Robers LPs

8/13/2019 Robers LPs

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Name: Caroline Roberts

Date Submitted: 12.14.13 (to LeCompte) Date Taught: October 15, 2013

Subject: Connecting Content---Service Learning Title: Issues---What it is or isnt?

TEKS/Content Standards:

5.24 --- Social studies skills. The student applies critical---thinking skills to organize and use information acquired from avariety of valid sources, including electronic technology. The student is expected to:

D--- identify different points of view about an issue, topic, or current event 5.26 --- Social studies skills. The student uses problem---solving and decision---making skills, working independently and withothers, in a variety of settings. The student is expected to

A---use a problem---solving process to identify a problem, gather information, list and consider options, consideradvantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

Lesson Objectives:

The students will learn what the term issuemeans. They will be able to name several issues and identify those that are

important in the community. Finally, they will decide (vote) on one issue they want to study.

Content Overview (provide an adult---level content overview for all social studies lessons of at least 500 words):

Academic Integrity

KIDS projects grow out of community needs, yet are an integral part of the academic curriculum. Teachers are too busy

with existing curricular demands to take on any projects that represent yetanother thing to teach.Service---learning

offers an effective instructional strategy that helps students meet state learning standards and achieve measurable

outcomes while fostering experiences that are connected and meaningful for both students and teachers. By tying

service---learningprojects to local curriculum requirements, teachers play an important facilitation roleactively helping

students link their community experiences with lasting academic learning.

Projects that are relevant to reallifehelp to motivate and maintain student interest. Because service---learninginvolves

many different methods of teaching and assessment, it can engage students who dontrespond well to traditional

classroom approaches. It also appeals to high---abilitystudents, allowing them to reach beyond the set curricula and think

critically about problems theyve identified. By giving students at all levels opportunities for growth and expression,service---learninghelps them to apply and demonstrate new knowledge.

Apprentice Citizenship

The KIDS model views young people as vital community members who can apply their knowledge, skills and energy to

meet real local and regional needs. Students develop expertise in community issues by seeking out and working with

local experts, community organizations and government agencies. Community members value the work that students

do because it meets genuine needs.

Through the KIDS process, students develop civic awareness and skills needed for effective citizenship: critical thinking,

conflict resolution, attentive listening, information---gathering, cooperation, decision---making, advocacy and problem--- solving.

Student Ownership

By challenging students to identify and solve community problems, KIDS projects help young people find new direction

and meaning in their livesboth in and beyond school. Students practice making decisions through small group work,

classroom meetings, and one---on---one interactions with adults. The adults share in learning, acting more as partners than

as experts. By working alongside students and providing role models, community members can enhance students

aspirations.

KIDS projects tend to generate enthusiasm and a sense of adventure among students, which may translate at first into

commotion and confusion but ultimately results in authentic student learning. A KIDS classroom can look very different

than a traditional onewith noisy committees of students sharing findings, maps and charts sprawled everywhere, and

flip charts overloaded with ideas. Problem---solving provides a context in which students with different talents emerge as

leaders. Students become the experts,driving the entire process of planning and implementing projects.

Through the KIDS process, students learn that they have the power to make a difference. They also learn a great deal

about what strengths they have to share with their families, friends and communities.


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What Service---Learning Looks Like

If school students collect trash out of an urban streambed, they are providing a valued service to the community as

volunteers. If school students collect trash from an urban streambed, analyze their findings to determine the possible

sources of pollution, and share the results with residents of the neighborhood, they are engaging in service---learning.

In the service---learningexample, in addition to providing an important service to the community, students are learning

about water quality and laboratory analysis, developing an understanding of pollution issues, and practicing

communications skills. They may also reflect on their personal and career interests in science, the environment, public

policy or other related areas. Both the students and the community have been involved in a transformative experience.

Authentic service---learningexperiences, while almost endlessly diverse, have some common characteristics (taken

mostly from Eyler & Giles, Where's the Learning in Service---Learning?,1999):

They are positive, meaningful and real to the participants.

