NARRATIVE WRITING PROJECT OVERVIEW

Option #1

Name of Project: Our Community’s Stories Duration: 4-5 weeks

Subject(s)/Course(s): English I Teacher(s): Podolan and Lessnau

(I hope so!)

Grade Level: 9 Other subject areas: history

Project Idea All students interview senior citizens to tell stories about their lives,
Summary of the asking the senior citizens to tell stories that they may not have told for
issues, challenge, some time, and what advice they would give younger people such as
investigation, themselves.
scenario, or problem:
Students then compose multimedia narratives and counternarratives
(the mainstream cultural story about historic events), compile their
stories in a community storybook, and create a multimedia exhibit at
the local history museum or library organized around the theme of
“Our Community’s Stories.”

Content Standards Reading: Literature

Key Ideas and Details
1. Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
RL.9-10.1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text.
2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
RL.9-10.2. Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an
objective summary of the text.
3. Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text, interact
with other characters, and advance the plot or develop the theme.
5. Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.

Adapted from bie.org 1

RL.9-10.5. Analyze how an author’s choices concerning how to
structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational
texts independently and proficiently.
RL.9-10.10. By the end of grade 9, read and comprehend literature,
including stories, dramas, and poems, in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high
end of the range.
Writing
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
W.9-10.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose,
and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
8. Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
W.9-10.8. Gather relevant information from multiple authoritative
print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for
citation.
Range of Writing
10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
W.9-10.10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking & Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building
on others’ ideas and expressing their own clearly and
persuasively.
SL.9-10.1. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led)

Adapted from bie.org 2

with diverse partners on grades 9–10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
Language
6. Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge
when considering a word or phrase important to comprehension
or expression.
L.9-10.6. Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for reading, writing,
speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or
expression.
MI: Literacy in History/Social Studies, Science, & Technical
Subjects 6-12
MI: Grades 9-10
Writing
2. Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
WHST.9-10.2b. Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s
knowledge of the topic.
WHST.9-10.2f. Provide a concluding statement or section that follows
from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
8. Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
WHST.9-10.8. Gather relevant information from multiple
authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
Range of Writing
10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
WHST.9-10.10. Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or a

Adapted from bie.org 3

 day or two) for a range of discipline-specific tasks, purposes, and
audiences.

Driving Question Who am I (and who are we), and how can I (we) be heard?

“To what extent does my time and place make me who I am?”

Problem Statement (Will be student created, but could look the following way:)
*How can we...
(role) How can we as historians understand how narratives can be impactful
rhetoric that enact a positive change and understanding of all voices.
*do...(task)
*so that...(authentic
purpose)

Enduring The stories told will result in a positive or a struggle that could be
Understanding addressed in a way that helped others identify insights about
overcoming challenges. At the end of the unit, students will have
gathered artifacts that will inspire/inform future generations. They will
have also learned how to be good listeners, create situation and events
for sharing stories, and create community.

Success Skills​ collaboration, Teacher Responsibilities Evidence of Success

communication (oral, written), critical
thinking, creativity, etc

Major Group: Collaborate to tell the story of a senior citizen

Products and
Performances

Individual: Scaffolding assignments

Audiences Class,
School,
Community
Experts,
Web, Etc.

Adapted from bie.org 4

Entry event ​to
launch inquiry,
engage students:

Reflection Individual, Journal Survey

group,
Methods
whole class whole class discussion Fishbowl

Anticipated NTK Workshop/Activity Assessment

Resources Needed On-site people, facilities:

Tech department Equipment: Camera, microphones

Materials:

Community Resources: Local nursing homes

Calendar/Schedule
Monday Tuesday Wednesday Thursday Friday

Goal​: Project rollout Goal​: To identify how Goal​: differentiate Goal​: To practice Goal:​ Revisit key
others identify and between observation interviewing and concepts
Entry Document - page respond to challenges and interpretation know/understand the
86 in ​So, What’s the in a range of ways types of questions Draw a visual that
Story? Show students a represents how they
List essential elements photograph and ask Introduce ​Spradley’s each see the
Knows/NTKs of living a good life them to take notes and types ​of interview relationship between
write everything that is questions: car the five major concepts
Rank the challenge of happening. Start with dealership questions, (challenges,
losing the following images of places w/o grand tour, example motivation, needs, risk,
things, from most to people. Then images questions, experience and feedback) of this
least challenging with one person questions,direct unit. *Could use
engaged in an activity. language, notecards
Write: describe the Then we use images hypothetical-interaction
challenge of losing the with multiple people page 91 Have students share
one they felt would be out how they were
most difficult and to tell Write some of their Students interview organized
a story about how they notes on the board and teacher(s), or in the
might go about divide them into either role as someone else.
meeting their note-taking or
challenge in the note-making, Students interview
healthiest way depending on whether each other: Ss have
possible. it is a descriptive or each student identify a
interpretive detail. hobby or activity that

Adapted from bie.org 5

 (LEEDS University they each do
Library)
In groups of 3, have
Discuss the difference one students be the
between descriptive asker of questions,
and interpretive one student be the
answerer of questions,
Move to dynamic and one student be the
images, such as movie recorder of the
trailers, because they answers.
are scene-based
The asker of questions
asks different kinds of
questions about the
answerer’s hobby or
interest. The recorder
notes responses.

