Active Learning Design Template

Unit Title: The Helping Hands

Grade: 6

Date: 7/19/2016

Subject: Social Studies/English

Language Arts

Teacher: MMLC

Design
Mastery TEKS

Level 1

Level 2

Level 3

Level 4

6.13 (C) Citizenship. The

student understands
that the nature of
citizenship varies among
societies

Compare the role of citizens

with representative and
nonrepresentative
governments

explain how opportunities for

citizens to participate in and
influence the political process
vary in various countries
around the world

The student understands

that the nature of
citizenship varies among
societies.

Justify the importance of the

roles and responsibilities of
citizens in the United States

Resources: See below

Resources: See below

Resources: See below

Resources: See below

Assessments: See
Attached

Assessments: See
Attached

Assessments: See
Attached

Assessments: See
Attached

The student will identify one

individual who has influenced
historical and contemporary
societies.

The student lists influential

individuals and groups from
various cultures from various
historical and contemporary
societies.

The student understands

the influences of
individuals and groups
from various cultures on
various historical and
contemporary societies.

The student will contribute

to the campus news
announcements with ways
to promote peace on our
campus

6.2 (A) History. The

student understands the
influences of individuals
and groups from various
cultures on various

historical and
contemporary societies.

6.2(A)
Reading/Vocabulary
Development. Students
understand new
vocabulary and use it
when reading and
writing.
6.7(B)
Reading/Comprehension
of Literary Text/Literary
Nonfiction. Students
understand, make
inferences and draw
conclusions about the
varied structural
patterns and features of
literary nonfiction and
provide evidence from
text to support their
understanding.

Resources: See below

Resources: See below

Resources: See below

Resources: See below

Assessments: See
Attached

Assessments: See
Attached

Assessments: See
Attached

Assessments: See
Attached

6.2 (A) The student will

identify one individual who has
influenced historical and
contemporary societies.

6.2 (A) The student lists

influential individuals and
groups from various cultures
from various historical and
contemporary societies.

6.2 (A) The student

understands the influences
of individuals and groups
from various cultures on
various historical and
contemporary societies.

6.2 (A) The student will

contribute to the campus
news announcements with
ways to promote peace on
our campus

6.7(B) Identify structural

patterns (organization,
paragraphs), features
(characterization, point-ofview, setting, events), and
author's purpose of literary
nonfiction.

6.7(B) Explain point of view,

setting, and authors purpose
of literary nonfiction within
structural patterns such as
organization of paragraphs.

Resources: See below

Resources: See below

Resources: See below

Resources: See below

Assessments: See
Attached

Assessments: See
Attached

Assessments: See
Attached

Assessments: See
Attached

6.7(B) Understand, make

inferences and draw
conclusions about the
varied structural patterns
and features of literary
nonfiction and provide
evidence from text to
support their
understanding. Students
are expected to identify the
literary language and
devices used in memoirs
and personal narratives
and compare their
characteristics with those
of an autobiography

6.7(B) Create an example of

personal narrative, memoir
or autobiography.

Developing TEKS
6.13(B) explain how
opportunities for citizens
to participate in and
influence the political
process vary among
various contemporary
societies

6.4
Reading/Comprehensi
on of Literary
Text/Poetry. Students
understand, make
inferences and draw
conclusions about the
structure and
elements of poetry
and provide evidence
from text to support
their understanding.
6.5
Reading/Comprehe

6.13 Reading/Media
Literacy. Students
use comprehension
skills to analyze how
words, images,
graphics, and sounds
work together in
various forms to
impact meaning.
Students will
continue to apply
earlier standards
with greater depth in
increasingly more
complex texts

Collaboration
Designs opportunities
and tools for,

facilitates a culture of,

and models effective
collaboration.

Reflection and
Growth Mindset
Designs
opportunities and
tools for, facilitates a
culture of, and
models relfective
practice and growth
mindset.

6.20(B)* explain
how resources,
belief systems,
economic factors,
and political
decisions have
affected the use of
technology

6.20(C)* make
predictions about
future social,
political, economic,
cultural, and
environmental
impacts that may
result from future
scientific discoveries
and technological
innovations

Future Ready Skills

Goal Setting, Autonomy,
Entrepreneurship

Facilitates learners in
setting goals, making
decisions, and
demonstrating grit in
learning situations.