They involve cooperative rather than competitive experiences and thus promote skills associated with teamwork andcommunity involvement and citizenship.

They address complex problems in complex settings rather than simplified problems in isolation. They offer opportunities to engage in problem---solving by requiring participants to gain knowledge of the specific

context of their service---learningactivity and community challenges, rather than only to draw upon generalized

or abstract knowledge such as might come from a textbook. As a result, service---learningoffers powerful

opportunities to acquire the habits of critical thinking; i.e. the ability to identify the most important questions or

issues within a real---worldsituation.

They promote deeper learning because the results are immediate and uncontrived. There are no "right answers" inthe back of the book.

As a consequence of this immediacy of experience, service---learningis more likely to be personally meaningful toparticipants and to generate emotional consequences, to challenge values as well as ideas, and hence to support

social, emotional and cognitive learning and development.

Service---learningisnot:

An episodic volunteer program An add---on to an existing school or college curriculum Logging a set number of community service hours in order to graduate Compensatory service assigned as a form of punishment by the courts or by school administrators Only for high school or college studentsOne---sided: benefiting only students or only the communityThe distinctive element of service---learningis that it enhances the community through the service provided, but it also

has powerful learning consequences for the students or others participating in providing a service. Service---learningis

growing so rapidly because we can see it is having a powerful impact on young people and their development. It is a

dynamic process, through which students' personal and social growth is tightly interwoven into their academic and

cognitive development. According to scholars Eyler and Giles (1999), with the service- --learning model "experience

enhances understanding; understanding leads to more effective action."


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Prerequisite Skills:

Students will have to identify what a problemis. Students will have to know what a communityis. Students will have

to know what volunteering is.

Materials/Supplies/Technology:

NotecardsChart paper

Images of community problems

Websites about service learning

Markers

Computer

Lesson Instructional Model (circle appropriate model(s) for the lesson):

Inquiry/5E Literacy Read Aloud SS Role---playing

Ask questions Word Study Simulation

Guided Reading Service Learning

Shared Reading Learning Center

Direct Instruction Literature Circle/Novel Study Cooperative Learning

Define terms Shared Writing Debate/Conflict Resolution

Writing Workshop

Other: _____________________________

Steps/Sequence of Activities Correlated to Instructional Model:

1. Show students images of community issues (3) focus on defining a problem, community and volunteer.2. Ask what they see in each image (show one image at a time)--- record their answers3. What are some other issues in our community? record answers4. Narrow the list to two of the most important issues. Write one sentence as an example.5. Talk about voting in simple terms.6. Write down your choice and write sentence.7. Vote on issue,8. Collect cards---announce winner---and if necessary run off9. Now we have our issue congrats.10.Okay wait we have to fix this issue be thinking and be ready to start a revolution.

Differentiation: If the activity is too hard, and the students are having trouble writing, the students could draw a picture

of the issue or find one on the computer/iPad.

Evaluation: Students will vote on an issue to study and state in one sentence why they think that issue is important.

Analysis of Assessment(s):

This lesson had little to assess, but each student was able to come up with two or more issues they were passionate

about. Each student was about to speak of two to three ideas regarding issues they would like to solve in the

community. They voiced how the issues influence their community and why the topic is important to them personally.

They seemed to understand the projectsmotive.


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Reflection:

I thought this lesson went very well. It was very interesting to see what each of my students is passionate about. It was

eye---opening to hear of some of the issues that they wanted to help solve in their communitiesfrom Waco water

problems to gun violence. All was voiced and my students enjoyed being able to voice their own opinion about topic

issues that pertain to their community. This lesson pumped up my students for the rest of the project. They could not

wait to start the entire project in the last two weeks of my TA semester. We were able to take a vote on the issue most

wanted in our group and that was Waco water contamination. It was tough for some of my students but they were all

very passionate about continuing on with this project.


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The City of Waco remains committed to providing a safe and plentiful supply of water for our citizens. Work is underway

on $80 million in improvements to our water treatment system.

