Created byPhillip Charles Alcock
12 views0 downloads
📝
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we effectively communicate our opinions on pressing local issues to inspire change in our community?Essential Questions
Supporting questions that break down major concepts.- What local issues are affecting our community, and why are they important to address?
- How can writing opinion pieces influence change in our community?
- What are the key components of an effective opinion piece?
- How do personal experiences and perspectives shape our opinions on local issues?
- How can we research and gather evidence to support our opinions effectively?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will identify and articulate local issues affecting their community.
- Students will research and collect evidence to support their opinions.
- Students will write persuasive opinion pieces that communicate their viewpoints effectively.
Common Core Standards
W.5.1
Primary
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.Reason: Directly aligns with the project focus on writing opinion pieces about local issues.
Entry Events
Events that will be used to introduce the project to studentsCommunity Impact Day
Kick-off the project with an event where students can both contribute to and learn about different local issues. Various booths show videos, testimonials, and engaging displays that represent community challenges, including environmental concerns, public safety, and education. The students will be asked to pick a booth and begin their research for their opinion pieces.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Opinion Statement Builder
Students will craft a clear, structured opinion statement on a local issue they are passionate about. This activity encourages critical thinking and personal expression while laying the foundation for persuasive writing.Steps
Here is some basic scaffolding to help students complete the activity.1. Select a local issue that concerns you (e.g., littering, public transportation, school lunch quality). Research what people are saying about it.
2. Use sentence frames to help construct your opinion statement, starting with 'I believe that...' or 'In my opinion...'. Include your stance on the issue.
3. Support your opinion with three compelling reasons. For each reason, think of examples or personal experiences that relate to your point of view.
Final Product
What students will submit as the final product of the activityA well-structured paragraph containing an introductory sentence stating the opinion and supporting points.Alignment
How this activity aligns with the learning objectives & standardsCovers CCSS.ELA-Literacy.W.5.1.a (Introduce a topic and state an opinion).Activity 2
Evidence Collection Detective
In this activity, students will gather facts and evidence to support their opinion. This critical research process will teach them how to find credible sources and organize their evidence effectively.Steps
Here is some basic scaffolding to help students complete the activity.1. Research two credible sources (books, articles, interviews) that provide information supporting your opinion. Look for facts, statistics, or quotes.
2. Create a graphic organizer to display your findings. Include a section for citing your sources properly (Author, Title, URL, etc.).
3. Write a short explanation for each piece of evidence showing how it supports your opinion.
Final Product
What students will submit as the final product of the activityAn evidence portfolio with organized facts, statistics, and cited sources that support the opinion statement.Alignment
How this activity aligns with the learning objectives & standardsCovers CCSS.ELA-Literacy.W.5.1.b (Provide reasons supported by facts and details).Activity 3
Persuasive Paragraph Wrangle
Students will now combine their opinion statement and evidence into a persuasive paragraph. This activity further develops their writing skills as they structure their argument coherently.Steps
Here is some basic scaffolding to help students complete the activity.1. Using your opinion statement and the evidence collected, outline the structure of your persuasive paragraph: introduction, evidence, and conclusion.
2. Begin writing your paragraph by clearly introducing your opinion, then integrating your evidence into the body.
3. Conclude your paragraph by summarizing your main points and reaffirming your opinion.
Final Product
What students will submit as the final product of the activityA polished persuasive paragraph ready for sharing, which incorporates the opinion and supporting evidence effectively.Alignment
How this activity aligns with the learning objectives & standardsCovers CCSS.ELA-Literacy.W.5.1.c (Link opinion and reasons using words, phrases, and clauses).Activity 4
Community Opinion Presentation
In this culminating activity, students will share their persuasive paragraphs with the class, practicing their oral communication skills while advocating for their chosen issue.Steps
Here is some basic scaffolding to help students complete the activity.1. Prepare a brief presentation (2-3 minutes) of your persuasive paragraph. Focus on clear articulation of your opinion and the reasons behind it.
2. Practice delivering your presentation to peers, ensuring you maintain eye contact and engage with your audience.
3. Present your opinion and evidence to the class, and invite questions or feedback from your classmates.
Final Product
What students will submit as the final product of the activityA verbal presentation of the persuasive paragraph, showcasing the student's ability to articulate and defend their position on the community issue.Alignment
How this activity aligns with the learning objectives & standardsCovers CCSS.ELA-Literacy.SL.5.4 (Report on a topic or text, and present an opinion, sequencing ideas logically).Activity 5
Community Change Action Plan
Inspired by their work, students will create an action plan to encourage positive change in their community based on their opinion piece. This will help synthesize their learning and promote civic engagement.Steps
Here is some basic scaffolding to help students complete the activity.1. Reflect on your persuasive paragraph. Think about concrete steps you or your community can take to address the issue you identified.
