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8th Grade
- Project
- 9 weeks
Creating Unity: Designing Socially Inclusive Communities
Purpose
This project aims to engage 8th-grade students in a deeper understanding of social class dynamics through the lens of S.E. Hinton's "The Outsiders." By exploring the novel's themes, students will critically analyze the impact of social class on individual and community identity. The project will culminate in the design and construction of a small-scale architectural model of an inclusive community, addressing social class inequities. This hands-on experience not only reinforces literary analysis skills but also fosters empathy, creativity, and problem-solving abilities as students work collaboratively to envision a community that bridges social divides. Through this project, students will develop a nuanced understanding of social justice and equity, preparing them to be thoughtful and informed citizens.
Learning goals
In this project, students will explore the themes of social class and inclusivity as depicted in the book "The Outsiders." They will engage in critical reading and analysis of the text to understand character motivations, conflicts, and resolutions. Through this lens, students will apply their understanding to design and build a small-scale architectural model of an inclusive community. This project aims to develop students' abilities to synthesize literary themes with real-world applications, fostering empathy and critical thinking. Students will also enhance their skills in research, collaboration, and problem-solving as they work in teams to address social class inequities in their designs. The project will culminate in a presentation where students articulate their design choices and reflect on how their community models bridge social gaps, demonstrating their understanding of the novel's themes and their relevance to contemporary society.
Standards
- Common Core - CCSS.ELA-LITERACY.RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
- Common Core - 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.
- Common Core - CCSS.ELA-LITERACY.SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Products
For this project, students will engage in a series of activities culminating in the creation of a small-scale architectural model of an inclusive community. This model will reflect their understanding of social class inequities as explored in "The Outsiders." The project deliverables will include:
1. A written analysis of the themes of "The Outsiders" and how they relate to social class and community design, aligning with 8th grade Common Core standards for reading and writing, such as CCSS.ELA-LITERACY.RL.8.2 (Determine a theme or central idea of a text and analyze its development) and CCSS.ELA-LITERACY.W.8.1 (Write arguments to support claims with clear reasons and relevant evidence).
2. A design proposal that outlines the vision for an inclusive community, incorporating feedback from peers and incorporating elements that bridge social class differences.
3. A physical or digital architectural model of the proposed community, showcasing creativity, problem-solving, and application of design principles.
4. A reflective presentation where students explain their design choices, the connection to the themes of "The Outsiders," and how their model addresses social class inequities.
The project will be structured over nine weeks, with students dedicating one hour each day to activities such as reading and discussing the novel, conducting research on social class issues, learning basic architectural design principles, and collaborating on their community models. This approach ensures a comprehensive understanding of the subject matter and the development of critical thinking and communication skills.
Launch
To launch the project, start with an immersive experience where students participate in a role-play activity simulating a town meeting. Each student is assigned a different social class or community role, such as a business owner, a low-income family member, a city planner, or a social worker. The goal of the meeting is to discuss the challenges and opportunities in creating an inclusive community. Following the role-play, facilitate a reflective discussion connecting their experiences to the themes in "The Outsiders," focusing on social class inequities and community building. This will set the stage for students to explore how literature can inform real-world solutions.
Exhibition
At the end of the project, students will participate in a Community Design Expo, where they will present their small-scale architectural models to classmates, teachers, and community members. This exhibition will include a gallery walk where students display their models alongside written reflections connecting their designs to the themes of 'The Outsiders.' Students will also give a brief presentation explaining how their community design addresses social class inequities and fosters inclusivity. This event will provide an opportunity for students to engage in meaningful dialogue with attendees, receive feedback, and celebrate their learning and creativity.
| Week 1 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
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| Activities |
Activity 1: Introduction to the Project - Begin the week with an overview of the project's purpose and learning goals. Discuss the connection between 'The Outsiders' and social class dynamics. Introduce the final project deliverables and timeline.
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Activity 2: Role-Play Town Meeting - Conduct an immersive role-play activity where students are assigned different social class roles. Facilitate a town meeting to discuss challenges and opportunities in creating an inclusive community.
