WHAT IN THE WORLD
This activity uses project based learning to help students gain practical skill sets while completing a project that feels meaningful. It will increase their level of “cognitive flow” by working in teams to stimulate discussion and share ideas. Students will use their reading, writing, and speaking skills in an applicable manner through this project-based learning.
Project Objective
Students use the target language to explore a significant theme in current events (migration and refugees, environmental sustainability, economic justice, or human rights). Students will work in teams building up on collaboration skills, research skills, reading skills, writing skills, and speaking skills. The purpose is to build skills in English Language Development through completing a social studies project.
Social Studies for Language Learners Grade 9-12 (Two Weeks)
Project Idea
Standards addressed
State Standards Addressed
Standard addressed- Common Core State Standards Arizona – ELA-Social Studies (11-12th)
Key Ideas and Details:
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure:
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas:
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity:
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.
| Success Criteria | Insufficient | Basic | Proficient | Excelling |
| Learning Objective – The student can plan, research, and gather information and provide sources. | The student did not conduct any research or gather any information for their project. Project is insufficient in length and lacks quality. The central question is not addressed and project does not mistreat reading, writing, speaking, critical thinking, collaboration, or research skills. | The central question was addressed. The target language was used. Skills including reading, writing, and speaking with demonstrated through the required activities. | The central question was addressed. The target language was used. Skills including reading, writing, and speaking with demonstrated through the required activities. Some, but not all skills are demonstrated, and the quality of the submissions could benefit from additional research or better address target skills. | The central question was addressed. Target language is used including skills with reading, writing, and speaking in a way that involves critical thinking/problem solving, collaboration, and self management. Research skills are demonstrated in the activity. |
| Process – The student can collaborate with teammates and members of the community. | The student did not provide sources.Students completed less than the minimum word count/reflection and discussion did not fully reflect the topics covered. Themes and central question were not addressed. | The student provided sources, used sources to plan the blog and discussion. At least three sources were used. Students completed the minimum word count/reflection and discussion did fully reflected the topics covered Themes were addressed including migration and refugees, environmentalsustainability, economic justice, or human rights).They engage with authentic news sources in the targetlanguage—podcasts, television shows, magazines,newspapers, and blogs. | The student provided sources, used sources to plan the blog and discussion. At least five sources were used. Students completed the minimum word count/reflection and discussion did fully reflected the topics covered Themes were addressed including migration and refugees, environmentalsustainability, economic justice, or human rights).They engage with authentic news sources in the targetlanguage—podcasts, television shows, magazines,newspapers, and blogs. Reflection exercises are completed. | Students completed 5000 word reflection and recorded panel discussing project. Students adequately addressed research and all group members participated. Student used seven different types of sources or more, and a total of five sources, and appropriately cited sources and incorporated it into the panel discussion and writing project. The central objective is address and high quality discussion and reflection is submitted. Themes are operably addressedincluding migration and refugees, environmentalsustainability, economic justice, or human rights).They engage with authentic news sources in the targetlanguage—podcasts, television shows, magazines,newspapers, and blogs. Reflection exercises are completed. |
| Monitoring – Students shall complete the required activities that demonstrate their progress on the project and personal contributions | Work is not completed gradually and assessments are incomplete. It is unclear to grader which project members completed the involved tasks. | Student completes project outline, project research form including sources, updates are provided via google forms, And the self-assessment activities completed. Information is lacking in quality or unclear to the teacher. Organization is in need of improvement. | Student completes project outline, project research form including sources, updates are provided via google forms, And the self-assessment activities completed. Information is detailed and quality of writing skills are reasonable. | Student completes project outline, project research form including sources, updates are provided via google forms, And the self-assessment activities completed. Information is detailed and quality of writing skills is exceptional. |
| Final Product – The student addresses the components of the project and meets the project goals, central question, and research. | The project is not focused on a central problem or question (it may be more like a unit with several tasks); or the problem or question is too easily solved or answered to justify a project. Research was minimal or not completed Activities are not submitted or incomplete. | The project does not adequately address the central problem or question (it may be more like a unit with several tasks); or the problem or question is too easily solved or answered to justify a project. Research was minimal or not completed Activities are not submitted or incomplete. | The project adequately addresses the central problem or question (it may be more like a unit with several tasks); Research was thorough and activities are submitted | The project adequately addresses the central problem or question (it may be more like a unit with several tasks); Research was thorough and activities are submitted and complete. Work is high quality and meets the project objectives of language acquisition through reading, writing, and speaking as project based learning. |
Monitoring of Project
Students will have “mini-goals” where students have checklists to make sure that the project is being completed accordingly and timely. The students will submit components of project to show progress. There will be a daily log where students will check-in with students during class (especially students that don’t always stay on task or complete work). The tools used will be formative assessments using Google Forms to write what they completed each class and to show the different ways that they were gathering data during the project. Students submit outline with facts, figures, and sources through Google classroom and will also use Google forms with her to questions that can be transferred to Google sheets. The final evaluation includes weighted grades that incorporate the earlier components of the project such as research. The self-evaluation by the students will also be a way for the student to clarify portions of the project for the teacher who is giving them love final grade. The materials will be smothered together for the final project.
