Personal Skills: I Can.../ I Have To...
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Personal Skills: I Can.../ I Have To...

Grade 2Foreign Language3 days
In this project, 2nd-grade students explore their personal skills, abilities, and responsibilities using 'can,' 'cannot,' and 'I have to' to communicate effectively. They create a personal skills word bank with visuals, construct sentences to express their abilities and responsibilities, and collaborate in groups to prepare and present a 'Skills Showcase' presentation. This project enhances their vocabulary, grammar, and communication skills related to personal skills and responsibilities. The project culminates in a group presentation showcasing their understanding and application of these concepts.
Personal SkillsAbilitiesResponsibilitiesI CanI CannotI Have ToCommunication
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we describe our personal skills, abilities, and responsibilities using 'can,' 'cannot,' 'I can,' and 'I have to' to communicate effectively with others?

Essential Questions

Supporting questions that break down major concepts.
  • What are the different personal skills?
  • How do we use 'can' and 'cannot' to describe our personal skills?
  • How do we use the sentence pattern 'I can...' to describe our abilities?
  • How do we use the sentence pattern 'I have to...' to describe our responsibilities?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to define and identify various personal skills.
  • Students will be able to use 'can' and 'cannot' to describe their abilities and inabilities related to personal skills.
  • Students will be able to construct sentences using the pattern 'I can...' to express their abilities.
  • Students will be able to construct sentences using the pattern 'I have to...' to express their responsibilities.
  • Students will be able to communicate effectively with others about their personal skills, abilities, and responsibilities.
  • Students will be able to apply vocabulary related to personal skills in context.
  • Students will be able to demonstrate correct grammar when using 'can' and 'cannot' in sentences.
  • Students will be able to engage in a project-based learning experience to enhance their understanding and application of personal skills vocabulary and grammar concepts related to abilities and responsibilities.
  • Students will be able to collaborate with peers to create a presentation.

Entry Events

Events that will be used to introduce the project to students

The Mystery Box of Skills

A mysterious box arrives in the classroom filled with items representing different personal skills (e.g., a jump rope for athletic ability, a book for reading skills). Students must work together to guess what each item represents and discuss what skills they think they 'can' and 'cannot' do, sparking curiosity and setting the stage for exploring personal skills.
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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

My Personal Skills Word Bank

Students create a personal skills word bank with visuals. This activity introduces key vocabulary and helps students understand what the words mean.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm a list of personal skills (e.g., reading, writing, drawing, running, singing).
2. Write each skill on a separate index card or paper.
3. Draw a picture representing each skill.
4. Write a simple definition for each skill.

Final Product

What students will submit as the final product of the activityA visual word bank of personal skills with definitions and illustrations.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to define and identify various personal skills. Students will be able to use 'can' and 'cannot' to describe their abilities and inabilities related to personal skills. Students will be able to apply vocabulary related to personal skills in context.
Activity 2

I Can, I Cannot: My Abilities

Students create sentences about what they can and cannot do using the personal skills from the word bank. This reinforces grammar and sentence structure.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose 5 skills from your personal skills word bank.
2. Write a sentence for each skill using 'I can...' or 'I cannot...' to describe your ability.
3. Check your sentences for correct grammar (can/cannot usage).
4. Illustrate each sentence with a simple drawing.

Final Product

What students will submit as the final product of the activityA series of sentences using 'I can' and 'I cannot' with personal skill vocabulary.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to use 'can' and 'cannot' to describe their abilities and inabilities related to personal skills. Students will be able to construct sentences using the pattern 'I can...' to express their abilities. Students will be able to demonstrate correct grammar when using 'can' and 'cannot' in sentences.
Activity 3

My Responsibilities: I Have To...

Students discuss responsibilities and create sentences using 'I have to...' This introduces the concept of responsibilities and how to express them.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm a list of responsibilities you have at home or at school (e.g., clean my room, do homework, help with chores).
2. Choose 3 responsibilities from your list.
3. Write a sentence for each responsibility using 'I have to...'
4. Draw a picture representing each responsibility.

Final Product

What students will submit as the final product of the activityA list of responsibilities expressed in 'I have to...' sentences, with illustrations.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to construct sentences using the pattern 'I have to...' to express their responsibilities. Students will be able to communicate effectively with others about their personal skills, abilities, and responsibilities. Students will be able to collaborate with peers to create a presentation.
Activity 4

Skills Showcase: Presenting Our Abilities and Responsibilities

Students prepare and present a short presentation about their personal skills and responsibilities, using the sentences they created. This combines all learned skills into a final presentation.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide into small groups.
2. Each student shares their 'I can,' 'I cannot,' and 'I have to' sentences with the group.
3. As a group, choose the most interesting skills and responsibilities to present.
4. Create a short presentation (e.g., a skit, a poster presentation) to showcase these skills and responsibilities.
5. Practice your presentation.
6. Present to the class.

