Running head: INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 1

Inquiry Learning Utilizing Curiosity and Poetry

Sarah Quintero

Arizona State University

INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 2

Inquiry Learning Utilizing Curiosity and Poetry

In the duration of this paper, there will be ties to signature assignments done in class that

relate to the overall creation of the classroom problem-based and technology integrated project

proposal and the one completed inquiry-based lesson plan within said project. These will offer

insight on strategies, technologies, and standards that contribute to the enhancement of student

learning. The assignments included will also provide perspectives on what my future teaching

methods will likely be, as well as what kind of preparations I took beforehand. Furthermore,

based on my content area of English, one could expect to see lesson plans structured towards

such topics. If necessary, it is to my knowledge that some methods, if not all, could transfer

easily to other content areas surrounding Secondary Education. Ultimately, one could assume to

be informed on innovative designed routines that contribute to success of students, throughout

this paper.

Applicant and School Narrative

A brief introduction to my teaching history would be surrounding the alternative

responsibilities I took on during my education process. Firstly, I would include that of being a

teaching assistant all throughout my high school career. Doing so, I was able to gain experience

on the processes teachers went through on normal days of teaching. Following so, in my early

college days I also took up coaching soccer for my old high school, alongside another teacher.

This allowed me to receive authentic experiences with students in the grade levels I aspired to

teach and helped me to gain strategies on how to teach them. Additionally, I have been able to

get first-hand experience at teaching through my internship programs and student teaching,

which both allowed me to practice my skills at teaching. Lastly, my philosophy of education is

aimed to provide differentiated high levels of academic lessons to ensure all students success. It
INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 3

is to also offer feedback on a regular basis to students so that they may understand what they

may be having trouble with and have the ability to focus on such. Another main focus I plan on

implementing in my classroom as an educator is the teaching of relevant content. Overall, I

would also like to base my teaching methods primarily on the students’ needs.

When it comes to problem-based learning and the added benefits for me and my students,

I feel it is the optimal way to go about education. I feel that it encourages students to cooperate

and find interest in the topics. While taking a look at my problem-based learning project

proposal, I see that it hits on the needs of students but also provides additional means of keeping

students engaged. As for technology integration, I believe this is a great way to modernize

education. With the advancements technology has made, it would add a layer of comfort for

students in the classroom. Additionally, it would be a perfect tool to look to for group work and

presentations. This sort of implementation will also be seen in my proposal. For the concerns of

administration, parents, and community members, rest assured that students will receive optimal

support in this unit of poetry. Through the differentiated learning provided, each student’s needs

will be met accordingly.

School Narrative

  The selected school I have chosen to further my path as an educator is Peoria High

School, in Peoria Arizona. The mission statement of this school is said to include that they are

geared to preparing students for successful futures in which they will contribute to society,

community, and the workforce. As well as keeping their vision simple, as it is “Every student,

every day, prepared to shape tomorrow” (Peoria Unified School District). The typical classroom

description on campus would have the inclusion of diverse backgrounds in more than one way.
INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 4

They are both racially an economically diverse in their attending students. Regarding the student

population, the usual size of a class includes roughly 25-30 students. As for the general

population, this is roughly 1,545 students. The setting and community my project would likely

take place in is with the sophomore grade level in an English classroom. The unique needs that

would need to be addressed based on the school, selected classroom, district, and community is

preparations being made for is students with learning disabilities involved with special education

as there is a program for such on campus.

Project summary

For this project, a brief description is that my students will be partaking in problem-based

learning focusing on curiosity but also working on poetry. I feel that this project is needed at

Peoria High School as I feel implementing curiosity will spark interest and make students

engaged. Also, from what I’ve seen there is a lack of inquiry within the English community at

this school. Additionally, as the school is very diverse, it is important to make every student feel

individually included. Some activities to expect include internet curiosity tests, presentations,

creating poetry, and exit tickets.

Student Impact

The amount of students that this project will reach is roughly 25- 30 students as that is the

expected size of my future classroom. This will directly impact them as they will be taking part

in this project and fulfilling the requirements necessary to being successful. In the next 2- 3 years

this project may impact 2-3x the amount previously as it could be a great way of implementing

poetry and curiosity in the content area. This project impacts learning as it give students a new

feeling of control as the will essentially choose what to write about, thus creating a confidence
INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 5

aspect in their work. This also impacts engagement as the students will be very hands on and

inclusive, which promotes interest for students in this age group.

