Non-Government Organization (ngo) Project 2006-2007 School Year



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ALEH LOD COMPREHENSIVE HIGH SCHOOL OF SCIENCES

Grade 11 NGO Project

Page


Non-Government Organization (NGO) Project

2006-2007 School Year



Written by English teachers at the Aleh Lod Comprehensive High School of Sciences


Identifying targeted benchmarks and/or goals, and

criteria for assessment
Targeted Benchmarks and/or Goals

Criteria for Assessment

Educational Goals
*becoming aware of the world’s problems and realizing that young people can make a difference

*exploring how NGOs combat global and local problems, assist in developing educational infrastructures, approach environmental problems, address economics, and human rights issues

*learning about the ways of the world, other countries' socio-economic and political situations and problems, researching how these problems are addressed and how NGOs aid in finding solutions, being able to come up with constructive solutions to the problems






Social Interaction

*Pupils will be able to express ideas and opinions on NGOs activities in various countries, providing in-depth explanations

*Pupils will be able to interact on NGOs activities in various countries, using rich vocabulary and complex syntactic structures accurately




Content, Organization, Length, Register, Fluency, Accuracy, Vocabulary, Syntax

Access to Information

*Pupils will be able to understand the main ideas and significant details of NGOs documents, articles and reports

*Pupils will be able to identify the points of view in a text, distinguish fact from opinion and draw inferences while summarizing, analyzing and coming up with solutions to the problems NGOS face.

*Pupils will be able to compare and contrast attitudes and arguments from a variety of sources

*Pupils will be able to understand the structure and conventions of various texts like articles, web pages, official documents, etc.

*Pupils will be able to integrate information from different sources to decide on a research question

*Pupils will be able to use a range of appropriate sources, such as dictionaries, online dictionaries, search engines and spell checker

Content, Sources,


Rhetorical Organization,
Topic, Syntax, Vocabulary

Presentation


*Pupils will be able to present information on NGOs and their activities in the written form and do oral presentations on them and their activities in countries around the world, as well as on issues/problems NGOs address in various parts of the globe.

*Pupils will be able to present information in depth, synthesizing information from different sources

*Pupils will be able to present conclusions based on the integration of the results of information obtained through different means




Content, Fluency, Length,

Organization,

Register, Accuracy, Syntax


Appreciation of Culture and Language


*Gaining insight into the social importance of NGOs activities in the countries of the world using appropriate vocabulary, register, and grammar structures while doing research, analyzing results of the information search and presenting the project (both orally and in the written form)



Cultural Awareness

Appropriateness

Organization of Language




Stage Two: Describing the project work assignment
Description of the Project Work Assignment

The project is divided into 3 sections.

The first section asks the student to become acquainted with NGOs . The first step is to write a descriptive or opinion essay on volunteering. Pupils are expected to write about their contributions to their community and/or to the world at large.

The students are then asked to brainstorm all they know about NGOs Then they are asked to prepare a background report on NGOs (history timeline, different types, purposes, methods, management, staff, funding, legal status, policy, evolutionary stages of development, etc).

The second section deals with research on a specific NGO and its activities. They are asked to prepare a background report on a specific NGO (history time-line, activities/campaigns, purposes, management, staff, policy, etc.). The pupil will analyze and present this information both in the written and oral forms

The third section deals with the research of an issue or campaign of their specific NGO. The students will learn how ask a pre-research question which will enable them to find, summarize and analyze the information, which will help him or her ask and answer a research question.




Stage Three: Choosing Tools for Assessment

Type of Assessment

Who Assesses

Rubric

Self


Checklist

Peer

Assessment List

Teacher

Stage Four: Mapping out Prerequisite Skills and Knowledge

Targeted Benchmark and/or Goal
Prerequisite Skills and Knowledge

SWBAT understand the main idea and supporting details in a text and use this knowledge as needed

SWBAT to integrate /organize info from different sources for a specific purpose
SWBAT listen and question, and to respect others' opinions
SWABT to redraft a presentation, using a variety of tools, such as a spell checker; review and edit presentations based on feedback from peers and/or teacher



EFL skills

Reading Strategies, Writing an opinion/descriptive essay, a report, a paragraph, a time-line
Research skills

*ability to plan, gather, sift, sort, synthesize, evaluate, draw conclusions/to analyze and report about findings


Social skills

1) being able to self/peer assess and give oral/written presentation according to the criteria

2) being able to provide feedback/reflect on the learning process

3) working in pairs, learning to negotiate, to reach a consensus, and to share results



Organizational skills
*ability to organize the work schedule

*ability to organize information

Presentation

Writing a presentation and presenting findings
Computer / Internet skills (optional)

1) Using the Web and search engines

2) Using online dictionaries


Procedure



The first section of your research
Step 1. Write a composition about volunteering. It can be a descriptive composition where you describe how you contribute to your community or an opinion essay where you express your opinion on the subject of volunteering.

