Deliverable

✍️ How Might We Belonging Statement

Competencies Critical Thinking & Problem Solving Collaboration Effective Communication Content Expertise Academic Mindset

Standards CCSS.ELA-Literacy.WHST.6-8.7 CCSS.ELA-Literacy.W.8.7 CCSS.ELA-Literacy.SL.8.1 CCSS.ELA-Literacy.WHST.6-8.5 CCSS.ELA-Literacy.W.8.5

Elements Product Assessment Reflection Core Content Essential Question Critique and Revision

Settings Submission Required Grading Required

Students use a sentence frame and exemplar to turn their group’s evidence cluster into a focused How Might We statement for the zine project. They share the statement with 2 peers, receive feedback on clarity and evidence, revise immediately, and then complete a final version with a short justification citing one story detail and one user insight. The teacher reviews the final statement as a milestone gate before students move to ideation.

Plan day

Day 4

Duration

45 min

Grouping

Individual

Steps

6 steps

Lesson plan

6 steps · 45 min

#	What teachers do	Time
1	Reconnect groups to their evidence cluster maps from the previous activity, restate the essential question, and model how to turn one text pattern plus one user insight into a focused How Might We statement using a sentence frame and exemplar.	7 min
2	Have groups review their evidence cluster and select the strongest pattern about inclusion or exclusion, making sure they can name one short story detail and one user insight that support the focus they choose.	8 min
3	Ask groups to draft one How Might We statement and a brief justification that cites the chosen story detail and user insight, then check that the statement is open enough for multiple solutions but specific enough to guide the zine project.	10 min
4	Set up a two-peer feedback round in which one student shares the statement aloud, peers respond using prompts about clarity, evidence, and audience, and the group records at least two useful suggestions.	8 min
5	Give groups immediate revision time to strengthen wording, refine the focus, and complete a final version of the How Might We statement with the short evidence-based justification.	7 min
6	Collect statements for the teacher milestone review, invite each group to do a quick verbal check-in on how their thinking about belonging changed, and confirm whether they are ready to move into ideation.	5 min
	Total	45 mins

Preparation (8 items)

Prepare and display a sentence frame for the How Might We statement, such as: 'How might we __________ so that __________?'
Create or select one grade-appropriate exemplar that shows a strong statement plus a short justification using one story detail and one user insight.
Gather each group's evidence cluster map, short story notes, and user insight notes from prior activities so materials are ready at the start of class.
Prepare a short peer feedback protocol with 2 to 3 prompts focused on clarity, evidence, and whether the question could lead to multiple possible ideas.
Set up a simple final submission format for teacher review, such as an index card, half-sheet, shared slide, or digital form.
Plan a fast milestone check system for approval, such as 'ready for ideation,' 'revise and resubmit,' or 'conference needed.'
Pre-identify support options for students who need scaffolds, including word banks, sample verbs for How Might We questions, highlighted evidence sets, or a partially completed sentence frame.
Arrange the room for quick partner-to-partner sharing so each group can easily present to two peers without losing transition time.

Student-facing instructions

You will use your group's evidence cluster map, short story notes, and user insight notes to write one focused How Might We statement for your belonging zine project. First, review the pattern your group noticed about belonging, inclusion, or exclusion. Next, choose one detail from a short story and one user insight that clearly support that pattern. Use the sentence frame and exemplar to draft a How Might We statement that is specific, clear, and open to more than one possible solution. Then write a short justification explaining why your group chose this focus, using your one story detail and one user insight as evidence. After that, you will share your statement with two peers, listen to their feedback on clarity and evidence, and revise your work right away. Your goal is to submit a final statement that gives your group a clear direction for the next phase of the project and for the zine pieces you will create later.

Success criteria

Your group has completed the activity successfully when you have: 1) written one clear How Might We statement connected to belonging, inclusion, or exclusion; 2) used one specific short story detail and one specific user insight in a short written justification; 3) shared your statement with two peers and recorded at least two pieces of feedback; 4) revised the statement after feedback; and 5) submitted a final version that the teacher can approve as a milestone for moving into ideation.

Facilitator notes

Keep the pace brisk and visible with a timer because this is a milestone day. Emphasize that the best statements are focused problems, not final solutions. A common pitfall is writing a statement that is too broad ('How might we help everyone belong?') or too narrow ('How might we make one lunch table for new students?'). Coach students to anchor the statement in a pattern from evidence and to leave room for multiple ideas in the next phase. During peer critique, require students to reference either clarity, evidence, or audience so feedback stays useful and aligned to the standards. Circulate early to groups that struggled in the previous evidence-clustering activity and help them identify one strong pattern before drafting. For students who need support, offer a narrowed choice of evidence, sentence stems, or a small-group conference. For students ready for extension, challenge them to test whether their statement could realistically shape their narrative, text evidence inserts, and author's purpose statement in the final anthology. Keep teacher review simple and fast; if a statement is not ready, give one precise revision move rather than broad comments.

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