Day 1
Standards & Learning
Objectives
Content Standard:
(11-12.W.10)
(11-12.L.1)
(11-12.L.2)
Learning Objectives:
Evaluate your life
(including your
socioeconomic status,
race, religion, place of
birth, family, and any
other relevant factors) to
determine what
influenced who you are
today and how you were
shaped by your life and
environment.
Write an in-depth
reflection describing who
you are and how you got
here.
Essential Questions:
“Who am I now?”
“Where did I come from?”
“How has it influenced
who I am today?”
Learning Activities
Students will free-write a
reflection addressing the
essential questions. They
will have most of the class
period to do this and may
utilize peers. However,
students will be expected
to have unique and
personal reflections.
Students will utilize
technology in order to do
this, including but not
limited to, using online
databases to determine
their socioeconomic
status, and using a
document program (such
as Word or Google Docs)
to type (if desired,
otherwise students will
handwrite) which will
allow them to check
spelling and grammar.
Differentiation is used
(students can choose to
work alone or with peers,
Day 2
Standards & Learning
Objectives
Content Standard:
(11-12.RL.10)
(11-12.SL.1)
Learning Objectives:
Recall a previously read
text.
Relate a novel's theme
(poverty v. wealthiness) to
modern life.
Analyze how your life is
different than the lives of
your peers through in-
depth discussion.
Essential Questions:
“How does the theme of
poverty vs. wealthiness
relate to your life as well
as the lives of your peers?”
“How is your life different
than the lives of the
characters? How is it
different from your peers?
(Thinking of the
aforementioned theme).”
Learning Activities
Having read The Hunger
Games in the last month,
students will re-read
passages, reflect on what
they know, and discuss
how poverty shaped the
characters, how different
socioeconomic statuses
are represented, and how
the society in the novel
compares to the society
they know (modern day
America). Students will
discuss in a whole group
setting (desks/chairs in a
circle). After the
discussion, students will
write/draw/or otherwise
represent what they
learned either in their
physical or online journal.
Differentiation is used
(students can choose how
to represent their ideas,
such as in a diagram/chart,
illustration, paragraph,
etc.)
Day 3
Standards & Learning
Objectives
Content Standards:
(11-12.RL.9)
(11-12.RL.10)
(11-12.SL.1)
(11-12.L.1)
(11-12.L.2)
Learning Objectives:
Apply the theme of a text
to modern life.
Compare the themes and
structure of two short
texts.
Design a fictional or
personal map, timeline, or
other model of a mental
health journey.
Essential Questions:
“Is mental health a part of
your life?”
“How does mental health
impact a person’s life?”
“How is mental health
treated in the stories
versus how it is treated
now?”
Learning Activities
Students will read “The
Yellow Wallpaper” by
Charlotte Perkins Gilman
and “The Tell-Tale Heart”
by Edgar Allan Poe either
individually or in peer
reading groups. Students
will then consider the
themes and the time
periods and compare it to
mental health in modern
times. How has it
changed? Has mental
health had an impact on
your life? Does mental
health have a positive or
negative connotation?
Students will practice
making a ‘mental health’
journey, either from the
perspective of one of the
characters or from their
own perspective. Students
will be guided in creating a
timeline, map, or other
way of representing the
journey.
Day 4
Standards & Learning
Objectives
Content Standards:
(11-12.RL.9)
(11-12.RL.10)
(11-12.W.3)
(11-12.W.9)
(11-12.W.10)
(11-12.L.1)
(11-12.L.2)
Learning Objectives:
Compare different time
periods and perspectives
through short texts.
Create a narrative using the
setting of a text.
Essential Question:
“Who would you be in the
setting of one of these
stories?”
Learning Activities
Students will read “In a Far
Country” by Jack London,
“The Little Regiment” by
Stephen Crane, and The
General History of Virginia,
New England, and the
Summer Isles by John Smith.
Students will consider the
different time periods and
pick one setting in which to
write a short parody of
what their life would be like
in the time period/setting
of the story. Students will
do research and provide
evidence of how they found
the information to write the
parody. Students will then
read and provide feedback
to 2-3 peers.
Utilizing technology is used
to provide feedback and
allow students to read
different parodies and
perspectives.
Cooperative learning is
used to help students
Day 5
Standards & Learning
Objectives
Content Standards:
(11-12.W.3)
(11-12.W.9)
(11-12.W.10)
(11-12.L.1)
(11-12.L.2)
Learning Objectives:
Compare different time
periods and perspectives
through short texts.
Create a narrative using the
setting of a text.
Essential Question:
“Who would you be in the
setting of one of these
stories?”
Learning Activities
Students will continue
writing their parody. This is
a practice for the end result
of their project. Students
will continue doing research
and provide feedback/fix
writing after receiving
feedback. Students will
continue to peer edit and
revise for this class.
Utilizing technology is used
to provide feedback and
allow students to read
different parodies and
perspectives.
Cooperative learning is
used to help students
review, read, and give
feedback. This will deepen
understanding and allow
discussion.
students can choose to
handwrite or type).
Utilizing technology is
used within this lesson.
Inquiry-based learning is
also used. While inquiry-
based learning can be used
as a way to guide students
into learning about a
subject matter, such as the
food chain or geometry
concepts, this is an
inquiry-based assignment
that is used to look inward,
rather than outward.
Students will critically
think and discover who
they are and why/how
they came to be this way.
This will also lead students
to wonder: “How can I
change?”
This assignment
corresponds with the
standard because it is
allowing students to
practice writing in a single
setting for themselves and
their own thoughts/ideas.
Critical self-reflection is
needed for this
