Profile SheetPBL Lesson Plan for Diverse Learners

Original Title: Camp Counselors Work With Visiting TeensPrimary Subject Area: Foreign LanguageOutside Subject Area: Language Arts

Description of student roles and problem situation:Students will assume the roles of camp counselors, cooks, lifeguards and other camp workers at a church sponsored summer camp. The church is sponsoring a one week camp stay for a group of teens from a mission school in Oaxaca, Mexico. The counselors, cooks, lifeguards and other camp workers have to find out about what type of food to serve and how to communicate with the teens so that they will feel welcome at the camp.

Teacher: Lori StadeGrade level: 10th and 11th grade

Adaptations for Student from Non-Western culture:Include audience member from the student’s cultureAsk student to compare foods from their culture to foods they are researching.Ask student to compare greetings from their native language to greetings they are researching.Ask students to share their comparisons with class.

Adaptations for ESOL Student: Allow students to conduct research on internet in native language.Allow students to present in first languageAllow native language dictionaries.If interpreter is available, have them help student with assignment. If interpreter is not available, place student with higher level students that will help coach him through the assignment.

Title, Learner Characteristics, and Sunshine State Standards PBL Lesson Plan for Diverse Learners

Teacher: Lori StadeTitle: Camp Counselors Work with Visiting TeensPrimary Subject Area: Foreign LanguagesOutside Subject Area: Language ArtsClass and Level Spanish Level 1Grade Level: 10th, 11th grades

Primary Sunshine State Standards:FL.C.2.4.4: Uses target-language sources to obtain information about a hobby, sport, or topic of personal, community, or world interest.FL.E.1.4.1: Understands that knowing more than one language allows people to function effectively in multilingual communities.Outside Subject Area Sunshine State Standards from Language Arts:LA.D.1.4.2: Makes appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender and cultural bias.

Learner Characteristic of High School Students:Physical: Tremendous variation exists in height and weight and in rate of maturation. There is still some concern about appearance. Justification: In their role as camp counselors, students will be finding information about how to interact with teens that are not of their own culture and who may be physically different than them.

Social: Girls seem to experience greater anxiety about friendships than boys do. Justification: Working together in cooperative groups in this PBL lesson, the students will have opportunities to practice having positive relationships with each other.

Social: Many high school students are employed after school.Justification: In their role as camp counselors, students will be discovering the aspects of the job of a camp counselor. This is a job that many students have so the topic is relevant to them.

Emotional: The most common type of emotional disorder during adolescence is depression.Justification: Learning about ways to help others in their roles as camp counselors, students will experience a more positive view of themselves.

Cognitive: High school students become increasing capable of engaging in formal thought, but they may not use this capability.Justification: Snowman and Biehler emphasize that “these students are more likely than younger students to grasp relationships, and mentally plan a course of action before proceeding” (p. 97). This PBL lesson will offer these opportunities to the students, in their role as camp counselors, in the course of deciding how to communicate with the visiting campers.

Learning Outcomes, Student Role and Problem Situation, Meet the Problem Method

PBL Lesson Plan for Diverse Learners

Original Title: Camp Counselors Work With Visiting TeensTeacher: Lori Stade

Primary Sunshine State Standards with Learning Outcomes:FL.C.2.4.4: Uses target-language sources to obtain information about a hobby, sport, or topic of personal, community, or world interest.LO #1: After reading the Meet the Problem documents, students will effectively compile a list of foods, recipes, phrases, hobbies and other topics that are commonly used by the visiting teens by searching the internet or interviewing Hispanic people in the community, providing at least 7 items per category. Synthesis, application. .FL.E.1.4.1: Understands that knowing more than one language allows people to function effectively in multilingual communities.LO #2: After discussing the research from the internet, students will effectively design a Spanish/English language guide for use by the counselors, cooks, other camp workers and the visiting teens, with each student creating one page of the guide. Students must score 3 or above on all dimensions of the Language Guide Rubric. Synthesis

