Angie Ploughe (she/they)

TEL311
Lovitt
1 April 2021
Project Based Learning 10-Day Calendar

Driving Question: What impact does mental illness have on art (writing, painting, music)?

Day Standards & Learning Activities Assessment Technology Used

Learning
Objective(s)
1 Content learning activities: formative https://www.youtube.
Standard(s): Students will watch assessment com/watch?
9-10.RL.1 a video about media strategies: v=n7WH7A2v7OU&a
9-10.W.6 depictions of mental  Group work b_channel=BuzzFee
health to understand with central dVideo
Learning Obj: how it is observed in ideas written on
Students will movies/shows, then board Smartboard & PC,
determine the will look into  In-class journal MentiMeter for live
most & least most/least common check: have student poll, online
common types of mental illnesses and student write mental health
mental illnesses mental health about how they resource lists & app
and determine resources could apply lists, whiteboard,
which tech new knowledge journals
resources are Instructional at home,  Teacher:
most helpful in strategies: school, with leader,
managing/ Active learning/ friends facilitator
exploring mental participating, setting  Exit Ticket:  Student:
health. objectives, write where computational
cooperative they 2 thinker, global
Essential Q: learning, resources they collaborator,
How does media summarizing/ note may use/ empowered
portray mental taking, “low-threat” recommend learner
illness? What assessment,
resources can be response journals
used to manage
mental health?
2 Content learning activities: Assessment: Tech/ standards:
Standards: Students will  Google
9-10.RL.1 compare what Docs fill out Smartboard & PC,
9-10.RL.6 famous authors they form for MentiMeter for live
9-10.RI.9 have heard of, each student poll, Google
discussing what they respective lit docs, class PCs for
Learning Obj: know about each, category each group,
 Students will then will begin group to whiteboard & journals
assess how recognizing authors’ record  Teacher:
famous authors of mental illnesses important facilitator,
global literature through a small info leader,
may have been lecture followed by  Group work learner
impacted by individual research & class  Student:
mental illnesses into people in discussion empowered
by collecting literature categories with learner, digital
information and (American, British, summaries citizen,
justifying their Indigenous). They written on creative
reasoning in a will then compare board communicator
class discussion findings in groups  Exit ticket: , global
and finally engage in journal collaborator
Essential Q: a class discussion check for
What famous about each category class
authors do you summaries/
know? What instructional definitions
famous authors strategies:
have you heard cooperative
about that were learning,
presumed/ cues/questions,
diagnosed as note-taking, direct
mentally ill? instruction,
scaffolding
instruction, teacher
clarity
3 Content learning activities: Assessment: Tech/ standards:
Standards: Students will  Google
9-10.RL.7 compare what Docs fill out Smartboard & PC,
famous artists they form for MentiMeter for live
Learning Obj: have heard of, each student poll, Google
Students will discussing what they respective docs, class PCs for
assess how know about each, art category each group,
famous global then will begin group to whiteboard & journals
artists may have recognizing artists’ record  Teacher:
been/ be mental illnesses important facilitator,
impacted by through a small info leader,
mental illnesses lecture followed by  Group work learner
by interpreting individual research & class  Student:
art, researching into people in art discussion empowered
artists, and categories with learner, digital
justifying their (American, British, summaries citizen,
reasoning in a Indigenous). They written on creative
class discussion will then compare board communicator
 findings in groups  Exit ticket: , global
Essential Q: and finally engage in journal collaborator
What famous a class discussion check for
artists do you class
know? What instructional summaries/
artists have you strategies: definitions
heard about that cooperative
were presumed/ learning,
diagnosed as cues/questions,
mentally ill? note-taking, direct
instruction,
scaffolding
instruction, teacher
clarity
4 Content learning activities: Assessment: Tech/ standards:
Standards: Students will  Google
9-10.RL.7 compare what Docs fill out Smartboard & PC,
famous musicians form for MentiMeter for live
Learning Obj: they have heard of, each student poll, Google
Students will discussing what they respective docs, class PCs for
assess how know about each, music each group,
famous global then will begin category whiteboard & journals
musicians may recognizing group to  Teacher:
have been/ be musicians’ mental record facilitator,
impacted by illnesses through a important leader,
mental illnesses small lecture info learner
by interpreting followed by  Group work  Student:
lyrics, individual research & class empowered
researching into people in music discussion learner, digital
musicians, and categories (Pop, with citizen,
justifying their Rock, Rap, summaries creative
reasoning in a Alt/Indie). They will written on communicator
class discussion then compare board , global
findings in groups  Exit ticket: collaborator
Essential Q: and finally engage in journal
Who are your a class discussion check for
favorite music class
artists? Do you instructional summaries/
know of any strategies: definitions
musicians who cooperative
have struggled learning,
with mental cues/questions,
illness? note-taking, direct
instruction,
 scaffolding
instruction, teacher
clarity
5 Content learning activities: Assessment: Tech/ standards:
Standards: Students will work  Close Smartboard & PC,
9-10.RL.6 independently to proximity class PCs for each
9-10.RL.7 narrow down their monitoring student, journals
top 2 choices from to check the  Teacher:
Learning Obj: each category, also refining facilitator
Students will exploring possible process  Student:
refine their top 2 personal choices,  Journal empowered
choices from then do entry for learner,
each category of individualized research on knowledge
musician, author, research for the refined constructor
and artist (or artists and discuss choices (at
determine if they why these people (in least 2
want to use a each category) they bullet points
personal would prefer to each)
connection) and research  Exit ticket:
begin journal
researching/ instructional discussion
documenting the strategies: of why they
6 individuals’ student practice would prefer
backgrounds with opportunities, to possibly
mental illness concept mapping, research
promoting student these
Essential Q: metacognition, people as
What art form teacher clarity, ‘low- their project
(writing, music, threat’ assessment, choice
art) shows the response notebooks
deepest amount
of emotion?
Which artists/
writers/ musicians
do you connect
with most?
6 Content learning activities: Assessment: Tech/ standards:
Standards: Students will choose  Progress Smartboard & PC,
9-10.RL.6 the artists or person check: class PCs for each
9-10.RL.7 they would like to journal student, journals,
focus their project about which decision and
Learning Obj: on, selecting which artist/ proposal worksheet
Students will type of project person they  Teacher:
select which artist format they would chose and learner,
 they would like to like to adhere to, what type of leader,
focus their project and will present their project they collaborator
on, submitting a proposal to the would like to  Student:
proposal of their teacher during class work on empowered
project and time  Begin learner,
beginning to draft drafting their creative
it after project Instructional project communicator
approval strategies: outline,
Analysis of student submitting a
Essential Q: work, conferencing, proposal to
