One in-class culminating activity will be a discussion of a chart about four kinds of responsibility. This chart should help us draw conclusions about the essence of responsibility and provide some specific examples of responsible attitudes. I would even like to create some posters with key phrases from stories, for instance:
"It is the time you have wasted for your rose that makes your rose so important"
or
"You become responsible, forever, for what you have tamed." (3)
The other culminating activity will be a group project. I am a big proponent of hands-on projects, in particular because they create many advantages for ESL and bilingual students. The projects usually serve as successful tools of differentiated instruction and involve multiple language skills and competences. They become a source of enjoyment for students as they take students' interests into account, and reflect how well students can operate in a group setting. Bearing the theme of the unit in mind I would divide students in groups of three where they assign certain responsibilities to each person. I would suggest they keep a track of their meetings to complete the project and record the participation of each group member.
The groups will each choose one story out of the literature stories and films we studied in the unit. As a group, students will have to construct a poster or a scrapbook featuring all responsibilities of a character they learned about during the work on the story/film. Here is the rubric that reflects the evaluation of the project (4). Students will receive it in advance.
Making a Poster: Responsibilities of (name of the character)
(table available in print form)
