Project Template - 5 Points Name Becca Pawley Date 7/10/14 Project Title We the 6th Grade People... Grade Level/Subject Area(s) 6th Grade Purpose To take a stance, research and prepare, and debate efficiently with fact based opinions. CCLS/ISTE Standards CCLS SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCLS SL.6.3 Delineate a speakers argument and specific claims that are supported by reasons and evidence from claims that are not. CCLS SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. CCLS W.6.1 Write arguments to support claims with clear reasons and relevant information. ISTE Standard 4: Critical thinking, problem solving, and decision making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions Desired Outcome - Knowledge Students will understand opinions that are the same and that are different than their own and will use researched facts to prove their opinions. Desired Outcome - Skills Students will use technology to research facts to support their opinions and then use these facts to develop a strong argument. Students will then use argument skills to participate in a debate supporting their opinion and constructively discussing opposing opinions. Essential Question(s) How much input should government have in the lives of citizens? How can we compare school administration to government? Is a dress code for school infringing the rights of students, or within the rights of school officials?
Project Plan - 5 Points Phase 1: Activity(ies) to set the stage for the project We will have spent some time researching and discussing, as a class, court cases and trials and debates that deal with governments interfering with the personal lives of citizens and weighing the pros and cons. Phase 2: Activity(ies) that engage students in learning (including field trips, other explorations, visiting experts, etc.) 1. Students will take a stance - either in favor of a school regulated dress code or opposed to it. 2. With students that share their opinions - groups will conduct research on rights of people and/or rights of government, trials/debates/cases that support their argument, they may interview school administration or other relevant figures in the community. 3. Students will work together to come up with their opening statement using media. They will also prepare points they would like to share Phase 3: Activity(ies) in which students share their knowledge in a culminating event, as well as reflect on the project and their learnings We will hold a class debate with two opposing sides. I will be the facilitator and ask guiding questions throughout. Students will first present their opening statement using media of their choice as a team. Once each team has presented we will begin the debate. Students will use their research, facts, and opinions to present their argument.
Project Schedule - 5 Points Include a calendar overview of the sequence of lessons Time Frame Objective Task 40 minutes per day for 5 days Students will gather relevant facts and research supporting their stance Work together to gather facts, write out your argument and points to be in preparation for debate. Students will create an opening statement presentation using media of their choice. shared during the debate, create your opening statement presentation. 60 minutes Students will present their opinion as a team with facts and effectively discuss and counter opposing ideas. Present opening statements, engage in discussion with opposing side, answer guiding questions using previously gathered research and thoughts.
Monitoring/Assessing the Project - 5 Points Benchmarks/Formative Assessments Students will have a checklist of tasks that need to be completed as well as space to fill in notes about what was accomplished that day. I will check in with each team daily to monitor and guide progress. Assessing the Project The debate presentation will be rubric scored. Students will also individually write a 1 page reflection about their feelings on government involvement in the lives of citizens and if the opposing side offered any information that changed his or her thinking. Evaluating the Experience Self-reflection to be included with 1 page reflection.