Teacher(s) Xiaojing Hou Subject group and EW201 Date of Class October 10-

course
End of the
semester

Grade Grade 10 & 11 Students will engage in

Semester 1 1. Novel reading

School Week 4th-19th week 2. Novel-based discussion

Session 3. Annotated bibliography

Duration Thirteen
4. Collaborative project
45-minute
5. Multi-model writing product
class time
6. Reflection of the project

Objectives: 1. To research water-related global issues and crisis Blooms Taxonomy

2. To get to know something about South Sudan Knowing,
3. To critically think about global issues and solutions Identifying
4. To increase global awareness of intractable problems Analyzing
5. To be able to create visual products to assist in presentation Interpreting
6. To practice collaborative skills Applying/synthesizing
7. To practice presentation skills Reflecting
8. To practice academic writing

Students will know the following content:

1. Causes and consequences of water conflict
2. Current situation of water conflict in South Sudan
3. Severity of water crisis
4. Lost boys
5. Other student-catered content
Students will develop the following skills:
1. To raise a compelling question
2. To collect data and evidence
3. To critically analyze and interpret information
4. To collaborate to work
5. To create visual product
6. To present to audience in public
7. To cite APA format
Students will grasp the following difficult points:
1. To learn to raise compelling questions
2. To learn to do annotated bibliography
3. To learn to write claims
4. To learn to locate resources for information
5. To explore a new visual tool
6. To create a video product

Inquiry/Pivotal Questions: What is this course all about?

Teaching Process:

Time Procedures Followed Materials / Text

References

Lesson 1In Pre-reading activity Handout:

Writing worksheet
o Introduction to UN Global Issues
Class Wiki

https://www.youtube.com/watch?v=T0D4Y-f3Zyo Watch a video

Handout
o Agree or disagree activity (use handout)
o Predict tone, audience, purpose and point of view of the novel
25 o Discuss the hand drawn map of the book A long walk to water
minutes
Geography of Sothern Sudan and countries around it, the features of the
route to fetch water, calculate the length of the route based on scale on it

Note: I will create a class wiki space for course EW201 before the class.
All the videos needed in this course will be embedded on the wiki. All
students writing will be published here.
 Free writing: My story with water (50-100 word) Journal writing on
13
the personal wiki
minutes Write on the classs Wikispace (Personal page)
page

Novel:
Assignment: Finish Chapter 1-3 for next week either hard book or
2
Write a brief timeline summary of these chapters before coming on your electronic book
minutes and audio book
wiki page.
(Recommended timeline tool: Timetoast)

Sources provided:
Audiobook: https://www.youtube.com/watch?v=pyun9BuuUwE&list=PLjXlK82SJ_B9e5eQKG_uMztnIJ6n2CfJw
Electronic version: http://www.southamptonschools.org/webpages/astipanov/classroomreading.cfm?subpage=2053983

Time Procedure Materials / Text

References

Lesson 2 Chapter 1-3 review Novel/Writing/

Worksheet/poster
Instruction: Take out your book and sit with your group, each two groups will
30 Handout:
deal with one chapters discussion questions (on the handout). Please discuss
minutes those questions in your assigned chapter one by one. Writing worksheet

Team presentation: You team has to summarize your assigned chapter first.
Poster
15 Then, each team member chooses one question to share to the class. It can be the
minutes one that most engage you, or the one you feel puzzled about. Use poster to assist
your group presentation.

Assignment
Continue reading Chapter 4-6 and writing timeline summaries on the journal

Time Procedures Followed Materials / Text

References

Lesson 3A Chapter 4-6 Novel

Instruction: Take out your book and sit with your group, each two groups will
30 Handout
deal with one chapters discussion questions (on the handout). Please discuss
minutes Discussion worksheet
those questions in each chapter one by one.
 Team presentation: You team has to summarize your assigned chapter first.
15 Poster
Then, each team member chooses one question to share to the class. It can be the
minutes one that most engage you, or the one you feel puzzled about. Use poster to assist
your group presentation.