assignment.
Assessment
At the end of the class
period, students will turn
in an exit-ticket answering
one of the following
questions: “What is one
aspect of your life you
would like to change?”
“Name one thing that
made you who you are
today.” “What would you
consider the biggest
influence on your life?”
Technology
Technology is used, such
as the internet/online
databases in order to
determine socioeconomic
status or other factors.
Technology is also
optionally used in order to
type the reflection.
Students will be
responsible for safe online
practices. The teacher will
Utilizing technology is
used (some students
choose to use an online
journal).
Cooperative learning is
used during the discussion.
All students get a choice
and they learn through
each other. When they
discuss and debate and
share their thoughts and
ideas, they learn about
each other and see
different points of view on
the book.
This assignment
corresponds with the
standards because it
involves students reading
age-appropriate material
(The Hunger Games) and
delve into the world
created by the author by
analyzing it and comparing
it to their own.
Assessment
Students will turn in their
journal at the end of class
and I will review what they
learned.
Technology
Technology is optional for
this day. Students may
choose to use an online
journal. They may also
have used an online
version of the text or an
audiobook.
ISTE Standard:
For Teacher: 3d. Model
and promote management
Differentiation is used. review, read, and give
Students may read the feedback. This will deepen
texts from a physical book understanding and allow
or online. Students may discussion.
also choose how to show
the mental health journey.
They can draw, write,
make a timeline or
diagram, or do something
else.
Cooperative learning is
used during the discussion.
All students get a choice
and they learn through
each other. When they
discuss and debate and
share their thoughts and
ideas, they learn about
each other and see
different points of view on
the book.
Assessment Assessment Assessment
Students will submit their Students will turn in their Students will turn in their
assignment (mental health parody and will be graded parody and will be graded
journey) and will be given on it. Students will also on it. Students will also
a rubric while they do it, so share their parodies with share their parodies with
they can make sure their peers and get their peers and get
everything is included and feedback via comments. feedback via comments.
the assignment is
completed correctly.
Technology Technology Technology
Technology can be used to Technology can be used to Technology will be used for
read the short stories. read the short stories. the assignment and
Technology can also be Technology can also be providing feedback to other
used for notes and for used for notes. Technology students.
their assignment. will be used for the
assignment and providing ISTE Standards:
ISTE Standard: feedback to other students. For Teacher: 3a. Create
For Teacher: 7a. Provide experiences for learners to
alternative ways for ISTE Standards: make positive, socially
students to demonstrate For Teacher: 3a. Create responsible contributions
competency and reflect on experiences for learners to and exhibit empathetic
be responsible for of personal data and their learning using make positive, socially behavior online that build
ensuring that students are digital identity and protect technology. responsible contributions relationships and
on-task when online and student data privacy. and exhibit empathetic community.
are safe and respectful Students will be able to behavior online that build 4c. Use collaborative tools
with their technology use. Students will understand use technology in order to relationships and to expand students'
how to safely and ethically be creative with their community. authentic, real-world
ISTE Standards: use their online journal assignment. The goal is for 4c. Use collaborative tools learning experiences by
For Students: 1c. Students and they will be able to them to learn about other to expand students' engaging virtually with
use technology to seek turn in their online journal perspectives and facets of authentic, real-world experts, teams and
feedback that informs and through email or an online life every day, and learning experiences by students, locally and
improves their practice tool such as Canvas. technology can help engaging virtually with globally.
and to demonstrate their Students will understand students demonstrate experts, teams and
learning in a variety of and be reminded of how their knowledge when students, locally and
ways. to protect their personal they make their mental globally.
For Teacher: 6a. Foster a information as well as health journey.
culture where students appropriate use of online
take ownership of their sources.
learning goals and
outcomes in both
independent and group
settings.
6b. Manage the use of
technology and student
learning strategies in
digital platforms, virtual
environments, hands-on
makerspaces or in the
field.
Day 6 Day 7 Day 8 Day 9 Day 10
Standards & Learning Standards & Learning Standards & Learning Standards & Learning Standards & Learning
Objectives Objectives Objectives Objectives Objectives
Content Standards: Content Standards: Content Standards: Content Standards: Content Standards:
(11-12.W.10) (11-12.RI.10) (11-12.W.7) (11-12.W.7) (11-12.SL.4)
(11-12.L.1) (11-12.W.7) (11-12.W.9) (11-12.W.9) (11-12.SL.5)
(11-12.L.2) (11-12.W.9) (11-12.W.2) (11-12.W.2)
(11-12.W.3) (11-12.W.3) Learning Objective:
Learning Objectives: Learning Objectives: Present a project to an
Remember how to create Examine different cultures Learning Objective: Learning Objective: unfamiliar audience in a
an account and a profile. and time periods through Create a narrative for your Create a narrative for your professional way.
research. character utilizing character utilizing research.
Use what you have research.
learned so far to Create a ‘new you’ Essential Question:
communicate with people character sheet according Essential Question: “Who would you be?”
in different cultures. to your topic and research. “Who would you be?”