Outside Subject Area Sunshine State Standards from Language Arts with Learning Outcomes:LA.D.1.4.2: Makes appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender and cultural bias.LO #3: After analyzing the research from the internet and interviews, students will effectively develop a list of menus that will appeal to both Hispanic and American cultures, with each student creating one menu for a meal. Students must score 3 or above on all dimensions of the Menu Rubric. Synthesis

Description of Student Roles and Problem Situation: Students will assume the roles of camp counselors, cooks, lifeguards and other camp workers at a church sponsored summer camp. The church is sponsoring a one week camp stay for a group of teens from a mission school in Oaxaca, Mexico. The counselors, cooks, lifeguards and other camp workers have to find out about what type of food to serve and how to communicate with the teens so that they will feel welcome at the camp.

Meet the Problem Documents: The Memo and Church Bulletin Clipping (attached) are both utilized as “meet the problem” documents.

St. John Catholic Church of BonifaySunday Bulletin May 25, 2008

June Announcements

June 3 – 6:00pm - Ladies only Bingo: Special night out for the ladies of our parish. Big cash payouts! Ladies come and join us for an evening of fun.

June 7 – 1:00pm - in the Parish Cafeteria: Parents of teens working at Camp Holy Oaks, camp counselors and camp workers. Organization meeting to make sure everyone is prepared for our important visitors from Santa Maria School in Oaxaca Mexico.

June 11 – Bible study for couples, 6:00pm in the Parish Library. Topic – Are there Angels among us? Join us for an evening of learning and Fellowship

June 14 - Students from Santa Maria School of Oaxaca Arrive at Camp Holy Oaks – Plane arrives at 12Noon, Panama City Airport. Volunteers needed to drive our visiting teens to Camp Holy Oaks. Everyone is invited to come to the reception at the Holy Oaks Dining Hall for a Mexican Fiesta to welcome our visitors!

June 21- Students from Santa Maria School of Oaxaca depart from Camp Holy Oaks to the Panama City Airport at 2:00pm. Everyone invited for a farewell lunch at the Holy Oaks Dining Hall at 11:30am.

June 30 – 5:30pm – Deacon meeting in the Parish library

From the Desk of Father Tom

Date: May 26, 2008

To: All Holy Oak Camp Counselors, Cooks, Lifeguards and Other Camp Workers

Re: Visitors from Santa Maria School in Oaxaca, Mexico

Dear Workers at Camp Holy Oak,

As you know we will be hosting visiting teens from Oaxaca, Mexico who will be arriving on June 14. I have been in communication with Sister Maria, the Principal, who tells me that the students are a little apprehensive about traveling so far from home, and not being able to speak our language.

I know it is short notice, but we need to plan some ways to make our visitors welcome and also figure out some simple ways to communicate with each other.

If you were at Mass yesterday, you may have noticed the announcements in the bulletin for June includes a welcome fiesta and a farewell lunch for our visitors.

We will be having an organization meeting on June 7th to finalize the preparations for our visitors. I would like for each group to present their ideas at this meeting.

Sincerely,

Father Tom

Problem Statement, Know/Need to Know Boards, and Possible Resources PBL Lesson Plan for Diverse Learners

Original Title: Camp Counselors Work With Visiting TeensTeacher: Lori Stade

Primary Sunshine State Standards with Learning Outcomes:FL.C.2.4.4: Uses target-language sources to obtain information about a hobby, sport, or topic of personal, community, or world interest.LO #1: After reading the Meet the Problem documents, students will effectively compile a list of foods, recipes, phrases, hobbies and other topics that are commonly used by the visiting teens by searching the internet or interviewing Hispanic people in the community, providing at least 7 items per category. Synthesis, application. .FL.E.1.4.1: Understands that knowing more than one language allows people to function effectively in multilingual communities.LO #2: After discussing the research from the internet, students will effectively design a Spanish/English language guide for use by the counselors, cooks, other camp workers and the visiting teens, with each student creating one page of the guide. Students must score 3 or above on all dimensions of the Language Guide Rubric. Synthesis