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Activity 3: Reflective Discussion - Lead a class discussion to reflect on the role-play experience. Connect the discussion to the themes in 'The Outsiders' and how social class affects individual and community identity.
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Activity 4: Reading Assignment - Assign the first few chapters of 'The Outsiders.' Students should focus on identifying themes related to social class, character motivations, and conflicts.
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Activity 5: Theme Analysis - In small groups, have students analyze the assigned reading, discussing how social class influences the characters and plot. Begin brainstorming ideas for their community design project.
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| Deliverables |
1. Deliverable 1: Role-Play Reflection - Students submit a written reflection on their role-play experience, discussing what they learned about social class dynamics and inclusivity.
2. Deliverable 2: Initial Theme Analysis - A short written analysis of the themes identified in the initial chapters of 'The Outsiders.' Students should highlight connections to social class and community design. |
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| Preparation |
1. Teacher Preparation Task 1: Prepare role-play materials and assign roles to students for the town meeting activity.
2. Teacher Preparation Task 2: Develop guided questions and discussion prompts for the reflective discussion and theme analysis activities. 3. Teacher Preparation Task 3: Create a reading schedule for 'The Outsiders' and provide students with access to the text, either digitally or physically. |
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| Week 2 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
|---|---|---|---|---|---|
| Activities |
Activity 1: Deep Dive into Themes - Continue reading 'The Outsiders,' focusing on the development of themes related to social class. Students should read Chapters 3-4 and annotate their observations.
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Activity 2: Character Analysis Workshop - Facilitate a workshop where students analyze the motivations and conflicts of key characters. Discuss how social class influences their actions and relationships.
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Activity 3: Introduction to Architectural Design - Introduce basic principles of architectural design. Discuss how design can address social class inequities and promote inclusivity.
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Activity 4: Research on Inclusive Communities - Assign students to research examples of inclusive communities. Have them identify design features that address social class differences.
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Activity 5: Design Proposal Brainstorm - In groups, students begin brainstorming ideas for their community design proposal. Encourage them to incorporate insights from their research and character analysis.
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| Deliverables |
1. Deliverable 1: Annotated Reading Notes - Students submit their annotated notes from Chapters 3-4, highlighting key themes and character insights.
2. Deliverable 2: Character Analysis Chart - A chart summarizing the motivations, conflicts, and social class influences on key characters in 'The Outsiders.' 3. Deliverable 3: Research Summary - A brief report on their findings from the research on inclusive communities, including identified design features. |
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| Preparation |
1. Teacher Preparation Task 1: Prepare reading and annotation guides for Chapters 3-4 of 'The Outsiders.'
2. Teacher Preparation Task 2: Develop character analysis templates and discussion prompts for the workshop. 3. Teacher Preparation Task 3: Gather resources on architectural design principles and examples of inclusive communities for student research. 4. Teacher Preparation Task 4: Create guidelines and a rubric for the research summary deliverable. |
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| Week 3 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
|---|---|---|---|---|---|
| Activities |
Activity 1: Continue Reading and Theme Exploration - Students will read Chapters 5-6 of 'The Outsiders,' continuing to annotate key themes and observing character development.
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Activity 2: Group Discussion on Social Class Impact - Facilitate a class discussion where students share their insights from the reading, focusing on how social class impacts the characters' decisions and relationships.
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Activity 3: Architectural Design Principles Workshop - Conduct a workshop to delve deeper into architectural design principles. Discuss how these principles can be applied to create inclusive spaces in their community models.
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Activity 4: Design Proposal Development - In groups, students will start drafting their design proposals for the inclusive community. They should incorporate feedback from previous activities and research.
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Activity 5: Peer Review Session - Organize a session where students present their initial design proposals to peers for feedback. Encourage constructive criticism and suggestions for improvement.
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| Deliverables |
1. Deliverable 1: Annotated Reading Notes - Students submit their annotated notes from Chapters 5-6, highlighting key themes and character insights.
