Curriculum Overview

Cultivating Your Best Self: From Individuals to The World

An English Academic Literacy and Communicative Curriculum (for EFLs)

Curriculum Conceptual Overview

Curriculum Research Question: How will creating and implementing a blended English learning
curriculum foster learners’ professional growth in both academic and communicative English? Also, in
what ways and to what extent can learning about the idea of a growth mindset help students to grow as
learners and gain both motivation and a positive learning attitude.

“Curriculum Topic: Cultivating Your Best Self: from Individuals to the World “

Subject/Topic Areas: English academic literacy, Communicative English, Growth

mindset, Giving Back, Design for change

Key Words: critical thinking, English academic literacy, four skills of English, cognitive,
constructivist theories, communicative English

Curricular Context and Audience

Often missing in English curricula for senior high school students is the implementation
of blended learning and the connection of students’ academic (BIC and CULP theory
based) English skills to not only their own learning but also the world outside of the
classroom. Students are rarely provided with opportunities to reflect upon their personal
motivations and attitudes towards learning, which is especially important during their
teenage years.

This curriculum allows students to acquire knowledge online and receive the synchronous
lessons with group work based on specific, individual needs. The courses center around
the idea of the “growth mindset” and, by extension, the concept of “design for change,”
so students can practice their language skills, engage in critical thinking and undergo
personal growth.

Students will examine how and why growth mindset works by working through an
example of a prominent figure, Steve Jobs, to think critically about their language and
overall learning and apply their language skills to a non-linguistic discipline. understand
themselves, Then, students will explore how individuals can make “giving back/ change
for good” and research a topic to facilitate deeper learning spur positive connection to a
real-world issue. This learning is shaped through the process of learning English and
cultivating one’s best self through engagement of course content. This unit
encompasses critical thinking skills and can that be used in conjunction with the 5 C
World-Readiness Standards for Learning Languages.
Course activity is comprised of a blended language learning curriculum for senior
school students (intermediate to advanced level of language proficiency). It can be
used by teachers of blended/ hybrid/ flipped classrooms as well as language arts,
languages, art, or growth mindset studies, and by those who wants to integrate
technology into part of his or her curriculum. This curriculum is based on cognitive,
second language acquisition and social constructivist theories that balance teacher-
centered instructional assistance and student-centered learning, project-based learning
and linguistic theories, and the construction and deconstruction of written and spoken
passages. Eventually, language skill development achieved through the study of non-
linguistic topics will lead to the educational growth of students and their caring about a
cause and becoming more informed global citizens.

Standards Adapted : 5C World-Readiness Standards for Learning Language

https://www.actfl.org/sites/default/files/publications/standards/World-
ReadinessStandardsforLearningLanguages .pdf

Concepts, Understandings, and Essential Questions

Big Idea / Concept: Learners’ Growth Mindset
Understanding(s):
Learners’ growth mindset is for individuals to tap into intrinsic and extrinsic motivation
to have students simultaneously apply and practice language skills and learn about and
reflect on their own learning. Their interpretation of a growth mindset is dependent on
many factors including professional, social, personal, historical, and ethnic differences.
Students will use the English language to understand the meaning of the term, gain
knowledge and become more aware of the topic, and advance their language,
perspectives, and biases.

What Essential Question(s) will be considered?

1. How and why do we interpret and understand the idea of a growth mindset,
prominent figures and change for good?
2. In what way do students see their professional and personal growth through
learning English and cultivating their best self?
3. How do the idea of growth mindset and the idea of giving back prepare students’
for becoming a better version of themselves to enact change for good in society?

Appropriate technologies and tools

What key knowledge, skills, & dispositions will students acquire as a result of this
curriculum?
KNOWLEDGE = Academic Growth (contents)
Contents students will remember: Articles are constructed for a purpose. Using the
READY(5C) approach allows students to learn in terms of deconstructing academic
passages for Academic English purposes. Additionally, the 5C approach focuses on
Communication, Cultures, Connections, Comparisons, and Communities that are vital to
learning a language. English can be interpreted and created by anyone, including the
students themselves.