Outside Subject Area Sunshine State Standards from Language Arts with Learning Outcomes:LA.D.1.4.2: Makes appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender and cultural bias.LO #3: After analyzing the research from the internet and interviews, students will effectively develop a list of menus that will appeal to both Hispanic and American cultures, with each student creating one menu for a meal. Students must score 3 or above on all dimensions of the Menu Rubric. Synthesis

Problem Statement

How can we, as camp workers of Holy Oak Youth Camp, make the visitors from Oaxaca, Mexico, feel welcome during their stay in such a way that:

We have a simple means of communication Have a variety of meals that they would like Have everything ready by the time they arrive in two weeks Keep printed materials within a budget of $100.00

Sample Know and Need to Know Board

The visitors are teenagers. How many total visitors are arriving? Will any need any special accommodations?

The visitors are from Oaxaca, Mexico and do not speak our language.

What is their life like in Mexico? What is their school like?

The visitors are apprehensive about traveling so far from home.

What kind of foods do they like? Do they like the same foods we do?

Plane arrives June 14 at Panama City Airport.

How do we find recipes and how do we adapt them for a crowd?

Organization meeting June 7th to finalize preparations for visitors.

What kind of simple, conversational phrases do we need to know in order to communicate?

The camp will host a welcome fiesta and farewell lunch in addition to the other regular meals.

What kind of categories do we need in our guide book? Animals, Hobbies, Sports, Shopping, In the house, In the Camp, etc.?

The teenagers are from a school in Oaxaca, Mexico.

Who can we talk with that might be able to answer our questions from our community?

Will they have anyone with them that will interpret for them?

How many boys and how many girls are coming?

What are their names? How do we pronounce them?

Possible Resources

BooksEasy Spanish Phrase Book: Over 770 Basic Phrases for Everyday Use. (1994). Dover

Publications.Martinez, Zarila. (1997). The Food and Life of Oaxaca: Traditional Recipes from

Mexico’s Heart. New York, New York: MacmillanWard, Karen. (2001). The Young Chef’s Mexican Cookbook, Crabtree Publishing

Company.

Human ResourcesMrs. Maria Mendoza-Garcia, Cancun’s Restaurant, Bonifay, FLFather Emilio Gutierrez, St. Rita’s Catholic Church, Santa Rosa, Fl

DVDNew Yorker Films. (2006). Blossoms of Fire, the People of Juchitan , Oaxaca [DVD].

(Available from Amazon.com)

Web PagesOaxaca Live. http://oaxacalive.com/Oaxaca – Wikipedia. http://en.wikipedia.org/wiki/OaxacaFree Translation and Professional Translation Services from SDL International.

http://www.freetranslation.com/

Capstone Performance PBL Lesson Plan for Diverse Learners

Original Title: Camp Counselors Work With Visiting TeensTeacher: Lori Stade

Primary Sunshine State Standards with Learning Outcomes:

FL.C.2.4.4: Uses target-language sources to obtain information about a hobby, sport, or topic of personal, community, or world interest.

LO #1: After reading the Meet the Problem documents, students will effectively compile a list of foods, recipes, phrases, hobbies and other topics that are commonly used by the visiting teens by searching the internet or interviewing Hispanic people in the community, providing at least 7 items per category. Synthesis, application. .

FL.E.1.4.1: Understands that knowing more than one language allows people to function effectively in multilingual communities.

LO #2: After discussing the research from the internet, students will effectively design a Spanish/English language guide for use by the counselors, cooks, other camp workers and the visiting teens, with each student creating one page of the guide. Students must score 3 or above on all dimensions of the Language Guide Rubric. Synthesis

Outside Subject Area Sunshine State Standards from Language Arts with Learning Outcomes:

LA.D.1.4.2: Makes appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender and cultural bias.