Teacher Impact

As the teacher, I will be impacted through the many experiences I will have while

teaching this unit. I am sure this project will have the ability to make me a better teacher as I will

see where improvements can be made. Also it will push me to be versatile in my lessons as the

concepts require differences per student. Additionally, this project will help me to reassess my

role in the classroom so that students feel in control of their own work. Lastly, this will help me

to manage future projects for my students as I will have better insight on the needs of students.

Community Impact

I have to say that I struggle with seeing this project stretch to a community level,

however I could see how it may affect the students involved in the community and in that way

effect the community. Ultimately, I feel that this project will help to bring focus and interest to at

least my class and therefore keep students occupied for the time being. Although, I could

possible see how inviting a guest speaker who engages in poetry and curiosity at once can benefit

the students in understanding the meaning of project. Students may also take the content utilized

in class and apply it to the community life. For instance, as curiosity is discussed, perhaps they

share their knowledge with friends and family.

Project narrative

Concerning the project narrative, seen in table 2, one could understand the true nature of

objectives and what is expected daily of students. On a typical day regarding the unit, students

should expect to be actively engaged in technological tools and prepare to work with peers.
INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 6

Another daily tool I utilized was the standard exit ticket just so that I may understand if my

students are comprehending the lessons. It is also notable to mention the connections between

my Inquiry Lesson Plan, seen in the Appendix, and this project narrative. This being said I have

created my project in hopes of paying tribute to inquiry and problem-based learning with the

focus of curiosity while also utilizing poetry.

Sustaining the Project and Innovation

Technology

Technology will more than likely always be made available with daily activity for the

purpose of enhancing their project. Students may access technology either via their phones or

computers available in the classroom. They will be able to utilize the technology for group work

and individual research when necessary. As the current school environment doesn’t have many

computers I may better enhance the collection of technology by taking trips to the library where

more computers are available. I believe that most administrators and educators in this district

will support the technology usage for this project as classes are now taking a more technological

advanced approach to learning to better understanding and maintain interest of students.

After Proposal Period

A good way for me to expand and enhance the project would be to include more concepts

to maintain the understanding of poetry and literature pertaining to themes. Another way would

be collaborating with the content of history so that there may be a background to base the poetry

we look at off of.

Innovation
INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 7

As in my project I had students create their own solutions to the thought provoking

question of ‘what is curiosity,’ this may help students to utilize their creativity to answer other

questions that may come up. This project will ultimately transform students’ learning by finding

new ways to address questions and determine answers, also through their individual decisions,

they will be more prone to being independent in solutions. When it comes to my teaching, this

will help me to use differentiation instruction as my students will likely work differently in their

construction of the project. Overall, my teaching will benefit from this type of project.

Budget Narrative

From these items listed in table 1, all of them are essential in the duration of the project.

As my lessons are very minor in terms of elements required for the creation of the assignments,

my list is actually quite small. I have started with basics such as pens, pencils, highlighters, and

paper. Although to most, this may seem unnecessary to add in a supply list as it may be a

given, it is still important to include with the expenses as it is notable to assume not all students

may have access to such supplies. These items will be needed for the common usage of note

taking, ticket out the doors, general assignments asked, etc. Moving along into items including

that of dry erase markers, for lectures and open discussions it will be important for me, as the

teacher, to have access to such so that I may incorporate ideas thrown on the white board. This

will help with note taking and overall understanding of my students. The markers would also

be readily available to students when necessary. To add on, I would also like to include the

individual white boards so that groups may utilize this tool without wasting paper on a one day

assignment done in class. This would be useful for keeping ideas together in discussions at the

end of class. Along with the markers and white boards, erasers for such would also be deemed
INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 8

wanted. Other things that I would like to include for the project is binders and/or flash drives,

just so that their work will remain together, either electronically (as we will be doing a lot of

computer work) or on paper (for the creation of the final assignment, a poem). As for the least

common item for a classroom, a laptop or computers. I would like this technological tool to be

available in my classroom for my students as they will be performing a lot of research

activities and an online presentation for their classmates. This being said, having this readily

available would optimize the time in class given and help to further their understanding of the

subject/topics at hand. When it comes to an extension of the projects impact, I don’t feel this

project would align greatly for community involvement and therefore I have left that portion

blank.
INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 9

References

Explore Peoria High School in Peoria, AZ. https://www.greatschools.org/arizona/peoria/1088-