Capabilities = Professional Growth + Communicative Growth (skills)

Students will be able to: analyze and interpret academic passages for various purposes
to learn and practice the four skills of listening, reading, speaking, writing along with
other skill sets. Students will reflect on and practice how language is used, through
various higher-level skills, such as connecting ideas, contrasting ideas and analyzing
authors’ perspectives. They will articulate their findings to others through various task-
based activities, including: recounting or summarizing information and articulating
opinions about prominent figures, growth mindset, and change for good through the use
of language. They will create their own messages that reflect their opinions through
discussing, presenting, and arguing their point of view.

DISPOSITIONS = Mindset Expansion

Building or reshaping students’ beliefs and value systems and working towards self-
motivation, self-awareness and awareness of others is an ongoing process that requires
a metacognitive approach that includes having identify their own strengths and
limitations as learners. They will also become more self-aware critical thinkers of
English as they use their language skills and knowledge to interpret and reflect on
messages to, ideally, make valuable contributions to society as a result.

Assessment Overview
What evidence is used to show that students understand?
Formative (the processes of learning): READY(5C) approach, answer critical thinking
prompts on blogposts, work in pairs and share, graphic organizers.
Summative (the outcomes of learning): Create a digital product using the target
language.

Objectives: READY(ready strategy) based on 5C , and 3 Facets (from individual

self through a growth mindset to design for change worldwide) :

From the curriculum, students will be able to:

READY 5C Goal Areas Standards(World-Readiness Standards for
strategy Learning Languages)

R Reinforce 1.Learners build, reinforce, and expand their

(in Connections goal knowledge of other disciplines while using the
 area) language to develop critical thinking and to solve
problems creatively.

2. Acquiring Information and Diverse Perspectives:

Learners access and evaluate information and
diverse perspectives that are available through the
language and its cultures.

E Explain 1. Learners understand, interpret, and analyze

(in Communication goal what is heard, read, or viewed on a variety of
area) topics. Clarify the “why” or the “how” of ideas,
actions, or phenomena.

2. Present information, concepts, and ideas to

inform, explain, persuade, and narrate on a variety
of topics using appropriate media and adapting to
various audiences of listeners, readers, or viewers.

3. Interact and negotiate meaning in spoken,

signed, or written conversations to share
information, reactions, feelings, and opinions.

A Advancement 1. Learners use the language to investigate,

(in Culture goal area) explain, and reflect on the relationship between the
practices and perspectives of the cultures studied.

D Develop 1. Learners develop insight into the nature of

(in Comparison goal language and culture in order to interact with
area) cultural competence.

2. Use the language to investigate, explain, and

reflect on the nature of language through
comparisons of the language studied and their
own.

Y Yearns towards... 1. Learners use the language both within and

(in Community goal beyond the classroom to interact and collaborate
area) in their community and the globalized world.

2. Set goals and reflect on their progress in using

languages for enjoyment, enrichment, and
advancement.
-----------------------------------------------------------------------------------------------
Introduction to the Blended Language Course (Lesson 1)
Background Information and Overview
This course is held in a blended learning environment. The courses are divided into 2
(A,B) modules and each module includes two online courses and two face-to-face
lessons tailored for both unlimited learning access and feedback dependent on learner
needs. The sequence is online courses followed by F2F courses via Zoom or one-on-
one tutoring.
1. Introduce learners to Schoology, by guiding them through important features of the
online platform and the idea that the courses take place in both asynchronous and
synchronous mode.
(Online) https://www.schoology.com/
2. Introduce learners to Zoom by guiding them through important features of the
platform and explain that this is where some of synchronized meetings or one-on-
one tutoring take place. https://zoom.us/meetings

Targeted Essential Question: What metacognitive knowledge do students have

related to online learning? What metacognitive knowledge do students have related to
synchronous vs. asynchronous learning environments? (ie, the pros and cons of both
environments with regards to online learning) In what way(s) do students’ past exposure
to online learning platforms influence expectations for a blended learning
environment?

