Students will write and perform a 7 minute personal narrative non-fiction piece centered

around the question: Where does your power come from? Students will work in groups
to produce a reading series to take place during the first two weeks of December in Chula
Vista. The San Diego literary community, public, and families will be invited to attend this
south San Diego reading series.
The only student-produced reading series in San Diego.

310 COLLECTIVE PRESENTS

THE 4TH ANNUAL

THE POWER
WITHIN

Essential Question: Where does your power come from?

The groups will be formed around thematic similarities in their writing depending on where they believe
their power comes from (possible themes are: family, relationships, physical power, talent, nature,
writing, money, etc.). Two groups (10 students) will perform together at each venue (a total of 3 nights).
Students will be in charge of producing an audio and visual reading series with some professional
guidance. Performances will happen in tandem on Wednesday 12/5 and Thursday 12/6 at Chula Vista
Library and Chula Vista Brewery, and final performance on Thursday 12/13 at HTHCV La Posada.

Student will explore the body’s systems to produce artistic renderings of where biologically their power
comes from. Students will use scientific inquiry and process to visualize the biological connection to
their personal narrative. Student-produced artwork and label will be displayed in tandem during their
performance of their personal narrative. This visual component (painting, slideshow, and program) will
complement and aid in conveying the content and feeling of their writing.
Humanities Objectives
Students will think critically about where their power comes from
Students will think critically about where our (the US) power comes from
Students will discuss and debate the complicated and sometimes
problematic nature of power
Students will explore their own relationships with others and with
themselves to expand their thinking of relationships and their meaning

Biology/Environmental Science Objectives

Students will think critically about the biological system connected to
their power
Students will use inquiry and iteration process to visually represent their
biological root of their power
Students will use scientific language to discuss the biological root of
their power
3 scaled drawings including a final color proposed painting
A unique painting highlighting where your power comes by showing a
clear biological component
Artwork Label

Fieldwork: The Power of Community

We will be partnering with San Diego literary and artistic community to introduce students to professional
models of narrative writing, reading performances, drawing & painting and event production. Guided
through professional workshops, students will produce writing, performances and art exhibition worthy of
a captive audience. Several professional storytellers and artist will visit our classroom, in addition to
encouraging students to explore literary and art events in San Diego.

Project Deliverables
7 minute long performance
Professional quality non-fiction narrative piece of writing
Writing that shows, instead of tells, a story to engage and entertain an audience
Emotionally vulnerable and scientific technical writing
Visual representations of biological root of power to be exhibited and included in the slideshow
A slideshow to emotionally enhance student's reading performance
Ownership in the professional production of a reading series (i.e. event graphic design, promotion,
hosting, Audio/Video, documentation, fundraising, etc.)
Develop supportive connection with Chula Vista cultural arts community
Biology/Environmental Science Deliverables
Essential Question: Where does your power come from?
Guiding question:What is the biological root of your
power?

Deliverable #1:
Student will navigate the scientific and creative process to produce 3 scaled-colored-drawings of where
their power comes from and to be finalized on a painted canvas (size: 20"x24" or 24"x30"). Painting will
showcase their original idea that includes the biological root of where their power comes from. This
painting will be displayed on the stage where they will perform their writing in tandem with a visual
component (slideshow) aiding them in conveying the content and feeling of their writing.

Deliverable #2:
To display with final painting the creative thinker will create an artwork label and write an artist
statement.

Artwork label will included (1)Artwork title (2)Artist Name (3)Artwork Abstract. Abstract is a 100-150
word description of artwork.

Artist statement will included (1)Artwork abstract (2) reasoning (3)Research biological root. Creative
thinker will describe the biological component of where their power comes from, plus demonstrate
student’s expertise on the associated organ system, tissue and/or cells. Creative thinker will show what
they’ve learned about maintaining health of their power, and a deep understanding of possible negative
effects when an imbalance of homeostasis occurs (e.g. environment, disease, trauma, malnutrition,
pollution, chemicals, etc.)

Supporting assignments:
1. Quizlet - to learn body system vocabulary words connected to biological root. (20-35 words)

2. Mindmap - to organize content learned about biological root to be used in artist statement. (Include
biological root, levels of biological organization, anatomy, physiology, homeostasis,
health/illness/disease and nutrition)

3. TPW Images - collection of images to be used for artistic rendering and performance slideshow.
(Minimum of 16 images)