Phase One has been completed with the completion of construction on the 42" water distribution line and upgrades at

our Mount Carmel Water Treatment Plant. This will improve our treatment capacity at that plant from 45 million gallons

to 66 million gallons per day. Similar improvements will take place at our Riverside Plant and when the entire project is

completed the City of Waco will be able to treat a maximum of 130 million gallons of water per day.

In Phase Two, the City of Waco is also making the transition to a new treatment process called "dissolved air flotation."

This will address issues with the taste and odor problems caused by by---products of algae in the North Bosque River

Watershed.

PHASE ONE

Mount Carmel Water Treatment Plant

upgrades and modifications

Cost: $16 Million

Status: Completed 2006

PHASE TWO

Construction of the Dissolved Air Flotation Facility (DAF Plant)

Cost: $40 Million


History of Waco Waters

1925 --- City leaders consider using the Bosque River for the primary water supply in Waco.

1926 --- City passes a $3.5 million bond to fund building the original Lake Waco.

1929 --- Construction begins on Lake Waco.

1930 --- Construction on the first Lake Waco Dam completed which guaranteed Waco the rights to 39,000 acre- --feet of

water.

1950 --- In the midst of a drought, The City of Waco begins planning for future water needs.

1956 --- City officials lobby for the construction of a new dam with leadership from Jack Kultgen and Harlon Fentress.

1958 --- Construction begins on the dam. In the Lake Waco Dam authorization language from Congress guaranteed Waco

priority water rights to our existing 39,000 acre---feet as well as the option to acquire additional water rights and the

option to acquire all future water rights. New business in Waco receives a huge boost.

1964 --- Lake Waco Dam is completed and provides long---term, dependable water supply for the citizens of Waco. The City

of Waco is given water rights to 59,000 acre---feet of water rights from Lake Waco.

1979 --- The City of Waco requests feasibility study on raising the level of the lake.

1983 --- Study is completed and 7 feet is considered most feasible lake level.

1998 --- Waco City Council votes to increase the Lake Waco Pool by seven feet giving the City of Waco 79,000 acre- --feet of

dependable water supply.


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2003 --- Impoundment of water begins. With the Lake Waco Pool Rise, the City of Waco water rights to 79,000 acre---feet

of dependable water supply from Lake Waco for a normal lake level of 462.

Stormwater Pollution Prevention

When it rains, it pours --- motor oil, fertilizer, pet wastes, and other pollutants end up in the storm water runoff that goes

down the storm drains. Unlike the wastewater that comes from our homes, storm water runoff does not receivetreatment before it enters larger waterways. That's why it's important to dispose of oil properly and to use garden

chemicals in accordance with their labels.

The Storm Water section is responsible for administering the City's storm water permit with the Texas Commission on

Environmental Quality. This permit details the steps the City will take to help prevent and mitigate the impact non---point

source pollutants have on our receiving waters.

For more information on storm water pollution prevention, as well as ways in which you can help, please call (254) 750- --

1664.

http://www.wacowater.com/waterhistory.html

VIP Overview

1.Give each student 3---5 pieces of sticky notes. (Limiting the number of points students may select forces them to bestrategic in their reading.)

2.Students either listen to or read independently a page or two of text (depending on grade level).3.Choice point: Hold a class discussion about the text before having students decide on their Very Important Points(VIPs), or ask students to select VIPs before class discussion.

4.Each child places one VIP sticky note at a point in the text and tells a partner why that spot is important.
http://www.wacowater.com/waterhistory.htmlhttp://www.wacowater.com/waterhistory.htmlhttp://www.wacowater.com/waterhistory.html


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--- Use what you know about our issue to create the folders.

3. Understand persuasive letters (10 min)a. Why are we researching?b. Why do we need to have an opinion?c. We will be using an anchor chart to show important parts of letters and research

--- Sticky notes will be used to show their points. Each child will have a different marker so I can tell whose note

is whose.

