International Baccalaureate World School

El Sereno Middle School International Baccalaureate World School

Culminating Task Ms. Velazquez Room B-26

English 8

El Sereno Middle School is an International Baccalaureate (IB) World school. Students are expected to follow an IB English 8th curriculum in order to:

 Build lifelong learners needed to create a better, more kind and compassionate world,  Develop IB Learners in all students  Focus on Approaches to Learning Skills, Organizational skills, study practices & attitudes towards work, Collaborative skills, Communication, Information literacy, reflection, Problem-solving & thinking skills, and Transfer skills.  Be prepared for an IB high school curriculum  Master Common Core State Standards (CCSS) to guide Instruction and learning, Literacy through Content Areas  Develop Awareness of 21 Century Skills; Real-world problem solving skills, Leadership, Communication Skills, Creativity & Innovation, Analytical Reasoning, Cross-disciplinary Knowledge, Self-discipline & Organization, Teamwork & Collective effort  Develop College & Career Ready; READING – Key ideas and Details, Craft & Structure, Integration of Knowledge & Ideas, Range of Reading & Level of Text Complexity, WRITING – Text types & Purposes, Production & Distribution of Writing, Research to Build & Present Knowledge, Range of Writing, LANGUAGE – Conventions of Standard English, Knowledge of Language, Vocabulary Acquisition & Use Unit Title Informational/Explanatory (Research Methodology) and Community Service Project

The 5-W’s “Who, What, When, Where, Why, & How?”

What print will you leave on the planet?

Timeline of Unit  September – October  Essay Oct 16  Community Service Project Oct 16 - 30

Key Concept Communication

Global Context Globalization and Sustainability

Statement of Inquiry There is a social responsibility to ensure information and sources are adequate, accurate, and appropriate before forming an opinion and communicating with others.

Factual Questions Who, what, when, where, or why did this situation come of occur? What are the causes of this event?

Conception Questions Is Google the best way to find out information?

Debatable Question How can we determine a source is credible? Summative Assessment Students will complete a four paragraph essay and maintain a Portfolio. In addition students will communicate their ideas researched from a variety of sources, the information regarding a topic which benefits the community, wildlife, the world, humanity, and the environment. Students may develop an informational brochure, a community and school poster, make power point presentations to specific audiences, or promote a civic drive.

IB Objectives By completing their research and project, students will demonstrate knowledge of:

B. Organizing  Employ organizational structures that serve the context intention  Organize opinions and ideas in a coherent and logical manner  Use referencing and formatting tools to create a presentation style suitable to the context and intention

D. Using Language  Use appropriate and varied vocabulary, sentence structures and forms of expression  Write and speak in an appropriate register and style  Use correct grammar, syntax, and punctuation  Use non-verbal communication techniques

Key CCSS Standards 1. CCSS.ELA-Literacy.W.8.1.a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. 2. CCSS.ELA-Literacy.W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. 3. CCSS.ELA – W. 8.2* 4. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 5. CCSS.ELA-Literacy.W.8.2.b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. 6. CCSS.ELA-Literacy.W.8.4* Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 7. CCSS.ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. 8. CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. CCSS.ELA-Literacy.W.8.9* Draw evidence from literary or informational texts to support analysis, reflection, and research. Over lapping CCSS Standards 1. CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. CCSS.ELA-Literacy.RI.8.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. 3. CCSS.ELA-Literacy.W.8.1.e Provide a concluding statement or section that follows from and supports the argument presented. 4. CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 5. CCSS.ELA – Literacy R.I. 8.8 a Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient: recognize when irrelevant evidence is introduced. 6. CCSS.ELA-Literacy.W.8.1 7. Write arguments to support claims with clear reasons and relevant evidence. 8. CCSS.ELA-Literacy.W.8.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. 9. CCSS.ELA-Literacy.W.8.1.d Establish and maintain a formal style. 10. CCSS.ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 11. CCSS SL 8.1* a Engage effectively in a range of collaborative discussions (one-on one, groups, and teacher-led), with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 12. CCSS.ELA-Literacy.SL.8.1.a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. 13. CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 14. CCSS.ELA – L 8.1* 15. Demonstrate command of the conventions of the standard English grammar and usage when writing or speaking. 16. CCSS.ELA – L 8.2* a Demonstrate command of the conventions of the standard English capitalization, punctuation, and spelling when writing. Essay Final draft is due Oct 16

1. Essay must have a title page which includes:  Global Title – “Create a Better, more Kinder and Compassionate World”  Unit Title  Topic  Student name  Digital image or icon optional 2. Essay must be typed double spaced, size 11 or 12 Times New Roman font 3. Essay must follow the outline provided by the teacher 4. Essay must include a Bibliography and use proper MLA Citations

Community Service Project Oct 16 – 30 Students will plan with the teacher on conveying the information to the community and school.

Students will communicate their ideas researched from a variety of sources, individually, or in a group, the information regarding a topic which benefits the community, wildlife, the world, humanity, and the environment. Students will develop an informational brochure, a community and school poster, make power point presentation to specific audiences, or promote a civic drive. Essay Outline Informational/Explanatory

Paragraph 1  Thesis statement, including topic  A statement about how the information about the topic will benefit others, the community, the world, humanity or wildlife  (Statement of Inquiry) “We have a social responsibility to ensure information and sources we cite is adequate, accurate, and appropriate before we form an opinion or communicate the information to others.”  (Factual Questions) “Why has this situation occur? What are the causes of this event?”  (Conception Questions) “Is Google the best way to find out information when we do responsible research?”  (Debatable Question) “How can we determine a source is credible?”  Conclusion and restatement of the topic

Paragraph 2  Statement of the problem and the negative effects on people, the environment or wildlife  The causes of this situation or problem  Facts

Paragraph 3  Information and tips on what others should do to improve the negative effects of the problem  Action needed

Paragraph 4  Restatement of thesis statement  Conclusion  A statement on how the solutions will benefit people around the world, the environment, or wildlife.