New Hope Middle School Team Curriculum Project

By. Jenna Jewell, Laura Medina, Michael Seebock and Lani Rohrer
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Hope Middle School

New Horizon School District

Component One and Two: Organizational Structure and Community Demographics

1. Organizational Structure of Middle School

a. Belief Statement
i. Hope Middle School is dedicated to the collaboration between students,
staff and the community in order to provide affordable access and
opportunities to all students. By maintaining a safe, inclusive, and
nurturing environment, we strive to bring students to their full potential
and guide them to become engaged, life-long learners.

b. Team Expectations
i. We as a school expect students, teachers, and faculty…
1. to be a positive influence upon each other
2. to cooperate with each other
3. respect one another
4. celebrate the diversity of all and see differences as identities of
value
5. to provide a safe and comfortable environment for one another
6. to be given equal opportunities and access to resources
7. to work together within a democratic environment

c. Organizational Structure of the team

i. Our team will have a fluid structure, that can be changed and edited, based
on the needs of the students that week
1. Some days include flexible subject-specific instruction time
allowing for remedial time for the students who need it or for when
teachers see student need
2. In the middle of the day, our team of students will switch around
with attending recess and a mindful meditation time. This way the
students will have time to refresh and reflect before they end their
day.
a. The mindful meditation time allows for students and
teachers to regroup themselves before finishing the day
b. Teachers can also choose to meet and plan together
3. Mondays are “Motivational Monday”
a. Successful speakers will come into the middle school and
speak on topics ranging from empowerment to social
justice
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4. Students will be able to take course electives throughout the day

a. These include the creative arts, fitness, health, financial
literacy, foreign language classes, and writing classes
b. Every student is required to take two of these classes each
semester

Day/Time Motivational Tuesday Welcome Thursday Focus Friday

Monday Wednesday

7:30-11 Integration Integration Students Integration Blocked

Exploration Exploration Enter the Exploration Project Time
Community

11-11:30 Lunch Lunch Lunch Lunch Lunch

11:30-12 Mindful Recess Mindful Recess Mindful

Meditation Meditation Meditation

12 - 1 Guest speaker Flexible Student Body Flexible Recess

Content Time Meeting Content Time

1 -2:00 Choice of Choice of Choice of Choice of Choice of

Elective Elective Elective Elective Elective

- Integration Exploration: Where our team of teachers combines classes to teach and
integrate content. All teachers will assist with each subject and teach the content together.

- Welcome Wednesday: Students enter the community and speak with community
members, as well as discuss with classmates what they did in the community during the
student body meeting.

- Flexible Content Time: This is a time in which students are able to go to specific content
teachers in order to receive extra help. If teachers notice students struggling with a certain
subject; this is another additional time they can focus on simple content.

- Mindful Meditation: This is time is managed by the school psychologist to give the
students the ability to relax and regroup themselves before finishing out the day. Teachers
will get the opportunity to regroup as well.

- Blocked Project Time: This is a time for the students to work on their individual project
assessments and collaborate with other students in order to give each other ideas.
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d. Programs and policies that foster health, wellness, and safety