--- Blue--- Maya (3)

--- Red--- Kennedy (4)

--- Green--- Ayari (2)

4. Linda Hoyt Strategies (20 min)a. VIP

i. What do you think it means for information to be important?ii. Students will understand how to find very important points in the articlesiii. Model

b. Alphaboxi. Explain the meaning and point of the alphabox

ii. Students will understand why an alphabox is usefuliii. Model the alphabox so that in future lessons students are able to complete one

--- Used sample persuasive letter to model the alphabox

--- Used green paper and titled alphabox at top.

--- Y and Z were paired together.

5. Closure (5 min)a. Restate what was learnedb. Reiterate Hoyt Strategies and persuasive writing to prepare them to write their own letters

Differentiation:

Students who are struggling with the assignment will be guided through the strategies more in depth to ensure

maximum knowledge gained. Students who grasp information fast will be asked to write down the things they learned


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Date Submitted: November 1, 2013 Date Taught: November 5, 2013

Subject: Connecting Content Service Learning Title: Research Lesson 2--- Waco water contamination


(23) Research/Research Plan. Students ask open---ended research questions and develop a plan for answering them.

Students are expected to:

(A)brainstorm, consult with others, decide upon a topic, and formulate open---ended questions to address the majorresearch topic; and

(B)generate a research plan for gathering relevant information about the major research question.

(26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to

the purpose of the research and their audience. Students are expected to synthesize the research into a written or an

oral presentation that:

(A) compiles important information from multiple sources;

Lesson Objectives:

Students will highlight articles and gain knowledge of our article by filling out Alphaboxes and VIP strategy sheets

accurately with important words and information using a variety of sources to complete them.

Students will create a list of two to three questions for their to---be---conducted interviews and will know who they will be

interviewing by the end of the lesson.

Content Overview (provide an adult---levelcontent overview for all social studies lessons of at least 500 words):

Waco Water Projects:

Addressing Capacity, Taste and Odor.









Watershed.

PHASE ONE




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1664.



Know vocabulary:

Note taking

Categorizing information


Articles

Hoyt Strategies

Notecards

Writing utensils



Word Study Simulation



Direct Instruction Literature Circle/Novel Study Cooperative

Learning

Shared Writing Debate/Conflict Resolution

Writing Workshop

Other: Crafting Questions


1. Overall launch (5 minutes)a. Reiterate Hoyt Strategies to ensure knowledge after students sped through the activitiesb. VIPs and Alphaboxes


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c. What do you remember from our mini---lesson yesterday?d. What is a VIP?e. What is an Alphabox?f. What are we using these strategies for?

2. Article One and Two (now just Article Three) (15 minutes)a. Alphabox

--- Students independently fill out their alphaboxes and ask questions when needed.

--- Ayari: Can I put this word in the box? My answer: Yes, and put whatever YOU think is

important. It does not matter what I put in my boxes or you put in yours as long as you

can write about it in your opinion letter.

b. VIPs--- highlighted items

--- filled in chart with highlighted

3. Interview Mini---Lesson (7 minutes)a. What is an interview?b. What makes up an interview?c. What can we do to have great interviews and find good information for this project?

4. Coming up with interview questions and people to interview (10 minutes)5. Closure (5 minutes)

a. Restate what was learned about the issue

It was planned to do the interview mini---lessonand questions the next day, but there was enough instructional time

available to complete this during todays lesson.

Differentiation:

One question is acceptable and students can draw main fact or idea.

The students who are struggling will only be required to complete one type of strategy on the two articles. Students who

excel will be asked to complete one for article one and another for article two.

Evaluation:

Students will highlight articles and gain knowledge of our article by filling out Alphaboxes and VIP strategy sheets


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I had to complete this lesson one---on---one with one of my students due to the fact that he was absent for the research

based lessons.

Reflection:

This lesson went very well. My students were able to fill in the alphaboxes and VIPs with information that pertained to

our issueWaco water contamination. I feel as if this entire research process has been very rushed and we have been

unable to fully grasp the information which is very important at this stage of the project. They would have enjoyed

spending more time on the research to fully understand what each article was saying. I would for sure allow more time

for the research part of the project. It is very important for the students to fully comprehend the information to move

on in the project.


