Teach
International Learning OpportunitiesNew Global Citizens
Students can research global issues and participate in solving problems. GlobalEdCon: Connecting Educators and Organizations Worldwide This free online conference is held annually. It gives educators and students a chance to enrich their understanding of global issues. Teachers and students are also encouraged to present. CNN Student News Bring global current events into your classroom with this news program designed for middle and high school students. EbscoHost, Points of View Students can research opposing viewpoints on a myriad of national and international issues. Students and teachers can create interactive, visual portfolios and connect with others who share similar global interests. |
Community ResourcesASU , Center for Advanced Studies in Global Education The ASU Center for Advanced Studies in Global Education is part of the MLF teachers' college, helping to globalize teacher education. Study Abroad: Mesa Community College Each year, Mesa Community College offers affordable summer opportunities for study abroad. Phoenix Sister Cities Phoenix strives to connect the world one city at a time. Find out more about opportunities with Phoenix's ten sister cities. Welcome to America Project This project provides services to refugees and opportunities for Phoenix citizens to volunteer. Critical Languages Institute Secondary and college students can take advantage of language learning in Arizona and abroad. |
Global Education Unit Plan
TGC Fellow
Unit
Prepared by: Joann Martin School/Location: North High School / Phoenix, AZ
Subject: English Grade: 12 Unit Title: Cause/Effect essay Time Needed: 4 weeks
Unit Summary: The students will choose a matter of global importance and determine causes of the issue or effects from the issue. Students will research and compose an essay of 1000 words or more.
Stage 1 Desired Results
ESTABLISHED GOALS: From the Arizona College and Career Ready Standards
TSWBAT:
G1. Read and comprehend informational and functional text, including history/social studies, science, and technical texts, at the high end of the grades 11–CCR text complexity band independently and proficiently. (AZ.11-12.RI.10)
G2. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify relationships. Establish and maintain a formal style and objective tone while attending to norms and conventions.
Provide a concluding statement or section that follows from and supports the argument presented. (11-12.W.1)
G3. 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)
(11-12.W.5)
G4. 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. (11-12.W.6)
G5. Conduct short as well as more 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 understanding of the subject under investigation. (11-12.W.7)
G6. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (11-12.W.8)
G7. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Work with peers to promote civil, democratic discussions. Utilize EPals for global pen-pals for feedback on writing.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (11-12.SL.1)
GLOBAL COMPETENCY:
GC1: Investigating the World
GC2: Recognize Perspectives
GC3: Issues Domain
GC4: International Awareness
GC5: Communicate Ideas
RESOURCES:
Ebsco Host
GaleNet
EPals
Reading Critically, Writing Well
Videos
World Affairs: World News
Transfer
Students will be able to independently use their learning
T1. to address problems using a cause/effect continuum
T2. Understand varied perspectives on issues
T3. Evaluate informational texts
T4. Synthesize texts from others into their own writing
Meaning
UNDERSTANDINGS
U1. Students will understand their own learning process throughout a research and writing assignment.
U2. Students will understand that local and global issues have causes and effects that are varied and may be changed to promote better outcomes.
U3. Students will understand that other students will have difference perspectives on issues and the writing process.
ESSENTIAL QUESTIONS
Q1. What are my strengths and weaknesses as a researcher, writer and communicator?
Q2. What global issue matters to me?
Q3. How does this issue impact the globe?
Q4. What are the causes or effects of this issue?
Acquisition
Students will know… (Content)
C1. Students will independently learn a global issue.
C2. Students will learn the causal process.
C3. Students will learn the structure of a causal essay.
C4. Students will learn transitional words for describing cause/effect.
Students will be able to… (Skills)
S1. Access a variety of sources, including online discussion.
S2. Evaluate sources for credibility.
S3. Organize events in the causal continuum.
S4. Manage research sources, citing correctly.
S5. Coherently develop an idea in a written essay.
S6. Create an argument with organized structure and acceptable formatting.
S7. Communicate with students inside the classroom and across the globe through the writing process.
Stage 2 - Evidence
Evaluation Criteria
Assessment for Learning
1. SWBAT understand that causation is a process and understand that sequences are related, asking “Why?” and “How?”
2. SWBAT map causation sequences on a graphic organizer to further understand the sequence.
3. SWBAT use causal vocabulary in context.
4. SWBAT demonstrate in writing or graphics their own process of learning while researching and composing. Metacognition.