(Appendix 3-Opinion Essay Criteria)- Peer-/Teacher Check
Step 2. Brainstorming: think about what you know about NGOs, what you don't know and what you want to know about these organizations. Share with your partner and report to the class.
Step 3. Prepare a background report on NGOs

In groups of 3, search the Web (or use any other source of information, such as newspaper articles, radio/TV broadcasts and encyclopedias) to write about the nature of NGOs , why they were founded, and their significance in solving (or creating) world problems. This step must include the following:



1. NGO history in the form of a timeline (e.g., which was the first NGO) (Appendix 2 –Timeline)

2. General report about NGOs (Appendix 1 - Writing a Report ), their missions and campaigns/activities in specific countries or worldwide (Appendix 1 - Writing a Report),their purposes and methods (include a list of NGOs )

3. Self-/Peer-/Teacher Assessment
Some useful links:

http://www.ngo-monitor.org/ngo/operate.htm

http://www.ngo.org/index3.htm

http://www.ngo.org/index2.htm, http://www.ngos.net/

http://en.wikipedia.org/wiki/Non-governmental organization

http://docs.lib.duke.edu/igo/guides/ngo/,

http://www.who.int/civilsociety/en/

The second section of your research
Step 4. In your group, prepare a well summarized report on a specific NGO. This report is the same as in Step 3, the only difference being that now you are reporting about a particular NGO. You should include the TWO stages that were in Step 3 plus you should explore how your NGO deals with one or more of the following: Children & Youth / Communications / Conflict Resolution / Disarmament / Disaster Relief / Drug Abuse / Education / Environment / Ethics & Values / Family / Health & Nutrition / Human Resources / Human Rights / Law / Natural Resources & Energy / Peace & Security / Religion / Trade, Finance & Transport / Population & Human Settlements / Refugees / Science & Technology / Sustainable Development / Status of Women / United Nations

Self-Peer-Teacher Check- (Appendix 1- Writing a Report)

Step 5.

1. Interview a representative/a member/a sponsor, etc. of the researched NGO: Write TEN questions

2.Interview an NGO member

3. Present the interview in the written form. Use the following checklist to self assess the interview questions:







Student

Teacher

Student

Teacher




YES/No

No/Yes

Yes/No

Yes/No

Are the questions related to the topic?













Are they organized logically?













Are they asked correctly?













Is the new vocabulary used?















The third section of your research
Step 6. In groups, prepare a well researched answer to a question on a specific issue of NGO campaigns. In order to do this you should do the following:
1. Choose one of the pre-research questions or make up one on your own. (Look at the table below). Then write a report which summarizes and analyzes the information you have collected. (Appendix 4 - How to Summarize; Appendix 5 - Analyzing the Issue) Self-/Peer-/Teacher Assessment
2. Using the above information, ask and answer a research question. This must be done in the form of a report. The research question will show you what you can do with the information you have collected from your pre-research question. (Appendix 5 - Analyzing the Issue) Peer-Teacher Check


Student's/Students'

name/s

A pre-research?

(Searching for information on the issue)

A research question




How does my NGO address the issue of ___________?

How are people ignoring the issue of ___________?




How does my NGO address the issue of ___________?

What could be done to improve my NGO's functioning in the field of_________?




What are my NGO's activities in helping children around the world?

How can I, a simple citizen, contribute to helping children in need around the world and how can my NGO encourage it?




What influence does politics play in my NGO?







Where do NGOs get their funding from?

How much influence does a donor have in deciding on policy?




What is the situation of women and children in Afghanistan?

What special acts can my NGO implement to protect Afghan women and children?

Step 7. In your groups, you must report to the class at a round table discussion. Your oral presentation should include



  • A printout or drawing of the flag/crest/ coat of arms of your NGO.