2. Deliverable 2: Initial Design Proposal - A draft of the community design proposal, including a brief overview of the proposed features and how they address social class inequities. |
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| Preparation |
1. Teacher Preparation Task 1: Prepare reading and annotation guides for Chapters 5-6 of 'The Outsiders.'
2. Teacher Preparation Task 2: Develop discussion questions and prompts for the group discussion on social class impact. 3. Teacher Preparation Task 3: Arrange materials and resources for the architectural design principles workshop. 4. Teacher Preparation Task 4: Create guidelines and a rubric for the initial design proposal deliverable. 5. Teacher Preparation Task 5: Set up a process for peer review, including guidelines for giving and receiving feedback. |
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| Week 4 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
|---|---|---|---|---|---|
| Activities |
Activity 1: Continue Reading - Assign Chapters 7-8 of 'The Outsiders' for reading. Students should continue to annotate their observations, focusing on the evolution of themes and character dynamics.
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Activity 2: Community Needs Assessment - Guide students in conducting a needs assessment for their inclusive community design. Discuss the importance of understanding diverse needs and how these can inform their designs.
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Activity 3: Guest Speaker Session - Invite an expert in urban planning or social work to discuss real-world challenges and solutions in creating inclusive communities. Encourage students to ask questions and take notes.
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Activity 4: Design Proposal Refinement - Have student groups refine their design proposals based on feedback from the peer review session and insights from the guest speaker.
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Activity 5: Collaborative Sketching Session - Organize a session where students collaboratively sketch their community models. Encourage them to incorporate diverse perspectives and design principles discussed in previous weeks.
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| Deliverables |
1. Deliverable 1: Annotated Reading Notes - Students submit their annotated notes from Chapters 7-8, highlighting key themes and character insights.
2. Deliverable 2: Community Needs Assessment Report - A brief report outlining the key needs identified for their community design, with a focus on addressing social class inequities. 3. Deliverable 3: Refined Design Proposal - An updated version of their community design proposal, incorporating feedback and new insights. |
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| Preparation |
1. Teacher Preparation Task 1: Prepare reading and annotation guides for Chapters 7-8 of 'The Outsiders.'
2. Teacher Preparation Task 2: Develop a framework for conducting a community needs assessment and provide resources or templates to students. 3. Teacher Preparation Task 3: Arrange for a guest speaker with expertise in urban planning or social work and prepare a set of guiding questions for the session. 4. Teacher Preparation Task 4: Create a checklist for the refined design proposal to ensure all necessary elements are included. 5. Teacher Preparation Task 5: Gather materials for the collaborative sketching session, such as drawing paper, pencils, and rulers. |
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| Week 5 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
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| Activities |
Activity 1: Continue Reading - Assign Chapters 9-10 of 'The Outsiders' for reading. Encourage students to focus on the resolution of conflicts and the final development of themes.
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Activity 2: Thematic Reflection Essay - Students will write a short essay reflecting on the themes of social class and identity in 'The Outsiders,' drawing connections to their community design project.
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Activity 3: Design Principles Application Workshop - Conduct a workshop where students apply architectural and design principles to specific elements of their community models, ensuring alignment with their vision for inclusivity.
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Activity 4: Prototype Development - In their groups, students will begin creating a prototype of their community model. This can be a physical model using materials like cardboard or a digital model using design software.
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Activity 5: Peer Feedback Session - Organize a session where students present their prototypes to peers for constructive feedback, focusing on how well the designs address social class inequities and promote inclusivity.
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| Deliverables |
1. Deliverable 1: Annotated Reading Notes - Students submit their annotated notes from Chapters 9-10, highlighting key themes and resolutions.