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Date Submitted: November 8, 2013

Date Taught: (Monday 11/11/13 due to field trip for all of Mountainview last Thursday)

Subject: Connecting Content --- Service Learning Title: Research lesson 3--- Waco water contamination


(5) History. The student understands important issues, events, and individuals in the United States during the 20th and

21st centuries

(9) Geography. The student understands how people adapt to and modify their environment. The student is expectedto:

(A) describe how and why people have adapted to and modified their environment in the United States, past andpresent, such as the use of human resources to meet basic needs; and

(B) analyze the positive and negative consequences of human modification of the environment in the United States, past and present

(26) Social studies skills. The student uses problem---solving and decision---making skills, working independently and withothers, in a variety of settings. The student is expected to:

(A) use a problem---solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

(B) use a decision---making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

Lesson Objectives:

Students will practice interview questions. They will practice interviewing one another. They will conduct the interview

in person.

Students will fill out two Hoyt strategies for Article Three by using information gained in my mini- --lessonon Monday.












Watershed.

PHASE ONE



Cost: $16 Million


PHASE TWO


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Name: Caroline RobertsConstruction of the Dissolved Air Flotation Facility (DAF Plant)

Cost: $40 Million





1929 --- Construction begins on Lake Waco.1930 --- Construction on the first Lake Waco Dam completed which guaranteed Waco the rights to 39,000 acre- --feet of

water.







of Waco is given water rights to 59,000 acre- --feet of water rights from Lake Waco.





2003 --- Impoundment of water begins. With the Lake Waco Pool Rise, the City of Waco water rights to 79,000 acre- --feet




down the storm drains. Unlike the wastewater that comes from our homes, storm water runoff does not receive

treatment before it enters larger waterways. That's why it's important to dispose of oil properly and to use garden



Environmental Quality. This permit details the steps the City will take to help prevent and mitigate the impact non---pointsource pollutants have on our receiving waters.


1664.


STEPS TO CONDUCTING AN EMAIL INTERVIEW

1. Research Topic2. Ask questions that are informed through the research.3. Conduct a subject---specific interview.4.

Start with a minimal number of questions for e---mailinterviews.(http://justinelarbalestier.com/blog/2010/01/11/how---to---conduct---an---interview/)


Know vocabulary

Be able to fill out Hoyt Strategies

Understand importance of interview

Completed interview questions


Notebook paper

Clipboard
http://www.wacowater.com/waterhistory.htmlhttp://www.wacowater.com/waterhistory.htmlhttp://justinelarbalestier.com/blog/2010/01/11/how-http://justinelarbalestier.com/blog/2010/01/11/how-http://justinelarbalestier.com/blog/2010/01/11/how-http://justinelarbalestier.com/blog/2010/01/11/how-http://justinelarbalestier.com/blog/2010/01/11/how-http://www.wacowater.com/waterhistory.html


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Hoyt Strategy Worksheets

Writing untensil

Typed interview questions on iPad

iPad


Inquiry/5E Literacy Read Aloud SS Role---playingWord Study Simulation



Direct Instruction Literature Circle/Novel Study Cooperative

Learning


Writing Workshop

Other: Interviewing


1. Overall Launch (5min)a. What do you remember from the articles last week?b. What do you still want to know?c. Expectations for Interviews

2. Catching Up Luisa. Have him work with Maya to do the research since there is not enough time for him to read every article

and complete the Linda Hoyt strategies

b. Have him come up with his own argument and reasons based on things he deems important in thearticles.

c. Have him come up with interview questions and who he will interview3. Restating Interview Questions (5 minutes)4. Interviews (20 minutes)

--- My students will be interviewing the people they have chosen with the questions that we wrote up the previous day during small group.

5. Closure (5 min)

Differentiation:

Students will be expected to only complete one Hoyt strategy if they are struggling so that I at least have something to

ensure that they are continuing to work as a part of the group.

Students will be guided through interviews if their nerves get the best of them and will have my help asking questions if

needed.

Evaluation:

Students will understand meaning of interviews and will be able to e---mail the person who they want to interview with a

brief summary of the project and the questions they would like to be answered.


