCSL1: Initiate and participate effectively in a range of collaborative discussions … (a) come to discussions prepared; (b) work with peers to set rules for collegial discussions and decision making; (d) respond thoughtfully to diverse perspectives…
CCSL2: Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source.
CCSL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSL5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and add interest.
Character Education Content Standards
C.E.10.5 Understands essential concepts about nutrition and healthy eating and how to be a responsible consumer.
C.E.10.6 Understands how the nervous system works and the effects of drugs on it and on a person’s character.
C.E.10.7 Understands what sexuality is and the responsibilities that come with it.
Student “I Can” Statements:
1. I know how the skills in this unit will help me later in life.
2. I know the components of MLA Format.
3. I know how to do an efficient google search and how to use the EBSCO database.
4. I know how to access the resources I need to support my research / writing.
5. I can list the specific problems in today’s world regarding teenagers health and well being.
1. I understand the expectations of the assignment and the criteria on which I will be graded.
2. I understand the difference between a reliable source and an unreliable source. (21st Century Skill)
3. I understand the issues and challenges that students face in the school environment.
4. I understand the difference between a primary and secondary source, and the difference between a note and a quote.
5. I understand the terms Ethos, Pathos, Logos, Counterclaim, Rebuttal, Thesis, and Transition.
6. I understand the difference between a poll, a survey, and an interview and the unique characteristics of the questioning techniques used for each data gathering style.
7. I understand the different topics we have see in character education regarding health and well-being.
a. I understand concepts about nutrition, healthy eating and what it means to be a responsible consumer
b. I understand how drugs work in my body and how they affect my personal character.
c. I understand what sexuality is and the responsibilities related to sexuality
21st Century Skills Targets:
1. I can analyze a problem and acknowledge multiple perspectives as I
a. Collaborate with my classmates to create a solution to the problem we have identified.
b. Create an original solution to an existing problem that affects my community.
2. I can collaborate to identify primary sources and create open-ended, professional questions to elicit information from those sources.
3. I can identify tasks that must be completed and evaluate the tools available to determine the best method with which to accomplish that task, be it collaboratively or independently.
4. I can support the learning of my classmates through collaboration, contribution, and peer-review.
5. I can evaluate my areas of strength and weakness or need and ask for support or mini-lessons to complete a task when necessary.
6. I can create and manipulate a database in order to share and/or locate information to support my own and my classmates’ research.
7. I can reflect on my own contributions and understanding in written reflections.
9. I can analyze the different perspectives of a specific problem through a thorough research and create an original and persuasive action plan.
(Continued Next Page)
DO Research Targets
I can evaluate information for relevance to my topic and select the information that will best support my argument.
I can record notes from a source and paraphrase in my own words information that is related to my topic.
I can apply my understanding of MLA formatting to my citations and bibliography.
I can synthesize information from multiple sources in order to create an original proposal to improve my community. DO Writing Targets
I can create a clear thesis statement to express an original opinion, which includes the subject, my opinion, and the ‘why/how’.
I can write an engaging, on-topic introduction, which includes an analogy, personal anecdote, or example.
I can organize my essay in a way that is appropriate to support my argument, which is supported by writing topic sentences and incorporating transition words and phrases consistently and correctly.
I can identify a counter-claim and refute it with a clear, reasoned rebuttal, supported by relevant data.
I can argue my perspective by incorporating Ethos, Pathos, and Logos.
I can review and revise my own writing for grammar, spelling, and MLA formatting and evaluate and incorporate revision suggestions from my classmates and teacher.
DO Presentation Targets
I can present my proposal clearly, concisely, and logically in order to persuade an audience to agree with my position.
I can evaluate multiple media platforms in order to select the best platform to convey my ideas.
Project or Problem to Be Solved:
How can we persuade the administration to implement a plan to improve student life at ASFM?
How can we help future generations of teenagers make informed choices about health and well-being?
ENGLISH, ONE CLASS PERIOD
(note: students have already done group mini-research projects in a jigsaw, with end-notes and MLA bibliography for electronic sources, but have not been assessed individually for readiness)
Students will be given a handout with a prompt and four resources of differing types.
Then, students will be asked to:
● Skim and mark the articles and texts before writing.
● Write a persuasive paragraph in which they make a recommendation in response to the prompt.
○ Support arguments with information from at least two of the sources provided.
○ Refer to the sources / cite the sources in-text the way the student thinks MLA format rules dictate they should be cited.
