Community Clean-Up: 'Need + Passive Infinitive' Practice
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Community Clean-Up: 'Need + Passive Infinitive' Practice

Adult EducationEnglish2 days
The 'Community Clean-Up: Need + Passive Infinitive Practice' project is designed for adult education English learners to develop language proficiency through a civic-focused initiative. Students identify community clean-up issues and formulate proposals using English language structures like 'need + passive infinitive' and 'causative get and have'. The project emphasizes improving communication skills and applying them to create structured, grammatically accurate proposals for a community cleanup campaign. Through group activities, peer reviews, and presentations, learners cultivate collaboration and enhance their abilities to contribute to real-life community betterment efforts.
English LanguageCommunity Clean-UpNeed + Passive InfinitiveCausative StructuresAdult EducationCollaborative Learning
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we identify critical clean-up issues in our community and create effective proposals using 'need + passive infinitive' and 'causative get and have' structures, to plan and execute a successful town clean-up campaign?

Essential Questions

Supporting questions that break down major concepts.
  • What are the key issues in our community that require a clean-up, and how can we effectively plan this initiative using English as a tool for communication?
  • How can we formulate proposals for a community clean-up campaign using structures like 'need + passive infinitive' and 'causative get and have'?
  • In what ways can improving language skills help us contribute to community betterment projects, such as a town clean-up?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will identify and analyze key clean-up issues within their community using standard English language communication skills.
  • Students will apply the 'need + passive infinitive' and 'causative get and have' structures to formulate effective proposals for community clean-up campaigns.
  • Students will develop English language proficiency through the creation and presentation of proposals, demonstrating improved language mechanics and usage.
  • Students will enhance their ability to collaboratively plan and execute community improvement projects using English as a medium of communication.

Common European Framework of Reference for Languages (CEFR)

B1.1
Primary
Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc.Reason: This standard is aligned because the project requires students to identify community issues and create proposals using English language structures, which aligns with understanding and communicating familiar topics.
B1.2
Primary
Can produce simple connected text on topics that are familiar or of personal interest.Reason: The project involves creating text for proposals, which requires producing connected text on the familiar topic of a town clean-up.

Common Core Standards

L1.2
Secondary
Demonstrate command of the conventions of standard English spelling when writing.Reason: Students will need to write proposals using proper English spelling and grammar.
L2.3
Primary
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.Reason: Students will use language structures like 'need + passive infinitive' and 'causative get and have' to develop proposals, applying their understanding of how these structures function in context.

Entry Events

Events that will be used to introduce the project to students

Breaking News: The Town's Clean-Up Challenge

The local news station has announced an urgent town-wide clean-up competition. Each student group is tasked to create a compelling proposal using 'causative get and have' and 'need + passive infinitive' structures to win a grant for implementing their plans. This taps into students' desire to innovate and make a tangible community impact, fostering diverse inquiry paths.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Community Problem Detectives

In this activity, students will engage in identifying and analyzing various clean-up issues present in their community. They will work in groups to discuss and list out these challenges, using simple English language structures to ensure clarity and precision.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide students into groups and have them brainstorm possible clean-up issues in their local community.
2. Each group selects one issue they want to focus on.
3. Students analyze the selected issue and prepare a brief description using correct English language structures.

Final Product

What students will submit as the final product of the activityA written description of identified community clean-up issues, ready for further proposal development.

Alignment

How this activity aligns with the learning objectives & standardsAligns with B1.1 as students identify community issues and describe them using familiar English structures.
Activity 2

Proposal Structure Mapping

Students learn to use 'need + passive infinitive' and 'causative get and have' structures by experimenting with creating sentences related to their identified issues. This activity introduces these structures in context, helping students map out their proposal plans effectively.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce 'need + passive infinitive' and 'causative get and have' structures with examples.
2. Students create sample sentences using these structures relevant to their chosen clean-up issues.
3. Each group presents their sentences to ensure understanding and correct usage.

Final Product

What students will submit as the final product of the activityA set of sentences using key language structures, forming the foundation of their proposal content.

Alignment

How this activity aligns with the learning objectives & standardsCovers L2.3 by applying language structures in context, ensuring students understand and can use them effectively.
Activity 3

Drafting the Clean-Up Proposal

Students draft their community clean-up proposal, incorporating the refined sentences from the previous activity. The draft focuses on clearly outlining the identified issue, a proposed solution, and the expected community impact.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Discuss the elements of a strong proposal and provide a template for students to follow.
2. Using their sentences from the previous activity, students begin drafting their proposals.
3. Groups exchange drafts for peer review, focusing on clarity, grammar, and language usage.