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Subject: Connecting Content Service Learning Title: What makes up a great persuasive letter?


(12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw

conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

(A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; and

(B) recognize exaggerated, contradictory, or misleading statements in text.(19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific

audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a

position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

Lesson Objectives:

Students will understand the make---up of a persuasive letter by listening attentively to a mini---lessonon this new skill andby writing out the steps of persuasive letter writing after the lesson is complete.

Students will craft a strong opinion statement on our issue after I model the writing of one and be able to use signal

words to make their statement more strong and concrete.

Students will be able to come up with reasons for their argument by reading articles provided for them while filling out

VIPs and will create at least three reasons that support their argument.

Content Overview

Steps of Persuasive Letter Writing

--- Date, Address, Greeting

--- Introduction

--- Used to grab the readers attention

--- Opinion Statement

--- Strong language to clearly write your opinion statement

--- Arguments

--- Organized, logical reasons for opinion

--- Conclusion

--- Solution to issue; challenges reader to think differently












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Name: Caroline RobertsWatershed.

PHASE ONE



Cost: $16 Million


PHASE TWO


Cost: $40 MillionStatus: Completed 2011






water.
















down the storm drains. Unlike the wastewater that comes from our homes, storm water runoff does not receive

treatment before it enters larger waterways. That's why it's important to dispose of oil properly and to use garden



Environmental Quality. This permit details the steps the City will take to help prevent and mitigate the impact non---point

source pollutants have on our receiving waters.

For more information on storm water pollution prevention, as well as ways in which you can help, please call (254) 750- -- 1664.



--- Understand how to write a letter

--- Understand what persuasion is


--- graphic organizer

--- pencil


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--- pen

--- lined notebook paper

--- VIP




Guided Reading Service LearningShared Reading Learning Center



Writing Workshop

Other: Persuasive writing


Launch:

1. I will review the elements of a persuasive letter

--- I will use anchor chart to go over each step of the persuasive letter writing process.

--- Step ONE: write the date, address and greeting

--- Step TWO: Write an introduction--- grabs the attention of the reader; explains issue briefly

--- Step THREE: Write a statement of opinion strong language to state opinion

--- Step FOUR: Write reasons for your argument logical, organized reasons for opinion; at least three

--- Step FIVE: Write a conclusion to you letter solution to issue or challenges the reader to act differently.

Determining Audience of the Letter

We will research different people that play a big part in the Waco Water Department and which people it would make

the most sense to write a letter to pertaining to our issue. Then, each students will choose a separate person to write

their persuasive letter to.

Teaching and ModelingI will model the writing of a strong opinion statement by writing one myself on the flip chart in my classroom. I will teach

each students the importance of a strong opinion statement and how this can shape the entirety of the letter. I will

model using phrases such as inmy opinion and personally.

Arguments/Reasons

Each student filled out an alphabox the previous week. We will use these alphaboxes to figure out how we each want to

argue our opinions. We will write the opinions based on the articles read. We will list our arguments on the graphic

organizer.

Closure:

Reiterate steps of letter writing and how they can use their graphic organizers to better write their persuasive letters thenext.

Differentiation:

--- Students that are struggling coming up with three arguments will be pointed towards one they could possibly be

made in the articles read based on what the group as a whole highlighted and sticky- --noted.

--- Students who fly through the activities will be asked to come up with more arguments.

Evaluation:


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Achieved Notes

Expresses a strong opinion statement X Struggled at first

Provide at least three reasons for the

opinion given

X Used strategies well

Develop reasons with evidence and

research

X Continued to research and write accordingly

Achieved Notes

Expresses a strong opinion statement X Struggled at first


opinion given

X GREAT!


research

X Used strategies well

Achieved Notes

Expresses a strong opinion statement Not strong I will be working with Luis to better his opinion

statement.


opinion given

X Provided reasons but could clean them up


research

X Shows that he understands the research

I will be evaluating based on the efforts put forth in todayslesson.