  • A background talk about your NGO

  • A summary of your pre-research and research questions

To ensure that all the students are involved during the oral presentations, they have to fill in the following table:



Presenter's

Name


NGO

Problems and solutions of the issues addressed by the NGO

Self/ Peer

evaluation













Your notes on your oral presentation should be included in this project

(Appendix 4 - Oral Presentation)
Step 8. Organize your project and write/print a Table of Contents. (Appendix 8). Don’t forget to number the pages.
Step 9. Reflection on the entire project. This section is to be used for your Oral Matriculation Exam in Grade 12. Answer all the questions, and you will have a four paragraph essay that will enable you to speak about your project for THREE minutes. (Appendix 4 Self-/Peer-/Teacher Assessment)
Paragraph 1 (a) Introduce your project

1. The topic

2. Why you chose to do this topic

3. What you learned while doing this project about the following:



  • Doing a research project in English

  • About the topic, itself

  • Skills needed while doing a research project

4. Did you know anything about the topic before you started working on it?
Paragraph 2 (b) Body of presentation:

1. What were the main issues that you researched with regard to your topic?

2. What did you learn about each issue?

3. What issues did you learn about from other members of your group?

4. Name two sources you used.

5. Where / how did you find your sources?


Paragraph 3 (c) Working in groups

1. How many people were in your group?

2. Do you think that doing the work in groups was beneficial?

3. How did you divide the work among the different members?

4. Do you think you worked well together as a group?
Paragraph 4 (d) Summary

1. What is your opinion of your project? Did you do a good job? Why/why not?

2. What did you enjoy about it the most?

3. What aspect did you find the most difficult?

4. Is there anything you would change in the way you worked?

5. What else could you research / learn about your topic?

6. How did you present your project to your classmates?

Step 10. Write a Bibliography (Appendix 7)



Step 11. Hand in your project (e-mail route is optional) to your teacher.
Step 12. Make all necessary corrections according to your peers’/teacher’s feedback and hand in the final version.
Appendix 1 Report Criteria




Aleh Lod Comprehensive High School for Sciences






















 

 

Criteria

Points







4

3

2

1

 

Introduction/ Topic

Student(s) properly generate questions and or problems around a topic.

Student(s) generate questions and or problems.

Student(s) require prompts to generate questions and or problems.

Questions or problems are teacher generated.

 

____


Conclusions Reached

Numerous detailed conclusions are reached from the evidence offered.

Several detailed conclusions are reached from the evidence offered.

Some detailed conclusions are reached from the evidence offered.

A conclusion is made from the evidence offered.

____

Information Gathering

Information is gathered from multiple electronic and non-electronic sources and cited properly.

Information is gathered from multiple electronic and non-electronic sources.

Information is gathered from limited electronic and non-electronic sources.

Information is gathered from non-electronic or electronic sources only.

____

Summary Paragraph

Well organized, demonstrates logical sequencing and sentence structure.

Well organized, but demonstrates illogical sequencing or sentence structure.

Well organized, but demonstrates illogical sequencing and sentence structure.

Weakly organized.

____

Punctuation, Capitalization, & Spelling

Punctuation and capitalization are correct.

There is one error in punctuation and/or capitalization.

There are two or three errors in punctuation and/or capitalization.

There are four or more errors in punctuation and/or capitalization.

____




























Appendix 2 Timeline Criteria NGO’s History Time-Line














 

 

Criteria

Points







4

3

2

1

 

Documentation of Events

At least six (6) significant events are present. This includes date and description.

At least five (5) significant events are present. This includes date and description.

At least three (3) significant events are present. This includes date and description.

Less than three (3) significant events are present. This includes date and description.

____

Accuracy

All dates indicated on timeline are correct and are sequenced in the proper order.

At least 1 of the dates or sequences is not in the proper order.

At least 2 of the dates or sequences are not in the proper order.

At least 3 of the dates or sequences are not in the proper order.

____

Requirements

Goes beyond the requirements of the timeline.

Meets the requirements of the timeline.

Does not meet the requirements of the timeline.

4

____

Legibility

Legible handwriting, typing, or printing.

Marginally legible handwriting, typing, or printing.

Writing is not legible in places.

Writing is not legible.

____

 

 

 

 

Total---->

____







Teacher’s Comments





Appendix 3 Opinion Essay Criteria







Aleh Lod Comprehensive High School for Sciences

Opinion Criteria










Name:

Teacher:




  

Criteria

Pts.







