Project Narrative

My problem-based project revolves around the driving question: How do we as students

represent our authentic selves? When I brainstormed potential ideas for a problem-based English

project, I instantly knew I wanted to take a more creative route and really focus on identity and

self. I also wanted to narrow in on the vast modes/mediums that people expressed themselves,

such as poetry, writing, music, film, etc. Because of this, each day revolves around exploring a

unique medium/ mode of expression in order to not limit students to only one form of

expression.

Likewise, each day involves some form of collaborative work and technology. I included

these types of instruction as I believe a crucial part of creativity is sharing your work with others

and providing/receiving feedback. By having the students work in small groups and larger class

discussions, students can learn more about their peers and gain valuable insight of how to

communicate effectively in teams. Furthermore, the technology aspects allow students to expand

their learning and creativity while also developing useful skills in technological devices. This

ten-day calendar, which includes content standards, daily activities, assessments, and technology

integration can be seen in Table 2. An in-depth process of day one of this project is

demonstrated in the Inquiry-Based lesson plan, which can be referenced in the Appendix.

Sustaining the Project and Innovation

Technology

Looking at my project calendar, most of my activities consist of some form of activity,

particularly Google Docs. I really think that with the world becoming more technology

dependent, students are being more exposed to technology at a young age as well as schools

starting to integrate more activities and discussions around technology. Through my lessons, I
attempted to make sure that my students would use technology that could assist their learning

and enhance collaboration. For instance, the use of polls and responses can help students who

might be shy and therefore have reservations speaking in front of the class. However, if some of

the discussions were prompted through technological platforms, then shy students might feel

more comfortable and compelled to participate. A main reason why many of my activities

include Google Docs is because I believe it is a very collaborative tool. I like how it allows

students to see each other's work and edit the same document in real time.

In the instance my school environment is limited to technology, I can enhance my

classroom environment by incorporating more tools that I can use and share with my students.

For example, I can use Nearpod, which can help me make my presentations and multimedia

more engaging for students. However, if I were able to acquire more tools specifically for

students, such as iPads or computers, I could definitely see the President of my district, Anthony

Dietz and Vice President Carlos Contreras being interested in supporting the acquirement of

technology for this project. Dietz is a founder of a company that revolves around innovative

thinking and ideas while Contreras built his career around technology as he works at Intel.

Overall, I could see these two board members being supportive in my pursuit for technology.

After Proposal Period

I believe that this project will be very versatile in its future years due to its creative roots.

I do think though, that this project will need occasional updates. Some of the daily activities

revolve around current events, so in the future I would make sure to refresh those sections with

more current materials. There were multiple times during this project that I wanted to add more

subsections of exploration. If this project could be expanded to have more time, I think I would

include novels. Due to the time constraint on this project, I relied mainly on short stories and
short films. However, I would like to incorporate larger novels and more full-length movies to

gain even deeper perspectives. While I do not know how realistic this approach might be, I think

it would be amazing if I could somehow recruit the expertise of local authors. Another invitation

I would want to extend this project to is potentially the creative writing or film club. With

students’ permission, I think it would be very beneficial and increase student involvement if

creative clubs were able to provide students feedback on their projects.

Innovation

I think this project is innovative in that it forces students to think outside the box. By

having the project be mainly student-driven, I think it provides students with the opportunity to

learn more about themselves, their place in the classroom and in society, as well as develop more

independent and collaborative group skills. Overall, no matter what path students choose to

pursue in the future, I find all of these traits extremely valuable and applicable in the real world.

By engaging with the project, I could see students coming up with numerous possibilities on how

to represent themselves. I could see these solutions being shared with the community, inspiring

both old and young to discover themselves. As a teacher, I believe this project will transform my

teaching in that I will get to learn more about my students. This project really gives me an

opportunity to understand the diversity and uniqueness each student brings and might even

inspire me to find more of myself as well. In all, I could see this project being something that

teaches both students and me about each other and inspires all of us to build a society where

everyone can “speak themselves.”