Students rotate roles

w/i the triad

After each round of

practice interviews,
students debrief with
one another and with
the whole class.

Debrief: “What
questions seemed to
create the most helpful
responses?” “What
follow-up questions
were helpful to ask?”
“What was difficult
about asking,
answering, or
recording answers?”
“What did you learn
about the person’s
hobby/interests?”
“What do you want to
know more about, and
what questions might
you learn it?”

Create Interview Tip

list

HW: Interview
someone at home

Monday Tuesday Wednesday Thursday Friday

Read the profiles of Continue...Students Plan interviews. Have Goal​: Identify the Interviews!
people who faced find their own profiles students complete structure of the profile
challenges. For of people facing note-taking chart found
example, ​Jim Corbet challenges and do the on page 95 in ​So, Who is this person?
Students will same thing. What’s the Story? Develop a “skeleton” of
summarize. Students the story--could follow
will also name name multiple formulas: epic
the forms and form of story, bookend
the profile. narrative, or modular

Students find their own

Adapted from bie.org 6

profiles of people
facing challenges and
do the same thing.

Monday Tuesday Wednesday Thursday Friday

Driving Question:What Writing Telling vs. showing Writing: Two things Driving Question​: What
kinds of connections done. Writing process do we gain from
do you see between *What happens in the How to turn a telling report (What obstacles reading a multitude of
their profiled person scene and are you comment into a did you face as a writer stories?
and the larger inquiry able to follow the showing scene. For and how did you
question and concepts action clearly? example, we write overcome it?) and how Reflect on the content
that drive the unit? *What works well? “She is very animated.” will your profiled and write a short piece
*What do you still → “Once at a party, person map the about facing
Break up scenes by wonder? she taunted her following: challenges, challenges and taking
facts, scenes, and boyfriend: ‘Catch me if motivation, needs, risk, initiative means to
commentary you can!’ as she and feedback them and to identify
kicked a bowl of ways in which they
What other data is buttered popcorn into could meet challenges
needed to be his face and then in their lives, interest
collected? Further climbed up on the roof, groups, families,
collection of details laughing like a school or community in
through observation, baboon.” ways that would show
interviews, or outside initiative and some of
resources (online, the lessons gleaned
newspaper accounts, from the writing and
technical or business sharing of the profiles.
documentation,
interviewing friends of
the informant, etc.)

NARRATIVE WRITING PROJECT OVERVIEW

Option #2

Name of Project: Letter to the Governor Duration: 4-5 weeks

Subject(s)/Course(s): English I Teacher(s): Podolan and Lessnau

(I hope so!)

Grade Level: 9 Other subject areas: history

Project Idea Students will write a letter to the next governor. Their letter will
Summary of the include each students’ story. What do they wish they could change
issues, challenge, about Battle Creek? “To what extent does they time and place make
investigation, me who I am?”
scenario, or problem:
Useful resources

Adapted from bie.org 7

Content Standards Reading: Literature
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
RL.9-10.1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text.
2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
RL.9-10.2. Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an
objective summary of the text.
3. Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text, interact
with other characters, and advance the plot or develop the theme.
5. Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
RL.9-10.5. Analyze how an author’s choices concerning how to
structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational
texts independently and proficiently.
RL.9-10.10. By the end of grade 9, read and comprehend literature,
including stories, dramas, and poems, in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high
end of the range.
Writing
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
W.9-10.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose,
and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
8. Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and

Adapted from bie.org 8

integrate the information while avoiding plagiarism.
W.9-10.8. Gather relevant information from multiple authoritative
print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for
citation.
Range of Writing
10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
W.9-10.10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking & Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building
on others’ ideas and expressing their own clearly and
persuasively.
SL.9-10.1. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9–10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
Language
6. Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge
when considering a word or phrase important to comprehension
or expression.
L.9-10.6. Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for reading, writing,
speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or
expression.
MI: Literacy in History/Social Studies, Science, & Technical
Subjects 6-12
MI: Grades 9-10
Writing
2. Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.

Adapted from bie.org 9

 WHST.9-10.2b. Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s
knowledge of the topic.
WHST.9-10.2f. Provide a concluding statement or section that follows
from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
8. Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
WHST.9-10.8. Gather relevant information from multiple
authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
Range of Writing
10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
WHST.9-10.10. Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
audiences.

Driving Question Who am I (and who are we), and how can I (we) be heard?

“To what extent does my time and place make me who I am?”

Problem Statement (Will be student created, but could look the following way:)
*How can we...
How can we as students understand how narratives can be impactful
(role)
rhetoric that enact a positive change and understanding of all voices.
*do...(task)
*so that...(authentic
purpose)

Enduring The stories told will result in a positive or a struggle that could be
Understanding addressed in a way that helped others identify insights about
overcoming challenges. At the end of the unit, students will have
gathered artifacts that will inspire/inform future generations. They will
have also learned how to be good listeners, create situation and events

Adapted from bie.org 10

 for sharing stories, and create community.

