Running head: PROJECT TITLE

Project Title

Your Name

Arizona State University

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Project Title

Please provide a brief introduction to the paper here. You will be completing a classroom

problem-based and technology integrated project proposal and one completed inquiry-based

lesson plan within the project (focused on the first day of the project). This assignment will

demonstrate your ability to plan and communicate your ideas for problem-based learning that

effectively integrates technology, as well as gain insight into the process for requesting

classroom technology and supplies associated with the project. You may think about this project

in an interdisciplinary way, rather than confined to your own subject area. Utilizing current

information within your internship you will identify the specific audience for which the unit may

be designed as well as the innovative use or need for use of technology to enhance student

learning.

Applicant and School Narrative

This section of the proposal should address the unique needs of a specific classroom,

school, district and community. You will write this proposal as if you are the middle/high school

teacher within the school/district in which you are currently interning. Keeping the picture of

“your” classroom, school, district, community in mind you will develop your proposal. For

example, if you are currently placed in a middle/high school classroom, your proposal will be

written as if you are the teacher in the classroom and at that school (no mention of mentor).

Within this biographical description of self, you may include a short description of your teaching

history, philosophy, beliefs about problem-based learning projects, experience with technology

integration within your “classroom” and any other information that will allow the reader(s) of

this proposal to know you better.

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School Narrative

This section will focus on the description of your school, student population, and setting

in which the project will take place. You may consider providing information about the

school’s mission and/or vision concerning student learning. You may highlight community

concerns expressed by your students. Please do not forget to include in text citations for the

research information that may be included within this section.

Summary of Project and Impact

This section should serve as a brief overview of your project as you will provide greater

detail within your Project Narrative section. This section will include discussion as to why the

project is needed within your school and/or district. This information may provide connections to

the previous section’s description of school environment and the possible needs/goals within that

environment. This section will also provide a brief overview of a few learning activities in which

students will participate during the proposed project. This information may lead to the discussion

of how the project impacts student learning and student engagement.

Student Impact

Provide a description of the number of students that will be directly impacted within this

project initially, moving to the supposed estimate of how many students may be impacted within

the next two to three years. This section may provide a specific description of how the project

impacts learning, motivation, engagement and connection to content through the activities

provided.

Teacher Impact

Provide a description of the potential impact this project may have on you as the teacher

and other teachers that may be involved. Include the impact this project may have on your own
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practice by considering how the project may impact your understanding of the students within

your classroom, how the role of facilitator within this project may cause you to reassess your role

within the classroom, and how you may manage this and other projects in the future.

Community Impact

Provide a description of any possible school to community connections that may be

formed within this project, this may include partnerships developed within the community. An

example of this partnership might be inviting guest speaker that may provide specific insight into

the driving question or that may serve to assess student work. Consider the potential impact the

project may have on the school community with the possible inclusion of other schools within

the district. Overall, you may want to provide information concerning how students may take

content and utilize it to impact their surrounding community.

Project Narrative

This section provides greater detail towards the daily life of the project. Please provided a

reference to the Inquiry-based lesson plan that is placed within the Appendix section at the end

of the document. There may be various ways to construct this section, but the following

information must be provided.

Learning Goals and Outcomes

This section identifies on a daily basis the driving question that will guide the project as a

whole and the daily learning goals and outcomes. This means, the inclusion of daily essential

questions and/or objectives that lead students in their quest to answer the driving question. As

you list the daily goals and learning outcomes, make sure to provide connection to the Arizona

Standards specific to your content area, listing the Subject, Strand, Concept, and Performance

Objective (PO) abbreviations only. Please consider the use of technology within this daily plan,
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by identifying and including the ISTE technology standards that may be involved as students

collaborate, present information, store information and view or create screencasts of information.

Description of Learning Activities

This section provides opportunity for you to describe in greater detail the daily learning

activities that students will participate in during the project. Within this description you will

include specific activities students will be doing and the instructional strategies (cooperative

learning, differentiation, Marzano strategies) needed to implement and move the project forward.

You will want to include discussion as to how the activities address the daily learning goals and

outcomes. Please consider the contact time expected between students and the project, meaning

how much class time and out of class time will students be spending within this project.

