TITLE OF LESSON:

Intro to Project

CURRICULUM AREA & GRADE LEVEL:

10th grade English DATE OF LESSON-

Day 2- 55 min.

 CA CONTENT STANDARD ADDRESSED

  • CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
  • CCSS.ELA-Literacy.W.11-12.7 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.
  • CCSS.ELA-Literacy.W.11-12.8 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.

CA ELD STANDARD(S) ADDRESSED

Primary:

Productive:

10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

BIG IDEA ADDRESSED

To get student to look at a business from a perspective other than the product they buy and how they can implement a similar practice in their own business.

ASSESSMENTS

  • Students will complete a statement of intent for their proposed business. This will be completed for homework and there will only need to be one statement per group.

INSTRUCTIONAL STRATEGIES

Anticipatory Set (“Into”)

Students will read “Ronald McDonald House celebrates 30 years,” an article explaining how businesses like McDonalds are creating socially positive contributions to society. Have students reflect on the article with different examples that they have seen that create a social justice.

http://www.burlingtonfreepress.com/article/20140222/LIVING07/302220021/Ronald-McDonald-House-celebrates-30-years

Guided practice

The teacher will help lead a discussion of what business can do to help and influence the 8 social locators.

Independent/ Group Practice.

Students will use the in-class laptops to research possible ways their business can positively contribute to the 8 social locators.

STUDENT ACTIVITIES

Students will participate in the quickwrite.

Students reflect on the article with different examples that they have seen that create a social justice.

Students will participate in an activity where they reflect on the 8 social locators and how businesses can impact them.

Students will use the in-class laptops to research possible ways their business can positively contribute to the 8 social locators.

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS—

Give cleare criteria on what is required from students during the assignment.

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS—

Allow students to choose design based on interests, dreams, and aspirations.

Make sure all students  are included. Students can choose their partner and if a student is not in a group, the teacher will choose a partner so that no student is  left out.

RESOURCES:

-Document Camera

-Projector

- Article Handout for Class

REFLECTION (Questions to consider after the lesson: What went well? Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? How will I deal with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson?  Why?)