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English SBA Breakdown

Students will complete the SBA in groups of 4-5 students. Each group will select a main theme to research and students within the group will then select related sub-themes. Students will find 3 pieces of data/artifacts to reflect on for their sub-theme, with at least one being a printed source. They will write 3 reflections analyzing how the artifacts impacted their understanding. The group will submit a 300 word written report and each student will present for 3-5 minutes, including a creative response. They will also submit a 100 word plan of investigation.

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Kamesha Woolcock
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162 views4 pages

English SBA Breakdown

Students will complete the SBA in groups of 4-5 students. Each group will select a main theme to research and students within the group will then select related sub-themes. Students will find 3 pieces of data/artifacts to reflect on for their sub-theme, with at least one being a printed source. They will write 3 reflections analyzing how the artifacts impacted their understanding. The group will submit a 300 word written report and each student will present for 3-5 minutes, including a creative response. They will also submit a 100 word plan of investigation.

Uploaded by

Kamesha Woolcock
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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The English SBA Breakdown

This information was gathered from a CSEC Webinar that was


conducted.

THE SBA OUTLINE

1. Students will be in groups of 4 or 5.

FUNCTION OF THE GROUP

 Students will assist each other by proof reading each others work
 Have group discussions and brainstorm ideas
 Assist each other in research
 Write the written report together

NOTE: Group work is NOT optional. It is a part of the process of the SBA.

2. Students and/ or teachers can create a number of themes (drug


abuse, violence against women, natural disasters, etc ). Themes can also
be created by students based on their interests.

3. Each group will select a theme. Each student in the group will select a
sub-theme based on the group theme.

NOTE: Teachers can guide students to identify sub-themes through


brainstorming the theme.

For example:

The Main Theme: Drug Abuse

The Sub-Themes can be:

* drug abuse treatments


* the effects of drug abuse
* how drug abuse contributes to crime
* how drug abuse affects teenagers

RESEARCH
After sub-themes have been selected, students will now find their three
(3) pieces of data/artefacts that further explains the theme. These
pieces of data (artefacts) can come in the following formats: a document
(articles, tables, pictures, audio (a recording), video, an interview etc).
Student will select materials that is they can write a reflection on.

One of the three pieces must be print. Your audio can be placed on a
CD or Flash Drive

Students should not do any interviews or questionnaires for this


research.

REFLECTION
 Students will then write their reflection of how the document/
artefact shaped their thinking about the sub-topic they are exploring.

 Students will then examine how the language helped them to


further understand the sub-theme/topic.

 Students will write THREE entries in which the student reflects on


the issue/topic/ theme/ event selected should be completed in their
portfolio.

 The final piece of reflection should state how doing this SBA or Sub-
theme helped the student to become a better person or improved
his/her attitude. (This can be done at the end of the year.)

 The entire group will have 12 pieces of data/artefacts in total.


Students must use their own pieces of material. Students should not
have the same reflections. Each reflection must be individual.

 These reflections should be written in class.

STRUCTURE OF THE REFLECTION

Reflection 1

State how the data/artefact has inspired you, affected you, impacted on
you, and what does it remind you of.
Reflection 2

Students will comment on the use of language. They will state if the
language formal, informal, jargons, slangs, technical or distant tone.
State how the language aid in your understanding of the sub-
theme/topic.

Reflection 3

State how the sub-theme/topic helps you to become a better person ,


shape your attitude, etc. (This should be done at the end of the term.)

WRITTEN REPORT (300 words)

This is a report on the research process. This also states the outcome of
the research.

You can answer these questions in your written report.

1. *What steps have you taken to get your work done?


2. *How did you collect the data?
3. *Are you happy with the pieces you have done?
4. *Are you happy working as a group?
5. *Did you learnt individually or as a group?
6. *Did you meet as a group?
7. *Do you think the group was effective working together?

This report should be written as a group.

ORAL PRESENTATION (3-5 minutes)

 What you have decided to do as your contribution to your


theme/sub- theme. Students can write a poem, drama piece, or
prose piece. Students creative response after a brief overview of the
research process.

 A brief plan of the oral presentation must be submitted in the


portfolio. This must be a part of the presentation.
 This should be done in Standard English. Teachers will mark the
presentation. The presentation must be recorded and place it on a
CD or Flash Drive.

PLAN OF INVESTIGATION (100 words)

An introduction to the issue/topic/theme/event (A satisfactory response


should be no more than 100 words).

(a) Why did you choose this issue/topic/theme/event?

(b) What are the expected benefits to you as a student of English?

(c) How do you intend to collect relevant information on your


issue/topic/theme/event and use this in your presentation?

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