Professional Documents
Culture Documents
Project Narrative Calendar
Project Narrative Calendar
Standards & Learning Standards & Learning Standards & Learning Standards & Learning Standards & Learning
Objectives Objectives Objectives Objectives Objectives
Content Standard: Content Standard: Content Standards: Content Standards: Content Standards:
(11-12.W.10) (11-12.RL.10) (11-12.RL.9) (11-12.RL.9) (11-12.W.3)
(11-12.L.1) (11-12.SL.1) (11-12.RL.10) (11-12.RL.10) (11-12.W.9)
(11-12.L.2) (11-12.SL.1) (11-12.W.3) (11-12.W.10)
Learning Objectives: (11-12.L.1) (11-12.W.9) (11-12.L.1)
Learning Objectives: Recall a previously read (11-12.L.2) (11-12.W.10) (11-12.L.2)
Evaluate your life text. (11-12.L.1)
(including your Learning Objectives: (11-12.L.2) Learning Objectives:
socioeconomic status, Relate a novel's theme Apply the theme of a text Compare different time
race, religion, place of (poverty v. wealthiness) to to modern life. Learning Objectives: periods and perspectives
birth, family, and any modern life. Compare different time through short texts.
other relevant factors) to Compare the themes and periods and perspectives
determine what Analyze how your life is structure of two short through short texts. Create a narrative using the
influenced who you are different than the lives of texts. setting of a text.
today and how you were your peers through in- Create a narrative using the
shaped by your life and depth discussion. Design a fictional or setting of a text. Essential Question:
environment. personal map, timeline, or “Who would you be in the
Essential Questions: other model of a mental Essential Question: setting of one of these
Write an in-depth “How does the theme of health journey. “Who would you be in the stories?”
reflection describing who poverty vs. wealthiness setting of one of these
you are and how you got relate to your life as well Essential Questions: stories?”
here. as the lives of your peers?” “Is mental health a part of
your life?”
Essential Questions: “How is your life different “How does mental health
“Who am I now?” than the lives of the impact a person’s life?”
“Where did I come from?” characters? How is it “How is mental health
“How has it influenced different from your peers? treated in the stories
who I am today?” (Thinking of the versus how it is treated
aforementioned theme).” now?”
Learning Activities Learning Activities Learning Activities Learning Activities Learning Activities
Students will free-write a Having read The Hunger Students will read “The Students will read “In a Far Students will continue
reflection addressing the Games in the last month, Yellow Wallpaper” by Country” by Jack London, writing their parody. This is
essential questions. They students will re-read Charlotte Perkins Gilman “The Little Regiment” by a practice for the end result
will have most of the class passages, reflect on what and “The Tell-Tale Heart” Stephen Crane, and The of their project. Students
period to do this and may they know, and discuss by Edgar Allan Poe either General History of Virginia, will continue doing research
utilize peers. However, how poverty shaped the individually or in peer New England, and the and provide feedback/fix
students will be expected characters, how different reading groups. Students Summer Isles by John Smith. writing after receiving
to have unique and socioeconomic statuses will then consider the Students will consider the feedback. Students will
personal reflections. are represented, and how themes and the time different time periods and continue to peer edit and
Students will utilize the society in the novel periods and compare it to pick one setting in which to revise for this class.
technology in order to do compares to the society mental health in modern write a short parody of
this, including but not they know (modern day times. How has it what their life would be like Utilizing technology is used
limited to, using online America). Students will changed? Has mental in the time period/setting to provide feedback and
databases to determine discuss in a whole group health had an impact on of the story. Students will allow students to read
their socioeconomic setting (desks/chairs in a your life? Does mental do research and provide different parodies and
status, and using a circle). After the health have a positive or evidence of how they found perspectives.
document program (such discussion, students will negative connotation? the information to write the Cooperative learning is
as Word or Google Docs) write/draw/or otherwise Students will practice parody. Students will then used to help students
to type (if desired, represent what they making a ‘mental health’ read and provide feedback review, read, and give
otherwise students will learned either in their journey, either from the to 2-3 peers. feedback. This will deepen
handwrite) which will physical or online journal. perspective of one of the understanding and allow
allow them to check characters or from their Utilizing technology is used discussion.
spelling and grammar. Differentiation is used own perspective. Students to provide feedback and
(students can choose how will be guided in creating a allow students to read
Differentiation is used to represent their ideas, timeline, map, or other different parodies and
(students can choose to such as in a diagram/chart, way of representing the perspectives.
work alone or with peers, illustration, paragraph, journey. Cooperative learning is
etc.) used to help students
students can choose to Utilizing technology is Differentiation is used. review, read, and give
handwrite or type). used (some students Students may read the feedback. This will deepen
Utilizing technology is choose to use an online texts from a physical book understanding and allow
used within this lesson. journal). or online. Students may discussion.
Inquiry-based learning is Cooperative learning is also choose how to show
also used. While inquiry- used during the discussion. the mental health journey.
based learning can be used All students get a choice They can draw, write,
as a way to guide students and they learn through make a timeline or
into learning about a each other. When they diagram, or do something
subject matter, such as the discuss and debate and else.
food chain or geometry share their thoughts and Cooperative learning is
concepts, this is an ideas, they learn about used during the discussion.
inquiry-based assignment each other and see All students get a choice
that is used to look inward, different points of view on and they learn through
rather than outward. the book. each other. When they
Students will critically discuss and debate and
think and discover who This assignment share their thoughts and
they are and why/how corresponds with the ideas, they learn about
they came to be this way. standards because it each other and see
This will also lead students involves students reading different points of view on
to wonder: “How can I age-appropriate material the book.
change?” (The Hunger Games) and
delve into the world
This assignment created by the author by
corresponds with the analyzing it and comparing
standard because it is it to their own.
allowing students to
practice writing in a single
setting for themselves and
their own thoughts/ideas.
