Students will create statement booklets in their table groups. Each student will write a mini-biography on one of their group members. Each member will write a statement page - the statement page should include an opinion of the writer about anything (we are doing a freedom of speech ITU). This statement should be the student’s personal opinion and a reason behind the opinion. Students will be in charge of editing their group’s work, creating a front and back cover page, creating artwork for the inside of the book, creating a table of contents, and each student in the group must write at least one statement for the book.
- Objective of Activity: Students will work collaboratively with their peers to create a statement book. Students will be able to express themselves through the statement booklets.
- Standard & Anti-Bias Framework Domain and # - Identity #4 - Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people.
- Assessment – Students will be assessed individually as well as part of a group. Students will be assessed based on their contributions to the statement book as well as their personal opinion statement.
- Student Activity Description – Students will draft a statement on an opinion that they have. Then they will peer edit those statements, not for content but for writing. Students will then revise their statements. Once a revision has been made then students will address whatever portion of the “final product” work that they are in charge of.
- Variety of Content Levels - Students will be working in groups, therefore providing support for ELLs, SwSN, low, middle, and high level students. For the ELLs and SwSN, a printout of the directions will be given directly to them, so they may have something to reference back to. Rubrics will be given to all students so that expectations will be clear. Extra time will be granted for students with IEPs that require extra time.
- Vocabulary Development – The main vocabulary that we will have to teach is what a statement is. This will be done by giving a definition and then modeling for the students what a statement looks like. This insures that they have the academic understanding of the word and the applicable definition.
- Graphic Organizer – (something other than vocabulary) Please reference the "Part of a Paragraph" image at the top.
- Cooperative Learning Components - PIGS FaceS
1.) What are the mutual goals?
- Creating a statement book as a team.
Each student is responsible for their own statement and then different members of the group will be responsible for collecting materials, putting it together into one document, creating artwork to accompany the writing, and creating a table of content. All materials and resources will be provided in the class.
3.) What roles and responsibilities will you assign?
- Each student will be required to write a mini-biography on one team member, as well as a personal opinion statement for themselves. Each student will be assigned a role - editor, front/back cover, artwork for inside the book (there can be more than one artist), putting the book together.
- In order for the book to be complete, all roles must be filled and finished.
- The group will be assessed based on the completeness of the book as well as the connection to the rubric.
- Each student will be given a specific role. If one part of the book is missing, the student in charge of that portion will be docked points. Students will write a reflection containing a breakdown of each member’s contributions.
1.) How will roles be assigned?
- Students will be put in charge of assigning roles within their groups.
- Each student will be in charge of writing a reflection on their learning from the activity.
Each student will have an impact on the final product and will impact the final grade.
G - Group Processing - How will you guide meta-analysis of individual and group processing?
The teachers will observe how the students are working together and the overall dialogue that is happening in the class and shift attention when necessary.
Students will have to reflect halfway through the project on how well they think their group is working together and what could be changed if necessary.
3.) Goal Setting
Students will have deadlines that they need to reach and they will be helping create those deadlines.
S - Social Skills
1.) Trust Building Activity
Students will be building trust through the editing process. By peer editing in small groups students will be able to express themselves and their opinions without the fear of the whole class being privy to their opinions.
2.) Communication Activity
Writing is a fundamental method of communication. Through this activity students are communicating their ideas and opinions.
3.) Decision Making Strategies
Students will have to make decisions on what goes into the statement booklet, what the art will look like, and what order the statements are going to be in.
4.) Conflict Resolution
The students must have a consensus on how the booklet is going to be put together which will allow them to work through conflicts as they arise.
5.) Leadership Skills
Since students will be in charge of not only their portion but a role that helps bring the whole project together it is teaching them leadership skills.
- Identify How Leaders Are Assigned
Each student will be a leader of their own section of the project and they will have the choice of who wants to do what portion.
- How will Social Skills be Self-Assessed
Social Skills be will self-assessed through a rubric at the end which has them rate how much they thought they contributed to the groups efforts.
FACE - Face-to-Face Interaction
Students will be in groups of 4.
2.) Room Arrangement
The desks will either be already arranged into groups of 4 or the students will move them into this configuration once class starts.
3.) Group Seating
Groups will sit together in desk arrangements of 4.
S - Specific Task Students will be specifically asked to write a statement, reflect on the process, and put together a final culmination of their work.