○ Organize the paragraph in whichever way the student thinks is best.
This Pre-Assessment will Measure / Check for Understanding of: Source Literacy, MLA Formatting, Creating Claims, Writing a thesis, Organizing Ideas, Writing Expression
CHARACTER EDUCATION: Students will take a written quiz about the units that we have seen, which they will be using during the project to be able to place them in appropriate group levels.
Students will complete a likert scale google form to see how comfortable they are with the skills learned in English class for their persuasive paper:
● Evaluate sources for reliability
● Identify primary sources
● Create open ended professional questions to elicit information from those sources
● Manipulate a database in order to share and support other classmates’ research
● Create thesis statements and claims
● Use specific search engines (EBSCO / GOOGLE) for research
● Discussions / meetings with groups
● Research Notes (check-in and re-direct, re-teach as necessary)
● Team contribution trackers (check-in with students who are not contributing: is it attendance, apathy, or understanding of materials / grasp of skills?)
● Likert Scales
● Student Questions for Poll/Survey (help revise and re-write for professional tone and grammar)
● Self-Reflection blogs (check for understanding and progress)
● Thesis and Claims (are they specific, supportable, and realistic?)
● Outline / Plan (check organization before the essay / project)
● Rough Drafts / Writing Milestones (Printed and in Google Docs)
● Project Plan
Individual Assessment: Students will create and produce an original, persuasive thesis paper in which they propose a course of action the school should take to improve student life at ASFM which is supported by original data (from surveys / polls / interviews) and scholarly evidence; and is enhanced through the incorporation of the techniques of persuasion.
Students will publish their proposal to their blog (will have a final, extra chance to revise / re-write before publishing).
Individual Assessment: Students will create and produce an original, persuasive thesis and claims in which they propose a course of action that should take to improve the health and well being of teenagers supported by original data (from surveys / polls / interviews) and scholarly evidence is presented using the best form to portray research and information chosen by the student. Students will be able to choose from the following presentation options:
● TED talk
● Web page
● Campaign including PSA
Group Assessment: Students will evaluate their group members’ proposals, based on student/teacher -generated criteria, select the ‘best’ one, and create a presentation based on that proposal which they will deliver to an authentic audience - the administration.
Students will have a choice of presentation formats that address multiple interests and multiple intelligences.
Student evaluation (grades) will be based on assessment tools built from the “I can DO” statements.
There will be three rubrics for each class - Rubrics can be found in the Appendix to this document:
1) Individual Assessment: Grade 10 ENG Persuasive Writing / Research Assessment Tool
2) Group Assessment: Holistic Rubric for Presentation Skills
3) Individual Thesis Analytic Rubric
4) Group Character Education Summative Content Analytic Rubric
5) Group Assessment: Collaboration Self - Assessment Tally Sheet (Group Discipline Tracker)**
Sequence of Instruction
Differentiation is in RED
Best Practices / Brain-Based Strategies are highlighted and underlined
21st Century Skills - are in purple
Lessons are in Blue for English, Green for Character Ed, Black for Both
Brainstorm ASFM issues / concerns (may create more essential questions than those that appear above), problems related to units we have seen in class, students choose their top concerns, these are added to a google doc as essential questions.
GROUPING: Students choose the top two essential questions they would like to work on (through google forms) and will be grouped based on their responses and based on the results of the pre-assessment.
Activities and Assignments:
Mini-Lessons: (English: 12 of 16 lessons available; 4 lessons left for work periods & re-teaching)
The following workshops will be offered to the whole class OR groups of students that need the instruction based on the pre-assessment. Supporting materials (videos, handouts, guides, templates) for most activities will also be available on google drive and EDU for students who need more reinforcement or re-teaching in a different way.