5. SWBAT access varied electronic sources, responding to possible cause/effect continuums presented.
6. SWBAT choose a topic of global importance.
7. SWBAT evaluate causal continuum for desired argument.
8. SWBAT evaluate research for use in argument, cite research correctly, and summarize for main idea.
9. SWBAT analyze, evaluate, and synthesize an issue, composing a 1000+ word essay.
10. SWBAT evaluate the idea development and composition of a student writer.
11. SWBAT publish their essay to an international audience, and recognize differing perspectives.
A. Understanding the Cause/Effect Essay
1. Cause/Effect continuum samples. Using a cause and effect graphic organizer, as a whole group, we will brainstorm different global issues and their causes and effects. For example, if hunger is the issue, the causes could be drought, poverty, and/or war. The effects would be migration, separation of the family, disease and/or disaster relief. Important questions to ask during this activity are “why?” and “how?”
2. Setting up the Essay chart. Using another graphic organizer, students will use one of the topics discussed in class and project how the ideas will translate into an essay.
3. Cause/Effect Vocabulary Worksheet. The students will receive a list of vocabulary and practice by using the words in the correct context. So/ As a result/ are due to/The consequence of/ Owing to/one effect of/ This is because/ as/ Hence/ consequently/ The effect of/ consequent (levels)/ therefore/ (creates)/ As a result/ For this reason/ Thus/ as a consequence
B. The Writing Process
4. Learning Log/Metacognitive Journal. The students will track their learning during research, idea development drafting, revising and publishing. The students will make at least ten entries in a paper/pencil journal. The entries will represent HOW they learn. For example, when students are researching, they can create chains of thought on a graphic organizer which will demonstrate how ideas link to other ideas.
5. Initial Research Query. Students will spend time researching on EbscoHost Points of View, Teen Health, and international newspapers. Students must find one issue in an international newspaper, such as the trade of coal from Mongolia to China, and one topic from a database, such as terrorism in Pakistan. The students will complete a cause/effect continuum on each issue.
6. Choosing a topic. The students will complete more online research on both issues, and decide which issue will be the most appealing for their cause/effect argument. The will commit to their topic by signing up for it. More than one student may choose a given issue, allowing for collaboration during research and idea development and drafting. Students will be challenged to pick a specific topic in order to qualify for the score of “exemplary” in idea development. Students with weaker skills may choose a less specific issue to create differentiation for individual needs.
7. Causal Continuum Graphic Organizer. The students will create a causal contimuum on their chosen topic, and will commit to examining the causes of their issue or the effects, not both. This is a 1000 word essay, and the students must examine their issues in depth.
8. Research notecards. While researching in depth, students will complete 15 notecards. The notecards will address four specific areas: Main idea, to help the students determine in which body paragraph to place the quotation, Source, to aid students in citation and review of the source, Quote, so that the students can easily review the information they have found valuable, and Evaluation, so that students use higher order thinking to determine why the quote is valuable to the essay. Students will conduct research in class while making their notecards, and I will be moving throughout the room, checking on their progress. Students will be required to quote the following types of sources: databases, international newspapers, blogs or facebook, and video.
9. Draft. Students will write a draft that includes direct quotes with citation and a works cited page.
10. *Peer Reviews. Students will peer review essays, answering the following questions: Is there a thesis statement? Does the author demonstrate a convincing cause/effect continuum? Does the author use authentic international sources? Did the author thoroughly address the issue? Are paragraphs developed with strong topic sentences? Where do questions still remain? Are there weak words that need to be replaced?
11. International Peer Review. After revising the essay, students will send their essay via blog, facebook or email to a non-U.S. student and request feedback.
12. SWBAT write a causal argument to support claims in an analysis of a substantive global topic, using valid reasoning and relevant and sufficient evidence.
C. Assessment of Learning. Publication
12. MLA Formatted 1000+ word essay. Students will submit to turnitin.com and share “final” draft with an international audience via facebook, blog or email.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)
Week One: [See 1, 2, 3, 4 above] Students will first gain basic knowledge of cause and effect chain of events. Students will use graphic organizers to aid in understanding and essay organization. http://www.eslflow.com/Cause-effect-essay-graphic-organizer.html Students will browse online, discuss with peers and use databases to determine a topic of interest. Students will keep a metacognitive learning log while exploring topics and throughout the unit. *Schedule lab time for 4th and 5th days.