 Table 2

Day Standard & Learning Learning Activities Assessment Technology Used

Objective(s)

1 Content Standard(s): Students will watch BTS’s Students will write The concept/mind
9-10.SL.3 2018 U.N. speech and a reflection on the map can be done
think about the question: video by creating a in multiple
Learning Objective(s): What does it mean to response: the first mediums
Given a video, “speak yourself?” section discussing (including posters,
students will assess the Afterwards, the class will who they think etc.), but
speaker’s point of view brainstorm they are supposed technology
and use of rhetorical keywords/concepts & one to be and the specific students
devices, then create a word will be chosen as second section can use MindMup
concept map and be center of concept/mind exploring who they or Google Draw.
able to answer certain map. In small groups, actually are, thus The reflection can
questions when asked students will create their “speak also be completed
in order to demonstrate own mind maps that build themselves.” These either through
understanding. on the main responses can be software such as
word/concept. Each group posted on a group Microsoft Word or
Essential Question(s): will share their maps, discussion board so Google Docs, or if
How can words explaining their branches everyone can read students wish,
inspire/influence us? & answering any questions their peers’ they can post a
& receiving feedback. responses (these video response as
can be made well to a
anonymous if a collective sight
student feels (i.e. Canvas, etc./)
uncomfortable)

2 Content Standard(s):​ As a class, students will Exit Slip: Students Students can text
9-10.W.3 read the short story, will fill out an exit their answers to a
9-10.W.3.b “Thank you Ma’am” by slip with the site for the first
Langston Hughes. While prompts: 3 things I part of the class.
Learning Objective(s): we read, students can learned today, 2 For the group
Given a short story, make live comments on things I found activity, students
students will cite at how narrative techniques, interesting, and 1 will utilize Google
least two examples of particularly the dialogue, question I still have Docs to track the
how the author uses shapes the characterization and turn in before story’s
narrative techniques, and events in the story. the end of class progression and
such as dialogue, After the reading is stay engaged and
pacing, description, finished, the class will active with the
reflection, and multiple observe the comments story.
plot lines, to develop made and provide
experiences, events, feedback and discussion
and/or characters. on them. Afterwards,
students will be put into
 Given a short story, small groups. The entire
students will compose class will be given the
their own short story, same starting sentence.
using at least one One student will begin the
narrative technique story. After 2 minutes, the
covered in class, story will be passed on to
scoring at least an 8 another student. Slowly,
out of 10 on the rubric. the story will continue to
be edited until the last
Essential Question(s): student has finished their
How does an author two minutes. Then as a
develop a class, we will read each
character/experience/e short story and discuss
vent through how perspective and the
storytelling? story changed based on
How can we express each group.
ourselves through
storytelling?

3 Content Standard(s):​ As a class, we will read Padlet: students The students’

9-10.W.3 the short story “By the will discuss what short writing
9-10.W.3.b Waters of Babylon” by they learned about pieces can be done
Stephen Vincent Benét. narrative technique on Google Docs,
Learning Objective(s): Half-way through the covered in class by where I can
Given a short story, story, we will pause and posting a sticky bookmark
students will cite at the students will make note to the class different sections
least two examples of predictions on what they board on Padlet. for each student to
how the author uses think will happen in the write (these can be
narrative techniques, story or what the story is anonymous unless
such as dialogue, exploring. These the student wants
pacing, description, responses can be written to reveal
reflection, and multiple on a whiteboard. After themselves). At
plot lines, to develop predictions are made, we the end of class, I
experiences, events, will conclude the story and can scroll through
and/or characters. have a small group and pick a few
Given a short story, discussion about the examples to share
students will compose predictions and the to the class.
their own short story, writing, focusing largely The exit slip will
using at least one on how the description be completed on
narrative technique forms the events and Padlet, where each
covered in class, experiences and the lack student will post
scoring at least an 8 of dialogue. As a class, their own
out of 10 on the rubric. we will brainstorm response.
techniques and key parts
Essential Question(s): of the narrative writing.
After the discussion, the
 How does an author students will be instructed
develop a to write their own short
character/experience/e piece. The students will
vent through be given the same setting,
storytelling? but their writing must
How can we express focus on solely the setting
ourselves through and sensory details, no
storytelling? dialogue. Towards the end
of class, some of the
students will share out
their writing and as a class
we can compare the
different interpretations
that each student and how
that can relate to
storytelling.