LO #3: After analyzing the research from the internet and interviews, students will effectively develop a list of menus that will appeal to both Hispanic and American cultures, with each student creating one menu for a meal. Students must score 3 or above on all dimensions of the Menu Rubric. Synthesis

Capstone Performance Description

The PBL Problem: How can we, as camp workers of Holy Oak Youth Camp develop a plan for a camp menu with foods that teens from Mexico would like, with some similarities to their cultural meals, and have a menu choice that allows a sampling of foods from U.S culture? Also, develop a simple Spanish/English language guide that is easy to follow. Both the menu plan and guide need to be ready for presentation to Father Tom, Parents of workers at Camp Holy Oak and workers at Camp Holy Oak by June 7, 2008. We have two weeks to work on this before the meeting.Conditions include but are not limited to: recommendations for a variety of meals that the teens would like and recommendations for an organized guide of common words and phrases in English and Spanish.

How Students Will Share Solution to the Problem: The students play their roles as camp workers, from the fictitious summer youth camp, Holy Oak. In character they will present their ideas for a language guide and menus to their parents, and Father Tom, the fictional parish priest who oversees the camp during an organization meeting. Prior to the presentation, the students will have copies of assessment rubrics that will be used by the parents, Father Tom, the teacher, themselves and their group members. Also, prior to the presentation, each student in the group has designed one page of the language guide and one meal’s menu. Each student was assigned a topic for the guide and a meal by the teacher. Their guide page and menu was individually assessed by a rubric. Next, students were placed in groups of 3 or 4, each group responsible for choosing a meal for one day during the week of the visitors’ stay. The group’s purpose was to decide on which menu would be the best one to present at the organization meeting. Each group was responsible for providing one menu for a lunch or dinner. They will be choosing from the individual menus created by each student in their group presentation. Each group was also responsible for displaying the pages of their language guide.Presentation: Each student in the group will present their menu they have decided on for their meal by getting up in front of the room. After each student has presented his or her menu, one student, designated as the head chef, will tell which of the menus they liked best. Each student will give 1 justification why they chose this menu. Their reasons must include some aspects from their research into the way the visitors live in their country and their culture. The students will decide the best way to present their solutions. Some components must be oral. Other components of the presentation may include a power point presentation, copies of menus, food samples for taste testing, hand outs, etc. To present their language guide pages, each group will have an area of a table in the room which will feature a display they have put together. In addition to displaying the pages, the group’s display will have decorations that reflect things they have learned about the culture of the visiting teens. Each page will be displayed anonymously. The people who are attending the meeting will vote on the pages by placing marks on the tally sheets next to each page. The presentation should take place during one block period.Setting: The presentation may take place in the classroom with desks arranged together to form tables. The idea is to make them look like cafeteria tables because the organization meeting is set in a cafeteria. If the classroom is too small for the students plus the additional guests, the actual school cafeteria would be a good setting. Props may include a head table, where presenters may sit, a podium, a screen for power point presentation, an area where each group’s guide pages will be displayed and whatever else the students may need.

Roles and Players: The roles of the parents could be recruited by the actual parents of the students in the class. Father Tom could be played by the principal or assistant principal of the school. The adults may have minor speaking roles and they will be casting votes for the pages they judge to be the best examples for the language guide. Each will be given a rubric to assess the students’ oral performance. The roles of the camp workers are played by the students. They can dress like various members of camp workers. For example, menu presenters could dress like camp cooks, wearing aprons and chef’s hats. Camp counselors can wear the same color t-shirts. Each student will be given a rubric for self assessment and group assessment to be filled out after the performance.Teacher’s role: The teacher’s role during the performance is to be an invisible background observer. She/he will be assessing the performance of student presenters according to the Capstone Performance Rubric for the Camp Counselors Work With Visiting Teens PBL.

Rubric for Assessing the Capstone PerformancePBL Lesson Plan for Diverse Learners

Original Title: Camp Counselors Work With Visiting TeensTeacher: Lori Stade

Primary Sunshine State Standards with Learning Outcomes:

FL.C.2.4.4: Uses target-language sources to obtain information about a hobby, sport, or topic of personal, community, or world interest.