i. Latchkey program
1. A before and after school program for students to be able to stay in
school and out of harm’s way. Through the program, the literacy
center, media center and gym will be open for these students and
breakfast/snacks will be provided. Through this program, students
will be watched over if their guardians are working, and they will
grow a stronger community inside the school.
ii. Late Night at the Y/ Slice of Hope
1. A program during the weekend (Fridays and Saturdays from 9 PM
to 12 AM), where the school partners with the YMCA and local
family-owned pizzeria. The students are able to have a safe place
to connect with their peers and grow as kids while eating delicious
pizza or other specific food for health concerns/forced diets. The
YMCA encourages swimming and physical activity to foster health
and wellness.
iii. Monthly Health and Wellness Conference and Clinics
1. Have doctors and nutritionists come in monthly
a. One school day will be dedicated to a discussion on health
and wellness practices as well as mental health
i. Students and teachers will split up and receive their
individualized lessons so that their specific needs
are catered to
b. One night a month the school will be open for parents and
community members to come and listen to lessons and
discussions on health, wellness, and mental health
i. This night will also have the clinic open for free
check-ups and physicals cultivating a sense of
community
iv. Parent-Teacher Organization (PTO) / Neighborhood Watch Service
1. Through this organization, parents, teachers, and community
members work together to identify neighborhood situations and
promote a sense of community in and outside of school. It gives
the community an opportunity to change and influence the school
in a productive and welcoming light.
2. Through the Neighborhood Watch Program, parents and the school
will be able to be informed and updated in certain situations that
are happening in the nearby neighborhood around the school.
Working with the police department, the Neighborhood Watch
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Program will help keep all members informed about the crime and
problems in the community.
e. Guidance and support services
i. For Students…
1. Students will also have free access to guidance counselors,
therapists, paraprofessionals, intervention specialists, free and
reduced lunches, school nurses, educational/building aides, English
Language Learners assistance and a safe and monitored
environment
ii. For Families and Caregivers…
1. Open anonymous call line with a local psychologist and
psychiatrist every Monday, Wednesday and Friday to discuss
concerns or life in general
2. On the call translators for meetings between school staff and
families so that the families are completely advocated for
3. Late-night classes taught by the local college professors to help
parents and caregivers learn English and earn their G.E.D.
4. Partner with Parents Helping Parents to give families and
caregivers confidence and autonomy
iii. For Teachers and Staff…
1. Access to a school psychologist in order to have someone to talk
with and consult with
2. Access to a guidance counselor in order to have someone help the
teachers and staff with and issues that may arise
3. Professional Development Days for teachers to continue to be
lifelong learners
4. School Social Worker
a. Advocates for students, guardians, and staff to receive the
services that they need

2. Background of Students and Community

- Demographics influenced to Buckeye Middle School in Columbus City Schools
- Eighth graders
- Economic Status: Low-Income School (All students are at an economic disadvantage)
- Racial breakdown:
- 40% of white/non-Hispanic students
- 40% of black students
- 10% of multiracial students
- 10% of Hispanic students
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Our students at Hope Middle School live in a very diverse community. They live in an

area where the population is a majority of minorities. New Horizon School District is a district

where one hundred percent of families are of low socioeconomic status. The community has

recently been through hardships that spill into the community and atmosphere of Hope Middle

School. There has been a recent uptake in gang violence, drug-related arrests, and alcohol-related

problems with the citizens in the school district. These tensions have had a very negative impact

on the educational environment. Hope Middle School has seen an increase in absentee issues as

students are afraid to attend school due to the fact that rival gangs have caused violence in the

neighborhoods and streets. Parents and families will keep their children inside in order to keep

them safe. The students have come to us as a team of teachers describing feelings of being

“stuck” in their community where they have lost loved ones, such as siblings and parents, to

gang violence, drugs, and alcohol. Being “stuck” was described to our team as feeling “trapped”

within the city and being hopeless with the idea of having a successful future. Many of our

students have had family members killed or arrested due to the difficult situations within their

environments. As a team, we have developed a curriculum based on our students’ concerns that

will address the recent absenteeism problem and the feelings of being “stuck” in their

environment with no way out. Through connections with the families, community, and school we

hope to increase engagement and hope while decreasing absenteeism. In order to increase safety;

we will ask that families will sit on their porches while students walk to and from school to

create a safer environment and decrease the likelihood of gang/drug-related activities. We will

also be asking local businesses to participate in our Shining Hope initiative in which, based on

choice, they open earlier or turn their outside lights on so that when students leave for school

their path is well lit. Through our PTO, weekly newsletters will be sent out to all faculty and
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parents at Hope Middle School. These newsletters give the rundown on crime within the

community, so all members are informed. We will also be partnering with the New Horizon

Police Department to increase patrols, specifically when school lets in and out, but also during

the night. We hope that this will deter gang activities, help get drugs off of the street and overall

create a safer community. All of these initiatives will allow students to feel safer when going to

and from school as well as make families more comfortable with their students attending school,

therefore increasing attendance. Because this is such a prevalent problem for our students and

was brought to our attention by them; we will be focusing our whole curriculum on how to

impact and fix these issues.