Module A:
Motivate English Learners From Growth Mindsets to The Prominent Figure
(Lessons 2-5)
Targeted Essential Question: How and why do we interpret and understand the idea
of growth mindset to become more positive learners individually? How do we connect
the concept of prominent figures like Steve Jobs to serve as a successful example of
thinking differently and change our own mindsets?
Background Information and Module A Overview
To explore the concept of the “growth mindset” and how one concept can take on
various interpretations depends on where and by whom it is considered. For instance,
the concept “prominent figure” can have different interpretations depending on context
and culture. In the West, prominent figures are often regarded as authority figures that
make policies to affect societal changes. On the other hand, in Eastern countries,
prominent figures can be described as the those who are in power or control of the
world.
In this module, students will have to incorporate the four skills to complete various
activities, such as scanning and skimming for academic articles online and later in
Zoom, share information about Steve Jobs and growth mindset as it applies to
academia, communicate objectives as well as their motivation. Employing the READY
strategy, they will learn about the characteristics of academic English in the ways of
from deconstructed instruction to reconstruct their meanings. They will learn critical
thinking by means of reading about growth mindset and Steve Jobs in order to prepare
for the F2F lessons discussion where they will have to construct their own meanings
through pair works and discussions.

READY strategy- 5C
From WORLD-READINESS STANDARDS FOR LEARNING LANGUAGEs website:

READY 5C Goal Areas Standards

strategy

R Reinforce 1. Learners build, reinforce, and expand their

(in Connections goal knowledge of other disciplines while using the
area) language to develop critical thinking and to solve
problems creatively.

2. Acquiring Information and Diverse Perspectives:

Learners access and evaluate information and
diverse perspectives that are available through the
language and its cultures.

E Explain 1. Learners understand, interpret, and analyze

(in Communication goal what is heard, read, or viewed on a variety of
area) topics. Clarify the “why” or the “how” of ideas,
actions, or phenomena.

2. Present information, concepts, and ideas to

inform, explain, persuade, and narrate on a variety
of topics using appropriate media and adapting to
various audiences of listeners, readers, or viewers.

3. Interact and negotiate meaning in spoken,

signed, or written conversations to share
information, reactions, feelings, and opinions.

A Advancement Learners use the language to investigate, explain,

(in Culture goal area) and reflect on the relationship between the
practices and perspectives of the cultures studied.

D Develop 1. Learners develop insight into the nature of

(in Comparison goal language and culture in order to interact with
area) cultural competence.

2. Use the language to investigate, explain, and

 reflect on the nature of language through
comparisons of the language studied and their
own.

Y Yearns towards... 1. Learners use the language both within and

(in Community goal beyond the classroom to interact and collaborate
area) in their community and the globalized world.

2. Set goals and reflect on their progress in using

languages for enjoyment, enrichment, and
advancement.

Lesson Overview:
Lesson 2 (online) Growth Mindset (Part 1)
Students will read articles about the concept of the “growth mindset” and practice using
the READY strategy to recount and explain why and how the growth mindset concept
works by practicing their scanning and skimming skills processing for articles written in
academic English. A MP3 of listening skills introduces scanning and skimming
techniques and a video on the growth mindsets are available on Schoology for online
instruction and learning and serve as a quick review of the concept for lesson 3.

Lesson 2 Objectives:
Learning Objectives Students’ Needs Assessment READY strategy based on 5C
(click the link to see details) standards (Goal Areas)
#1: Academic English and
skills; #2: Communicative
English; #3 Good
motivations

Explain some basic #1 Explain: learners understand,

differences between interpret, and analyze what is
skimming and scanning heard, read, or viewed on a
reading techniques. variety of topics.
(in Communication goal area)

Identify situations when it is #1 Explain: learners understand,

necessary to scan or skim a interpret, and analyze what is
text for content. heard, read, or viewed on a
variety of topics.
 (in Communication goal area)

Apply skimming and #1 Reinforce: learners build,

scanning skills to process the reinforce, and expand their
content of an article on knowledge.
growth mindset. (in Connections goal area)