LO #1: After reading the Meet the Problem documents, students will effectively compile a list of foods, recipes, phrases, hobbies and other topics that are commonly used by the visiting teens by searching the internet or interviewing Hispanic people in the community, providing at least 7 items per category. Synthesis, application. .

FL.E.1.4.1: Understands that knowing more than one language allows people to function effectively in multilingual communities.

LO #2: After discussing the research from the internet, students will effectively design a Spanish/English language guide for use by the counselors, cooks, other camp workers and the visiting teens, with each student creating one page of the guide. Students must score 3 or above on all dimensions of the Language Guide Rubric. Synthesis

Outside Subject Area Sunshine State Standards from Language Arts with Learning Outcomes:

LA.D.1.4.2: Makes appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender and cultural bias.

LO #3: After analyzing the research from the internet and interviews, students will effectively develop a list of menus that will appeal to both Hispanic and American cultures, with each student creating one menu for a meal. Students must score 3 or above on all dimensions of the Menu Rubric. Synthesis

Capstone Performance Description

The PBL Problem: How can we, as camp workers of Holy Oak Youth Camp develop a plan for a camp menu with foods that teens from Mexico would like, with some similarities to their cultural meals and also have a menu choice that allows a sampling of foods from U.S culture? Also, develop a simple Spanish/English language guide that is easy to follow. Both the menu plan and guide need to be ready for presentation to Father Tom, Parents of workers at Camp Holy Oak and workers at Camp Holy Oak by June 7, 2008. We have two weeks to work on this before the meeting.Conditions include but are not limited to: recommendations for a variety of meals that the teens would like and recommendations for an organized guide of common words and phrases in English and Spanish.

How Students Will Share Solution to the Problem: The students play their roles as camp workers, from the fictitious summer youth camp, Holy Oak. In character they will present their ideas for a language guide and menus to their parents, and Father Tom, the fictional parish priest who oversees the camp during an organization meeting. Prior to the presentation, the students will have copies of assessment rubrics that will be used by the parents, Father Tom, the teacher, themselves and their group members. Also, prior to the presentation, each student in the group has designed one page of the language guide and one meal’s menu. Each student was assigned a topic for the guide and a meal by the teacher. Their guide page and menu was individually assessed by a rubric. Next, students were placed in groups of 3 or 4, each group responsible for choosing a meal for one day during the week of the visitors’ stay. The group’s purpose was to decide on which menu would be the best one to present at the organization meeting. Each group was responsible for providing one menu for a lunch or dinner. They will be choosing from the individual menus created by each student in their group presentation. Each group was also responsible for displaying the pages of their language guide.Presentation: Each student in the group will present their menu they have decided on for their meal by getting up in front of the room. After each student has presented his or her menu, one student, designated as the head chef, will tell which of the menus they liked best. Each student will give 1 justification why they chose this menu. Their reasons must include some aspects from their research into the way the visitors live in their country and their culture. The students will decide the best way to present their solutions. Some components must be oral. Other components of the presentation may include a power point presentation, copies of menus, food samples for taste testing, hand outs, etc. To present their language guide pages, each group will have an area of a table in the room which will feature a display they have put together. In addition to displaying the pages, the group’s display will have decorations that reflect things they have learned about the culture of the visiting teens. Each page will be displayed anonymously. The people who are attending the meeting will vote on the pages by placing marks on the tally sheets next to each page. The presentation should take place during one block period.Setting: The presentation may take place in the classroom with desks arranged together to form tables. The idea is to make them look like cafeteria tables because the organization meeting is set in a cafeteria. If the classroom is too small for the students plus the additional guests, the actual school cafeteria would be a good setting. Props may include a head table, where presenters may sit, a podium, a screen for power point presentation, an area where each group’s guide pages will be displayed and whatever else the students may need.