Critical self-reflection is
needed for this
assignment.
Assessment Assessment Assessment Assessment Assessment
At the end of the class Students will turn in their Students will submit their Students will turn in their Students will turn in their
period, students will turn journal at the end of class assignment (mental health parody and will be graded parody and will be graded
in an exit-ticket answering and I will review what they journey) and will be given on it. Students will also on it. Students will also
one of the following learned. a rubric while they do it, so share their parodies with share their parodies with
questions: “What is one they can make sure their peers and get their peers and get
aspect of your life you everything is included and feedback via comments. feedback via comments.
would like to change?” the assignment is
“Name one thing that completed correctly.
made you who you are
today.” “What would you
consider the biggest
influence on your life?”
Technology Technology Technology Technology Technology
Technology is used, such Technology is optional for Technology can be used to Technology can be used to Technology will be used for
as the internet/online this day. Students may read the short stories. read the short stories. the assignment and
databases in order to choose to use an online Technology can also be Technology can also be providing feedback to other
determine socioeconomic journal. They may also used for notes and for used for notes. Technology students.
status or other factors. have used an online their assignment. will be used for the
Technology is also version of the text or an assignment and providing ISTE Standards:
optionally used in order to audiobook. ISTE Standard: feedback to other students. For Teacher: 3a. Create
type the reflection. For Teacher: 7a. Provide experiences for learners to
Students will be ISTE Standard: alternative ways for ISTE Standards: make positive, socially
responsible for safe online For Teacher: 3d. Model students to demonstrate For Teacher: 3a. Create responsible contributions
practices. The teacher will and promote management competency and reflect on experiences for learners to and exhibit empathetic
be responsible for of personal data and their learning using make positive, socially behavior online that build
ensuring that students are digital identity and protect technology. responsible contributions relationships and
on-task when online and student data privacy. and exhibit empathetic community.
are safe and respectful Students will be able to behavior online that build 4c. Use collaborative tools
with their technology use. Students will understand use technology in order to relationships and to expand students'
how to safely and ethically be creative with their community. authentic, real-world
ISTE Standards: use their online journal assignment. The goal is for 4c. Use collaborative tools learning experiences by
For Students: 1c. Students and they will be able to them to learn about other to expand students' engaging virtually with
use technology to seek turn in their online journal perspectives and facets of authentic, real-world experts, teams and
feedback that informs and through email or an online life every day, and learning experiences by students, locally and
improves their practice tool such as Canvas. technology can help engaging virtually with globally.
and to demonstrate their Students will understand students demonstrate experts, teams and
learning in a variety of and be reminded of how their knowledge when students, locally and
ways. to protect their personal they make their mental globally.
For Teacher: 6a. Foster a information as well as health journey.
culture where students appropriate use of online
take ownership of their sources.
learning goals and
outcomes in both
independent and group
settings.
6b. Manage the use of
technology and student
learning strategies in
digital platforms, virtual
environments, hands-on
makerspaces or in the
field.
Day 6 Day 7 Day 8 Day 9 Day 10
Standards & Learning Standards & Learning Standards & Learning Standards & Learning Standards & Learning
Objectives Objectives Objectives Objectives Objectives
Content Standards: Content Standards: Content Standards: Content Standards: Content Standards:
(11-12.W.10) (11-12.RI.10) (11-12.W.7) (11-12.W.7) (11-12.SL.4)
(11-12.L.1) (11-12.W.7) (11-12.W.9) (11-12.W.9) (11-12.SL.5)
(11-12.L.2) (11-12.W.9) (11-12.W.2) (11-12.W.2)
(11-12.W.3) (11-12.W.3) Learning Objective:
Learning Objectives: Learning Objectives: Present a project to an
Remember how to create Examine different cultures Learning Objective: Learning Objective: unfamiliar audience in a
an account and a profile. and time periods through Create a narrative for your Create a narrative for your professional way.
research. character utilizing character utilizing research.
Use what you have research.
learned so far to Create a ‘new you’ Essential Question:
communicate with people character sheet according Essential Question: “Who would you be?”
in different cultures. to your topic and research. “Who would you be?”
Technology
Students will be able to access technology either by school/district provided laptops or computers or laptops/computers
that students bring from home. All of the technology used in this project can be used at school, with a Wi-Fi connection and a
computer. Students do not need to have these sources at home. This project may be easier with use of a computer lab or school-
loaned laptops, to ensure every student has an opportunity to use technology. Fellow teachers or administration either at the school
After the proposal period, I may be able to utilize the history and foreign language teachers at the school
Studentsoftheworld was used by my foreign language teacher in high school, as it allowed us to communicate with native speakers.
History is utilized throughout the project, especially at the end, and there is the potential for students being able to use this project
in both classes for dual credit. It would also be nice if we could present the final project to younger students learning about different
Innovation
This project is student-centered. I will not lecture for most of the ten days. Instead, students will be given tasks to discuss,
research, read, write, and create in order to discover what other time periods were like, what other cultures are like, what they
would be like if they weren’t born poor or rich or somewhere in the middle. I could have given them a research project or a book to
read and write an essay on, but instead I allowed them to discover what the world around them, past and present, is like through
the eyes and voices of other people. This project is about perspective and how important it is to think about other people. This
project creates empathy, deep-thinking, critical analysis, and culminates in putting yourself in someone else’s shoes, backed by