Listen for details in a video #1, #3 Explain: learners understand,

concerning the concept of the interpret, and analyze what is
growth mindset. heard, read, or viewed on a
variety of topics.
(in Communication goal area)

Reinforce: learners access and

evaluate information and
diverse perspectives that are
available through the
language.
(in Connection goal area)

Lesson 3. (Face to face via Zoom) Growth Mindset (Part 2)

Critique of growth mindset
Students will read an article criticizing the growth mindset concept to foster their
understanding and create their own opinion about an academic topic. As the topic deals
with a learning theory it is also intended to help to reshape their motivation and learning
attitudes. To encourage deeper thinking about this topic, they will be provided with an
online goal setting activity worksheet to focus on and fill out their Growth Mindset Goal
Action Planning Framework. Next, students work with their partner to discuss their
Growth Mindset Goal Action Planning Framework to further share their plans as an
effective way of talking about their current mindsets using in their own words while also
reinforcing their learning of a more theoretical concept.

  Lesson 3 Objectives:
Learning Objectives Needs Assessment (click the READY strategy based on 5C
link to see details) standards (Goal Areas)
#1: Academic English and
skills; #2: Communicative
English; #3 Good
motivations
 List the attributes of a #1 Reinforce: learners build,
growth mindset. reinforce, and expand their
knowledge of other disciplines
while using the language to
develop critical thinking.
(in Connections goal area)

Advancement: learners use the

language to investigate,
explain, and reflect on the
relationship between the
practices and perspectives of
the cultures studied.
(in Culture goal area)

Explain limitations regarding #1, #2 Explain: learners understand,

the growth mindset approach interpret, and analyze what is
to learning. heard, read, or viewed on a
variety of topics.
(in Communication goal area)

Reinforce: learners build,

reinforce, and expand their
knowledge of other disciplines
while using the language to
develop critical thinking
(in Connections goal area)

Discuss growth mindset and #2, #3 Explain: interact and negotiate

create and share Goal Action meaning in spoken, signed, or
Plan written conversations to share
information, reactions,
feelings, and opinions.
(in Communication goal area)

Yearns towards: set goals and

reflect on their progress in
using languages for
enjoyment, enrichment, and
advancement.
(in Community goal area)
Lesson 4. (online) Prominent figures who “think different” (Part 1)
Learners will watch Steve Jobs’ Commencement Speech at Stanford and reinforce the
skills of scanning and skimming while listening and learn how to make connections
between concepts. They will then analyze how the growth mindset concept relates to
Steve Jobs’ seminal “Think Different” campaign. Students in this lesson will have
opportunity to dig deeper to ascertain what makes a prominent figure through plotting
the main life events for Steve Jobs to provide an understanding to how one individual
adult is able to contribute so much to the world. Lastly, they will write an academic
essay explaining if and how Steve Jobs’ life and the "Think Different" Apple
advertisement are examples of the growth mindset, and, in the process, contributing to
their communicative growth and mindset growth with this lesson and throughout the rest
of the course.

Lesson 4 Objectives:
Learning Objectives Students’ Needs Assessment READY strategy based on 5C
(click the link to see details) standards (Goal Areas)
#1: Academic English and
skills; #2: Communicative
English; #3 Good
motivations

Apply knowledge of the #1, #3 Explain: learners understand,

previously-explored concept interpret, and analyze what is
of “growth mindset” to heard, read, or viewed on a
listening tasks, specifically: variety of topics.
- listen to a speech for (in Communication goal area)
main themes and ideas.
- identify specific Reinforce: learners access and
information in a video evaluate information and
advertisement. diverse perspectives that are
available through the
language.
(in Connection goal area)

Connect central themes in #3 Reinforce: 1.Learners build,

course content to the concept reinforce, and expand their
of a growth mindset. knowledge of other disciplines
while using the language to
develop critical thinking and
to solve problems creatively.