Needed: Graphic organizer, vocabulary exercises, video on global topic (South Korea’s lengthy school day), international article on same topic, prompt for essay, instructions for learning log
Week Two: [See 5, 6, 7, 8 above] Students will research, including global sources and one source translated from a language that is not English. Students will create notecards while researching. Students will begin to compose the essay with instruction regarding the structure of a cause/effect essay. Students will continue learning log. Students will contact an international pen-pal. A pen-pal can be found on facebook by searching for people in a specific country. There are also many sites specifically for international pen-pals: interpals.net, e-palworld, studentsoftheworld.info and globalfriends. For students who are not allowed to independently find a pen-pal, I will contact my ILEP teacher friends and use them as a conduit to international students. *Schedule lab time or laptop carts for 4 days
Week Three: Students will finish composing their first drafts of the essay. Students will peer review the essay with another student in class and will send the essays to their international pen-pals for feedback. Peer reviews will take place electronically on computers or smart phones. *Schedule laptop carts. Students will revise their essays.
Week Four: Students will participate in a final peer review of the essays and post their essays on an international exchange. Students will revise essay before submitting to turnitin.com on Saturday night.
Notes: Students will be able to re-write their essays for a higher grade after the instructor grades it, supporting the writing process.
TGC FELLOWS UBD Lesson
Lesson Title: Cause and Effect Continuum: Staying at school.
Subject: Understanding the Causal Continuum
Unit: Causal Essay on an Issue of Global Importance
Prepared by: Joann Martin
Materials Needed: Articles regarding lengthy school day in South Korea, Continuum graphic organizer, video and video projection
Global Competency: International Awareness, Investigating the World, Communicate Ideas
Where is the lesson going?
(Learning Target or SWBAT)
The Student will be able to….
T1 – Analyze an information source for causal evidence.
T2 – Listen and speak in small groups using academic language
T3 – Analyze an international news article.
T4 – Evaluate cause effect continuum.
Hook: Students will be asked to predict and answer the number of hours that South Korean students attend school each day. Students will pair and use smart phones to research the answer.
Tailored Differentiation:
Students will watch a video on the lengthy school day in South Korea, taking Cornell Notes. Students will be asked to gather facts from the video, including causes and effects of the policy. Important questions to ask during this activity are “why?” and “how?”
-Students will be working in small heterogeneous groups, receiving support with vocabulary and chain of events from peers.
-Students with differing abilities will take notes according to their ability level.
EXTENSION – Students will choose a global issue that is meaningful to them to research.
Equip:
In small groups, students will read an international article that explains the lengthy school day in South Korea. Students will mark the text when they find what they feel is a cause or effect.
In the same groups, students will fill out the causal continuum graphic organizer. Important questions to ask during this activity are “why?” and “how?”
Rethink and revise:
The small groups will jigsaw and share their results, sharing differing perspectives. They will modify their results on the graphic organizer as they rethink and revise.
Evaluate:
As a whole class, we will fill in the graphic organizer and discuss causes and effects. We will also discuss erroneous cause/effect relationships. (This may need to take place the next day, due to time constraints.)
Assessment
-Notes
- Graphic Organizer
-Observation of group work
Notes:
Organization:
Independent research with smart phones: 6 minutes
Video and notes: 7 minutes
Article and notes: 20 minutes
Venn Diagram: 10 minutes
Jigsaw: 10 minutes
Adapted from Understanding by Design Model
Prepared by: Joann Martin School/Location: North High School / Phoenix, AZ
Subject: English Grade: 12 Unit Title: Cause/Effect essay Time Needed: 4 weeks
Unit Summary: The students will choose a matter of global importance and determine causes of the issue or effects from the issue. Students will research and compose an essay of 1000 words or more.
Stage 1 Desired Results
ESTABLISHED GOALS: From the Arizona College and Career Ready Standards
TSWBAT:
G1. Read and comprehend informational and functional text, including history/social studies, science, and technical texts, at the high end of the grades 11–CCR text complexity band independently and proficiently. (AZ.11-12.RI.10)
G2. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify relationships. Establish and maintain a formal style and objective tone while attending to norms and conventions.
Provide a concluding statement or section that follows from and supports the argument presented. (11-12.W.1)
G3. 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)
(11-12.W.5)
G4. 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. (11-12.W.6)
G5. Conduct short as well as more 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 understanding of the subject under investigation. (11-12.W.7)
G6. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (11-12.W.8)
G7. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Work with peers to promote civil, democratic discussions. Utilize EPals for global pen-pals for feedback on writing.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (11-12.SL.1)
GLOBAL COMPETENCY:
GC1: Investigating the World
GC2: Recognize Perspectives
GC3: Issues Domain
GC4: International Awareness
GC5: Communicate Ideas
RESOURCES:
Ebsco Host
GaleNet
EPals
Reading Critically, Writing Well
Videos
World Affairs: World News
Transfer
Students will be able to independently use their learning
T1. to address problems using a cause/effect continuum
T2. Understand varied perspectives on issues
T3. Evaluate informational texts
T4. Synthesize texts from others into their own writing
Meaning
UNDERSTANDINGS
U1. Students will understand their own learning process throughout a research and writing assignment.