Assessment

This section asks you to describe the formative and summative assessment strategies and

tools you will use to measure the daily learning goals and/or objectives. Consider how you and

students will assess progress on a daily basis, reflecting on that progress and developing a plan to

move forward. Consider how technology may support this effort and provide opportunity for

reflection and feedback.

Sustaining The Project and Innovation

Technology

Consider the use of technology within the daily activities of this project. How might your

student access technology to support their learning, collaboration with peers, presentation of

knowledge and storage of information. If your current school environment is limited in access to

technology, consider how you may better enhance your classroom environment with the

collection of technology tools to support your students on a daily basis. In this search for
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technology enhancement within your classroom, consider and describe who in your

district/school may support the technology used or acquired for this project.

After Proposal Period

This section allows you to provide a brief plan describing how you may continue,

expand, enhance the project after the proposal period. Consider the success of the project and

how you may want to invite participation within the project from other content areas, other

community organizations, expansion of student involvement, etc.

Innovation

This final section focused on the project describes the innovation within the project and

how your student’s learning will be transformed by allowing their progress through the project to

be student driven. This section may also identify the possibility of innovative solutions

constructed by the students and/or class in seeking a solution to the driving question. Please

bring focus to how this project will transform student leaning and your teaching.

Budget Narrative

This section is a short narrative that refers to the list of expenditures included in chart

format as “Table 1”. This narrative describes how the expenditures listed in “Table 1” are

related to the project’s goals and outcomes and how those expenditures will be used both within

the project and following the project (if appropriate). Consider inclusion of consumables such as

markers, paper, poster boards, sticky notes/posters that may exceed the planned school budget.

Include costs of travel by considering bus transportation, entrance into museums, lunches for

students and other such expenditures. If you will be inviting community members to participate,

consider how you and your students may show gratitude for their support.
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In the classroom, students will be exploring point of view through peer interviews. This will

require digital cameras. These digital cameras will be used to film interviews and comprised into

one final video to showcase at the final art gallery. The digital cameras will also be used to take

portraits of partners. These portraits will be displayed at the art gallery alongside the summaries

of their points of view based off the interview questions. We want to use cameras that are not too

bulky but will still capture photos and videos. There will be about five cameras provided for the

project so that multiple partnerships can spread out in the classroom, hallway, or outside to

capture their interview videos and portraits. These cameras will be an excellent contribution to

use in the classroom for future projects and school events.

A projector will be used for showcasing the final video at the art gallery. This projector will

allow multiple people to get the visual and audible components of the project. This projector can

also be used in the classroom after this project for other videos and presentations.

The students will get to experience the atmosphere of an art gallery at The ASU art gallery. This

will require a rental fee to let the students showcase their projects in the space. This experience

will also require bus fees to bring the students to set up the space and see their work.

We will be inviting the community around the school to come see the final projects at the ASU

art gallery. We will provide snacks and refreshments for students and adults that come see the

projects.

A laminator will be used for the final projects. This laminator will be used to give a clean finish

to the displayed portraits, final writing projects, and the class comic comprised of the student-

created comic strips.

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References

Include any and all references to outside sources, such as school district websites,

PBLworks.org, demographic sites used for gathering data, and any other source utilized within

this project. APA format for each reference listed.

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Table 1

Item # and Cost Where to Purchase Total

Digital Cameras 5 x 200 Best Buy 1000

Projector 200 Best Buy 200

Snacks & 200 Costco 200

Refreshments

laminator 300 Amazon 300

Photo Prints 50 Walgreens 50

Busses 500 District or Bus.com 500

ASU art gallery 1000 ASU 1000

rental fee
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New Perspectives in an Oppressive World

DAY GOAL: STANDARDS:

1 Students will consider various points of 7.RI.6

view through class discussion to define

bullying.

Essential Question: How does your

point of view differ from your peers’?

LEARNING GOALS/OUTCOMES:

 Explore and discuss diversity of perspectives

 Present personal perspective in group discussion

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LEARNING ACTIVITIES:

 How-would-you-feel/emoji game

 Class discussion/reflection on game

 Word-Clouds while listening to various bullying scenarios

 Word-clouds for “bullying”

 Class generated respectfulness contract

ASSESMENT:

 Individual word clouds while listening to bullying scenarios to explore and reflect

on differing points of view of characters

 Word Clouds used to define bullying

 Class Discussions

 Contribution to respectfulness contract

TECHNOLOGY:

 Laptops/Internet/ Bubbl.us

DAY GOAL: Students will define and STANDARDS:

2 identify elements of story 7.W.3 a

7.RL.3
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Essential Question: What elements

make up a story?