Essential Questions: Evaluate sources to

“What would you like to determine if they are valid,
know about people academic sources or not.
different than yourself?”
“What can you learn from Essential Question:
other cultures and “Who would you be?”
perspectives?”
Learning Activities Learning Activities Learning Activities Learning Activities Learning Activities
I will review a new online I will review how to Students will begin Students will continue Students will wrap up their
source identify valid sources creating a narrative of creating their narrative. project and work on writing
(studentsoftheworld) and quickly. Students will their ‘new you’ in the topic Students will work on citing an explanation of their
show students how to set independently research that they chose. Students their sources and peer- project. Students will be
up an account as well as different cultures and time will be allowed to mix reviewing their work so far. allowed to record or deliver
discuss safe practices and
requirements. Students
will create a pen pal
account using
studentsoftheworld.
Students will create a
profile and send an
introduction to at least
three students. They must
choose students from at
least two different
countries, not including
America. Students may
choose a student that
speaks a language other
than English if they would
like to practice a foreign
language they are learning
or a language other than
English if it is their first
language. (This can be
organized with foreign
language teachers at the
school, for cross-content
credit/teaching.) Because
students will be writing to
other students in other
countries, where the first
language may not be
English, they will be
expected to demonstrate
proficient use of English or
the language that they are
using, including correct
grammar and spelling.
Utilizing technology is
used to provide students
with a learning community
of peers from different
cultures and lifeways.
Cooperative learning is
used. Studentsoftheworld
is a collaborative
environment where
students from all over the
world can talk about their
schooling, lives, culture,
and themselves. This
allows students to learn
together and broaden
their understanding of the
world and other cultures.
Assessment
Students will confirm that
they created an account,
set up a profile, and sent
three messages following
periods. Students will
choose one time period
and culture other than
their own and begin to
research in-depth.
Students can choose a
fictional culture or a time
period that has not yet
taken place, but they have
to have valid research to
back up their future
writing/project. Students
will fill out a ‘character
sheet’ which will detail
their socioeconomic
status, culture, time
period, and other relevant
details to begin their
project. This will be fun
and student-oriented, but
research-based.
Technology utilization is
used to research their
topic. This connects to the
standard because research
is vital to this project and
authenticity.
Independent study is used
to allow students to
explore and craft their
‘character’ without
distraction. This will help
students stay on-task and
learn at their own pace.
Inquiry-based instruction
is used in this, as well as
project-based learning.
Students will be asking
themselves questions and I
will guide them if they get
stuck. Students will be
crafting pieces that will
feed into a larger project
Assessment
Students will fill out an exit
ticket with at least three
valid sources they can use
for their topic.
media or use different
formats in order to
accomplish this project.
This includes, but is not
limited to, writing,
drawing, PowerPoint, and
using pictures from online
sources. Students will be
creating a narrative of
their character in the
world that they chose.
That means if they chose
14th century London, they
must create a story, based
on research, about what
they would have done for
work, if they would have
gone to school, if they
were a Lord/Lady or a
peasant, etc. They must
include details (on a rubric
that they were given) of
details of what life would
have been like for them at
this time. Who would they
be? Students will be
allowed to work on this at
home, if they need to.
Inquiry-based instruction
is used in this, as well as
project-based learning.
Students will be asking
themselves questions and I
will guide them if they get
stuck.
Technology utilization is
used to research their
topic. This connects to the
standard because research
is vital to this project and
authenticity.
Independent study is used
to allow students to
explore and craft their
‘character’ without
distraction. This will help
students stay on-task and
learn at their own pace.
Assessment
Students will have a rubric.
As they go, they will be
checking off details and
requirements. They will
Students should be
concluding their project.
Students will be allowed to
work on this assignment at
home if needed. I will also
be available after school.
Inquiry-based instruction is
used in this, as well as
project-based learning.