4 Content Standard(s):​ Students will choose either Two Roses and a Students will use
9-10.RI.7 to read the graphic novel Thorn Exercise: Google docs to
9-10.RL.6 American Born Chinese or Students will share maximize
the graphic novel Almost out two things they participation as
Learning Objective(s): American Girl. Once in liked about the well as record
Students will analyze small groups based on chapter/exercise everyone’s ideas
accounts of a story told their selection, students and one thing they in one spot. When
in different mediums will read the first chapter did not like or still the students create
(i.e., print, oral, (?), taking notes on which have a question on their own panels,
multimedia), details they thought were they can choose to
examining which emphasized or how the either use a
details are emphasized. cultural experience/point traditional art
Given a text, students of view expressed. After medium (i.e.,
will evaluate how reading, students will paper) or to create
points of view/ cultural discuss their points in their a digital comic
experiences are groups, creating a Google panel (Google
portrayed in literary doc summarizing their Draw, Krita, etc.)
works, citing at least points. Then as a class,
two examples of how the groups can share their
an author the point of observations. After a class
view is reflected. discussion, students will
Picking a medium (i.e. then then draw their own
print, oral, panel (4-5 boxes)
multimedia), students reflecting on a cultural
will create their own experience or point of
work expressing a view.
point of view/cultural
experience, scoring at
 least an 8/10 on the
rubric.

Essential Question(s):
How does the message
of a story change when
it is told through a
different medium?
What makes a story
effective?
What can we gain
from narratives about
cultures/individuals?

5 Content Standard(s):​ Students will listen to Along with the Students will use
9-10.RI.7 “The Power of creation of a mask, Jamboard to
9-10.RL.6 Self-Acceptance” by students will write record their
Harry Baker. They will up a short responses to the
Learning Objective(s): watch Baker perform, also paragraph prompt discussing
Students will analyze having the words in front explaining the their comparisons
accounts of a story told of them. After they listen, choices they made of Baker’s poem
in different mediums students will be prompted with their masks. and Lady Gaga’s
(i.e., print, oral, to write at least 3 good song.
multimedia), things about themselves.
examining which Then as a class we will
details are emphasized. listen to Lady Gaga’s
Given a text, students “Born This Way.” After
will evaluate how they listen to the song,
points of view/ cultural students will comment on
experiences are how the message changed
portrayed in literary through the different
works, citing at least mediums through
two examples of how JamBoard (more in the
an author’s point of technology section).
view is reflected. Using the lyrics from
Picking a medium (i.e. Baker’s poem and Lady
print, oral, Gaga’s song, students will
multimedia), students create a mask, using
will create their own materials provided in
work expressing a class, with one side
point of view/cultural representing the persona
experience, scoring at they hide behind and the
least an 8/10 on the inside showing their true,
rubric. self-accepted self.

Essential Question(s):
 How does the message
of a story change when
it is told through a
different medium?
What makes a story
effective?
What can we gain
from narratives about
cultures/individuals?

6 Content Standard(s):​ Students will watch the Think-Pair-Share: Students will use
9-10.RI.7 9-10.RL.6 short 2001 silent film Students will think computers to
9-10.SL.4 “Copy Shop” by Virgil about if their conduct brief
Widrich. Prior to the opinion on the research on the
Learning Objective(s): video starting, I will debate topic has debate topic, but
Students will analyze prompt students with the changed. Then also potentially to
accounts of a story told questions: 1) How does with a partner, record speaking
in different mediums society shape us into a each student will notes.
(i.e., print, oral, particular mold? and 2) share their
multimedia), How are gender and thoughts if their
examining which society represented in the opinion on the
details are emphasized. film. After watching the matter has/has not
Given a text, students video, I divide the class in changed and
will evaluate how half to have a debate over explain why
points of view/ cultural the topic: masculinity and
experiences are femininity are social
portrayed in literary constructs, where half the
works, citing at least room will be in support
two examples of how and the other in
an author the point of opposition. In their
view is reflected. groups, I will allow
Given a topic, students students to research as
will construct an well as brainstorm ideas.
argument, citing at In the last 20 minutes,
least 2 pieces of each side will have 10
evidence and then minutes to present their
present to the class, be argument. Longer if time
able to answer specific permits.
questions when asked
in order to demonstrate
understanding.