U2. Students will understand that local and global issues have causes and effects that are varied and may be changed to promote better outcomes.
U3. Students will understand that other students will have difference perspectives on issues and the writing process.
ESSENTIAL QUESTIONS
Q1. What are my strengths and weaknesses as a researcher, writer and communicator?
Q2. What global issue matters to me?
Q3. How does this issue impact the globe?
Q4. What are the causes or effects of this issue?
Acquisition
Students will know… (Content)
C1. Students will independently learn a global issue.
C2. Students will learn the causal process.
C3. Students will learn the structure of a causal essay.
C4. Students will learn transitional words for describing cause/effect.
Students will be able to… (Skills)
S1. Access a variety of sources, including online discussion.
S2. Evaluate sources for credibility.
S3. Organize events in the causal continuum.
S4. Manage research sources, citing correctly.
S5. Coherently develop an idea in a written essay.
S6. Create an argument with organized structure and acceptable formatting.
S7. Communicate with students inside the classroom and across the globe through the writing process.
Stage 2 - Evidence
Evaluation Criteria
Assessment for Learning
1. SWBAT understand that causation is a process and understand that sequences are related, asking “Why?” and “How?”
2. SWBAT map causation sequences on a graphic organizer to further understand the sequence.
3. SWBAT use causal vocabulary in context.
4. SWBAT demonstrate in writing or graphics their own process of learning while researching and composing. Metacognition.
5. SWBAT access varied electronic sources, responding to possible cause/effect continuums presented.
6. SWBAT choose a topic of global importance.
7. SWBAT evaluate causal continuum for desired argument.
8. SWBAT evaluate research for use in argument, cite research correctly, and summarize for main idea.
9. SWBAT analyze, evaluate, and synthesize an issue, composing a 1000+ word essay.
10. SWBAT evaluate the idea development and composition of a student writer.
11. SWBAT publish their essay to an international audience, and recognize differing perspectives.
A. Understanding the Cause/Effect Essay
1. Cause/Effect continuum samples. Using a cause and effect graphic organizer, as a whole group, we will brainstorm different global issues and their causes and effects. For example, if hunger is the issue, the causes could be drought, poverty, and/or war. The effects would be migration, separation of the family, disease and/or disaster relief. Important questions to ask during this activity are “why?” and “how?”
2. Setting up the Essay chart. Using another graphic organizer, students will use one of the topics discussed in class and project how the ideas will translate into an essay.
3. Cause/Effect Vocabulary Worksheet. The students will receive a list of vocabulary and practice by using the words in the correct context. So/ As a result/ are due to/The consequence of/ Owing to/one effect of/ This is because/ as/ Hence/ consequently/ The effect of/ consequent (levels)/ therefore/ (creates)/ As a result/ For this reason/ Thus/ as a consequence
B. The Writing Process
4. Learning Log/Metacognitive Journal. The students will track their learning during research, idea development drafting, revising and publishing. The students will make at least ten entries in a paper/pencil journal. The entries will represent HOW they learn. For example, when students are researching, they can create chains of thought on a graphic organizer which will demonstrate how ideas link to other ideas.
5. Initial Research Query. Students will spend time researching on EbscoHost Points of View, Teen Health, and international newspapers. Students must find one issue in an international newspaper, such as the trade of coal from Mongolia to China, and one topic from a database, such as terrorism in Pakistan. The students will complete a cause/effect continuum on each issue.
6. Choosing a topic. The students will complete more online research on both issues, and decide which issue will be the most appealing for their cause/effect argument. The will commit to their topic by signing up for it. More than one student may choose a given issue, allowing for collaboration during research and idea development and drafting. Students will be challenged to pick a specific topic in order to qualify for the score of “exemplary” in idea development. Students with weaker skills may choose a less specific issue to create differentiation for individual needs.
7. Causal Continuum Graphic Organizer. The students will create a causal contimuum on their chosen topic, and will commit to examining the causes of their issue or the effects, not both. This is a 1000 word essay, and the students must examine their issues in depth.
8. Research notecards. While researching in depth, students will complete 15 notecards. The notecards will address four specific areas: Main idea, to help the students determine in which body paragraph to place the quotation, Source, to aid students in citation and review of the source, Quote, so that the students can easily review the information they have found valuable, and Evaluation, so that students use higher order thinking to determine why the quote is valuable to the essay. Students will conduct research in class while making their notecards, and I will be moving throughout the room, checking on their progress. Students will be required to quote the following types of sources: databases, international newspapers, blogs or facebook, and video.