2. Acquiring Information and

Diverse Perspectives: Learners
access and evaluate
information and diverse
 perspectives that are available
through the language and its
cultures.
(in Connections goal area)

Advancement:
learners use the language to
investigate, explain, and
reflect on the relationship
between the practices and
perspectives of the cultures
studied.
(in Culture goal area)

Lesson 5 (F2F) Prominent figures who “think different” (Part 2)

They will read an article with specific information about Steve Jobs’ life and learn about
and notice cause and effect relationships by noting significant life events on the
Timeline Activity Worksheet. They will then create a story plot in Adobe Spark as a way
to connect and reinforce cause and effect relationships. Students will then use their
timeline to create a group presentation to both practice their language and share their
understanding of the topic through use of a specific example. In this lesson, the READY
Strategy “Self-reflection” is provided for student reflection of their learning and how it
applies to their ability to perform certain language skills acquired throughout the half of
the courses as mid-course refection of learning.

Lesson 5 objectives:
Learning Objectives Students’ Needs Assessment READY strategy based on 5C
(click the link to see details) standards (Goal Areas)
#1: Academic English and
skills; #2: Communicative
English; #3 Good
motivations

Read an article of a prominent #1 Explain: learners understand,

figure for specific interpret, and analyze what is
information. heard, read, or viewed on a
variety of topics.
(in Communication goal area)

Explain the effects caused by #1, #2, #3 Explain: 1. learners

significant life events of a understand, interpret, and
prominent figure. analyze what is heard, read,
or viewed on a variety of
topics.

2 interact and negotiate

meaning in spoken, signed, or
written conversations to share
information, reactions,
feelings, and opinions.
(in Communication goal area)

Identify growths (positive #1 Reinforce: build, reinforce,

events) and setbacks and expand their knowledge
(negative events) in the life of of other disciplines while
a prominent figure. using the language to develop
critical thinking.
(in Connections goal area)

Advancement: learners use

the language to investigate,
explain, and reflect on the
relationship between the
practices and perspectives of
the figure and his life events.
(in Culture goal area )

Co-create a story plot of the #2, #3 Explain: present information,

growths and setbacks in the concepts, and ideas to inform,
life of a prominent figure. explain, persuade, and narrate
on a variety of topics using
appropriate media and
adapting to various audiences
of listeners, readers, or
viewers.
(in Communication goal area)

Develop: use the language to

investigate, explain, and
reflect on the nature of
language through
comparisons of the language
studied and their own.
(in Comparison goal area)

Yearns towards: learners use

 the language both within and
beyond the classroom to
interact and collaborate in
their community.
(in Community goal area)

Present their story plot by #2, #3 Explain: present information,

explaining the main points concepts, and ideas to inform,
and lessons learned. explain, persuade, and narrate
on a variety of topics using
appropriate media and
adapting to various audiences
of listeners, readers, or
viewers.
(in Communication goal area)

READY strategy in Module A

READY 5C Goal Areas Standards
strategy

R Reinforce Learners build, reinforce, and expand their knowledge

(in Connections goal area) of the concept of the growth mindset.

E Explain Learners explain the “how,” “why” and to what extent

(in Communication goal the growth mindset concept is related to their lives and
area) their learning.

A Advancement Learners use the language to investigate, explain, and

(in Culture goal area) reflect on the relationship between the growth mindset
and their own lives by creating a growth action plan to
advance their understanding of and connection to the
concept.

D Develop Learners develop insight into the concept of the growth

(in Comparison goal area) mindset.

Y Yearns towards... Learners set goals using their knowledge of the growth
(in Community goal area) mindset concept and yearn towards the development of
a growth action plan.

---------------------------------------------------------------------------------------------
Module B: Expanding individuals’ growth from "giving back to Design
for Good in the society (Lessons 6-9)

Targeted Essential Question:

Will having students work on a language project about giving back lead to their being
more charitable in their personal lives?

Does providing opportunities for a flipped classroom encourage critical thinking about a
cultural or societal problem while also showing the impact that communicating about a
theme can have? Will having students do extensive research on a cause provide
opportunities for them to care about the cause and, by extension, grow as a person?