4

3

2

1

 

Position Statement

Position is clearly stated and consistently maintained. Clear references to the issue(s) are stated.

Position is clearly stated and consistently maintained. References to the issue(s) at hand are missing.

Position is stated, but is not maintained consistently throughout work.

Statement of position cannot be determined.

 


 

____


Supporting Information

Evidence clearly supports the position; evidence is sufficient.

Evidence clearly supports the position; but there is not enough evidence.

Argument is supported by limited evidence.

Evidence is unrelated to argument.

____

Organization

Structure of work is clearly developed.

Structure developed reasonably well, but lacks clarity.

Some attempt to structure the argument has been made, but the structure is poorly developed.

There is a total lack of structure.

____



















Sentence Structure

Sentence structure is correct.

Sentence structure is generally correct. Some awkward sentences do appear.

Work contains structural weaknesses and grammatical errors.

Work pays little attention to proper sentence structure.

 

Punctuation & Capitalization

Punctuation and capitalization are correct.

There is one error in punctuation and/or capitalization.

There are two or three errors in punctuation and/or capitalization.

There are four or more errors in punctuation and/or capitalization.

 

 

 

 

 

Total---->

____










Appendix 4 How to Summarize





  • Read the original quickly and try to understand its main subject or purpose.

  • Then you will need to read it again to understand it in more detail.

  • Underline or make a marginal note of the main issues. Use a highlighter if this helps.

  • Look up any words or concepts you don’t know, so that you understand the author’s sentences and how they relate to each other.

  • Work through the text to identify its main sections or arguments. These might be expressed as paragraphs or web pages.

  • Remember that the purpose (and definition) of a paragraph is that it deals with one issue or topic.

  • Draw up a list of the topics-or make a diagram.

  • Write a one or two-sentence account of each section you identify. Focus your attention on the main point. Leave out any illustrative examples.

  • Write a sentence that states the central idea of the original text.

  • Use this as the starting point for wiring a paragraph that combines all the points you have made.

  • The final summary should concisely and accurately capture the central meaning of the original.

  • Remember that it must be in your own words. By writing in this way, you help to recreate the meaning of the original in a way that makes sense for you.

Remember!! A good summary:





  • Is brief

  • Describes the main topic or theme of the selection

  • Includes only the important information

  • Omits minor or irrelevant details

  • Organizes the information in a clear way

Restates the meaning in the reader’s own words
Appendix 5 - Criteria for Analyzing and Exploring the Issue




Aleh Lod Comprehensive High School for Sciences

Analyzing and Exploring the Issue










Name:

Teacher:




  Criteria

Points







4

3

2

1

 

Introduction/ Topic

Student(s) properly generate questions and or problems around a topic.

Student(s) generate questions and or problems.

Student(s) require prompts to generate questions and or problems.

Questions or problems are teacher generated.

 

____


Conclusions Reached

Numerous detailed conclusions are reached from the evidence offered.

Several detailed conclusions are reached from the evidence offered.

Some detailed conclusions are reached from the evidence offered.

A conclusion is made from the evidence offered.

____

Information Gathering

Information is gathered from multiple electronic and non-electronic sources and cited properly.

Information is gathered from multiple electronic and non-electronic sources.

Information is gathered from limited electronic and non-electronic sources.

Information is gathered from non-electronic or electronic sources only.

____

Summary Paragraph

Well organized, demonstrates logical sequencing and sentence structure.

Well organized, but demonstrates illogical sequencing or sentence structure.

Well organized, but demonstrates illogical sequencing and sentence structure.

Weakly organized.

____

Punctuation, Capitalization, & Spelling

Punctuation and capitalization are correct.

There is one error in punctuation and/or capitalization.

There are two or three errors in punctuation and/or capitalization.

There are four or more errors in punctuation and/or capitalization.