1. Whole Class - TEAMWORK: Teacher will review how to assign roles (Discussion Director, Record Keeper, Agenda Secretary), and introduce how to create an agenda, and distribute / assign action-items; Students will work in small groups to assign roles and create an agenda and action plan [agenda doc template]
○ Formative: Check-in on roles and review agendas through google docs and comment
○ Individual or Small Group - TECHNOLOGY: Video How-Tos on ASFMTECH.ORG. Students will set up their blogs and RSS Feeds (will be permitted to visit the Tech Hub if they need additional support); Students write blog posts explaining the project and what their group will be researching *support materials and videos on EDU
○ Formative: check that all blogs are set-up, posts are made, and students all are on-track with the guiding questions, and group-norms and expectations
2. Whole Class - TECHNOLOGY / EVALUATION: Students will meet in the library for a lesson with the librarian on selecting keywords, locating and Identifying reliable Internet sources / using scholarly databases (EBSCO); Students will search for SOURCES for their topic and enter them into their agenda - students do not take notes yet *supporting articles and videos on EDU
○ Formative: review selection of sources, in small groups, discuss sources on their lists that do not meet the test for reliability
3. Whole Class - TECHNOLOGY: Students will be introduced to using google forms to take notes / and produce surveys
○ Small Group - INFORMATION GATHERING: Based on Likert readiness check, students can participate in a workshop on Taking notes vs. Copying quotes and Keywords
○ Students begin to gather information / notes from the sources they identified in the previous lesson *supporting video and materials on EDU
■ Formative: check notes and entries
4. Whole Class - INFORMATION GATHERING: Students will be guided through crafting questions for polls, surveys, observations, and interviews, and the benefits and disadvantages of each data gathering style. Groups will decide on which technique they would like to use and craft at least three questions and email them before class the next day. Students may also have research time if they finish the task quickly. *support materials available on EDU
○ Formative: email check poll/interview/survey questions and provide email feedback
5. Whole Class or Small Group - INFORMATION GATHERING: (2 HOUR LESSON - New Schedule Pilot Week) Students will be introduced to how to use Excel / Google Forms to organize data - ways to use sorting and filtering (Higher Level) and ways to search and select (Middle Level) and ways to scan and copy/paste (Lower Level);
○ Students then begin sorting, filtering, searching or scanning (based on student preference) and selecting evidence for their essay claims - teacher to monitor and offer assistance, students can also get assistance from their team members.
○ Mid-Class (1 hour mark) Students will have a 10 minute ‘networking party’ to discuss their projects / research with students other than their research team. They will all stand up and be given cards with colors or letters on them and be asked to move around to different groups to discuss their findings (and to stretch)
○ Students will have time to research, add to research, fill-in-gaps, meet with the teacher about their specific concerns. This is their LAST in-class research period.
○ Formative: Blog Post about progress / research to gauge readiness to move on
6. Small Group or Individual (based on Pre-Assessment) - WRITING / SYNTHESIS: [Review Lesson/Skill Previously Taught and Assessed] Teacher will review the parts of a thesis statement / proposal and offer reminders on supporting the thesis with primary and secondary sources. Students work on Thesis statements and get feedback one-on-one during class, through GD if they do not finish in the class period *support materials, sample thesis statements on EDU
○ Formative: Individualized feedback on thesis statement
7. PROJECT PLAN: Explain how to create a project plan- ORGANIZING: Students will create an outline of the project containing the thesis idea, claims, and final chosen product with a graphic organizer with specific ideas about how the final product will look like. Student will create a to-do list and calendar so they know the step by step process of creating a final product.
○ Formative: Individualized feedback on the project plan
8. Whole Class / Small Group - ORGANIZING: Students will be given strategies to either create an outline or Graphic Organizer to organize their essay. Students will choose a format (template or no template) and work on outlining their essay *support materials on EDU
○ Formative: feedback on googledocs and one-on-one as students develop outline
9. Whole Class - WRITING: Teacher will offer strategies and different ways to start an essay (personal anecdote, pathos, ethos) and students will have time to work on their introductions *support materials / articles / videos on EDU and blog
○ Formative: Check-in on google doc to read opening paragraphs and give feedback
10. Whole Class - WRITING / EVALUATION: Teacher will review the terms “Counterclaim” and “Rebuttal” (introduced Term 1). Students will be guided through identifying a plausible counterclaim and strategies for writing a counter-claim, rebuttal. Students will have time to write / develop their counterclaims and rebuttals *support materials / articles / videos on EDU
○ Formative: Check-in on google doc to read opening paragraphs and give feedback
11. Whole Class - FEEDBACK / REVISION: Teacher will review Peer-Editing Protocols and make an anchor chart of what students want feedback on from peer-editors.
○ Peer-Editing Round-Robin (2 pairs of eyes on each paper): one edit from a partner in the group, one partner from a partner in another group - groups will be made by the teacher based on progress and students’ needs
○ Formative Assessment: Small group and individual feedback on rough drafts paragraphs of the students’ choice - paragraphs they need the most help with
○ Blog Post: What did you find were the most common revisions you had to make on your paper?
