"Voices for Vanishing Wildlife: Language in Action"

High School Grade

Project
4 weeks

"Voices for Vanishing Wildlife: Language in Action"

Ka'dee Comerford

CCSS.ELA-Literacy.CCRA.L.3

CCSS.ELA-Literacy.CCRA.L.4

CCSS.ELA-Literacy.CCRA.R.1

CCSS.ELA-Literacy.CCRA.R.10

CCSS.ELA-Literacy.CCRA.SL.1

+ 1 more

Purpose

The purpose of this project is to deepen students' comprehension and application of language through an exploration of endangered animals, fostering critical thinking and advocacy skills. By engaging in creative deliverables like posters, songs, and poems, students will synthesize their research on conservation efforts and articulate their findings effectively. This project aims to cultivate a sense of responsibility and commitment to real-world issues, encouraging students to utilize language as a tool for meaningful change. The exhibition will culminate in a student-led conference where each student presents their project to parents and teachers in a concise 3-5 minute presentation, highlighting their learning journey and conservation commitment.

Learning goals

Students will develop their comprehension skills by closely reading and analyzing texts about endangered animals, using evidence to support their conclusions. They will enhance their language proficiency by crafting creative projects that effectively communicate complex ideas about conservation. Students will engage in collaborative discussions, building on diverse perspectives and expressing their thoughts clearly. Through reflective journaling, they will monitor their learning progress and adapt strategies to overcome comprehension challenges. In a 20-minute student-led conference, they will present their projects to parents and teachers, committing to a personal conservation action and fostering a sense of responsibility and advocacy for endangered species.

Standards

CCSS.ELA-Literacy.CCRA.L.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-Literacy.CCRA.L.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-Literacy.CCRA.R.1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.10 - Read and comprehend complex literary and informational texts independently and proficiently.
CCSS.ELA-Literacy.CCRA.SL.1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Competencies

Learn how to learn. - Students monitor their comprehension as they learn, recognize when they become confused or encounter obstacles, diagnose barriers to their success, and select appropriate strategies to work through them.

Products

Students will create diverse products such as creative posters, songs, poems, and slideshows, each representing their chosen endangered animal and the conservation efforts surrounding it. These products will illustrate their ability to use language and reading to advocate for conservation, focusing on the animal's identity, endangerment causes, and potential solutions. The project will culminate in a 20-minute student-led conference where each student has 3-5 minutes to present their work to parents and teachers, showcasing their learning journey and personal conservation commitments.

Launch

Begin the project by reading "Saving Endangered Animals" by Ruth A. Musgrave, followed by an engaging discussion on the differences between endangered and extinct species, focusing on conservation efforts. Invite students to share their favorite animals and conduct a brief, guided research session to determine if these animals are endangered. This activity will spark curiosity and lay the groundwork for their individual projects, promoting a deeper understanding of conservation issues.

Exhibition

Organize a 20-minute student-led conference where each student has 3-5 minutes to present their creative project to parents and teachers. Students will share their learning journey, emphasizing how they used language to advocate for endangered animals and conservation efforts. Encourage interactive discussions to deepen understanding and appreciation of the students' work and the importance of conservation.

Week 1	Day 1	Day 2	Day 3	Day 4
Activities	Project Launch: Begin by reading 'Saving Endangered Animals' by Ruth A. Musgrave as a class. Facilitate a discussion on the differences between endangered and extinct species, emphasizing the importance of conservation.	Interest Exploration: Students share their favorite animals with the class and conduct a guided research activity to determine if their chosen animals are endangered, utilizing provided resources.	Close Reading and Analysis: Conduct a close reading session using a selected section of the text. Students identify explicit information about causes of endangerment and use textual evidence to support their findings.	Reflection and Journaling: Introduce the reflective journal that students will maintain throughout the project. Students write their first entry, reflecting on their initial thoughts and emotional responses to learning about endangered animals.
Deliverables	1. Reflective Journal Entry: Students submit their initial journal entry documenting their reflections on the reading and research activities, as well as any new insights into endangered species.
Preparation	1. Prepare copies of 'Saving Endangered Animals' by Ruth A. Musgrave or ensure that all students have digital access. 2. Create a list of guiding questions to facilitate the discussion on endangered versus extinct species. 3. Set up access to online databases and curated lists of endangered animals for the brief research activity. 4. Develop a reflective journal template or provide guidance notes to assist students in structuring their entries.