Will providing opportunities for students to co-create their projects through

communicating their knowledge of and opinions on a topic help improve their language
skills?

Background Information:
Students will perform cultural comparison and develop critical thinking skills through
problem-solving activities. They will apply previously-learned languages skills
(skimming, scanning, and refuting) to research content. Process information to identify
the benefits and obstacles of different solutions. Analyze an issue on a deeper level by
explaining it to a partner. Identify ways that a topic relates to their society, culture, and
the world. Synthesize language, communication and analysis to prepare a presentation
for Lesson 10.

Lesson 6:(online) Expanding individual growth- Giving Back (Part 1)

Students will explore the topic of “giving back” through various language activities. First,
they will visit the Web site: http://freerice.com/#/english-vocabulary/1445 and make
educated guesses as to the purpose of this Web site. They will explore this topic further
by brainstorming different ways that people “give back” besides donating money. Prior
to reading an article, “The Secret to Happiness is Helping Others,” they will employ the
reading strategy of prediction and then compare their predictions to the article content to
both reinforce the article content and notice their prediction abilities. Students will then
work on their vocabulary building skills by studying phrasal verbs that deal with the topic
of “giving back”. The purpose of this lesson is for students to see that an individual can
make a valuable impact. Additionally, the content of this lesson is meant to expand
student understanding of from the self-help nature of the growth mindset concept to a
broader, more valuable, sense of helping and giving back.

Lesson 6 objectives:
Learning Objectives Students’ Needs Assessment READY strategy based on 5C
(click the link to see details) standards (Goal Areas)
#1: Academic English and
skills; #2: Communicative
English; #3 Good
motivations

Explain the purpose of the #1, #3 Explain: learners understand,

freerice.com Web site. interpret, and analyze what is
heard, read, or viewed on a
variety of topics. Clarify the
“why” or the “how” of ideas,
actions, or phenomena.
(in Communication goal area)

Advancement: learners use the

language to investigate,
explain, and reflect on the
relationship between the
practices and perspectives of
the cultures studied.
(in Culture goal area)

Identify and explain the #1, #2, #3 Reinforce: learners access and
meaning of phrasal verbs evaluate information and
related to the topic of “giving diverse perspectives that are
back.” available through the language
and its cultures.
(in Connections goal area)

Make predictions as a pre- #1, #2, Explain: interact and negotiate

reading strategy. meaning in spoken, signed, or
written conversations to share
information, reactions,
feelings, and opinions.
(in Communication goal area);

Develop: use the language to

investigate, explain, and
reflect on the nature of
language through comparisons
of the language studied and
their own.
(in Comparison goal area)

Lesson 7: (F2F) Giving back- Change for Good (Part 2)

Students will think about how giving back relates to them and
how making “change for good” can help them to cultivate their best self. They will learn
about and practice compare-contrast techniques by comparing and contrasting different
ways of giving back. This exercise creates opportunities for cultural comparisons and
critical thinking through problem solving. They will also learn how to refute an argument
by giving a written opinion on what they think is the best way to give back, which them
conduct their investigation of the culture of giving on a deeper level. Throughout the
course, learners acquire skills sets of both academic and communicative English and
also learn how to communicate their personal growth so that they can investigate their
values and, ideally, make future contributions that help society.

Lesson 7 objectives:
Learning Objectives Students’ Needs Assessment READY strategy based on 5C
(click the link to see details) standards (Goal Areas)
#1: Academic English and
skills; #2: Communicative
English; #3 Good
motivations

Develop an argument using #1, #2 Develop: use the language to

their knowledge of cause and investigate, explain, and
effect. reflect on the nature of
language through comparisons
of the language studied and
their own.
(in Comparison goal area)

Prepare a refutation using #1, #2 Explain: present information,

debate strategies. concepts, and ideas to inform,
explain, persuade, and narrate
on a variety of topics
(in Communication goal area)

Advancement: learners use the

language to investigate,
explain, and reflect on the
relationship between the
practices and perspectives of
the cultures studied.
(in Culture goal area)