Assignment
Continue reading Chapter 7-9 and writing timeline summaries on the journal

Time Procedures Followed Materials / Text

References

Lesson 4 Chapter 7-9 Worksheet, textbook

Instruction: Take out your book and sit with your group, each two groups will
Handout
30 deal with one chapters discussion questions (on the handout). Please discuss
minutes those questions in each chapter one by one, and note down the most difficult one Writing worksheet
for your group.
Mini-lesson on difficult questions:
10 Handout
Explanation and modelling
minutes Writing worksheet

5 Poster
Work on the difficult questions again and summarize it on the poster
minutes

Assignment
Continue reading Chapter 7-9 and writing timeline summaries on your wiki page

Time Procedures Followed Materials / Text

References

Lesson 5 Chapter 10-13 Textbook/Poster/

Handout
Instruction: Take out your book and sit with your group, each two groups will
Handout
30 deal with one chapters discussion questions (on the handout). Please discuss
minutes those questions in each chapter one by one, and note down the most difficult one Writing worksheet
for your group.
Mini-lesson on difficult questions:
10 Handout
Explanation and modelling
minutes Writing worksheet
 5 Poster
Work on the difficult question again and summarize it on the poster
minutes

Assignment
Continue reading Chapter 14-16 and writing timeline summaries on your journal

Time Procedures Followed Materials / Text

References

Lesson 6 Chapter 14-16 Textbook/Poster/

Handout
Instruction: Take out your book and sit with your group, each two groups will
Handout
30 deal with one chapters discussion questions (on the handout). Please discuss
minutes those questions in each chapter one by one, and note down the most difficult one Writing worksheet
for your group.
Mini-lesson on difficult questions:
10
Explanation and modelling
minutes

5 Poster
Work on the difficult question again and summarize it on the poster
minutes

Assignment
Continue reading Chapter 17-end and writing timeline summaries on your journal on your wiki page.

Time Procedures Followed Materials / Text

References

Lesson 7 Chapter 17- end Textbook/Poster

Instruction: Take out your book and sit with your group, each two groups will
Handout
30 deal with one chapters discussion questions (on the handout). Please discuss
minutes those questions in each chapter one by one, and note down your own answer and Writing worksheet
click the most difficult one.
Mini-lesson on difficult questions:
10 Handout
Explanation and modelling
minutes
 Writing worksheet

5 Poster
Work on the difficult question again and summarize it on the poster
minutes

Assignment
What surprised you most from what you learned in reading this book? (100 - 200 words)

Time Procedures Followed Materials / Text

References

Lesson 8 Introduction to PBI project Textbook/Poster

Instruction: Since we have finished the book, we are going to do a PBI project
Video
based on the book. How many steps in the project and how to do it? lets watch a
video first https://www.youtube.com/watch?v=PL0ioROJlvI(Dr. Spires, 2016)
https://www.youtube.com/watch?v=u84ZsS6niPc(Scott Crombie, 2014), then
conclude the process of PBI project:
20
o Compelling question
minutes
o Gather and analyze sources
o Creatively synthesize claims and evidences
o Critically evaluate and revise

o Share, publish and act

Mini-lesson on raising compelling questions and writing claims:
Video/sample claims
1) Watch a video https://www.youtube.com/watch?v=PkcHstP6Ht0(David
25 Stork, 2013), How to ask good questions?
minutes 2) Examples of good questions/bad questions
3) How to write claims? discussion
4) Analyze sample claims

Assignment
Based on the book, each group has to raise a question that interest you most or select a question from the question
listed below. You need to share with me your question within two days. If your question is approved, you can work on
your project, locate some information (UN, WHO, academic papers or other valid sources) and write your claim (200-
300 word). We are going to discuss your question and claims next class, if you have any questions, you can consult
your classmates and me next class.
Question list:
What role does water play in global conflict?
Why is water conflict different from other conflicts?
Why is water conflict difficult to resolve?
Other resources (if it fits your topic, you can use):
../A long walk to water/Managing_Water_Conflict_and_Cooperation.pdf
../A long walk to water/Facing the challenge barriers to sustainable water resources development in China.pdf ../A long
walk to water/an-environmental-catastrophe.pdf

Lesson 9 Annotated bibliography Textbook/Poster

Instruction:

1. Take turns to share your group question, and explain why your group
want to explore this question.

2. After your group have had a question, you need to do research to build
your answer on existing and known facts and perspectives. But you have
to analyze these findings and perspectives critically, synthesize and form
your own answer together. You have to stand out in your claims, state
clearly whats your opinion and what are others opinions. Today, you
are going to write an annotated bibliography respectively. In your
annotated bibliography you must summarize, assess, and reflect on the
source. Here are some rhetorical questions to guide your thinking:

a. Summarize: What are the main arguments? What is the point of this book or
20 article? What topics are covered? If someone asked what this article/book is
minutes about, what would you say?

b. Assess: After summarizing the source, evaluate it. Is it a useful source? How
does it compare with other sources in your bibliography? Is the information
reliable? What new information does the source offer? What is the goal of
this source?

c. Reflect: Once you've summarized and assessed a source, ask how it fits into
your research. Was this source helpful to you? How does it help you shape
your argument? How can you use this source in your final paper? Has it
changed how you think about your topic?
see: https://owl.english.purdue.edu/owl/resource/614/03/ for an example.