____

 

 

 

 

Total---->

____








Appendix 6 - Rubric for Assessing the Project Presentation and Interaction

Four and Five Points

The Project Presentation and Interaction

Project Presentation

Pts

Accuracy

Pts

Project Interaction

Pts

  • Presentation is well-organized and includes: introduction, summary of main ideas and conclusion

  • Presentation is sustained and detailed (talks for about three minutes)

  • Personal perspective is included

  • Presentation is spoken rather than read from notes

20

  • Correct use of complex language structures

  • Vocabulary is topic-related and rich

  • Comprehensible pronunciation

20

  • Understands questions

  • Gives extended answers

  • Gives clear explanations all of the time

20




16




16




16

  • Presentation is organized but lacks one element

  • Presentation is adequate but not detailed (talks for about two minutes)

  • Personal perspective is hardly related to

  • Presentation is mostly spoken rather than read from notes

12

12

  • Understands questions with some rephrasing




  • Gives single-sentence answers

  • Gives clear explanations some of the time

12




8




8




8

  • Presentation is disorganized

  • Presentation is short (stops talking after one minute)

  • Personal perspective is not included

  • Presentation is read from notes

4

  • Incorrect use of simple language structures

  • Vocabulary is general and basic

  • Poor pronunciation

4

  • Has difficulty understanding questions; requires frequent repetition and rephrasing

  • Gives simple phrases and/or single-word answers

  • Gives unclear or no explanations

4

Appendix 7 Writing a Bibliography
How to cite from the WEB or printed sources:
1) Example of Websiting
Here is an example of how to cite from the web:

Burka, Lauren P. "A Hypertext History of Multi-User Dimensions". MUD

History.1993

www.utopia.com/talent/lpb/muddex/essay http://.

(accessed August 2, 1996)
How to fill in the resource page:


Name of the site


You can usually find this on the home page of the website; it is not on the page you are accessing

Name of the article





You can also write the web page name here if there is no article name

Author


Write the author or contact name of the website or contact email of the website

Exact Internet address


It is recommended that you copy (ctrl+c) and paste (ctrl+v) the web address directly from your browser so as no to make mistakes while copying.

Date article was accessed


Note example above

Short description of the site/ article


This is for you and other teachers' future reference.













Resource Page for Project Topic



Name of teacher/s: _____________________________________________

Targeted class and level: ________________________________________

Topic: ______________________________________________________

Name of the site





Name of the article




Author




Exact Internet address (URL)




Date article was accessed




Short description of the site/ article







Name of the site




Name of the article




Author




Exact internet address (URL)




Date article was accessed




Short description of the site/ article




Name of the site




Name of the article




Author




Exact internet address (URL)




Date article was accessed




Short description of the site/ article






2) How to cite from printed materials (e.g., books, magazines, encyclopedia volumes.

Examples: A book by a single author:

Kangbaum, Robert. The Modern Spirit. New York: Oxford UP, 1970.
A book by two authors:

Liehm, Mira, and Antonin Liehm. The Most Important Art. Berkeley:U of California P,

1997

An Encyclopedia entry:

L(ustig), L(awrence) K. “Alluvial Fans” Encyclopedia Britannica: Macropaedia. 1985
An Article in a Journal

Schroeter, James. "Willa Cather and the Professor's House," Yale Review, LIV


(1965): 494-512


Appendix 8 The NGO Portfolio Assessment List


Criteria

Points

Self

Peer

Teacher

I wrote a composition dealing with NGO contribution to the world’s issues/solving the world problems (self-teacher check)

10










I brainstormed what I know about NGOs, what I don't know, and what I want to know about these organizations; shared with my partner (peer check) and brainstormed the issue with the class

10










I searched the web (used any other source of information, such as newspaper articles, radio/TV broadcasts and encyclopedias) to write a background report about NGOs (history and types of NGOs, evolutionary stages of development NGOs, purposes, methods, management, relations, staffing, funding, legal status, list of NGOs) . Peer/teacher check was done

15










I wrote a report about an NGO of my choice (Appendix 1 - Report):

i) its history (Appendix 2 - Timeline)

ii) its missions and campaigns/activities in specific countries and/or worldwide (Appendix 1). Peer/teacher check

iii) I printed/drew the flag/crest of the NGO.

iv) I reported to the class at the round table discussion*. My feedback session notes were included in this report. (Appendix 4 - Oral Presentation).

15










I carried out research on the NGO's local/worldwide activities/campaigns:

I asked and answered a research question on a specific issue of the NGO campaigns/activities



_______________________________________________?

I summarized, analyzed and presented the information both in the written form, self/peer assessed my answer - Appendix 5

15










I wrote a speech and presented the project orally to my peers - Appendix 6

20










I wrote a bibliography in a clear and organized way

5










I organized my portfolio, wrote/printed the Table of Contents and re-drafted the project after self/peer/teacher check

10














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