Week 2	Day 1	Day 2	Day 3	Day 4
Activities	Research Session: Students conduct in-depth research on their chosen endangered animal, focusing on its habitat, reasons for endangerment, and current conservation efforts. They use library resources and online databases to gather comprehensive data.	Vocabulary Development: Students identify key terms related to their research on endangered animals and conservation. They work with context clues and reference materials to define and clarify these terms.	Collaborative Discussion: In small groups, students share their research findings and discuss the implications of their animal's endangerment. They brainstorm potential strategies for conservation and explore how to effectively communicate these strategies.	Creative Brainstorming: Students begin brainstorming ideas for their creative project, such as a poster, song, poem, or slideshow. They outline how they will incorporate their research findings and key vocabulary into their chosen format.
Deliverables	1. Research Summary: Students submit a summary of their research findings, detailing their animal's identity, endangerment causes, and conservation efforts. 2. Vocabulary List: Students create a vocabulary list with definitions and contextual sentences for key terms identified during their research.
Preparation	1. Curate a list of reliable online databases and library resources for students to use during their research. 2. Prepare guidance notes on effective research strategies, including how to evaluate sources for credibility and relevance. 3. Develop a template or guidelines for the research summary to help students organize their findings clearly. 4. Set up small group discussion protocols to facilitate collaborative sharing and idea exchange among students.

Week 3	Day 1	Day 2	Day 3	Day 4
Activities	Project Development: Students start crafting their chosen deliverable (poster, song, poem, or slideshow) by integrating their research findings into a creative format. They focus on narrative coherence and effective language usage to convey their conservation message.	Peer Review and Feedback: Organize a peer review session where students share their work-in-progress. They provide and receive constructive feedback using a structured rubric focusing on clarity, creativity, and effectiveness of language.	Language Workshop: Facilitate a workshop on language mechanics, emphasizing style, tone, and word choice. Students refine their projects by incorporating these elements to enhance message impact.	Reflective Journaling: Students update their reflective journals, noting their progress, challenges, and strategies to address them. They reflect on the feedback received and its influence on their project development.
Deliverables	1. Draft of Creative Project: Students submit a draft of their poster, song, poem, or slideshow, incorporating feedback from peer review. 2. Reflective Journal Entry: Students submit a journal entry reflecting on their project development process, feedback received, and language strategies used.
Preparation	1. Prepare guidance notes and examples for effective language use in creative projects, focusing on style, tone, and word choice. 2. Develop a structured rubric for peer review sessions to guide students in providing and receiving constructive feedback. 3. Organize peer review groups and establish protocols to ensure respectful and productive feedback sessions. 4. Set up materials and resources for the language workshop, including examples of impactful language use in conservation messaging.

Week 4	Day 1	Day 2	Day 3	Day 4
Activities	Final Project Refinement: Students put the finishing touches on their creative projects (poster, song, poem, or slideshow), making final edits and enhancements based on feedback from peers and self-assessment.	Presentation Rehearsal: Conduct a rehearsal where students practice delivering their 3-5 minute presentations, focusing on clarity, engagement, and effective communication of their conservation message.	Reflective Journaling: Students complete their final journal entry, reflecting on their project experience, insights gained about endangered animals, and their personal commitment to conservation.	Student-Led Conference: Host a 20-minute student-led conference where each student presents their creative project to parents, teachers, and community partners, engaging them in discussions about conservation efforts and their learning journey.
Deliverables	1. Final Creative Project: Submission of the completed creative project that effectively communicates the chosen animal's identity, reasons for endangerment, conservation efforts, and personal commitment. 2. Final Reflective Journal Entry: A comprehensive reflection summarizing the student's academic growth, emotional responses, and evolving thoughts on conservation throughout the project.
Preparation	1. Coordinate the logistics for the student-led conference, including room setup, scheduling, and preparing any necessary audio-visual equipment. 2. Prepare a presentation skills checklist to guide students in delivering impactful and confident presentations. 3. Ensure all project materials are ready for display, including any necessary stands, props, or visual aids. 4. Send invitations to parents and community partners to attend the student-led conference, emphasizing the importance of their engagement and support.