Students will be asking
themselves questions and I
will guide them if they get
stuck.
Technology utilization is
used for research and to
create the project, if a
student chooses to use it.
Independent study is used
to allow students to explore
and craft their project
without distraction. This will
help students stay on-task
and learn at their own pace.
Cooperative learning is also
utilized. Students will be
peer-reviewing, providing
feedback, and getting help
from their peers.
Assessment
Students will have a rubric.
As they go, they will be
checking off details and
requirements. They will
their explanation verbally.
During the second half of
class, college students
studying English and history
will be invited in to peruse
the projects. Students will
be tasked with explaining,
demonstrating, etc. Stations
will be set up on desks
around the room. The
college students will be
asked to fill out an
electronic and anonymous
survey at each station
detailing how accurate they
believe the project is, how
original it is, how
informative it is, etc.
Technology utilization is
used to record (if students
choose to use it) or to
present/show their project.
Technology is also used in
the surveys.
Assessment
Students will be assessed by
the visiting students and I
will review the feedback
the requirements by show it to me at the end of show it to me at the end of from the college students as
sending screenshots to the class, and I will check how class, and I will check how a part of my grading.
teacher or by showing the far each student has far each student has
teacher, at which point it worked. worked. I will talk to
will be checked off. students that are behind
Students will submit and work out a solution for
progress reports weekly them to finish on time.
throughout the
semester/year of their
engagement with pen pals.
Technology Technology Technology Technology Technology
Technology will be used to Students will use a search Students will continue Students will continue Students may use
explain the assignment as engine and websites for utilizing research and will utilizing research and will technology for recording
well as when students are research. Students will also begin putting together continue putting together and presenting their
creating their account and see the review via a their project. This is a their project. They will be project. Electronic surveys
messaging the pen pal. projector. framework. They will be able to utilize different will be gathered from the
This assignment/project able to utilize different technology, such as graphic visiting students.
will be completed entirely ISTE Standards: technology, such as design, search engines,
online and will carry For Teacher: 6a. Foster a graphic design, search word documents, etc. ISTE Standards:
through the rest of the culture where students engines, word documents, 6a. Foster a culture where
semester. take ownership of their etc. ISTE Standards: students take ownership of
learning goals and For Teacher: 6a. Foster a their learning goals and
ISTE Standards: outcomes in both ISTE Standards: culture where students take outcomes in both
For Teacher: independent and group For Teacher: 6a. Foster a ownership of their learning independent and group
3a. Create experiences for settings. culture where students goals and outcomes in both settings.
learners to make positive, 6b. Manage the use of take ownership of their independent and group 6b. Manage the use of
socially responsible technology and student learning goals and settings. technology and student
contributions and exhibit learning strategies in outcomes in both 6b. Manage the use of learning strategies in digital
empathetic behavior digital platforms, virtual independent and group technology and student platforms, virtual
online that build environments, hands-on settings. learning strategies in digital environments, hands-on
relationships and makerspaces or in the 6b. Manage the use of platforms, virtual makerspaces or in the field.
community. field. technology and student environments, hands-on 4a. Dedicate planning time
3d. Model and promote learning strategies in makerspaces or in the field. to collaborate with
management of personal digital platforms, virtual colleagues to create
data and digital identity environments, hands-on authentic learning
and protect student data makerspaces or in the experiences that leverage
privacy. field. technology.
4a. Dedicate planning time
to collaborate with
colleagues to create
authentic learning
experiences that leverage
technology.
4b. Collaborate and co-
learn with students to
discover and use new
digital resources and
diagnose and troubleshoot
technology issues.
4c. Use collaborative tools
to expand students'
authentic, real-world
learning experiences by
engaging virtually with
experts, teams and
students, locally and
globally.
5b. Design authentic
learning activities that
align with content area
standards and use digital
tools and resources to
maximize active, deep
learning.

