Propose Solutions: Problem Solving with Causative Structures
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Propose Solutions: Problem Solving with Causative Structures

Adult EducationEnglishOther4 days
In this Project-Based Learning experience, adult education students develop their English language skills by creating well-structured proposals to solve personal or community problems. They learn to use the grammatical structures 'causative get and have' and 'need + passive infinitive' while focusing on writing clarity and coherence. Through activities such as problem analysis workshops, solution brainstorming, and implementation planning, students enhance their ability to communicate effectively, culminating in a community solution fair presentation. This project aligns with English language proficiency standards, aiming to improve both language use and problem-solving skills.
Problem SolvingCausative StructuresProposal WritingCommunity EngagementEnglish GrammarAdult EducationCommunication Skills
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we effectively propose solutions to personal or community problems by using 'causative get and have', and 'need + passive infinitive' while ensuring our proposals are well-structured and communicate clearly?

Essential Questions

Supporting questions that break down major concepts.
  • How can we utilize 'causative get and have' to propose effective solutions for personal or community issues?
  • In what ways can 'need + passive infinitive' be applied to suggest changes or solutions in everyday situations?
  • What are the key components of a convincing proposal that clearly addresses a problem and presents a solution?
  • How should a proposal be structured to ensure clarity and coherence in communicating the problem, solution, and implementation steps?
  • Why are coherent communication skills important in proposing solutions for personal and community problems?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Compose a well-structured proposal using 'causative get and have', and 'need + passive infinitive'.
  • Analyze and explain a problem in a personal or public context clearly.
  • Develop coherent solutions to problems with explicit benefits using structured language.
  • Implement appropriate language structures to propose actionable steps in solutions.
  • Enhance language skills by mastering specific grammatical structures in real-world applications.

Common Core Standards

W.11-12.1
Primary
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.Reason: Students will develop coherent proposals addressing substantive problems, supporting claims with clear reasoning and evidence.
W.11-12.4
Primary
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Reason: The project requires students to produce structured proposals with clear organization and coherent style.
L.11-12.1
Primary
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Reason: Students must appropriately use grammatical structures like 'causative get and have' and 'need + passive infinitive'.

TESOL Standards

ESL.5-8.L.1
Secondary
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Reason: Understanding nuances of language is crucial in choosing the right structure for proposals.

Entry Events

Events that will be used to introduce the project to students

Community Solution Fair

Host a class event where students are presented with various issues facing their local community, such as public transport inefficiencies or park maintenance challenges. Students collaborate in groups to use 'causative get and have' and 'need + passive infinitive' structures to draft proposals for solutions, which they then present in a community-style fair, encouraging creative communication and engagement with real-world problems.
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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

Problem Analysis Workshop

The purpose of this activity is for students to identify and analyze a problem from their community or personal context that they want to address. This forms the foundation of their proposal and ensures they understand the issue comprehensively before suggesting solutions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm potential issues in either a personal or community setting that could use improvement.
2. Select one issue to focus on for your proposal. Choose something you feel passionate about.
3. Research relevant background information and statistics about the problem to better understand its scope and impact.
4. Draft a clear and concise description of the problem, highlighting its key aspects and impact.

Final Product

What students will submit as the final product of the activityA detailed problem statement that outlines the issue's extent, impact, and importance.

Alignment

How this activity aligns with the learning objectives & standardsAligns with W.11-12.1 by helping students analyze substantive topics or texts and articulate them clearly.
Activity 2

Solution Brainstorming & Structure Workshop

In this activity, students brainstorm possible solutions to the problem they previously identified and learn to structure their proposal using 'causative get and have', and 'need + passive infinitive'.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review the problem statement to ensure complete understanding.
2. Brainstorm and list potential solutions, considering how 'causative get and have', and 'need + passive infinitive' structures can be applied.
3. Choose the most feasible solution(s) that makes sense linguistically and contextually.
4. Draft a structured proposal section that explains the chosen solution and its benefits.

Final Product

What students will submit as the final product of the activityA structured solution section of the proposal that includes innovative ideas presented with correct grammatical usage.

Alignment

How this activity aligns with the learning objectives & standardsAddresses W.11-12.4 by focusing on clear, coherent writing and organizes solutions well using grammatical structures from L.11-12.1.
Activity 3

Implementation Plan Lab

Students will devise a realistic plan for implementing their proposed solution, articulating the necessary steps and resources.

Steps

Here is some basic scaffolding to help students complete the activity.
1. List the practical steps needed to implement the chosen solution.
2. Identify the resources (time, money, people) necessary for each step.
3. Use 'causative get and have', and 'need + passive infinitive' to describe how the solution will be enacted.
4. Draft the implementation section of your proposal, ensuring it clearly outlines these steps and uses appropriate structures.

Final Product

What students will submit as the final product of the activityA comprehensive implementation plan section that supports the solution's feasibility in achieving desired outcomes.

Alignment

How this activity aligns with the learning objectives & standardsSupports W.11-12.1 and W.11-12.4 by ensuring students produce coherent, well-organized writing and capitalize on proper grammatical use per L.11-12.1.
Activity 4

Proposal Showcase & Feedback Session

This final activity involves students presenting their complete proposal to peers and receiving constructive feedback, allowing them to refine their arguments and written communication.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Combine your problem analysis, solution, and implementation plan into a cohesive proposal document.
2. Prepare a brief presentation summarizing your proposal to the class.
3. Present your proposal to peers in a simulated Community Solution Fair setting.
4. Receive feedback from peers and instructors on structure, clarity, and language usage.