2. Draft an action plan outlining at least three specific, achievable actions that individuals or groups can take.
3. Design a simple presentation (posters, flyers, or digital formats) to communicate your action plan to the school or community.
Final Product
What students will submit as the final product of the activityA comprehensive action plan and a presentation that encourages community involvement and awareness about the chosen issue.Alignment
How this activity aligns with the learning objectives & standardsCovers CCSS.ELA-Literacy.W.5.1 (Write opinion pieces on topics or texts, supporting a point of view with reasons and information).🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioCommunity Change Opinion Piece Rubric
Category 1
Opinion Statement Development
Evaluates the student's ability to craft a clear and structured opinion statement on a local issue.Criterion 1
Opinion Articulation
Measures how well the opinion is stated and introduced within the paragraph.
Exemplary
4 PointsThe opinion is clearly and thoughtfully articulated, introducing the issue in an engaging manner.
Proficient
3 PointsThe opinion is clearly stated with a relevant introduction to the topic.
Developing
2 PointsThe opinion is stated but lacks clarity or relevance, with a basic introduction.
Beginning
1 PointsThe opinion is unclear or not explicitly stated, with an ineffective introduction.
Criterion 2
Reasoning and Support
Assesses the quality and relevance of the reasons provided in support of the opinion.
Exemplary
4 PointsThree compelling and well-supported reasons are used to back the opinion, showing deep critical thinking.
Proficient
3 PointsThree clear reasons are presented with appropriate examples or evidence.
Developing
2 PointsReasons are provided but are inconsistently supported with vague examples.
Beginning
1 PointsReasons are unclear or missing, with little to no support provided.
Category 2
Evidence Collection and Organization
Evaluates the student's ability to research and organize evidence supporting their opinion.Criterion 1
Evidence Gathering
Analyzes the ability to select credible sources and gather suitable evidence.
Exemplary
4 PointsSources are highly credible and diverse, with strong and relevant evidence gathered.
Proficient
3 PointsSources are credible and evidence is mostly relevant and well-selected.
Developing
2 PointsSources vary in credibility and some evidence is irrelevant or weak.
Beginning
1 PointsSources lack credibility and evidence is largely irrelevant or absent.
Criterion 2
Organization and Presentation of Evidence
Assesses organization and clarity in presenting the gathered evidence.
Exemplary
4 PointsEvidence is excellently organized with a clear and logical presentation structure.
Proficient
3 PointsEvidence is well-organized and presented logically.
Developing
2 PointsEvidence is somewhat organized but lacks coherence.
Beginning
1 PointsEvidence is disorganized, leading to confusion.
Category 3
Persuasive Writing and Integration
Assesses the overall coherence and persuasiveness of the student's written work, combining opinion and evidence.Criterion 1
Writing Coherence and Flow
Evaluates the smoothness and logical structure in writing.
Exemplary
4 PointsWriting flows smoothly, with excellent use of transitional phrases and logical sequence.
Proficient
3 PointsWriting has good flow with appropriate transitions and logic.
Developing
2 PointsWriting shows some flow but lacks consistent transition and logic.
Beginning
1 PointsWriting lacks flow and logical sequence, hindering understanding.
Criterion 2
Engagement and Persuasion
Assesses the effectiveness of the persuasive writing in engaging the reader and delivering a convincing argument.
Exemplary
4 PointsHighly persuasive and engaging, effectively convincing the reader of the perspective.
Proficient
3 PointsClearly persuasive and engaging, with a convincing narrative.
Developing
2 PointsSomewhat persuasive and engages partially, needing stronger support.
Beginning
1 PointsMinimally persuasive with limited engagement and support.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
How has understanding and writing about local issues through this project changed your perspective on your role in the community?
Text
Required
Question 2
How confident are you in your ability to express your opinions and support them with evidence after completing this project?
Scale
Required
Question 3
What was the most challenging part of researching and gathering evidence for your opinion piece?
Text
Optional
Question 4
Which skills do you feel you improved the most during this project?
Multiple choice
Optional
Options
Researching evidence
Writing persuasively
Organizing ideas
Presenting orally
Question 5
In what ways do you plan to use the knowledge and skills from this project in future endeavors?
Text
Required