Students will launch the project by listening to bilingual helper stories with a youth librarian, talking with partners about problems they notice in their community, and using neighborhood photos and sketches to gather first evidence for a class list of issues worth exploring.

Students will listen to bilingual stories about young helpers, compare possible community problems, and choose an initial position they can defend with simple evidence from texts and images. They will practice speaking in Spanish and English with partners, test their first claim against another possible viewpoint, and create a 1-page “I believe…” draft with a drawing and sentence frame to prepare for deeper research in the next phase.

Students will gather and sort evidence about a class-selected community problem using bilingual books, photos, interviews, and teacher-curated library sources. They will compare evidence that supports their first idea with evidence that challenges it, practice explaining which sources are stronger, and revise their thinking before building a fuller bilingual argument in the next phase.

Students will organize a bilingual claim with evidence and a simple rebuttal, strengthen their poster and speaking script through critique and revision, rehearse with visuals and complete sentences, and add a reflection showing how evidence and feedback shaped their thinking before the final showcase.

Students will present their bilingual community change posters and oral scripts to families, classmates, and the youth librarian, then reflect on how feedback, evidence, and collaboration shaped their final message.