2. Deliverable 2: Thematic Reflection Essay - A short essay reflecting on the themes of 'The Outsiders' and their connection to the community design project. 3. Deliverable 3: Prototype Model - An initial prototype of their community model, showcasing applied design principles and addressing social class issues. |
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| Preparation |
1. Teacher Preparation Task 1: Prepare reading and annotation guides for Chapters 9-10 of 'The Outsiders.'
2. Teacher Preparation Task 2: Develop guidelines and a rubric for the thematic reflection essay, including prompts to help students draw connections to their design project. 3. Teacher Preparation Task 3: Organize materials and resources needed for the design principles application workshop. 4. Teacher Preparation Task 4: Gather materials for prototype development, such as cardboard, glue, scissors, or access to design software. 5. Teacher Preparation Task 5: Set up a process for peer feedback, including guidelines for providing constructive criticism and suggestions for improvement. |
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| Week 6 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
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| Activities |
Activity 1: Complete Reading of 'The Outsiders' - Assign Chapters 11-12 for reading. Students should focus on the final outcomes for the characters and the resolution of the novel's themes.
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Activity 2: Group Discussion on Final Themes - Facilitate a class discussion to analyze the conclusion of the book, focusing on how social class themes are resolved and their implications on community identity.
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Activity 3: Design Model Enhancement - Students will refine their prototype models based on feedback from Week 5. Encourage them to enhance design elements that promote inclusivity and address social class issues.
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Activity 4: Visual Display Workshop - Conduct a workshop on creating effective visual displays for their models. Discuss how to use multimedia elements to enhance presentations and clarify design concepts.
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Activity 5: Presentation Preparation - In their groups, students will begin preparing their final presentations, outlining their design choices and how they relate to the themes of 'The Outsiders.'
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| Deliverables |
1. Deliverable 1: Annotated Reading Notes - Students submit their annotated notes from Chapters 11-12, focusing on the final themes and character outcomes.
2. Deliverable 2: Enhanced Prototype Model - A refined version of their community model, incorporating feedback and new insights to better address social class inequities. 3. Deliverable 3: Visual Display Plan - A draft of their visual display, detailing how multimedia elements will be used to enhance their final presentation. |
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| Preparation |
1. Teacher Preparation Task 1: Prepare reading and annotation guides for Chapters 11-12 of 'The Outsiders.'
2. Teacher Preparation Task 2: Develop discussion prompts and questions for the group discussion on the final themes of the novel. 3. Teacher Preparation Task 3: Organize resources and materials for the design model enhancement session, ensuring students have access to necessary tools. 4. Teacher Preparation Task 4: Gather multimedia resources and guidelines for the visual display workshop, including examples of effective presentations. 5. Teacher Preparation Task 5: Create a checklist and rubric for the visual display plan to guide students in drafting their presentation outlines. |
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| Week 7 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
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| Activities |
Activity 1: Final Reading Reflection - Have students complete a reflective journal entry summarizing their thoughts on 'The Outsiders,' focusing on the overall impact of social class themes and their relevance to modern society.
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Activity 2: Model Finalization - Students will work on finalizing their community architectural models, ensuring all elements of inclusivity and social class considerations are effectively incorporated.
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Activity 3: Presentation Rehearsal - Conduct rehearsal sessions where each group practices their presentation. Provide feedback on clarity, engagement, and how well they articulate the connection between their design and the novel's themes.
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Activity 4: Peer Feedback Roundtable - Organize a roundtable session where groups present a concise version of their presentation to another group, receiving constructive feedback on content and delivery.
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Activity 5: Exhibition Planning - Guide students in planning the layout and logistics for the upcoming Community Design Expo, including setup, flow of attendees, and presentation stations.
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| Deliverables |
1. Deliverable 1: Final Reflective Journal Entry - A written reflection summarizing their thoughts on the novel and its themes, and their personal insights on social class issues.
2. Deliverable 2: Completed Community Model - The finalized architectural model of their inclusive community, ready for exhibition. 3. Deliverable 3: Presentation Draft - A complete draft of their presentation, including a clear outline of speaking roles and multimedia elements. |
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| Preparation |
1. Teacher Preparation Task 1: Develop guidelines and prompts for the final reflective journal entry, ensuring students connect the novel's themes to their community model.