Roles and Players: The roles of the parents could be recruited by the actual parents of the students in the class. Father Tom could be played by the principal or assistant principal of the school. The adults may have minor speaking roles and they will be casting votes for the pages they judge to be the best examples for the language guide. Each will be given a rubric to assess the students’ oral performance. The roles of the camp workers are played by the students. They can dress like various members of camp workers. For example, menu presenters could dress like camp cooks, wearing aprons and chef’s hats. Camp counselors can wear the same color t-shirts. Each student will be given a rubric for self assessment and group assessment to be filled out after the performance.Teacher’s role: The teacher’s role during the performance is to be an invisible background observer. She/he will be assessing the performance of student presenters according to the Capstone Performance Rubric for the Camp Counselors Work With Visiting Teens PBL.

Capstone Performance Rubric Oral Menu Presentation

*note, I added to the group problem statement and also tweaked the performance a little in order to make everything clearer to understand.

Criteria Superior Adequate Poor Menu Presentation 10 points

In his or her presentation, student describes menu for 1 camp meal that includes 2 main entrées, 2 vegetable choices, 2 dessert choices and 2 beverage choices. Food choices are given from typical foods in both US and Mexican cultures.

5 pointsStudent describes menu for 1 camp meal that includes all 4 components, but fails to have 2 items in each category. Food choices are given from typical foods in both US and Mexican cultures

3 pointsStudent fails to present all 4 components of menu and food choices are not from both cultures.

Research Presented During Presentation

15 pointsStudent gives 3 accurate cultural facts about his or her menu choice and accurately identifies each source of research

10 pointsStudent gives 2 accurate cultural facts about his or her menu choice and accurately identifies source of research

OrStudent gives 3

accurate cultural facts about his or her menu choice and does not accurately identify source of research

5 pointsStudent gives only 1 accurate cultural fact about his or her menu choice, but does not accurately identify source of research

OrStudent does not give any accurate cultural facts or sources of research

Language Guide Page 20 points 10 points 5 points

Presentation The Student has designed a page relevant to the topic he was assigned that contains 10 accurate Spanish/English translations complete with a corresponding picture or graphic.

The Student has designed a page relevant to the topic he was assigned that contains 7 to 9 accurate Spanish/English translations complete with a corresponding picture or graphic.

The Student has designed a page relevant to the topic he was assigned that contains 6 or less accurate Spanish/English translations complete with a corresponding picture or graphic.

Quality of Individual Justification Explanation

10 pointsReason given for choosing “best menu” of the group is referenced to 2 or more facts from the student’s cultural research.

5 pointsReason given for choosing “best menu” of the group is referenced to only one fact from the student’s cultural research.

3 pointsReason given for choosing “best menu” of the group is not referenced to any of the student’s cultural research.

Score Conversion

A 47-55 B 38-46 C 30-37D 20-27 F Less than 20

Two Alternative Solutions and “Best” Solution AnalysisPBL Lesson Plan for Diverse Learners

Original Title: Camp Counselors Work With Visiting TeensTeacher: Lori Stade

Problem Statement:

How can we, as camp workers of Holy Oak Youth Camp, make the visitors from Oaxaca, Mexico, feel welcome during their stay in such a way that:

We have a simple means of communication Have a variety of meals that they would like Have everything ready by the time they arrive in two weeks Keep printed materials within a budget of $100.00

Solution One:

The camp counselors recommend creating a list common Spanish/English words. They can publish a guide with the lists of words. Camp cooks recommend putting together a menu of foods native to the visitors’ home and culture.

Pro ConPeople will be able to communicate by looking up words in the guide.

The guide may be too lengthy to conveniently use.

Guides can be made quite easily on a publishing program or Microsoft word, and then copies may be printed at the local store, staying within the 100.00 budget.

Everyone may not know how to use a computer program.

The visitors will feel welcome because they will be familiar with food from their home.

The stores in our country may not have all the ingredients for foreign foods.

The guide and menu can be put together within the time limit.

The camp counselors and cooks may have to work extra hours.