Peoria-High-School/

Peoria Unified School District / Homepage. https://www.peoriaunified.org/

INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 10

Table 1:

Item Cost Source of Where to Purchase Funding

1.Pencils $12.49 for pack of https://www.google.com/aclk? Included on supply
150 sa=L&ai=DChcSEwicxt6Mj7XtAhUr list and
Pa0GHfbRCgwYABADGgJwdg&sig= Classful
AOD64_21mSA4yUYirwwe- (https://classful.co
otz8NbZ_gAFTw&ctype=5&q=&ve m/ )
d=2ahUKEwioxNWMj7XtAhWYCjQ
IHV6NC08Q9aACegQIBhBN&adurl
2.Binders $56.99 for 24 pack https://www.amazon.com/Samsill- Included on supply
Or bought at $0.99 Economy-Ring-Binder- list
for 1 at target Round/dp/B07FKXHP1J/ref=asc_df
_B07FKXHP1J/?tag=hyprod-
20&linkCode=df0&hvadid=242028
553601&hvpos=&hvnetw=g&hvra
nd=1871853287532357566&hvpo
ne=&hvptwo=&hvqmt=&hvdev=c
&hvdvcmdl=&hvlocint=&hvlocphy
=9030158&hvtargid=pla-
570022544851&psc=1
3.Highlighte $16.19 for pack of 64 https://www.google.com/aclk? Included on supply
rs sa=l&ai=DChcSEwj20fWZkLXtAhVK list
Hq0GHRdCBC0YABAEGgJwdg&sig=
AOD64_3C3DcVW6KC_cT_Ox9BBk
JLJ9k7qw&ctype=5&q=&ved=2ahU
KEwibke2ZkLXtAhVJs54KHXCFDEIQ
9aACegQIBxBZ&adurl
4.White $26.99 for pack of 52 https://www.google.com/aclk? Classful
Board sa=l&ai=DChcSEwjtkqaQkbXtAhUn (https://classful.co
Markers Pq0GHfUmC08YABAIGgJwdg&sig= m/ )
AOD64_3A7g0WVWhA3xb53T6fF
NfJyOEzIQ&ctype=5&q=&ved=2ah
UKEwjRmp6QkbXtAhVDqp4KHUsy
AXQQ9aACegQICBBI&adurl
5.Lined $0.49 for pack of 100 https://www.officedepot.com/a/p Included on supply
Paper (clearance) roducts/1378828/Office-Depot- list
Brand-Filler-Paper-College/?
utm_source=google&utm_mediu
m=sag
6.Computers Undetermined https://blog.planbook.com/techno (see left)
(provided is list of logy-grants/ Or Donors Choose
grants funding such) (https://www.dono
 INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY
7.Individual $14.95 for pack of 10
White
Boards
8.Flash $50 for pack of 50
Drives
Table 2:
Day Standards & Learning
Objective(s)
1 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.
2 Write
informative/explanatory
texts to examine and convey
complex ideas, concepts, and
information clearly and
accurately through the
effective selection,
organization, and analysis of
content.
Provide a concluding
statement or section that
follows from and supports
the information or
explanation presented (e.g.,
articulating implications or
11
rschoose.org/
https://www.google.com/aclk? Classful
sa=l&ai=DChcSEwiB9tDlkrXtAhVKH (https://classful.co
q0GHRdCBC0YABAiGgJwdg&sig=A m/ )
OD64_1BdiaZU0o2eL3ZhbZ6xNx8z
tG5uQ&ctype=5&q=&ved=2ahUKE
wjW1MblkrXtAhWPtJ4KHSg-
CBUQ9aACegUIBhD1AQ&adurl
https://www.google.com/aclk? Donors Choose
sa=L&ai=DChcSEwj-_O- (https://www.dono
ik7XtAhXTPa0GHYsKA0MYABBVGg rschoose.org/ )
Jwdg&sig=AOD64_2koEbzl-
D4Z4yHvSGKIcm4vEB_oA&ctype=5
&q=&ved=0ahUKEwjdgeuik7XtAh
WW9Z4KHdEcCZIQ2CkIsgU&adurl
Learning Activities Assessment Technology Used
The Lesson will begin At the end of class, A quick google search of
with understanding students will what curiosity definitely
characteristics of the compose an exit means.
theme ‘curiosity. We will ticket that says
discuss ways in which what curiosity Internet test:
curiosity is implemented means to them and https://curiosity.britannic