LEARNING GOALS/OUTCOMES:

-Students learn vocabulary about elements of a story

-Students analyze points of view from various characters

LEARNING ACTIVITIES:

-add vocabulary words to personal dictionaries

-in-class performance of play being read

-character bubble sheets

-In-class Kahoot to review elements/vocabulary

ASSESMENT:

- Kahoot

-Exit Ticket based on in-class reading

TECHNOLOGY:

-online graphic organizer for character charts

-Smart board/Projector and internet for Kahoot

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DAY GOAL: Students will be able to STANDARDS: 7.W.3 a, b

3 demonstrate knowledge of characters’

points of view through narrative

writing

EQ: How does [your chosen

character]’s POV di

LEARNING GOALS/OUTCOMES:

-Students will demonstrate narrative writing skills

-Students will explore point of view through writing from a fictional character’s

perspective in reaction to that day’s reading

LEARNING ACTIVITIES:

-Continue reading aloud

-Have group of students act out scene(s) read in class

-add on to character charts

-designing collage cover for journal based off the character

-Character’s journal entry

ASSESMENT:

-Character Journal
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TECHNOLOGY:

-online graphic organizer for character charts

-Online collage generator for journal cover

DAY GOAL: Students will be able to use STANDARDS: 7.W.3 b, 7.RI.3

4 dialogue to depict represent point of

view of the character they are

studying.

EQ: What does dialogue reveal about

chracters?

LEARNING GOALS/OUTCOMES:

-Students will utilize dialogue in a comic strip

-Students will recognize the influence of dialogue on characters’ points of view and vice

versa

LEARNING ACTIVITIES:

-Continue reading aloud

-class discussion on which scene(s) depict bullying

-comic strip
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ASSESMENT:

-Comic strip showing dialogue character said or would say in scenario from class reading

TECHNOLOGY:

-Online comic strip designer (optional opposed to paper)

DAY GOAL: Students will share STANDARDS: 7.SL.1, D

5 components of fictional character

through interviews

EQ: How can we use dialogue to reveal

our character?

LEARNING GOALS/OUTCOMES:

-Students will ask questions based off scenes from class reading to explore multiple

characters’ points of view

-Students will gain experience in creating interview questions and summarizing main

points given
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LEARNING ACTIVITIES:

-Continue reading aloud in class

-Develop interview questions about chosen scenario form book depicting bullying

-Interview partners (as chosen characters)

ASSESMENT:

-Interview questions

-Summary of information from interviews (on paper, digital notepad, video, or voice

recording)

TECHNOLOGY:

-Video, voice recordings, or digital notes from interviews

DAY GOAL: STANDARDS:

6 Students will be able to use technology 7.W.6

to produce writings as a fictional

character and interact with others

through online discussion

EQ: How would your character

present themselves online?

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LEARNING GOALS/OUTCOMES:

-Students will be able to demonstrate characterization through online social media

profiles

-Students will be able to use technology to upload previous projects

-Students will appropriately interact online with peers

LEARNING ACTIVITIES:

-Creating online profile for character

-Posting/interacting online as character

ASSESMENT:

-Online social media profile for character

-Post journal entries, comic strip, collage form character journal

-Interact as chosen character with previous partner’s character online

TECHNOLOGY:

-Laptops/Computers

-Online social media

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DAY GOAL: Students will be able to STANDARDS: 7.W.3

7 compare and contrast their own points

of view from their chosen character’s.

EQ: How does your point of view differ

from [character from novel]?

LEARNING GOALS/OUTCOMES:

-Students will use narrative writing skills through personal journal writing

-Students will compare and contrast their points of view and reactions from chosen

character’s referencing scenes of bullying in the novel

LEARNING ACTIVITIES:

-Reflect on narrative writing (from day 2) in personal journal

-Continue reading play

-Class discussion on any examples of bullying in the story

-Personal journal writing on point of view and hypothetical reactions to any bullying

scene from reading

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ASSESMENT:

-Personal Journal Entry

TECHNOLOGY:

DAY GOAL: Students will make real-life STANDARDS: 7.W.6, 7.W.9

8 connections about bullying in the text

and in historical accounts

EQ: What are examples of bullying in

history?