Let’s refine: which journaling, me via a 1-
individual would promoting student on-1
you like to create metacognition, conversatio
an homage for? developing high n
What type of expectations  Exit ticket:
homage do you journal
want to create? response
summarizin
g teacher
feedback to
proposal
7 Content learning activities: Assessment: Tech/ standards:
Standards: Students will begin  Close Smartboard & PC,
9-10.RL.6 class by partnering proximity class PCs for each
9-10.RL.7 up to compare their monitoring student, journals
proposed projects, while  Teacher:
Learning Obj: give each other students leader
Students will constructive compare  Student:
compare their feedback, offer project knowledge
proposals with solutions to potential proposals constructor,
peers, gain peer questions, and  Thumbs innovative
feedback, and continue their up/mid/ designer
continue the drafting process down to
creation process check
instructional progress
Essential Q: strategies: with peers
What type of cooperative before
project are you learning, scaffolding individual
creating? How instruction, student drafting time
can your peers practice, promoting  Exit ticket:
help you clarify student journal
what you want to metacognition about what
do? peer
feedback
 was helpful
8 Content learning activities: Assessment: Tech/ standards:
Standards: Students will begin  In-class 1- Smartboard & PC,
9-10.RL.6 class by partnering on-1 class PCs for each
9-10.RL.7 with someone new progress student, journals
up to compare their check to  Teacher:
Learning Obj: project’s progress, see updates leader
Students will give each other on student’s  Student:
conduct a peer constructive design/ knowledge
project update to feedback, offer process constructor,
check/ compare solutions to potential  Exit ticket: innovative
progress, gain peer questions, and journal designer
feedback, and continue their about what
then continue the drafting process. peer or
creation process, Students will also teacher
providing a have 1-on-1 informal feedback
project update to progress check with was helpful
the instructor teacher
throughout the
class time instructional
strategies:
Essential Q: cooperative
What part of the learning, scaffolding
project are you instruction, student
struggling with? practice, promoting
student
metacognition
9 Content learning activities: Assessment: Tech/ standards:
Standards: Students will begin  Close Smartboard & PC,
9-10.RL.6 class by partnering proximity class PCs for each
9-10.RL.7 up to compare their monitoring student, journals
proposed projects, while  Teacher:
Learning Obj: give each other students leader
Students will constructive compare  Student:
conduct a peer feedback, offer project knowledge
project update to solutions to potential proposals constructor,
check/ compare peer questions, and  Thumbs innovative
progress, gain continue their up/mid/ designer
feedback, and drafting process down to
then continue the check
creation process instructional progress
strategies: with peers
Essential Q: cooperative before
How can your learning, scaffolding individual
 project be instruction, student drafting time
improved? What practice, promoting  Exit ticket:
can be added or student journal
what are you metacognition about what
missing? peer
feedback
was helpful
10 Content learning activities: Assessment: Tech/ standards:
Standards: Students will begin  In-class 1- Smartboard & PC,
9-10.RL.6 class by partnering on-1 class PCs for each
9-10.RL.7 with someone new progress student, journals
up to compare their check to  Teacher:
Learning Obj: project’s progress, see updates leader
Students will give each other on student’s  Student:
conduct a peer constructive design/ knowledge
project update to feedback, offer process constructor,
check/ compare solutions to potential  Exit ticket: innovative
finalization peer questions, and journal designer
progress, gain continue their about what
last-minute drafting process. peer or
feedback, and Students will also teacher
then continue the have 1-on-1 informal feedback
creation process, progress check with was helpful
providing a teacher
project finalization
update to the instructional
instructor strategies:
throughout the cooperative
class time learning, scaffolding
instruction, student
Essential Q: practice, promoting
Have you student
completed metacognition
everything on the
rubric? What final
details do you
need help with?
11 Content learning activities: Assessment: Tech/ standards:
Standards: Students will be  Student Smartboard & PC,
9-10.RL.6 prepared to present presentation notecards, journals,
9-10.RL.7 their completed with detailed any tech associated
projects, taking turns description with individual
Learning Obj: in presenting and of project presentations
Students will also (when not and  Teacher:
 create and presenting) writing meaning designer,
present an down comments on (probing facilitator
homage to a anonymous question, if  Student:
famous artist, notecards and needed) innovative
author, or sharing some oral  Anonymous designer,
influential person feedback to the notecards to creative
in their life, presenter provide peer communicator
assessing how feedback
mental illness instructional  Exit ticket:
played a role in strategies: students will
that person’s life providing compare
(day 1) recognition, student their project
practice to the other
Essential Q: opportunities, presented
What do you like promoting student this day in
about your peers’ metacognition, their journal
projects? How do developing high
they compare to expectations, “low-
your own? threat” assessment
12 Content learning activities: Assessment: Tech/ standards:
Standards: Students will be  Student Smartboard & PC,
9-10.RL.6 prepared to present presentation notecards, journals,
9-10.RL.7 their completed with detailed any tech associated
projects, taking turns description with individual
Learning Obj: in presenting and of project presentations
Students will also (when not and  Teacher:
create and presenting) writing meaning designer,
present an down comments on (probing facilitator
homage to a anonymous question, if  Student:
famous artist, notecards and needed) innovative
author, or sharing some oral  Anonymous designer,
influential person feedback to the notecards to creative
in their life, presenter provide peer communicator
assessing how feedback
mental illness instructional Exit ticket: students
played a role in strategies: will compare their
that person’s life providing project to the other
(day 2) recognition, student presented this day
practice in their journal
Essential Q: opportunities,
What do you like promoting student
about your peers’ metacognition,
projects? How do developing high
they compare to expectations, “low-
 your own? threat” assessment
13 Content learning activities: Assessment: Tech/ standards:
Standards: Students will use the  Completion Smartboard & PC,
9-10.RL.6 beginning of class to of reflection notecards, reflection
9-10.RL.7 read through their worksheet worksheet, journals
anonymous  Thumbs up/  Teacher:
Learning Obj: feedback, then will mid/ down collaborator
Students will complete a reflection to check  Student:
engage in worksheet to answer progress of creative
personal and the essential reflections communicator
peer reflections to questions, among  Exit ticket:
provide others. Upon journal
anonymous completion, the about any
compliments and students will feedback to
constructive combine into groups help
feedback for their an discuss their improve the
peers’ projects, reflections and project for
as well as feedback. future
evaluating their semesters
own efforts instructional
strategies:
**Includes after- cooperative
school voluntary learning, promoting
art walk/ student
presentation for metacognition,
student work providing clear/
effective feedback
Essential Q:
What do you think
was successful in
your project?
What would you
have done
differently?