WHAT IN THE WORLD
This activity uses project based learning to help students gain practical skill sets while completing a project that feels meaningful. It will increase their level of “cognitive flow” by working in teams to stimulate discussion and share ideas. Students will use their reading, writing, and speaking skills in an applicable manner through this project-based learning.
Project Objective
Students use the target language to explore a significant theme in current events (migration and refugees, environmental sustainability, economic justice, or human rights). Students will work in teams building up on collaboration skills, research skills, reading skills, writing skills, and speaking skills. The purpose is to build skills in English Language Development through completing a social studies project.
Social Studies for Language Learners Grade 9-12 (Two Weeks)
Project Idea
Standards addressed
State Standards Addressed
Standard addressed- Common Core State Standards Arizona – ELA-Social Studies (11-12th)
Key Ideas and Details:
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure:
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas:
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity:
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.
| Success Criteria | Insufficient | Basic | Proficient | Excelling |
| Learning Objective – The student can plan, research, and gather information and provide sources. | The student did not conduct any research or gather any information for their project. Project is insufficient in length and lacks quality. The central question is not addressed and project does not mistreat reading, writing, speaking, critical thinking, collaboration, or research skills. | The central question was addressed. The target language was used. Skills including reading, writing, and speaking with demonstrated through the required activities. | The central question was addressed. The target language was used. Skills including reading, writing, and speaking with demonstrated through the required activities. Some, but not all skills are demonstrated, and the quality of the submissions could benefit from additional research or better address target skills. | The central question was addressed. Target language is used including skills with reading, writing, and speaking in a way that involves critical thinking/problem solving, collaboration, and self management. Research skills are demonstrated in the activity. |
| Process – The student can collaborate with teammates and members of the community. | The student did not provide sources.Students completed less than the minimum word count/reflection and discussion did not fully reflect the topics covered. Themes and central question were not addressed. | The student provided sources, used sources to plan the blog and discussion. At least three sources were used. Students completed the minimum word count/reflection and discussion did fully reflected the topics covered Themes were addressed including migration and refugees, environmentalsustainability, economic justice, or human rights).They engage with authentic news sources in the targetlanguage—podcasts, television shows, magazines,newspapers, and blogs. | The student provided sources, used sources to plan the blog and discussion. At least five sources were used. Students completed the minimum word count/reflection and discussion did fully reflected the topics covered Themes were addressed including migration and refugees, environmentalsustainability, economic justice, or human rights).They engage with authentic news sources in the targetlanguage—podcasts, television shows, magazines,newspapers, and blogs. Reflection exercises are completed. | Students completed 5000 word reflection and recorded panel discussing project. Students adequately addressed research and all group members participated. Student used seven different types of sources or more, and a total of five sources, and appropriately cited sources and incorporated it into the panel discussion and writing project. The central objective is address and high quality discussion and reflection is submitted. Themes are operably addressedincluding migration and refugees, environmentalsustainability, economic justice, or human rights).They engage with authentic news sources in the targetlanguage—podcasts, television shows, magazines,newspapers, and blogs. Reflection exercises are completed. |
| Monitoring – Students shall complete the required activities that demonstrate their progress on the project and personal contributions | Work is not completed gradually and assessments are incomplete. It is unclear to grader which project members completed the involved tasks. | Student completes project outline, project research form including sources, updates are provided via google forms, And the self-assessment activities completed. Information is lacking in quality or unclear to the teacher. Organization is in need of improvement. | Student completes project outline, project research form including sources, updates are provided via google forms, And the self-assessment activities completed. Information is detailed and quality of writing skills are reasonable. | Student completes project outline, project research form including sources, updates are provided via google forms, And the self-assessment activities completed. Information is detailed and quality of writing skills is exceptional. |
| Final Product – The student addresses the components of the project and meets the project goals, central question, and research. | The project is not focused on a central problem or question (it may be more like a unit with several tasks); or the problem or question is too easily solved or answered to justify a project. Research was minimal or not completed Activities are not submitted or incomplete. | The project does not adequately address the central problem or question (it may be more like a unit with several tasks); or the problem or question is too easily solved or answered to justify a project. Research was minimal or not completed Activities are not submitted or incomplete. | The project adequately addresses the central problem or question (it may be more like a unit with several tasks); Research was thorough and activities are submitted | The project adequately addresses the central problem or question (it may be more like a unit with several tasks); Research was thorough and activities are submitted and complete. Work is high quality and meets the project objectives of language acquisition through reading, writing, and speaking as project based learning. |
Monitoring of Project
Students will have “mini-goals” where students have checklists to make sure that the project is being completed accordingly and timely. The students will submit components of project to show progress. There will be a daily log where students will check-in with students during class (especially students that don’t always stay on task or complete work). The tools used will be formative assessments using Google Forms to write what they completed each class and to show the different ways that they were gathering data during the project. Students submit outline with facts, figures, and sources through Google classroom and will also use Google forms with her to questions that can be transferred to Google sheets. The final evaluation includes weighted grades that incorporate the earlier components of the project such as research. The self-evaluation by the students will also be a way for the student to clarify portions of the project for the teacher who is giving them love final grade. The materials will be smothered together for the final project.
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