in daily life, as well as then underneath a.com/curiosity-
literature. The activities they will include personality-quiz.html
will shift to taking a the dictionary
personality test regarding definition.
curiosity.
The class will begin with Moving on, EXPLORE:
restating what was students will https://www.pbs.org/vide
covered previously compose 5 o/the-power-of-curiosity-
regarding curiosity. We questions (like xb3qql/
will move into watching a done in the video)
video addressing the that embodies
theme and alternate ways curiosity and share
of thinking about with peers.
curiosity. We will then
hold an open class
discussion.
 INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY
the significance of the topic).
3 Conduct short as well as
more sustained research
projects to answer a question
(including a self-generated
question) or solve a
problem; narrow or broaden
the inquiry when
appropriate; synthesize
multiple sources on the
subject, demonstrating
understanding of the subject
under investigation.
4 Make strategic use of digital
media (e.g., textual,
graphical, audio, visual, and
interactive elements) in
presentations to enhance
understanding of findings,
reasoning, and evidence and
to add interest.
5 Analyze how an author
draws on and transforms
source material in a specific
work
6 Use technology, including
the Internet, to produce and
publish writing and to
interact and collaborate with
others.
12
The class will begin with Together the Computer work to develop
a lecture pertaining to the students will pick 3 the media presentation.
questions created out of the 10
previously. The class will questions they have
then split into groups of combined. They
2-3 peers to collaborate. will use those to
develop some sort
of creative
presentations
addressing VERY
fun and creative
answers pertaining
to the 3 questions.
Students will utilize this Students will write Computers for presenting.
day to share their their favorite
presentations with the questions with the
class, together. This will coinciding answer
help to have students from any
understand the presentation from
importance of creativity the day, this will be
when learning about a ticket out the
curiosity. door.
As a class, we will The ticket out the Technology is not utilized
analyze ‘curious’ poems, door will have this day.
specifically Emily questions students
Dickinson’s “A dote to will want answered
Human Nature.” I will and addressed in
address the upcoming the next class
assignment of writing period.
their own poems. To add
on, we will discuss how
Rhyme Scheme is what is
expected structurally.
Address how symbolism
and sense of imagery may
be of great use.
The class will start with Students will write Technology is used for the
answering questions from down the 3 poems entirety of the day for
the last class. To move they are leaning research purposes.
on, keeping in mind the 3 towards using as a
questions students base for each. This
presented, I will address will be turned in as
how they will write 3 an exit ticket.
poems pertaining to
curiosity. (each
question/answer being a
sole poem) Students will
research 3 poems to
structurally base their
 INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 13