Final Product

What students will submit as the final product of the activityA refined and complete proposal document, effectively communicating solutions and open to further revisions based on feedback.

Alignment

How this activity aligns with the learning objectives & standardsThis activity supports CCSS.ELA-Literacy.W.11-12.1 and W.11-12.4 through practice in writing arguments and incorporating peer feedback to produce clear, coherent writing.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Coherent Proposal Writing Rubric

Category 1

Problem Analysis

Assesses the ability to clearly define and analyze a problem within a personal or community context, providing comprehensive insight into its impact and importance.
Criterion 1

Problem Identification

Identifies and clearly articulates a relevant problem including context, causes, and impact.

Exemplary
4 Points

The problem is thoroughly identified with rich context and details, showing a sophisticated understanding of its causes and impact.

Proficient
3 Points

The problem is clearly identified with sufficient details about its causes and impact.

Developing
2 Points

The problem is identified but lacks depth in explaining causes and impact.

Beginning
1 Points

Struggles to identify the problem clearly, with minimal context and impact description.

Criterion 2

Research Completeness

Includes research results that reinforce problem understanding, citing relevant data and statistics as appropriate.

Exemplary
4 Points

Extensive research is evident with highly relevant data and statistics that enrich problem understanding.

Proficient
3 Points

Adequate research with relevant data and statistics that support problem understanding are included.

Developing
2 Points

Some research evident, but data and statistics are insufficient or marginally relevant.

Beginning
1 Points

Minimal evidence of research, with few or irrelevant data or statistics.

Category 2

Solution Development

Evaluates the proposed solution's feasibility, creativity, and alignment with grammatical structures ('causative get and have', 'need + passive infinitive').
Criterion 1

Solution Feasibility

Presents a plausible and logical solution to the identified problem.

Exemplary
4 Points

Solution is highly feasible with clear, strategic logic and well-developed plans.

Proficient
3 Points

Solution is feasible, with logical flow and adequate planning.

Developing
2 Points

Solution is partially feasible lacking detailed planning and clear logic.

Beginning
1 Points

Solution lacks feasibility and cohesive planning.

Criterion 2

Use of Language Structures

Correctly applies 'causative get and have', and 'need + passive infinitive' in the proposal.

Exemplary
4 Points

Grammatical structures are used with precision and creativity, greatly enhancing the proposal.

Proficient
3 Points

Grammatical structures are correctly applied and effectively integrated into the proposal.

Developing
2 Points

Inconsistent or partially correct application of grammatical structures, affecting clarity.

Beginning
1 Points

Minimal correct usage of grammatical structures, hindering communication.

Category 3

Implementation Planning

Assesses the clarity and organization of the implementation plan detailing necessary steps and resources required.
Criterion 1

Clarity of Steps

Distills clear and logical steps needed to execute the proposed solution.

Exemplary
4 Points

Steps for implementation are exceptionally clear, logical, and well-organized, facilitating understanding.

Proficient
3 Points

Steps are clear and logical, contributing to an organized implementation plan.

Developing
2 Points

Steps are present but lack clarity and may appear disorganized.

Beginning
1 Points

Steps are unclear and poorly organized, hindering plan effectiveness.

Criterion 2

Resource Identification

Correctly identifies all resources (time, people, money) necessary for implementation.

Exemplary
4 Points

All necessary resources are identified with precision and creative utilization suggestions.

Proficient
3 Points

Resources are appropriately identified and aligned with implementation needs.

Developing
2 Points

Some resources identified, but with gaps or misalignment present.

Beginning
1 Points

Resources are either not listed or inappropriately identified.

Category 4

Overall Proposal Coherence

Evaluates the proposal as a cohesive document integrating the problem, solution, and implementation effectively.
Criterion 1

Document Integration

Ensures all sections of the proposal work together seamlessly and logically.

Exemplary
4 Points

Sections are integrated seamlessly, creating a highly coherent proposal.

Proficient
3 Points

Proposal sections are well-integrated, creating a coherent document.

Developing
2 Points

Sections are somewhat integrated but may lack smooth transitions.

Beginning
1 Points

Sections are poorly integrated leading to a fragmented document.

Criterion 2

Peer Feedback Incorporation

Effectively uses peer and instructor feedback to make meaningful revisions to the proposal.

Exemplary
4 Points

Feedback is applied innovatively, enhancing the proposal significantly.

Proficient
3 Points

Feedback is applied to improve the clarity and coherence of the proposal.

Developing
2 Points

Some feedback used, but revisions are minimal or surface-level.

Beginning
1 Points

Little to no feedback incorporated into the final proposal.

Reflection Prompts

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

What did you find most challenging about using 'causative get and have' and 'need + passive infinitive' in your proposal?

Text
Required
Question 2

On a scale of 1 to 5, how confident are you in your ability to structure a coherent proposal?

Scale
Required
Question 3

Which aspect of the project do you believe improved your language skills the most?

Multiple choice
Required
Options
Problem Analysis Workshop
Solution Brainstorming & Structure Workshop
Implementation Plan Lab
Proposal Showcase & Feedback Session
Question 4

How has engaging in this project changed your perspective on proposing solutions to real-world problems?

Text
Optional
Question 5

On a scale of 1 to 5, how useful did you find peer feedback during the Proposal Showcase & Feedback Session?

Scale
Required