Essential Question(s):
How does the message
of a story change when
 it is told through a
different medium?
What makes a story
effective?
What can we gain
from narratives about
cultures/individuals?

7 Content Standard(s):​ Class will begin with a Twitter Poll: Students will
9-10.RI.7 survey question, asking Students will respond to a
students how they define answer to a Twitter survey through
Learning Objective(s): cultural identity. After the Poll asking them PollEverywhere or
Students will analyze survey is finished, we will how they felt about Socrative
accounts of a story told discuss the answers and the lesson Classroom.
in different mediums form a definition of Students will
(i.e., print, oral, cultural identity. Then I utilize computers
multimedia), will show the class a cover to research their
examining which of a New Yorker magazine magazine cover.
details are emphasized. from a recent year. As a
Given a text, students class, we can talk about
will evaluate how the perspective shown and
points of view/ cultural the cultural identity it
experiences are evokes or does not. Then,
portrayed in literary students will individually
works, citing at least pick a magazine cover (i.e.
two examples of how New Yorker, Time, Life,
an author’s point of etc.) from the current year
view is reflected. and explain why they do
and do not feel a
Essential Question(s): connection/ or culturally
How does the message identify with the cover.
of a story change when The students can create a
it is told through a flipgrid video response so
different medium? students can explore other
What makes a story classmates’ choices and
effective? responses.
What can we gain
from narratives about
cultures/individuals?

8 Content Standard(s): The final project will be
9-10.SL.4 announced. Students will
be asked to answer the
Learning Objective(s): driving question, how do
we as students represent
our authentic selves?
Students will Students can use
answer a Google computers to
survey where they gather their
will write what information and
they have achieved brainstorm ideas,
as well as goals using applications
 Gathering their Using the last 7 days as they want to such as MindMup,
findings, students will inspiration, students will accomplish by the etc. At the end of
construct a pick a form or medium end of next class the lesson,
presentation* that they believe best fits period. students will fill
demonstrates their themselves and use that as out a Google
answer to the driving a basis to answer the Forms/Survey
question, uses question. Once students explaining their
appropriate eye brainstorm, they will meet progress and
contact, adequate with the teacher goals.
volume, and clear one-on-one to gain some
pronunciation, scoring input and feedback on
at least an 80 out of their idea/ current
100 on the rubric. direction with the project.
*Presentation does not
mean a formal
presentation. The
format of the
presentation will
depend on the route
the student takes

Essential Question(s):

How do we form our

own personal identity?
How can we display
our own personal
identity?
What are unique ways
we can express
ourselves?

9 Content Standard(s): Students will continue to Google Forms: Students will use
9-10.SL.4 work on their Students will Google Forms to
project/presentation. respond to a google fill out a response.
Learning Objective(s): About half-way through form asking if they
class, students will then be have any questions
Gathering their put into small groups or concerns about
findings, students will where they will peer their project.
construct a review each other’s ideas
presentation* that using the Thinking Hat
demonstrates their protocol. Afterwards,
answer to the driving students can look over
question, uses feedback and continue to
appropriate eye work on/ start finishing
contact, adequate their projects.
 volume, and clear
pronunciation, scoring
at least an 80 out of
100 on the rubric.

Essential Question(s):

How do we form our

own personal identity?
How can we display
our own personal
identity?
What are unique ways
we can express
ourselves?

10 Content Standard(s): Students will present their Self-assessment: Depending on

9-10.SL.4 piece/presentation. students will self- their project, a
Parents will have been reflect on their student might use
Learning Objective(s): notified earlier about project, answering a form of
participating in the if they believed technology in their
Gathering their audience. Each student they answered the presentation. For
findings, students will will present their work, driving question, the self-reflection
construct a then briefly discuss the what they liked section, students
presentation* that inspiration/ the “why” about their project, can create write
demonstrates their behind their project. and how they up their response
answer to the driving would improve and post to a class
question, uses their project in the discussion post
appropriate eye future. (i.e. Canvas)
contact, adequate
volume, and clear
pronunciation, scoring
at least an 80 out of
100 on the rubric.

Essential Question(s):

How do we form our

own personal identity?
How can we display
our own personal
identity?
What are unique ways
we can express
ourselves?