Sustaining the Project and Innovation

Technology
Technology is very important to the majority of this project, as the project largely
depends upon students’ individual research into the artists/people they would like to create the
project about. Technology would be used both in individual and group settings for the students,
as they are asked first to identify key figures in teams through the use of tech, then to explore
these people that they find interesting through individual research. As my current school
environment is fully online, the usage of tech would not be problematic, since my students are
already using an online Zoom modality to attend class. However, in a traditional brick & mortar
classroom, the usage of tech could be varied, so school PCs would need to be acquired for all
students to be able to equitably participate in the project.

After Proposal Period

After working through the project for the first time, I would love to expand it based upon
the recommendations of the students when I ask them for project feedback. Additionally, I think
it would be a wonderful experience if the in-class presentations could be expanded into an
entire school/community art show/reading for willing student participants. This would be a way
to provide them the opportunity to receive outside feedback and talk about what they’ve learned
in a casual, organic environment. Also, I believe it would be fairly easy to transition this into
other subject areas, but there may need to be adaptations created to substitute “mental illness”
for other content-relevant ideas.

Innovation
This project is heavily innovative and student-driven, as it is entirely based upon the type
of research they conduct for the assignment, which artist they choose, and what type of project
they decide to create and present. Student learning will be transformed through group exercises
in comparison, collaborative feedback, individual student metacognition throughout the project
process, and by allowing the students to place focus on what truly interests them, making them
much more engaged. Overall, the goal of this assignment is to bring to light the affects of mental
illness, regardless of who that is demonstrated through for the final project, in an attempt to
allow for more comfortable communication surrounding the subject. This, in itself, feels highly
innovative, as I feel a lot (if not most) high school settings spout “Go mental wellness! Boo
mental illness!” but never truly take time to expand upon or discuss the topic, thus leaving
students feeling lost when they are faced with experiences of mental health crises. Hopefully,
this project provides an opportunity for students be stretch their knowledge and comfort zones in
terms of mental health and wellbeing, as I know that’s something I could’ve benefitted from as a
high school student.