Final Product

What students will submit as the final product of the activityA group presentation showcasing personal skills, abilities, and responsibilities using 'I can,' 'I cannot,' and 'I have to.'

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to communicate effectively with others about their personal skills, abilities, and responsibilities. Students will be able to engage in a project-based learning experience to enhance their understanding and application of personal skills vocabulary and grammar concepts related to abilities and responsibilities. Students will be able to collaborate with peers to create a presentation.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Personal Skills and Responsibilities Rubric

Category 1

Skills Word Bank

Focuses on the accuracy and depth of understanding of personal skills vocabulary, as demonstrated through definitions and visuals.
Criterion 1

Vocabulary and Visuals

Accuracy of personal skill definitions and relevance of chosen illustrations.

Exemplary
4 Points

Definitions are accurate, comprehensive, and demonstrate a sophisticated understanding of personal skills. Illustrations are highly relevant and enhance understanding.

Proficient
3 Points

Definitions are mostly accurate and show a good understanding of personal skills. Illustrations are relevant and support understanding.

Developing
2 Points

Definitions show emerging understanding but may contain some inaccuracies. Illustrations are loosely related to the skills.

Beginning
1 Points

Definitions are vague, inaccurate, or missing. Illustrations are not relevant or are absent.

Category 2

Expressing Abilities

Assesses the student's ability to use 'can' and 'cannot' correctly in sentences to describe their abilities.
Criterion 1

Grammar and Clarity

Correct usage of 'can' and 'cannot,' grammatical accuracy, and clarity in expressing abilities.

Exemplary
4 Points

Sentences demonstrate sophisticated and accurate use of 'can' and 'cannot' with no grammatical errors. Expresses abilities with exceptional clarity and detail.

Proficient
3 Points

Sentences demonstrate accurate use of 'can' and 'cannot' with minimal grammatical errors. Expresses abilities clearly.

Developing
2 Points

Sentences show emerging understanding of 'can' and 'cannot' but contain some grammatical errors. Expresses abilities with limited clarity.

Beginning
1 Points

Sentences demonstrate difficulty using 'can' and 'cannot' with frequent grammatical errors. Struggles to express abilities clearly.

Category 3

Expressing Responsibilities

Focuses on the student's ability to articulate their responsibilities using the 'I have to...' sentence structure.
Criterion 1

Responsibility Expression

Clarity and accuracy in expressing responsibilities using 'I have to...' and relevance of illustrations.

Exemplary
4 Points

Sentences accurately and thoroughly express responsibilities with sophisticated detail. Illustrations are highly relevant and enhance understanding.

Proficient
3 Points

Sentences accurately express responsibilities with clear and relevant details. Illustrations are relevant and support understanding.

Developing
2 Points

Sentences show emerging understanding of expressing responsibilities but may lack detail. Illustrations are loosely related.

Beginning
1 Points

Sentences demonstrate difficulty expressing responsibilities and lack clarity. Illustrations are not relevant or are missing.

Category 4

Skills Showcase

Evaluates the student's ability to communicate effectively and collaborate with peers in a presentation setting.
Criterion 1

Presentation and Collaboration

Effectiveness of communication, creativity in presentation, and collaboration within the group.

Exemplary
4 Points

Presentation is exceptionally clear, engaging, and creative. Demonstrates outstanding collaboration and leadership within the group.

Proficient
3 Points

Presentation is clear, engaging, and shows good creativity. Demonstrates effective collaboration within the group.

Developing
2 Points

Presentation is somewhat clear and engaging but may lack creativity. Shows basic participation in group collaboration.

Beginning
1 Points

Presentation lacks clarity and engagement. Demonstrates minimal participation or collaboration within the group.

Reflection Prompts

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

What was the most interesting thing you learned about your own skills and responsibilities during this project?

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Question 2

How well do you think you worked with your group during the Skills Showcase presentation?

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Question 3

What is one thing you could have done differently to improve your presentation?

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Question 4

Which new personal skill did you enjoy learning about the most?

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Question 5

How confident do you feel using 'I can,' 'I cannot,' and 'I have to' to talk about your skills and responsibilities?

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