Ayari:

Kennedy:

Luis:

Maya

Achieved Notes

Expresses a strong opinion statement X Finished before everyone---great opinion statement


opinion given

X Used strategies


research

X Great job! Great evidence!

Analysis of Assessment(s):My assessment shows me that most of my students understood the act of and followed through writing a strong opinion

statement to start out their letters, understood and followed through stating reasons as to why they believed what they

wrote and understood and followed through developing reasons with evidence and research. L struggled because he

was not present for the research lessons, but is catching up as best as he can to make the end product great. I will

continue to work with him to do so. It is hard that we do not have an adequate amount of time and resources to do the

appropriate research and drafting for the persuasive letter. With three TAs in one classroom it was hard to determine

who was able to use the technology when. We did not have the resources for all of us to use research as part of an

everyday lesson.

Reflection:


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As I look back on the letter writing stage of this project, I remember just how frustrated my students were with the time

they were given to write what was supposed to be a great persuasive letter. They loved the idea of writing to someone

in the Waco Water Department to speak of their cause, but there was not enough time to perfect the end product. The

first draft took more time than I had wanted and allotted for, but my students were satisfied. They still wished they had

more time and resources to make the letter the best they could.


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Subject: Connecting Content Service Learning Title: Writing Persuasive Letters---Part Two


(12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw

conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

(A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; and

(B) recognize exaggerated, contradictory, or misleading statements in text.(19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific

audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a

position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

History:

(18) Citizenship. The student understands the importance of individual participation in the democratic process at the

local, state, and national levels. The student is expected to:(A) explain the duty individuals have to participate in civic affairs at the local, state, and national levels; and(B) explain how to contact elected and appointed leaders in local, state, and national governments.(24) Social studies skills. The student applies critical---thinkingskills to organize and use information acquired from a

variety of valid sources, including electronic technology. The student is expected to:

(A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States;

(B) analyze information by sequencing, categorizing, identifying cause---and---effect relationships, comparing, contrasting,finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;(D) identify different points of view about an issue, topic, or current event; and(25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) use social studies terminology correctly;(B) incorporate main and supporting ideas in verbal and written communication;(C) express ideas orally based on research and experiences;(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies;and

(E) use standard grammar, spelling, sentence structure, and punctuation.Lesson Objectives:

Students will write persuasive letters that consist of:

--- introductions that provide useful background information about the topic

--- expresses a strong opinion statement

--- provides at least three logical reasons to support their opinion

--- develops reasons with evidence and research

--- and uses transitional words and phrases to link and clarify ideas.

They will do so by recollecting information taught last week and yesterday about how to write an opinion letter and by

using their alphaboxes and VIPs crafted the week before.



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Steps of Persuasive Letter Writing

--- Date, Address, Greeting

--- Introduction

--- Used to grab the readers attention

--- Opinion Statement

--- Strong language to clearly write your opinion statement

--- Arguments

--- Organized, logical reasons for opinion--- Conclusion

--- Solution to issue; challenges reader to think differently











Watershed.

PHASE ONE



Cost: $16 Million


PHASE TWO


Cost: $40 MillionStatus: Completed 2011






water.


1956---

City officials lobby for the construction of a new dam with leadership from Jack Kultgen and Harlon Fentress. 1958 --- Construction begins on the dam. In the Lake Waco Dam authorization language from Congress guaranteed Waco












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Achieved Notes

Lead is engaging. X Great job! I wanted to continue

reading.

Introduction provides useful

background information about the

topic.

X Used the articles to the best of his

knowledge and pulled through with a

great use of informationExpress a strong opinion statement. X Much better!

Provide at least three logical reasons

to support opinion.

X Completed the day before


research.


Use transitional words and phrases to

link and clarify ideas.

X Did not get to this point in the lesson

Luis:

Maya:

Achieved NotesLead is engaging. X Great leadvery engaging.

Introduction provides useful

background information about the

topic.

X Great use of research evident.

Express a strong opinion statement. X Did not have to redo

Provide at least three logical reasons

to support opinion.



research.