2. Teacher Preparation Task 2: Ensure all materials and resources are available for students to finalize their community models, such as additional crafting materials or access to digital tools. 3. Teacher Preparation Task 3: Create a feedback rubric for the presentation rehearsals, focusing on content delivery, engagement, and thematic connections. 4. Teacher Preparation Task 4: Set up logistics for the peer feedback roundtable, ensuring groups are paired effectively and have clear guidelines for constructive feedback. 5. Teacher Preparation Task 5: Coordinate with students to plan the layout and logistics of the Community Design Expo, ensuring a smooth flow and effective presentation setup. |
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| Week 8 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
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| Activities |
Activity 1: Presentation Refinement - Students will focus on refining their presentations based on feedback received during rehearsals. Emphasize the importance of clear communication and the effective use of multimedia elements.
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Activity 2: Final Model Touch-Ups - Dedicate time for students to make any final adjustments to their community models, ensuring all design elements are polished and cohesive.
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Activity 3: Mock Presentation Sessions - Organize mock presentation sessions where groups present to the class. Encourage peer feedback and provide guidance on improving delivery and engagement.
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Activity 4: Expo Setup and Practicing Flow - Assist students in setting up their stations for the Community Design Expo. Practice the flow of the event, including how to handle attendee questions and manage their time during presentations.
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Activity 5: Community Engagement Workshop - Conduct a workshop on engaging with community members and stakeholders during the expo. Role-play potential interactions and discuss strategies for effective communication.
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| Deliverables |
1. Deliverable 1: Final Presentation - A polished version of their presentation, ready for the Community Design Expo, including a script and finalized multimedia elements.
2. Deliverable 2: Completed Community Model with Adjustments - The final version of their community model, incorporating any touch-ups or enhancements made during the week. |
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| Preparation |
1. Teacher Preparation Task 1: Review and provide feedback on presentation drafts, focusing on clarity, thematic connections, and multimedia integration.
2. Teacher Preparation Task 2: Ensure all materials and resources are available for final model touch-ups, including any needed replacements or tools. 3. Teacher Preparation Task 3: Set up a schedule for mock presentations, and pair groups for feedback sessions, ensuring a supportive and constructive environment. 4. Teacher Preparation Task 4: Coordinate the logistics for the Community Design Expo setup, including station layouts, flow of attendees, and necessary equipment. 5. Teacher Preparation Task 5: Develop a guide for the community engagement workshop, including role-play scenarios and communication strategies. |
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| Week 9 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
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| Activities |
Activity 1: Final Presentation Run-Through - Conduct a final run-through of presentations. Ensure each group is confident in delivering their presentation and addressing any last-minute issues.
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Activity 2: Community Design Expo Execution - Host the Community Design Expo. Students present their architectural models and reflections to peers, teachers, and community members, engaging in meaningful dialogue.
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Activity 3: Feedback and Reflection Session - After the expo, facilitate a reflection session where students share their experiences, discuss feedback received, and reflect on their learning journey.
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Activity 4: Project Debrief and Celebration - Organize a debrief session to discuss the overall project process, challenges, successes, and learning outcomes. Celebrate the students' hard work and creativity.
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Activity 5: Personal Reflection and Goal Setting - Have students complete a personal reflection on their growth throughout the project. Encourage them to set goals for applying what they've learned about social class and community design in the future.
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| Deliverables |
1. Deliverable 1: Final Presentation Delivery - Successfully deliver the presentation at the Community Design Expo, demonstrating understanding of themes and effective communication.
2. Deliverable 2: Personal Reflection Essay - A reflective essay discussing individual growth, insights gained from the project, and future goals related to social justice and community engagement. |
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| Preparation |
1. Teacher Preparation Task 1: Coordinate logistics for the Community Design Expo, ensuring all necessary equipment and materials are in place for a smooth event.
2. Teacher Preparation Task 2: Provide final feedback and support during presentation run-throughs, offering last-minute tips for clarity and engagement. 3. Teacher Preparation Task 3: Organize the feedback and reflection session, preparing guiding questions to facilitate meaningful discussion. 4. Teacher Preparation Task 4: Prepare materials and prompts for the personal reflection and goal-setting activity, ensuring students have clear guidelines and examples. 5. Teacher Preparation Task 5: Arrange for documentation of the Community Design Expo, such as photos or videos, to celebrate and share the students' work with a wider audience. |
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