LEARNING GOALS/OUTCOMES:

-Students will be able to summarize literary events through class discussion

-Students will draw from fictional events and real-life scenarios to describe bullying

-Students will utilize technology to express their characters’ points of view on bullying
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LEARNING ACTIVITIES:

-Finish in-class reading

-Individual word maps of “bullying” (one in context of book, one in their personal lives)

-Students will post on social media platform their character’s definition of bullying

-Personal Journal entry elaborating on word map of bullying in personal life/modern era

ASSESMENT:

-Word maps

-Social Media Posts

-Personal Journal Entry

TECHNOLOGY:

-Online Graphic Organizers for Word maps

-Online Social Media Platform

DAY GOAL: Students will be able to use STANDARDS: 7.RL.9, 7.W.8

9 technology to research oppression in

history (same context as in-class

reading)

EQ: What are examples of bullying in

history?
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LEARNING GOALS/OUTCOMES:

-Students will use technology to conduct research

-Students will compare historical events and accounts with scenes from in-class reading

LEARNING ACTIVITIES:

-In-class research of oppression in historical setting in-class reading was based on

-Students will select and event and historical figure to compare to a scene and character

from in-class reading

ASSESMENT:

- React to researched historical events of oppression by their choice of assessment:

 Personal Journal Entry

 Comic Strip

 Submit a short video

 Draw a picture depicting the event and their reaction to completed research

-Exit ticket (personal definition of bullying, personal definition of oppression)

TECHNOLOGY:

-Laptops/computers

-online database

-Screen cast/voice over chosen assignment medium

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DAY GOAL: Students will be able to form STANDARDS: 7.RI.9

10 questions to gain understanding of

their peers’ points of view.

EQ: What factors led to your partner’s

point of view?

LEARNING GOALS/OUTCOMES:

-Students will use their personal experiences, literary text, and in-class research to form

their reflection on bullying

-Students will be able to generate effective interview questions

-Students will be able to summarize main points after conducting an interview

LEARNING ACTIVITIES:

-Students will use graphic organizer to reflect on bullying in their world (in or outside of

their school, or even country) and their personal point of view on the issue

-Students will generate a list of questions to interview someone about their point of view

on bullying in any context (in the book, in history, school, etc.)

-Students will use questions to interview previous partners

-Students will take portraits of interviewees

ASSESMENT:

-Graphic organizer/reflection

-Partner interviews on points of view using medium of choice:

 Video

 Voice Recordings
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 Digital Notes

 Hand-written Notes

TECHNOLOGY:

-Camera

-Laptop for digital notes and or editing interview video

-Laptop or smartphone for voice recording

DAY 11: GOAL: Students will present and STANDARDS: 7.RI.9

Art Gallery reflect on others’ points of view on

Day!! bullying

EQ: How can we eliminate bullying

after getting to know our peers?

LEARNING GOALS/OUTCOMES:

-Students will present their accumulated projects to peers and community in an “art

gallery” setting

-Students will comprise their own perspectives and perspectives f their peers to define

bullying
PROJECT TITLE 24

-Students will be able to reflect on their respect for others referencing back to the class

respectfulness chart

LEARNING ACTIVITIES:

-Students will be split into two groups (split partnerships) for art gallery

-Each group will set up their project to display their writings, art, and or videos on the

various points of view

-When students are taking their turn looking at the art gallery, they will take notes on

what stood out to them from subjects

ASSESMENT:

-Compiling mini projects for art gallery

-Note-taking on peers’ projects

-Exit Ticket/reflection

TECHNOLOGY:
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-Laptops (for displaying videos or playing voice recordings)

Appendix

The appendix provides access to the additional items referenced in your project proposal,

such as Inquiry-based lesson plan, rubrics, checklists, reflection prompts, etc.

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The Inquiry-based lesson plan is the only required item to be placed within the appendix, all

other documents/artifacts are optional.