Sustaining The Project and Innovation

Technology

Students will be able to access technology either by school/district provided laptops or computers or laptops/computers

that students bring from home. All of the technology used in this project can be used at school, with a Wi-Fi connection and a

computer. Students do not need to have these sources at home. This project may be easier with use of a computer lab or school-

loaned laptops, to ensure every student has an opportunity to use technology. Fellow teachers or administration either at the school

or district level may help with acquiring the use of technology.

After Proposal Period

After the proposal period, I may be able to utilize the history and foreign language teachers at the school

Studentsoftheworld was used by my foreign language teacher in high school, as it allowed us to communicate with native speakers.

History is utilized throughout the project, especially at the end, and there is the potential for students being able to use this project

in both classes for dual credit. It would also be nice if we could present the final project to younger students learning about different

cultures or display the projects in a library for people to see.

Innovation

This project is student-centered. I will not lecture for most of the ten days. Instead, students will be given tasks to discuss,

research, read, write, and create in order to discover what other time periods were like, what other cultures are like, what they

would be like if they weren’t born poor or rich or somewhere in the middle. I could have given them a research project or a book to

read and write an essay on, but instead I allowed them to discover what the world around them, past and present, is like through

the eyes and voices of other people. This project is about perspective and how important it is to think about other people. This

project creates empathy, deep-thinking, critical analysis, and culminates in putting yourself in someone else’s shoes, backed by

research. Students do it all. I guide them.