poem on (with rhyme

7 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
8 Develop and strengthen
writing as needed by
planning, revising, editing,
rewriting, or trying a new
approach, focusing on
addressing what is most
significant for a specific
purpose and audience
scheme). For example,
Dickinson’s poem ended
with a question, which
may be used as a
structural base (meaning
the student will also end
their poem with a
question). This may vary
depending on poems
used.
The rough draft will be Write down how Internet/computer will be
started and the day will much they got done available if necessary.
be used as a work day. in an exit ticket.
Students will also be
made aware that at the
bottom of their page on
their final drafts, the
poem used as a base will
be included so that I may
grade accordingly.
This will also be used as On a ticket out the Again, computers/internet
work day but also a door, on a scale of will be made available if
revision day. Students 1-10, determine necessary.
will separate into groups what number
and help revise one represents your
another’s so that they confidence in your
may be prepared to turn poems thus far.
in their final draft the
next day.

9 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.
Respond thoughtfully to
diverse perspectives,
summarize points of
agreement and disagreement,
and, when warranted, qualify
or justify their own views
and understanding and make
new connections in light of
Students will turn in their
final poems for a grade.
Additionally, this will be
used as a group study day
so that students may
collaborate and get a
better understanding for
their upcoming test the
next day. I will give a
brief study guide so that
they may know what to
expect.
Students will write Computers will be made
down a summary of available if necessary for
what they learned any questions.
throughout the unit
of curiosity and the
use of poetry to
represent that
theme.
 INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 14

the evidence and reasoning

presented.
10 Present information, This will be the test day. The unit test will be Tech is open to anyone
findings, and supporting If finished early students taken to measure done with test.
evidence clearly, concisely, may work on additional the students
and logically (using work or have free tech understanding of
appropriate eye contact, time (that being phones concepts taught
adequate volume, and or computers). throughout the unit.
clear pronunciation) such
that listeners can follow the
line of reasoning and the
organization, development,
substance, and style are
appropriate to purpose (e.g.,
argument, narrative,
informative, response to
literature presentations),
audience, and task.
Plan, memorize, and
present a recitation (e.g.,
poem, selection from a
speech or dramatic
soliloquy) that: conveys the
meaning of the selection
and includes appropriate
performance techniques
(e.g., tone, rate, voice
modulation) to achieve the
desired aesthetic effect.
(9th or 10th grade)
INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 15

Appendix
Inquiry Lesson Plan

Engage

To engage students at the beginning of a lesson, insert video, image,

quote, or another inspirational hook in this box.
The Goal: Reveal Pre-existing ideas, Beliefs, Preconceptions. Pose
questions that students will begin to answer in “Explore”

First dwell on what curiosity means to you and where you might
embody it the most.
Read Emily Dickinson’s poem “How Human Nature Dotes” and
ponder the elements regarding curiosity:
How Human Nature dotes
On what it can't detect.
The moment that a Plot is plumbed
Prospective is extinct-

Prospective is the friend
Reserved for us to know
When Constancy is clarified
INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 16

Of Curiosity-

Of subjects that resist

Redoubtablest is this
Where go we-
Go we anywhere
Creation after this?

Analyze what is being stated in the poem and how it relates to

curiosity in a creative way.
Question to dwell on “What is curiosity?”
Answer this and reflect on the curiosity you held as individuals before
and after the lesson on a piece of paper, hold on to the paper as it will
be your ticket out.

Explore

Curate a collection of resources (articles, videos, infographics, text

excerpts, etc.) for students to explore the topic.
The Goal: Students may be gathering data, sharing ideas, looking for
patterns, making conjectures, and developing further questions and
problem-solving considerations with the use of the information/activity
provided

EXPLORE: https://www.pbs.org/video/the-power-of-curiosity-xb3qql/

As the video sort of did…Create some thought provoking questions

you may have formed that exhibit curiosity… such as ‘What happens
during a coma?’
Write down a list of at least 5 and keep them for our upcoming activity
and assignment.

Explain

Use this section to allow students to explain their thinking and move
INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 17

towards demonstrating mastery of the lesson’s objective.

The Goal: Provide opportunity for students to compare ideas,
construct explanations, justify in terms of observations and/or data
collected in a collaborative large group environment.

Form groups of 3 or 4 and share the questions you created in the

previous section and explain how you came about the creation.
Continue by making up creative answers to 3 of your questions.

Following this there will be a class discussion regarding curiosity and

poetry. You will be expected to share some fun questions and answers
they have created.

Apply/Elaborate

Use this section for students to apply information from the previous
sections to new circumstances or elaborate on a particular aspect at a
deeper level usually coming in the form of “What if” questions.
The Goal: Allowing students the opportunity to show their thinking
has changed or been solidified.

You will start to create a rough draft for your own poem regarding
curiosity based on the questions formed. (Similar to Dickinson)

The final draft will be due the next class period.

This will show what you have learned and understood about the topic
in a creative way.

You may use Dickinson’s poem as inspiration, just as hers did, you
will base it off a question from the list you previously created, be sure
to end the poem with that same question.
INQUIRY LEARNING UTILIZING CURIOSITY AND POETRY 18

Exit Ticket: How has your view on curiosity changed?

Reflect/Evaluate

Include an opportunity for face-to-face or digital reflection to guide

students along their learning progression, evaluating progress and
setting new goals for continued exploration.
The Goal: Refine initial answer to the “driving question” and reflect
on ideas, goals and beliefs concerning their progress.

Before leaving, take into consideration each requirement for the poem.

At this time, feel free to ask any questions you may have.

Turn in the paper where you wrote what curiosity is as a ticket out the
door but also add what question you are basing your poem off and the
answer you creatively made for it.