12. Whole Class - PRESENTATION: Students will select the proposal from their team that they would like to present to the administration team. The teacher will review presentation skills and types and students will be able to choose which presentation format they would like to use *examples on EDU
○ Small Group - PRESENTATION / TECHNOLOGY: How to use selective technology / Apps to improve / enhance the presentation (can be supported by the Tech Hub)
Presentation of Learning:
Research Paper: Each Individual will present their thesis paper to the English teacher (for a grade) and have a chance to revise their final draft again before posting it to their blog. Once it is posted to their blog, students will read the essays of each member of their research team, and the team will decide which assignment they want to turn into a formal proposal.
Proposal: Each group will present their final proposal to the Grade 10 Team Teachers and / or administration (or other authentic audience dependent on research topics) through choice of: Video, Blog Post, Business Proposal, Speech - must include persuasive appeals.
Each group will create a Documentary, web-page, TED talk inspired speech or Campaign (poster, PSA, and pamphlet) and present it to an authentic audience to persuade them using researched arguments.
1. Persuasive Essay Assessment Tool (Analytical Rubric Combined with Checklist) (1)
Persuasive Essay Assessment Tool (Analytical Rubric Combined with Checklist) (2)
2. Group Contributions Tally-Sheet (Dispositions Grade)
*dispositions are a grade category at ASFM to track student contributions and behavior.
The Record Keeper should complete this chart for each discussion held in your group or at the end of each work period by placing ticks each time a group member contributes. One chart should be used for the project.
Add ticks in each box across all members
Responded to a discussion question/ point
Contributed to the research notes document
Offered a new Vocabulary Word / Definition
Spoke in Spanish instead of English or got group off-topic (-)
(add ticks in each box, subtract ticks in Spanish box)
3. Group Assessment: Presentation Holistic Rubric
CHARACTER EDUCATION-CONTENT GRADE FOR PRESENTATION
SUMMATIVE - ANALYTIC CONTENT RUBRIC
Clarity and Focus Thesis clearly stated and supported throughout the presentation Thesis missing one element of the thesis statement; is not supported by all claims Thesis is not clear and/or is not supported by most claims Thesis did not appear in the presentation
Support Evidence Three clear and relevant claims are stated and supported with the best possible evidence to create a convincing argument. Two clear and relevant claims are stated and supported with appropriate evidence to create a convincing argument. Relevant claims are stated but are not supported by the evidence to create a convincing argument. There are no claims or evidence present to create a convincing argument
Originality Ideas and presentation are well-developed, thoughtful and original Ideas and presentation are somewhat original Ideas and presentation are not as original Ideas and presentation are not taken from a thoughtful and original proposal
MLA formatting All sources (information and graphics) are accurately cited in the desired format. All sources (information and graphics) are accurately cited, but a few are not in the desired format. Most sources (information and graphics) are accurately cited, but many are not in the desired format. All sources are inaccurately cited or some sources lack documentation.
Quality of product The product is highly organized and attractive
Product is somewhat organized, attractive
The product is lacking organization and attractiveness, has errors in spelling or grammar that affect presentation quality. The final product has multiple spelling and grammar errors and other detractors that hinder quality
Presentation Skills Project is presented professionally and all assigned group members participate in the presentation of the information. Formality and volume are appropriate for the audience Project is presented professionally but not all assigned group members participate equally in the presentation of the information. Formality and volume are acceptable but could be improved. Project presented has a lack of agreement or lack of participation. One assigned group member could not be heard. Presentation does not seem rehearsed Project shows a lack of effort and is incomplete. Significant problems detract from the project or hinder meaning
RESEARCH SKILLS PERFORMANCE SCALE
❏ Google form is being used thoroughly 4 3 2 1
❏ Research is relevant to the topic 4 3 2 1
❏ Information is summarized in their own words and quotes are being used 4 3
THESIS ANALYTIC RUBRIC
THESIS 4 3 2 1
Thesis and claims Thesis is clear and concise. Includes all elements and have supporting claims. Thesis is clear but may be missing some key elements or claims Thesis is not clear, is missing essential elements. Have some supporting claims Thesis is not clear, is missing essential elements. Thesis is not clear. There is not sufficient evidence of the thesis
STUDENT FORMATIVE ASSESSMENT TASK CHECK-LIST (UNGRADED)
❏ Assignment of roles
❏ Set up of Google Form
❏ Discipline tracker
❏ Project plan
❏ Completed blogs
❏ Survey questions made
❏ Survey questions answered