ConsequencesBoth the visitors and the camp workers will learn a little foreign language and how to communicate with each other.Both the visitors will feel welcome knowing they will familiar with the food at the camp.

Solution Two:Camp Counselors recommend creating a list words according to a theme. Examples of word themes are: foods, around the house, around the town, animals, etc. They can add a picture to each word that someone may point to if they cannot say the word. They can publish a guide with the lists of words. Camp cooks can put together a menu of foods native to the visitors’ home and culture, and some foods that will allow visitors’ to enjoy food from our culture.

Pro ConPeople will be able to communicate by looking up words and pictures in the guide.

Some people will not like flipping through pages of a guide.

Guides can be made quite easily on a publishing program or Microsoft word, and then copies may be printed at the local store, staying within the 100.00 budget.

Everyone may not know how to use a computer program.

The visitors will feel welcome because they will enjoy foods they are familiar with and because they will feel that they are included by being offered some foods from our country.

The visitors may not personally like the way their food is cooked. Also they may not want to try new foods.

The guide and menu can be put together within the time limit.

The camp counselors and cooks may have to work extra hours.

Consequences:Both the visitors and the camp workers will learn a little foreign language and how to communicate with each other.

Both the visitors and the camp workers will experience the foods from each other’s culture.

Justification:Best solution: solution two. People who travel to foreign countries for the first time, may feel a little apprehensive, especially those who do not speak the language. What the camp workers want to do is make it as easy as possible for the visitors from Oaxaca to enjoy their stay at Camp Holy Oaks. Solution one is viable because it does offer a language guide and menus from the visitors’ home. Solution two is even better because it goes one step further. Solution two adds pictures to the guide so that it becomes easier to communicate with each other. Also solution two adds foods from our country so that it gives the visitors a chance to be included in some way in our culture. Although the camp workers may have to work overtime, solution two meets the requirements that the guide and menu are within the budget and time limit.

Debriefing Plan and Coaching QuestionsPBL Lesson Plan for Diverse Learners

Original Title: Camp Counselors Work With Visiting TeensTeacher: Lori Stade

Debriefing Plan

Review of Student Generated Solutions:The students will be presenting their information to fictional parents and Father Tom at an organization meeting. Everyone may vote on the language guide pages at a display set up by each group of 4. Each group member has displayed one page. The page with the highest ratings will be the featured page in the guide. Each group also will present orally the menu choices for the meals at the camp. After listening why the best meal was selected, each member of the audience will vote after being giving a handout with the menu choices on it from each group. The meals with the highest ratings will be on the menu for the week of camp.

Rating of Solutions:Everyone will rate the language guide page they liked best, 1 through 4, with 4 being the highest rating and 1 the lowest. Everyone will rate the meals they liked the best depending on the amount of meals. If 10 dinners were presented, they would rate them 1-10, with 10 being the highest rating and 1 the lowest.

Debriefing:At the next class period, the results from the organization meeting will be revealed. The teacher will lead a class discussion with coaching questions from the five essential concepts.

Five Essential Concepts1. Did the meal choices have foods from the visitor’s culture?2. Did the language guide pages have accurate translations from Spanish

to English?3. Were the student’s able to stay within their budget?4. Did the student use several resources including local resources to

obtain information?5. Did the student learn anything about the visitor’s culture that will help

them communicate with each other?

Coaching QuestionsC = CognitiveM = Meta-cognitiveE = Epistemic

Type of Question Meet the ProblemC What role do the students play in this problem?M What types of strategies would you use while working on this problem?E Could this problem happen in the real world?

Know/Need to KnowC How does that relate to the meet the problem document?M How do you know that?E Why is where the visitors are from important?

Problem StatementC How long do you have to work on the problem?M What resources might you need to solve the problem?E Why is it important that the visitors feel welcome?

ResearchC What have you learned about food from Oaxaca? M How can you verify the information? E What process did you use to find the information?

Generating Possible SolutionsC Did we find the best menu and language guide?M Have we met all of our goals?E How do you know what solution is best?