Develop: learners develop

insight into the nature of
language and culture in order
 to interact with cultural
competence.
(in Comparison goal area)

Apply cultural comparison #1, #3 Reinforce: learners build,

and critical thinking through reinforce, and expand their
problem-solving. knowledge of other disciplines
while using the language to
develop critical thinking and
to solve problems creatively.
(in Connections goal area)

Develop: use the language to

investigate, explain, and
reflect on the nature of
language through comparisons
of the language studied and
their own.
(in Comparison goal area)

Lesson 8: (online): Design for change (Part 1)

Students will investigate and critique a cultural or societal problem derived from a main
theme: the world’s waste problem and its relationship to society. They will choose a
subtopic that they care about or are interested in from a number of pre-selected topics
that show creative ways that people have given back to reduce waste around the world.
They search the Web to find an additional video and/or article related to the subtopic
and to strengthen their understanding of the topic. Additional subtopic ideas will be links
for students to access. They will lastly create a blog post by using Adobe Spark
(https://spark.adobe.com/sp/projects) to share the main idea and supporting details of
their subtopic in order to share a way to “give back” when dealing with the topic of waste
and thinking about how they can make a greater impact on society.

Learning Objectives Students’ Needs Assessment READY strategy based on 5C

(click the link to see details) standards (Goal Areas)
#1: Academic English and
skills; #2: Communicative
English; #3 Good
motivations

Explain the major differences #1, #2 Explain: learners understand,

between the flipped and interpret, and analyze what is
traditional lessons. heard, read, or viewed on a
variety of topics. Clarify the
“why” or the “how” of ideas,
 actions, or phenomena.
(in Communication goal area)

Reinforce: learners build,

reinforce, and expand their
knowledge of other disciplines
while using the language to
develop critical thinking and
to solve problems creatively.
(in Connections goal area)

Advancement:learners use the

language to investigate,
explain, and reflect on the
relationship between the
practices and perspectives of
the cultures studied.
(in Culture goal area)

Skim and highlight an article #1, #3 Explain: learners understand,

to determine words and interpret, and analyze what is
concepts that they think are heard, read, or viewed on a
important to the main idea variety of topics.
and theme of a text. (in Communication goal area)

Reinforce: learners build,

reinforce, and expand their
knowledge.
(in Connections goal area)

Prepare an online “lesson” #3 Reinforce: learners access and

about their topic for their evaluate information and
fellow classmates. diverse perspectives that are
available through the language
and its cultures.
(in Connections goal area)

Advancement: learners use the

language to investigate,
explain, and reflect on the
relationship between the
practices and perspectives of
the cultures studied.
(in Culture goal area)
Apply cultural comparison #1, #2 Reinforce: learners access and
and critical thinking through evaluate information and
problem-solving. diverse perspectives that are
available through the language
and its cultures.
(in Connections goal area)
Explain: learners interact and
negotiate meaning in spoken,
signed, or written
conversations to share
information, reactions,
feelings, and opinions.
(in Communication goal area)

Advancement: learners use the

language to investigate,
explain, and reflect on the
relationship between the
practices and perspectives of
the cultures studied.
(in Culture goal area)

Develop: learners develop

insight into the nature of
language and culture in order
to interact with cultural
competence.
(in Comparison goal area)

Yearn towards: learners use

the language both within and
beyond the classroom to
interact and collaborate in
their community and the
globalized world.
(in Community goal area)

Lesson 9: (F2F): Design for Change (Part 2)

The students will design their own solution to a cause they care about. This creates
personal connection to the topic and the opportunity to communicate and analyze and
express their opinions and others’. They will select a creative solution to a waste
problem and explain its benefits and potential obstacles and think of solutions that are
beneficial to society. They will communicate the solution to a problem. It will have to
include the following elements by using the Problem - Solution Mind Map Tool:

 Problem
 Cultural Significance
 Personal Opinion
 Solution

Lesson 9 objectives
Learning Objectives Students’ Needs Assessment READY strategy based on 5C
(click the link to see details) standards (Goal Areas)
#1: Academic English and
skills; #2: Communicative
English; #3 Good
motivations