Success Skills​ collaboration, Teacher Responsibilities Evidence of Success

communication (oral, written), critical
thinking, creativity, etc

Major Group: Collaborate with their writing group to share what changes can be made to Battle Creek
Products and
Performances

Individual: Scaffolding assignments

Audiences Class, Other MI students and teachers, the governor

School,
Community
Experts,
Web, Etc.

Entry event ​to

launch inquiry,
engage students:

Reflection Individual, Journal Survey

group,
Methods
whole class whole class discussion Fishbowl

Anticipated NTK Workshop/Activity Assessment

Resources Needed On-site people, facilities:

Equipment:

Adapted from bie.org 11

 Materials:

Community Resources:

Calendar/Schedule
Monday Tuesday Wednesday Thursday Friday

Project roll-out Based on writing

interests, form writing
group

DQ: What is the order

of events that a
character experiences
and is that the best
order for my audience
to experience that
character’s tory?

Introduce historical
fiction

Objective: How to
narrow or expand the
length of an event and
WHY

Activity: Ss create a
timeline of important
events in their lives (or
in the lives of a
fictional character or
the life of a historically
important character,
and then create the
moments within the
event they chose. Ask
them to put a star next
to what they feel is the
critical moment within
that event. Then, give
them time to write
about that one critical
event. Then, give them
time to write about that
one particular moment.
(Later, they will learn
more about hot to add
characters,
description, dialogue,
action, and exposition).

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Adapted from bie.org 12

 NARRATIVE WRITING PROJECT OVERVIEW
Option #2

Name of Project: Our Community’s Stories Duration: 4-5 weeks

Subject(s)/Course(s): English I Teacher(s): Podolan and Lessnau

(I hope so!)

Grade Level: 9 Other subject areas: history

Project Idea All students interview senior citizens to tell stories about their lives,
Summary of the asking the senior citizens to tell stories that they may not have told for
issues, challenge, some time, and what advice they would give younger people such as
investigation, themselves.
scenario, or problem:
Students then compose multimedia narratives and counternarratives
(the mainstream cultural story about historic events), compile their
stories in a community storybook, and create a multimedia exhibit at
the local history museum or library organized around the theme of
“Our Community’s Stories.”

Content Standards Reading: Literature

Key Ideas and Details
1. Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
RL.9-10.1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text.
2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
RL.9-10.2. Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an
objective summary of the text.
3. Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple

Adapted from bie.org 13

or conflicting motivations) develop over the course of a text, interact
with other characters, and advance the plot or develop the theme.
5. Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
RL.9-10.5. Analyze how an author’s choices concerning how to
structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational
texts independently and proficiently.
RL.9-10.10. By the end of grade 9, read and comprehend literature,
including stories, dramas, and poems, in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high
end of the range.
Writing
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
W.9-10.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose,
and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
8. Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
W.9-10.8. Gather relevant information from multiple authoritative
print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for
citation.
Range of Writing
10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
W.9-10.10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking & Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of

Adapted from bie.org 14

conversations and collaborations with diverse partners, building
on others’ ideas and expressing their own clearly and
persuasively.
SL.9-10.1. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9–10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
Language
6. Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge
when considering a word or phrase important to comprehension
or expression.
L.9-10.6. Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for reading, writing,
speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or
expression.
MI: Literacy in History/Social Studies, Science, & Technical
Subjects 6-12
MI: Grades 9-10
Writing
2. Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
WHST.9-10.2b. Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s
knowledge of the topic.
WHST.9-10.2f. Provide a concluding statement or section that follows
from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
8. Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
WHST.9-10.8. Gather relevant information from multiple
authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
Range of Writing

Adapted from bie.org 15

 10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
WHST.9-10.10. Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
audiences.

Driving Question Who am I (and who are we), and how can I (we) be heard?

“To what extent does my time and place make me who I am?”

Problem Statement (Will be student created, but could look the following way:)
*How can we...
How can we as historians understand how narratives can be impactful
(role)
rhetoric that enact a positive change and understanding of all voices.
*do...(task)
*so that...(authentic
purpose)

Enduring The stories told will result in a positive or a struggle that could be
Understanding addressed in a way that helped others identify insights about
overcoming challenges. At the end of the unit, students will have
gathered artifacts that will inspire/inform future generations. They will
have also learned how to be good listeners, create situation and events
for sharing stories, and create community.

Success Skills​ collaboration, Teacher Responsibilities Evidence of Success

communication (oral, written), critical
thinking, creativity, etc

Major Group: Collaborate to tell the story of a senior citizen

Products and
Performances

Individual: Scaffolding assignments

Adapted from bie.org 16

Audiences Class,
School,
Community
Experts,
Web, Etc.

Entry event ​to

launch inquiry,
engage students:

Reflection Individual, Journal Survey

group,
Methods
whole class whole class discussion Fishbowl

Anticipated NTK Workshop/Activity Assessment

Resources Needed On-site people, facilities:

Equipment:

Materials:

Community Resources:

Calendar/Schedule
Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Adapted from bie.org 17