You have to use APA format, explain APA format at this moment:
http://www.lib.ncsu.edu/lobo2/citationbuilder/citationbuilder.php; https://owl.en
glish.purdue.edu/owl/resource/560/01/

Work on your annotated bibliography in class(individual work, but each team

25 Handout
member has to annotate a different resource, so you need to exchange ideas
 with your group member.)
minutes Sample claims

Assignment
Continue working on your annotated bibliography and submit it on your groups wiki page before next
week.

Lesson Reflection of Annotated Bibliography Textbook/Poster

10

Instruction:

1. Share in your group what your resources are mainly about.

2. Take some time to read another group members work.

3. Try to analyze and find connections among your teams annotated

bibliography.
20
minutes a. Whats the source type? Which organization? Is the resource valid? If not,
find another one.

b. Are there any similar themes emerging? What are they?

c. Is your groups annotated bibliography diversified and cover what you

expect?

d. What are overlapping parts in your groups annotated bibliography?

Work on claims with your group. Each group has to come up with two claims.
Handout
Your group member should first write down statements as many as possible, and
25 Sample claims
then share together. Decide on which two are better and kind of independent
minutes
but connected in some way. Use your groups collective wisdom to revise
and decide on two claims.

Assignment
Once your two claims are decided, your group need to work on claims writing. You need to locate more
information to collect evidence, if you feel your groups annotated bibliography is not adequate.

Lesson Second draft of claim writing Textbook/Poster

11
 Instruction:

Writing workshop: exchange your first draft of claim writing within your
group and with other groups, you need to follow the following instructions
to give your classmate feedback.

Praise: What is well done in the writing? (Statement, evidence, length, wording,
engaging, interesting, creative)

Question: Ask questions to clarify certain sentences, words, or your

understanding.

E.g. What does this word/sentence mean?

25
minutes What do you want to say?

Is it better to useor describe...?

Can you add more details to .?

Is it better to say in this way?

Suggestion: Give suggestions to your classmate to make her writing clearer,

better, more convincing and more engaging.

You need two classmates to review your claim. Corrections and feedback should
be marked in different colors.

Base on feedback from your classmates, rewrite or revise your claim. Keep two
25 versions of your draft. Don't overwrite on former draft(Later when you
minutes review, you will get a better understanding of what you have improved and
revised in your writing).

Assignment
1. Continue working on your claim and submit it before next week on your groups wiki page.

2. You will get your feedback on your claim within 2 days once you submitted.

Lesson Create an visual product Textbook/Poster

12

20
Instruction: After finishing claim writing, your group need to create two visual
minutes
products to assist your final presentation as a part of your project. The visual
 product can be Piktochart (good for displaying relations and change by
displaying charts and tables), Prezi(good for procedure display), Powtoon
(animated video), or IMovie(video). You can watch the tutorial or demo
video on its official website. Dont worry, after exploring for a while, you
will get on it. If you encounter any problem, I will be here for help. If you
use iMovie, follow the process:

1. You need to write a storyboard (voiceover script) first.

2. Select some pictures, shoot an original video, or draw some to go with

your storyboard. If you want to use existing video footages, you can
only use no more than 1 minute at one part. You also need to give clear
credit to copyright owner(s).

3. Record voiceover and then add voice over.

4. Reedit voiceover to match visual images on the screen.

5. Add credit list at the end of your video.

6. Please use free music that is not violating copyright.

Work on your visual product in class

25
minutes

Assignment
Continue working on your visual product.

Lesson Presentation preparation

13

Instruction: Self-evaluate your visual product and share your visual product
20 with your team, and ask for feedback. If needed, please make revisions and
minutes changes.

Rubric is provided.

Write your presentation script and get ready to present your research through
25
group presentation.
minutes
 Assignment
Prepare for a 3-5-minute presentation for each person in the group, and you will be graded as a group.

Lesson Presentation Invite a

photographer,
13
and guests to
watch

Take turns to give presentation

45
minutes

Assignment
Write a 100-200 reflection of this project.
1) What role do you play in this project?
2) Which part do you like most in this project?
3) What is the most challenging part in this project?
4) How is your cooperation in the group?
5) Do you have any regrets in this project?
6) What advice would you give to your teacher to improve this project?

Upload your groups visual product on your groups wiki page.

Appendices:

1. PBI project Rubric

2. Chapter discussion guide