Cornerstone Project

PRIOR KNOWLEDGE (Before the Unit)

Prior to this cornerstone project students should have finished Unit 3, "My home and Community" from the Elementary 3-5 Scope and Sequence. Students should have delved into learning ways to express where would they like to live and what do they value in a community during this unit. A list of key vocabulary as well as language structures that should have been covered during Unit 3 are below.

Key Vocabulary

Questioning (Does your community have _________? How is your community?)

Quantity and size (lots, few, big, small, etc.)

Improvement words (better, bigger, more, less, etc.)

Want, would like, has to have, cannot have, etc.

Ideal, best

Culturally specific descriptors, places in the community (bull fighting ring)

I like/dislike/agree/disagree that ________ because _________

I would prefer/choose __________because _________

I

Yes/no

What is your neighborhood/community like?

My neighborhood/community has…

What would you add to your community?

I would add…

PLACEMENT WITHIN THE UNIT

Before:

This Cornerstone should be the final assessment for Unit 3, after which students should have learned questioning, quantity and size, improvement words, culturally specific descriptors, places in the community, as well as likes, dislikes, wants, and agreement vocabulary etc.

Learning goals for the Cornerstone:

I can explain where I want to live, what I value of my own community, and what makes a community better than others.

I can create a map of my visioned dream community.

I can present the map of my dream community.

I can answer questions about why I think my map drawing is a dream community.

After:

After the successful completion of the Cornerstone 3 students will be able to talk about their community, answer what, where, why questions about their community, and what make some communities better than others.

STUDENT OUTCOME, PRODUCT, OR