Apply previously-learned #1, #2 Reinforce: learners access and

languages skills (skimming, evaluate information and
scanning, and refuting) to diverse perspectives that are
research content. available through the language
and its cultures.
(in Connections goal area)

Process information to #1 Explain: learners understand,

identify the benefits and interpret, and analyze what is
obstacles of different heard, read, or viewed on a
solutions. variety of topics. Clarify the
“why” or the “how” of ideas,
actions, or phenomena.
(in Communication goal area)

Develop: use the language to

investigate, explain, and
reflect on the nature of
language through comparisons
of the language studied and
their own.
(in Comparison goal area)

Analyze an issue on a deeper #1, #2 Explain: interact and negotiate

level by explaining it to a meaning in spoken, signed, or
partner. written conversations to share
information, reactions,
feelings, and opinions.
(in Communication goal area)
 Advancement: learners use the
language to investigate,
explain, and reflect on the
relationship between the
practices and perspectives of
the cultures studied.
(in Culture goal area )

Identify ways that a topic #1 ,#2, #3 Advancement: learners use the

relates to their society, language to investigate,
culture, and the world. explain, and reflect on the
relationship between the
practices and perspectives of
the cultures studied.
(in Culture goal area )

Develop: learners use the

language to investigate,
explain, and reflect on the
nature of language through
comparisons of the language
studied and their own.
(in Comparison goal area)

Yearns towards: learners use

the language both within and
beyond the classroom to
interact and collaborate in
their community and the
globalized world.
(in Community goal area)

Synthesize language, #2 Reinforce: learners access and

communication and analysis evaluate information and
to prepare a presentation for diverse perspectives that are
Lesson 10. available through the language
and its cultures.
(in Connections goal area)

Explain: present information,

concepts, and ideas to inform,
explain, persuade, and narrate
on a variety of topics using
appropriate media and
 adapting to various audiences
of listeners, readers, or
viewers.
(in Communication goal area)

Develop: learners use the

language to investigate,
explain, and reflect on the
nature of language through
comparisons of the language
studied and their own.
(in Comparison goal area)

READY strategy in Module B

READY 5C Goal Areas Standards
strategy

R Reinforce Learners build, reinforce, and expand their knowledge

(in Connections goal area) of the concept of giving back / change for good.

E Explain Learners explain the “how,” “why” and to what extent

(in Communication goal the giving back / change for good concept is related to
area) their lives and their learning.

A Advancement Learners use the language to investigate, explain, and

(in Culture goal area) reflect on the relationship between the giving back /
change for good concept and their own lives by
researching and creating a blog post around a subtopic
of the theme: the world’s waste problem to advance
their understanding of and connection to the topic.

D Develop Learners develop insight into the concept of giving back

(in Comparison goal area) / change for good.

Y Yearns towards... Learners set goals using their knowledge of the concept
(in Community goal area) of giving back / change for good and yearn towards the
development of a blog post on a subtopic on the theme:
the world’s waste problem.

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Summative Assessment and Final Project--- Exposing to the society by the use
of language to make a change
Final Presentation Showcase
Lesson Overview:
Lesson 10: In this module, students will present a digital product. This can take many
forms and allows students choice in completion of their final project. They can make a
website, podcast, digital story or comic, etc. in order for students to be creative with
their product and choose a medium that they feel comfortable with and/or are interested
in learning more about. Students should use their resources from all modules to plan,
create, and share their final project. Students are able to share their work with students,
as well with their community or the world. The chart below shows helpful sites for
creating digital products.

Additional Helpful Information:

Websites Weebly.com
Podcasts Padlet
Digital Stories/Comics Pixtor
Other creative resources Adobe Spark
Digital Stories iMovie, YouTube
Digital Presentation Prezi

Students can also post links to their projects via a class Schoology. That way they can
view each other’s work and give peer feedback, which is essential for improving their
projects, fostering learning and meaningful interaction, and reinforcing the important
concepts that were weaved throughout the curricula.