Pre-Assessment

Real-World Connections/Context of Challenge

Flipped Classroom: Watch Video Landfill Harmonic Amazing

and Inspirational https://www.youtube.com/watch?
v=sJxxdQox7n0

Examples of everyday ordinary citizens impacting their

communities (local, state, national, worldwide) in extraordinary
ways.

GUIDING QUESTIONS:
1. What is a good citizen in a community?
2. Why and how is the founder of Landfill Harmonic a good
citizen? What are the qualities?

Research and explore literary and media content for individuals

who have made a positive/extraordinary impact in society
and/or the world in which have made them a citizen who
exemplifies all the qualities of an exceptional citizen.
Challenge: What is an idea or product that will help your
community? Create a Helping Hand project for your
community or a product that would benefit your community in
some way.

Explore
Digital Tools
Landfill Harmonic Amazing
and Inspirational
1.
https://www.youtube.com/wat
ch?v=sJxxdQox7n0

Student Collaboration and

Communication

Week 1 (5 days) :
Collaboration: Groups must
come up with team norms and
student roles. (ex: research
leader, technology go-to, script
kid, time manager, etc)
Little Red Wagon Part 1
2. Research Leader and other
https://www.youtube.com/wat
members will collectively
ch?v=dWBrSjtcfk8
combine research and collect
best 5 topics of research.

Little Red Wagon Part 2

https://www.youtube.com/wat
Week 2 (5 Days):

ch?v=5tjJHNHkLRs
1. Students will design their
Helping Hands
Free the Children
Project/Product/Idea using the
Documentary
https://www.youtube.com/wat rubric.
2. Students identify an audience.
ch?v=Fx88LEhNneM
3. Make a digital or written
proposal of idea.
Freedom Hero: Craig
Week 3 (2 days demonstrate, 3
Keilburger
days refine):

Formative Assessment Plan

Student Formative SelfReflection Process

Student will have mastered the

content based on the attached
rubric showing understanding
of all TEKS.

Students will have mastered

understanding with written

reflection.
What is a good citizen?
How have you become a good
citizen?
How will your idea impact the
community? Who or what will it
help?
What have you learned from
this outreach project?

Students will complete a self

evaluation ranking their work
ethic and growth.
Work Ethic
Timeline
Growth of Knowledge
Product/Idea Outcome
Group will give each other
feedback facilitated by the
teacher.
Growth of the group
Areas of Growths for the
group/individuals
Exemplary work

https://app.discoveryeducatio
1.
n.com/learn/videos/dd38cb85
-2ffd-4287-8ac52.
e0af8f0a899a?
hasLocalHost=false
3.
Ordinary People Doing
4.
Extraordinary Things
https://www.youtube.com/wat
ch?v=pPoGb8ZQtVg
Pearson Digital Resources
Tex Quest
http://texquest.net/welcome
Kids Gale Info Bits
http://go.galegroup.com/ps/st
art.do?
p=ITKE&u=lom_accessmich&
authCount=1

Contact School Librarian for

available digital research
resources

Refine

Present to fellow peers

(practice run) (2 days)
Students provide feedback via
NearPod
Refine product/idea 2 days)
Present to targeted audience
(final day)

Audience for Student Feedback

Community Members: Ronald McDonald House

Representative
Rescue Mission of El Paso, Humane Society, Battered
Womens Shelter, El Paso Foundation, Wal-Mart Partners in
Education, Target Partners in Education.
School Audience: Peers, Administration, Counselors,
Parents and Extended Family, and lower grade levels/feeder
patterns

Additional Personalized Learning Opportunities and Intervention

Workshops Based on Student Need
School Librarian Workshop: Research bases (Tex Quest, Gale
Virtual Library, other school/district funded databases)
Student Project Template Workshop: Teacher led or student
leader in the group will help to facilitate how to fill in the project
template properly in order to meet the rubric standards
Writers Workshop: Students will peer edit with help from the
teacher to edit personal narratives or self reflections based on the
entirety of the project.
Behavior Intervention Workshop: Students will use an area of
the room (quiet area, thinking corner) when groups may not agree
on ideas to use this time to reflect and regain self composure
when frustration takes over the project planning.