Use transitional words and phrases to

link and clarify ideas.

Did not get to this point in the lesson.


My assessment shows me that my students are working very hard to create the best persuasive letters they possibly

can. I saw a dramatic difference in work ethic because the short amount of time clicked in their minds and they began to

work more diligently to complete the project as they wanted. I made this their project and let them guide it along as

best they could. I facilitated them and taught the necessary things for the persuasive letters but I let them guide the

project as a whole. They are working very hard, loving this project and all that it stands for. They want the end product

to show just how passionate they are about the project.

Reflection:

This lesson was stressful to say the least. We had to cram a bunch of new information into a short lesson to get where

we needed to be. The only thing we did not get to was writing transitions before each new paragraph of information.

That will be easy to fit in with the advocacy project. We needed more time to complete the drafting stage of the project.

The kids were more stressed than I was to complete perfect letters. We did not have the time to perfect everything

about this project. We did the best that we could, but still did not finish to their liking.


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---DissolvedAir Flotation Plant---helps odor and taste

---Thereare lots of pollutants in the water---some common in all tap water in the US

---how drinking tap water helps

---savesoverfill in landfills

---Waco tries to conserve water as best they can through stormwater prevention plans and managing use of water across

the city.

What is a conclusion?

the end or finish of an event or process.

"the conclusion of World War Two"

synonyms: end, ending, finish, close, termination, windup, cessation

a judgment or decision reached by reasoning.

"each research group came to a similar conclusion"

synonyms: deduction, inference, interpretati

on, reasoning


--- Students will understand how to write a full opinion letter.

--- Students will understand how to revise their papers (completed peer assessing before)

--- Understanding of the concepts of self---assessment and peer assessment


1. notebook paper2. pencil


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3. rest of opinion letter4. VIPs5. Alphaboxes6. Any other part of project they want to use to create conclusion7. White paper8. Markers








Writing Workshop

Other: _____________________________


1. Launch--- What do we know about opinion letters thus far?

--- What can we do to complete our opinion letter?

2. Teach time/Mini--lesson--- There are several ways to conclude your letter. I will model each type and write conclusions based on the

sample letter read last week.

--- Types:

--- Summary of issue--- shouldnt use if this is how they started

--- Rhetorical question

--- Strong quotation from a reliable source.

--- ALREADY COMPLETED3. Transitions Words and Phrases

--- I will show my class how to write transitions words and have them incorporate them into their final draft of

their letters.

4. Writing Time--- Students will add their final touches to their letters including transition words.

5. Sharing--- Students read letters to the rest of the small group.

6. FINAL PROJECT--- Students will be drawing out the most important part of the project in their minds.

--- They will pair up and draw the important things about the project to present to the whole class.

---

They will also put phrases such as Clean our water or Tap Water Saves Trees on their papers.7. We went back on 11/15 to present to the entire class for about 30 minutes.

Differentiation:

---Students will not be expected to self---assessif struggle is apparent to write the letter at all. I will work with them to

assess their letter and make necessary changes to fulfill the requirements of the letter.

---Students who finish the assignment quickly will be expected to write out their final draft on an iPad to be emailed to me

to print to send to the person chosen to write to.

Evaluation:


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This is the final day of writing. I will have separate rubrics (attached) to assess the student work after the day is

complete. The final evaluation is posted at the end of the PDF.


This assessment was pretty easy to complete. My students understood the use of transition words and phrases and

were able to incorporate them into their letters. They also understood the importance of advocating for a great cause

such as cleaning and better filtering drinking water in Waco, Texas. They became extremely excited to share with the

entire group about ways they can help save Waco drinking water.

Reflection:

This was a great final day of the project. We were able to complete all the aspects of the project in a timely manner. I

will we had more time for reflection on the project, maybe even an entire lesson to reflect, but the whole of the project

went very well. It was amazing to see my students grow and become so passionate about bettering Waco water

filtration for the communitysdrinking water. Altogether, this project was a great way to advocate about the communit

but needs more time to appropriately do so.

Robers LPs

Documents

Transcript of Robers LPs