LESSON 1
NEIGHBORHOODS

It’s Important to Me

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 advertise a product or event? Does the poster make a social or political statement? Is the poster used for decoration?
4. 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 with the class the various categories and determine if groups put their poster in the correct category.
6. Tell students they will be creating their own posters about an important issue facing their neighborhood, town, village, city, or school. Show students the Activity Example at the end of the lesson.
7. Have groups brainstorm possible topics for the poster. Create a list on the board of the groups’ brainstormed responses. Each group should then pick a topic that is important or meaningful to 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. After 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? If so, 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.)

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 to 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 language structure is outlined below.)
3. Review the use of will to talk about things in the future.
   WILL for the FUTURE
   Form: will + base of the infinitive
   Use: To express future actions and predictions or assumptions

   Examples:	I will (I’ll) be a better student and study more.
   	I will (I’ll) turn the lights off when I am not in a room to conserve energy.
   	I will (I’ll) recycle plastic and paper more.

4. For example, if their poster is about littering, students might brainstorm solutions such as “I will pick up trash I see around the school,” or “I will organize a school clean-up day with my friends.”
5. To help groups brainstorm solutions to the problem they depicted, ask students the questions below, or write the questions on the board.
   How does this problem affect you and your community?

   What are some daily things people can do to help solve the problem?

   What are some weekly or monthly things people can do to help solve the problem?

   What will you do in the future to help solve this issue or problem?
6. Give students time to practice their presentations.
7. Have students give their presentation to the class. If possible, invite parents, teachers, or administrators to come to the class for the groups’ presentations.
   a. If your class is large, you can have a “poster session” instead of a poster presentation. For a poster session, instruct half of the groups to display their posters around the classroom. The other groups, as well as any invited guests, circulate around the room, talking to the groups about their posters, the issues depicted, and the solutions the groups came up with. After a sufficient amount of time, have the groups switch roles.
8. As a closing and assessment activity, have each student complete a survey about the social issues and problems that were presented. A sample survey is included at the end of this chapter. Adapt or modify this survey to fit the needs and level of your students.
9. With permission, display the groups’ posters in the school or other community buildings to showcase the work students did and also bring awareness to the various problems or issues depicted.
   Activity Example

   

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   Image © Shutterstock.com; modifications © Amy Tarmey

SOCIAL ISSUE PRESENTATION SURVEY