Demonstrate
Student Presentations

Modeling Plan for Student Self-Reflection

Audience:

Potential Struggles and Support/tools needed:

Community Members: Ronald McDonald House

Struggles:
Representative
1. Unable to access certain technological resources: see librarian or
Rescue Mission of El Paso, Humane Society, Battered
attend technology workshop with peer leaders/experts.
Womens Shelter, El Paso Foundation, Wal-Mart Partners in 2. Unable to self reflect: When students are unable to critique their
Education, Target Partners in Education.
own work or work of their peers, teacher can provide a word bank
to students in able to help them evaluate themselves/each other.
3. Writing Workshop can help students struggling to write final
School Audience: Peers, Administration, Counselors,

Parents and Extended Family, and lower grade levels/feeder reflection.

patterns
4. Media Center: Digital resources will help students with lack of
ideas. Exploration will help all students to come up with a final
product/project/idea.
Modeling Plan: During Week 1, teacher will model how to come
up with group norms modeling classroom rules. Teacher will also
model proper use of media center and proper method of
completing project template. Teacher will also model how to
approach community professionals and resources (through phone
and letter) to ask for help and/or input for the project.

Calendar
Add or remove days as it applies to your unit of study and task, challenge, or question. (This is only a suggestion, so your learning
experience/lesson may be shorter in duration.)

Day 1

Day 2

Day 3

Day 4

Day 5

AL Framework Stage:

AL Framework Stage:

AL Framework Stage:

AL Framework Stage:

AL Framework Stage:

DESIGN: Teacher will

display standards on
board. Teacher will
present Engaging
Question: What is a
good citizen and their
qualities?
Open Conversation.

DESIGN: Teacher will

group students based on
classroom
preferences/levels.
Pre-assessment: Video
Landfill Harmonic
https://www.youtube.com/
watch?v=sJxxdQox7n0
Pre-Assessment Sheet
Do DIY learning based on
level of assessment.

DESIGN: Teacher
presents student folder
and team folder
contents.
Collaboration: Groups
come up with team
norms (modeled
classroom rules for
examples). Group will
assign team roles.
(EX: Team Leader, Script
Kid, Research Manager,
Technology Go-To, Task
Manager/Time Keeper)
Sign group contracts to
ensure accountability of

DESIGN: Group will

review project template
and start filling in idea
and brainstorming piece
from pre-knowledge of
subject.
Group will create team
name. Group will also
come up with areas of
research to complete.

DESIGN: Students will

visit checklist and come
up with personal goal as
a group.
*If time permits, they
will be allowed to visit
MEDIA CENTER to start
to review digital
resources.

roles.
Day 6

Day 7

Day 8

Day 9

Day 10

AL Framework Stage:
EXPLORE: Students will
visit MEDIA CENTER for
idea starters. Use above
digital resources. (Display
on iPads or computer lab)
Fill Early in Project box
on Project Template.

AL Framework Stage:
EXPLORE: Students will
visit different digital
resources/library/classroom
tools to research
community areas of need
or nationwide/worldwide
areas of need.

AL Framework Stage:
EXPLORE: Continue
Research.
Research Manager starts to
minimize research to best 5
materials.resources.

AL Framework Stage:
EXPLORE: Continue
creating products and
presentation.

AL Framework Stage:
EXPLORE: Continue
creating/finalizing products
and presentation.

Allow digital resources,

etc.

Allow digital resources, etc.

Students fill out daily

reflection piece to report
progress.

Call/contact Community
Members for help and to
be audience member.
*Students will identify an
audience of the
community and peers.

Come up with
product/idea/project to
better the community and
add to Project Template.
Start creating project
digitally or hands on.

Day 11

Day 12

Day 13

Day 14

Day 15

AL Framework Stage:
REFINE: Allow peer to peer
presentation.

AL Framework Stage:
REFINE: After presentation
to peers, allow for
feedback.

AL Framework Stage:
DEMONSTRATE: Present to
targeted audience. Allow
community member
feedback or targeted
audience feedback.

AL Framework Stage:
DEMONSTRATE: Continue
Presentations.

AL Framework Stage:
DEMONSTRATE: Final Self
Reflection in individual
folder:
Students will have
mastered understanding
with written reflection.
What is a good citizen?
How have you become a
good citizen?
How will your idea impact
the community? Who or
what will it help?
What have you learned
from this outreach project?

Evaluate group members

and self reflection in daily
log.

Based on feedback refine

any work.