9. Draft. Students will write a draft that includes direct quotes with citation and a works cited page.
10. *Peer Reviews. Students will peer review essays, answering the following questions: Is there a thesis statement? Does the author demonstrate a convincing cause/effect continuum? Does the author use authentic international sources? Did the author thoroughly address the issue? Are paragraphs developed with strong topic sentences? Where do questions still remain? Are there weak words that need to be replaced?
11. International Peer Review. After revising the essay, students will send their essay via blog, facebook or email to a non-U.S. student and request feedback.
12. SWBAT write a causal argument to support claims in an analysis of a substantive global topic, using valid reasoning and relevant and sufficient evidence.
C. Assessment of Learning. Publication
12. MLA Formatted 1000+ word essay. Students will submit to turnitin.com and share “final” draft with an international audience via facebook, blog or email.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)
Week One: [See 1, 2, 3, 4 above] Students will first gain basic knowledge of cause and effect chain of events. Students will use graphic organizers to aid in understanding and essay organization. http://www.eslflow.com/Cause-effect-essay-graphic-organizer.html Students will browse online, discuss with peers and use databases to determine a topic of interest. Students will keep a metacognitive learning log while exploring topics and throughout the unit. *Schedule lab time for 4th and 5th days.
Needed: Graphic organizer, vocabulary exercises, video on global topic (South Korea’s lengthy school day), international article on same topic, prompt for essay, instructions for learning log
Week Two: [See 5, 6, 7, 8 above] Students will research, including global sources and one source translated from a language that is not English. Students will create notecards while researching. Students will begin to compose the essay with instruction regarding the structure of a cause/effect essay. Students will continue learning log. Students will contact an international pen-pal. A pen-pal can be found on facebook by searching for people in a specific country. There are also many sites specifically for international pen-pals: interpals.net, e-palworld, studentsoftheworld.info and globalfriends. For students who are not allowed to independently find a pen-pal, I will contact my ILEP teacher friends and use them as a conduit to international students. *Schedule lab time or laptop carts for 4 days
Week Three: Students will finish composing their first drafts of the essay. Students will peer review the essay with another student in class and will send the essays to their international pen-pals for feedback. Peer reviews will take place electronically on computers or smart phones. *Schedule laptop carts. Students will revise their essays.
Week Four: Students will participate in a final peer review of the essays and post their essays on an international exchange. Students will revise essay before submitting to turnitin.com on Saturday night.
Notes: Students will be able to re-write their essays for a higher grade after the instructor grades it, supporting the writing process.
TGC FELLOWS UBD Lesson
Lesson Title: Cause and Effect Continuum: Staying at school.
Subject: Understanding the Causal Continuum
Unit: Causal Essay on an Issue of Global Importance
Prepared by: Joann Martin
Materials Needed: Articles regarding lengthy school day in South Korea, Continuum graphic organizer, video and video projection
Global Competency: International Awareness, Investigating the World, Communicate Ideas
Where is the lesson going?
(Learning Target or SWBAT)
The Student will be able to….
T1 – Analyze an information source for causal evidence.
T2 – Listen and speak in small groups using academic language
T3 – Analyze an international news article.
T4 – Evaluate cause effect continuum.
Hook: Students will be asked to predict and answer the number of hours that South Korean students attend school each day. Students will pair and use smart phones to research the answer.
Tailored Differentiation:
Students will watch a video on the lengthy school day in South Korea, taking Cornell Notes. Students will be asked to gather facts from the video, including causes and effects of the policy. Important questions to ask during this activity are “why?” and “how?”
-Students will be working in small heterogeneous groups, receiving support with vocabulary and chain of events from peers.
-Students with differing abilities will take notes according to their ability level.
EXTENSION – Students will choose a global issue that is meaningful to them to research.
Equip:
In small groups, students will read an international article that explains the lengthy school day in South Korea. Students will mark the text when they find what they feel is a cause or effect.
In the same groups, students will fill out the causal continuum graphic organizer. Important questions to ask during this activity are “why?” and “how?”
Rethink and revise:
The small groups will jigsaw and share their results, sharing differing perspectives. They will modify their results on the graphic organizer as they rethink and revise.
Evaluate:
As a whole class, we will fill in the graphic organizer and discuss causes and effects. We will also discuss erroneous cause/effect relationships. (This may need to take place the next day, due to time constraints.)
Assessment
-Notes
- Graphic Organizer
-Observation of group work
Notes:
Organization:
Independent research with smart phones: 6 minutes
Video and notes: 7 minutes
Article and notes: 20 minutes
Venn Diagram: 10 minutes
Jigsaw: 10 minutes
Adapted from Understanding by Design Model