Elementary Task Planning Template with English Learner Support

Performance Task Name:

Teacher Responsibilities

Student Actions 

Session 1

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

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 helpstudents reflect on the videosthey 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.

• Use a KWL chart to bridge concepts that students know before the video and learn after watching
• Consider a note sheet to allow students to fill in important details while watching the video
• Pre-teach vocabulary (use pictures, consider allowing students to work in pairs or small groups to complete
• Provide sentence stems to facilitate discussion and written responses

• Share exemplars for responses and provide teacher modeling of discussion expectations

  
  
  

Teacher Responsibilities

Student Actions 

Session 2

Time: ~ 1-2 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

• Provide thinking maps to allow students to organize their ideas
• Use a note sheet for students to identify the big ideas in the GRAS video
• Consider sentence stems to facilitate reflection, reinforce and check understanding
• Encourage peer discussion with specific roles for each partner to share ideas, ask questions, and complete check-in questions

Teacher Responsibilities

Student Actions 

Session 3

Time: ~ 20-30 minutes / constructed response or research resource

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
• Examples: add to a word wall, spelling list, or provide visuals when appropriate.

Constructed Responses are passages and prompts that are designed to help further student engagement with the research questions.

• Review and select research resources for your 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.
• Read and discuss the Constructed Response(s)
• Students, on their own or in teams, will begin their research and answer research questions.
• Optional: search for additional Research Resources.

• Provide multiple modes for vocabulary instruction (photos, videos, background information to build understanding and context).

• Chunk text, or used leveled texts when appropriate

  
  

Teacher Responsibilities

Student Actions 

Session 4

Time: ~ 1-1.5 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 their class / 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-In Questions: help students reflect on the performance task and their work.

• Share project exemplars
• Provide specific tasks for each group member to ensure all students have a role in listening, speaking, reading, and writing
• Select products that provide cultural connections and/or allow students to demonstrate understanding in a variety of ways

Time: ~ 1-1.5 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.)

• Provide sentence stems
• Model writing exemplars
• Allow students to practice presenting (with a peer, with the teacher)

• Encourage community/parent involvement