LESSON 1 NEIGHBORHOODS It’s Important to Me Social issue poster and poster presentation using will for the future Objective: Students will create a collage poster about a social issue and give a presentation Using will to talk about the future. Level: Intermediate to Advanced Materials: Paper for the base, any collage materials available [recycled magazines, papers, etc.), pencils, scissors, glue, paste, or glue sticks. Teacher Preparation: 1. Find local posters to use as examples in Part One. 2, Gather and collect collage materials for students to use. 3. Ask students and other teachers to donate materials such as old magazines, recycled paper, or scraps of fabric. Art Options: If collage materials are not available, this can also be completed as a drawing or painting activity. Students can draw or paint a social issue poster instead of using collage materials. INSTRUCTIONS Part One: Social Issue Poster 1. Break students into pairs or small groups of three. 2. Bring in examples of local posters to show students, or find poster examples online. Assign ‘one poster to each group. 3. Have students look at the poster and discuss as a group what the purpose of the poster is, what content the poster displays, and the design features of the poster. Does the poster ad- vertise a product or event? Does the poster make a social or political statement? Is the poster used for decoration? Write the various categories of posters on the board, and have groups decide which category their poster should go under: advertisement, social or political statement, or decoration Have groups tape their posters under the appropriate category. 5: Discuss withthe class the various categories and determine if groups put their poster in the correct category. 6. Tell students they will be creatin neighborhood, town, villa the lesson. 7. Have groups brainstorm possible topics for the brainstormed responses. Each group should th 9 their own posters about an important issue facing thelr ‘96. city, oF School. Show students the Activity Example at the end of Poster: Create a list on the board of the groups 'en pick a topic that is important or meaningful to 6 | un couce BRR RPR RRR RRR RB eee ee ee ee ee ee eee KKthem. Possible topics might include education, pollution, transportation, or health care. Topics ‘might be more specific, such as trash around the school, bullying, or graffiti on school walls. 8. If possible, have students research their issue or problem online. Ask groups to investigate whom the problem affects; what people, groups, or organizations are doing to help solve the problem; and what they can do to help spread awareness or help solve the problem. While researching, have one student from each group be the “secretary” and take notes in their journals. 9. Alter researching the problem or issue, have groups plan their poster with collage materials. ‘Ask students questions to help them plan what to depict on their poster: What type of picture, image, or design can you create that relates to your topic? How will the image grab the attention of people viewing the poster? Will you use words in your poster? Ifso, what do you want say? If not, how can you convey your message without words? 10. Groups should agree on a plan for their poster before they begin working. Tell students to lightly draw the layout or design of their poster first. 11. Have students collect materials and make their collage posters. Invite students to bring in any materials from home or outside the classroom that might be useful for their collage poster. (Refer to the Optional Materials section in the beginning of this unit if needed.) Part Two: Poster Presentations, Writing/Speaking Practice 1. When all groups have finished their poster, tell students they will educate the other students. in the class about their social issue or problem by giving a presentation. 2. Groups should work collaboratively on their presentation. The presentation should have three parts a, Introduce and discuss the problem. (Groups can refer to their notes from researching the problem earlier) b. Show and discuss the poster the group created. (Groups should discuss what images and text they used to create their poster and why or how the images and text relate to the problem.) c. Discuss the solutions the group came up to help solve the problem. (Groups will need ta discuss how they can help solve the problem and what they will pledge to do in the future. Review the use of will to express actions in the future with the class, The lan= guage structure is outlined below} 3, Review the use of will to talk about things in the future. Form: will + base of the infinitive Use: To express future actions and predictions or assumptions Examples: / ll) be a better student and study more. {wall (Hl) Lura the lights off when | am not in a room to conserve energy. will (ll) recycle plastic and paper more. CREATE 10 COMMUNICATE Atha he tg Fore guage sso | | | |4. For example, if their posters about littering, students might brainstorm solutions such as “I walt pick up trash Ise around the school,” or “Iwill organize a school clean-uP day with my friends.” 5, To help groups brainstorm solutions to the problem they depicted. a tions below, or write the questions on the board. .sk students the ques- How does this problem affect you and your community? What are some dally things people can do to help solve the problem? What are some weekly or monthly things people can do to help so ve the problem? What will you doin the future to help solve ths issue ar problem? 6. Give students time to practice their presentations. tass. If possible, invite parents. teachers, OF ‘administrators to come to the class for the groups’ presentalions: If your class is large, you can have a “poster session’ ins! vi of the groups to display their posters around the 7. Have students give their presentation to the cl For a poster session, instruct hi Classroom, The other groups, as well as any invited guests, «the issues depicted, and the solutions the talking to the groups about their poster groups came up wil 8. Asa closing and assessment act iseues and problems that were presented. A sa Chapter Adapt or modify this survey to fit the nee: 9. With permission, display the groups’ posters in the school or other community buildings to show- tose the work students did and also bring aware- ces to the various problems or issues depicted Extension Acti Community Project After the presentations, have students vote on an ISSue they would like to investigate further. As 2 class, desian ned plement a commuity projectto address the proby a fgve students brainstorm different ways in which they canhelp solve the problem and design a project that rdresses the social issue, builds community aware- aie, and takes action to help solve the problem. For ex- Simple tthe social issue is pollution and recycling, the anes could design a project to hold a recycling event Collecting recyclable materials from the community and bringing them to the proper place to be recycled Ifthe social issue is hunger, the class could have a food driv, suhich ig when people organize to collect food for others tead of a poster presentation. ulate around the room, tora sufiient amount of time, have the groups switch roles iy, have each student complete a survey about the soci) mple survey is included at the end of this ds and level of your students, Activity Example Eart Bom [eMule Tage © Shatterstock com, madlcatons © Amy Tormey dass, Students and teachers could collet canned goods from students, teach teachers, oie and distribute them to poor or homeless people in their communi and community y. 8 | rac cust a | 5 TTR AEE 2 reneeTe eee ee Letter to the Press — Community Project have students write an article or letter to the local or school news- paper about their community service project. The article can include a description of their planned project or activity, include a picture or copy of the poster they made for the event, or describe how the project and social issue have influenced the class. A follow-up report or article can also be sent after the project is completed, with photos taken during the event, and a description of the outcome of the project With more advanced students, CREATE COMMUNICATE | 49 set Acne fr tego Frog onuage Cron