Final Product

What students will submit as the final product of the activityA well-structured draft of a community clean-up proposal, ready for feedback and refinement.

Alignment

How this activity aligns with the learning objectives & standardsAligns with B1.2 as students produce connected text on a familiar community topic. Also aligns with L1.2 for spelling and grammatical accuracy.
Activity 4

Polishing and Presenting Proposals

In this final activity, students refine their draft proposals based on peer feedback and prepare to present them as a compelling argument for their clean-up campaign.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students incorporate peer review feedback into their drafts, focusing on improving language mechanics and flow.
2. Each group creates presentation materials, such as slides or posters, to aid their proposal presentation.
3. Groups conduct a practice presentation to boost confidence and refine delivery before the final presentation.

Final Product

What students will submit as the final product of the activityA polished and presented community clean-up proposal, demonstrating enhanced language proficiency and communication skills.

Alignment

How this activity aligns with the learning objectives & standardsMeets L2.3 by enabling students to apply language understanding effectively. Also aligns with B1.2 and L1.2 as students present connected text with proper language mechanics.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Community Clean-Up Proposal Rubric

Category 1

Content Understanding and Relevance

Assesses the student's ability to identify relevant community issues and apply learned language structures to develop a clear and focused proposal content.
Criterion 1

Issue Identification

Measures the ability to identify and describe a relevant community clean-up issue using appropriate language structures.

Exemplary
4 Points

Identifies a highly relevant community issue with comprehensive description using precise language structures.

Proficient
3 Points

Identifies a relevant community issue with a clear description using appropriate language structures.

Developing
2 Points

Identifies a community issue with a basic description using partially appropriate language structures.

Beginning
1 Points

Identifies a vague community issue with minimal or incorrect use of language structures.

Criterion 2

Use of Language Structures

Evaluates the correct and effective use of 'need + passive infinitive' and 'causative get and have' in proposal content.

Exemplary
4 Points

Utilizes language structures flawlessly and innovatively within context, enhancing proposal quality.

Proficient
3 Points

Uses language structures correctly and appropriately within context.

Developing
2 Points

Attempts to use language structures with inconsistent accuracy and relevance.

Beginning
1 Points

Struggles with language structures, showing minimal understanding and incorrect usage.

Category 2

Drafting and Organization

Focuses on the clarity, cohesion, and logical flow of the proposal draft, including language mechanics.
Criterion 1

Proposal Structure

Assesses the proposal's organization, clarity, and completeness following the given template.

Exemplary
4 Points

Presents a highly organized and coherent proposal draft with exceptional clarity and depth.

Proficient
3 Points

Presents a well-organized proposal draft with clear and logical flow.

Developing
2 Points

Draft displays basic organization with some issues in clarity and logical flow.

Beginning
1 Points

Draft lacks organization and clarity, with disjointed structure.

Criterion 2

Grammar and Spelling Accuracy

Evaluates the accuracy of grammar and spelling throughout the proposal content.

Exemplary
4 Points

Exhibits flawless grammar and spelling, enhancing overall readability.

Proficient
3 Points

Maintains overall correct grammar and spelling with minor errors.

Developing
2 Points

Contains noticeable grammar and spelling errors, affecting clarity.

Beginning
1 Points

Frequent grammar and spelling errors, significantly hindering clarity.

Category 3

Presentation and Delivery

Assesses the preparation and delivery of the community clean-up proposal presentation.
Criterion 1

Presentation Skills

Evaluates the effectiveness of proposal delivery, including communication skills and use of presentation aids.

Exemplary
4 Points

Delivers an engaging, clear presentation with strong communication skills and well-integrated aids.

Proficient
3 Points

Provides a clear, organized presentation with effective communication and relevant aids.

Developing
2 Points

Presentation is understandable but lacks engagement and effective use of aids.

Beginning
1 Points

Presentation is unclear with minimal communication skills and ineffective use of aids.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How did participating in the Community Clean-Up Campaign project enhance your understanding and ability to use 'need + passive infinitive' and 'causative get and have' structures in English?

Text
Required
Question 2

How confident do you feel using 'need + passive infinitive' and 'causative get and have' structures after this project?

Scale
Required
Question 3

Which part of the Community Clean-Up Campaign project did you find most challenging?

Multiple choice
Required
Options
Brainstorming issues
Structure mapping
Drafting the proposal
Peer review
Presentation preparation
Question 4

In what ways do you think your participation in this project can contribute to real-life community improvement?

Text
Optional
Question 5

Do you feel the activities in this project helped in achieving the learning goals?

Scale
Optional