MS/HS Task Planning Template with English Learner Supports

Performance Task Name:

Teacher Responsibilities

Student Actions 

Session 1

Time: 20 Minutes

Materials Needed:

The Introductory Video to help students understand the topic they will be working through.

The Real-World Connection slide provides a video designed to help students see how the content in this task connects to the world outside their classroom.

The Check-In Questions help students reflect on the videos they just watched.

• How will discussion take place?
• How will students respond to the guiding questions (orally, written, individually, in groups?)
• How will students share prior knowledge of career?

• Watch the Introduction Video.(This activity can be done as awhole class, small groups, or individually).
• Watch the Real-World Connection Video. (This activity can be done as a whole class, small groups, or individually.)
• Students complete the Check-In Questions to reflect on the career connection video they just watched.

• Enable subtitles in video
• Consider using a guided notes worksheet to pull out key points from video
• Allow students to watch the video twice
• Review the notes afterwards to cover key points and allow for student questions/clarification
• Preview vocabulary - Use of Frayer model, vocabulary wall, visuals to connect ideas and understanding
• Provide sentence stems to facilitate discussion
• Assign specific roles for each student in groups so all students have responsibility/accountability for speaking and listening
• Consider dividing check-inquestions and assigning partners inthe group to answer and share outwith group

Teacher Responsibilities

Student Actions 

Session 2

Time: 2-3 Minutes /video + time for check-in questions

Materials Needed:

The Goal, Role, Audience, & Situation (GRAS) Video provides the framework for students in how they will be designing their products.What activity will the students do related to the GRAS? (e.g. KWL chart, Think/Pair/Share, etc)

The Check-In Questions help students reflect on the video they just watched.

• Identify primary Standard(s)
• Identify Primary Skill(s) or Practice(s)

• Watch GRAS Video. (This activity can be done as a whole class, small groups, or individually.) Students may also read the text version of this information.
• The Check-In Questions help students reflect on the GRAS information.
• Answer check-in questions

• Enable subtitles in video
• Chunk the text in the GRAS if providing the text version
• Use pictures or graphics to represent ideas
• Allow students to illustrate their understanding withpictures or graphics
• Provide opportunities for small group or partner collaboration to answer check-in questions. Assign specific tasks (different from initial partner work group roles, if possible)
• Share exemplars for reference (if possible).

Teacher Responsibilities

Student Actions 

Session 3

Time: 1-1.5 hrs

Materials Needed:

The Research Questions are overarching questions that will guide students to consider the content they are learningabout in this task.

• Identification of research questions your students will use
• Or have students create their own research questions

Helpful Vocabulary provides terms and definitions that may be helpful for student work and research.

• Decide how these terms will be taught

The Research Resources provided may be helpful for student work. You can have students use the ones provided in the task and/or add your own. Your school library or other resources found on the internet, may also be helpful for research, if available.

• Review and select research resources foryour students
• Optional: search for additional Research Resources

• Revisit Research Questions as needed throughout this task for formative assessment.
• Students will review the vocabulary words and definitions needed for the task.
• Students, on their own or in teams, will begin their research and answer research questions.
• Optional: search for additional Research Resources.

• Provide leveled texts or scaffolded texts
• Utilize graphic organizers to facilitate note taking
• Consider JIGSAW reading strategy to reinforce, reading, writing, listening, and speaking skills

Teacher Responsibilities

Student Actions 

Session 4

Time: 1-5-2 hrs / product

Materials Needed:

The bulk of the work for this final step is spent with students creating their product(s), reviewing the rubrics and revising/refining their work when necessary.

The Product Choice provides1-3 product options forstudents.

• Determine Products to be used
• Decide how students will work when doing products (individually, pairs, groups, if groups- how will they be determined)
• Review rubrics for each product and edit if desired/necessary

During product creation,teacher may:

• Facilitate and monitor group or independent work
• Record class observations
• Ask clarifying questions, provide authentic and targeted feedback on student ideas.

The Design Process Video will assist with brainstorming, analyzing, and creating the final product.

The Check-In Questions help students reflect on their brainstorming and decision-making process.

The Next Steps assist students in what to do when their product(s) is complete.

• Review product(s) assignments and rubrics
• Watch Design Process Video (whole class, small groups, or individually.)
• Students discuss the Check-In Questions with theirclass/group or individually.
• Students create their product(s) as a whole class, small groups, or individually, ensuring that they meet the needs of the audience.
• Students review the rubrics with each product and revise/refine their work as needed.
• Next Steps: Completed products submitted to teacher and perhaps presented to a public audience.
• Project Reflection Check-inQuestions: help studentsreflect on the performance taskand their work.

• Allow and encourage cultural connections to products - seek ways English Learners can embed their background knowledge or special skills to be illustrated through the product
• Conduct frequent check-ins for understanding and adherence to the rubric
• Look for areas where scaffolding would assist students and push them to independence
• Allow students to work with partners or groups (but assign specific tasks to ensure equal participation)
• Provide sentence frames to facilitate feedback discussions
• Share exemplars

Time: 1-5-2 hrs / product

Materials Needed:

Time: 1-5-2 hrs / product

Materials Needed:

Teacher Responsibilities

Student Actions 

Time: VARIES-10-15 min. / group

• Have students present, and/or display finalized projects and celebrate the work completed.
• Review the overarching concepts covered and how they connect with the work completed.
• Great opportunity to share with parents and/or school community.

• Presentation of products
• Student reflection on the PBL Process ( journals, partner discussion, whole group, etc.)

• Model presentation and feedback expectations
• Provide time for presentation practice
• Use graphic organizers to support note taking during other student presentations and provide parameters to encourage feedback
• Provide sentence frames to support reflection