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Component Three: Curriculum Course Rationale

This year we are working with our team of 8th graders to establish a new curriculum for

our specific team of students. Hope Middle School has seen a recent increase in absenteeism

throughout all grades. With the confusion of this situation, we wanted to get to the root of the

cause and understand why this was happening. This issue is prevalent because we want to not

only increase attendance, but also student engagement. As a team, we were concerned as to what

the reason why students were not at school as well as why they did not want to learn when they

were at school. As a team, we gathered all of our students to ask them what their take on the

situation was. After asking our eighth-grade team many questions, such as “What kind of

feelings do you have around schooling?” and “Is there a reason that students have been attending

less in school?” they expressed the feeling of being “stuck.” They not only felt “stuck” in their

lives, seeing no positive future for themselves, but also expressed low esteem in their

neighborhood due to being closely exposed to gang, alcohol, and drug violence. Students

communicated that their feelings of being “stuck” stemmed from the fact that many of their

parents or guardians were working job to job to make ends meet. Some students’ parents did not

even have jobs and were worried about where their next meal would come from. The students

described that while they appreciate all that their parents and guardians do for them, they want to

have different futures and want to live without as much stress as the adults in their lives exhibit.

Many students told stories of losing siblings to gang violence. They also told stories of

family members and friends who were in jail because of drug-related arrests or even have passed

away due to alcohol addiction. Students and parents expressed that the main reason that students

were not physically attending schools is that they feel unsafe on their walk to and from school
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and parents believe that by keeping them inside during the day, and off the streets, their children

will be safer. With these effects, the students and the families are justly prioritizing safety over

education. Because the safety of the children is important to not only the families and children,

but also to our team; we have developed many programs to increase the safety of our students.

We will begin encouraging community members and families to sit on their porches or watch out

windows during the morning and afternoons when students are on their way to and from school.

Local businesses have been asked to participate in our Shining Hope initiative where they will

either open earlier or to turn on outside lights so that the students will have a well-lit path on the

way to school. Both of these initiatives should help students and families to feel physically safer

on their walks to and from school. The New Horizon police department has also agreed to

increase patrols before and after school, as well as at night. We hope to see these ideas deter any

dangerous and illegal activity. Lastly, to increase communication between the school and

families regarding safety the PTO will be sending out a weekly newsletter addressing crime

updates near the school.

Another issue uncovered during student interviews was that the students feel like the

standard school curriculum does not connect with, or positively affect their lives and future. With

the start of the school year, we rewrote the curriculum and the students expressed their desire to

study the effects of gangs, drugs, and violence and how to combat them. They wanted to bring

the community into their curriculum and learn how to advocate for themselves and become more

confident in their future. It is vital that when building a curriculum, it erects from student

interests enabling an increase in engagement and love of learning. We know that building the

curriculum based on the desires of our students will see positive results. In a study known as the

Eight-Year Study (1942) participating high schools built their curriculum on social concerns with
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collaboration between students and teachers (Brown & Knowles, 2000). The students involved in

this study “tended to be more curious and resourceful and have more drive and a clearer vision of

where their education would take them” (Brown & Knowles, 2000, p. 135). This is exactly what

we envision for our students. After all, according to Beane, “the middle school curriculum

should be of great personal and social significance” (Brown & Knowles, 2000, p. 135). Our

students identified many topics that they believe are important to learn. First, they want to learn

about the gang-related, drug and alcohol violence within their community. The students want to

understand why this is occurring and the effects that it has on those who participate in the

activities and those who are around the activities. Students also want to learn how to advocate for

themselves as they feel helpless within their community. By supporting programs and

organizations, we can serve students and families to beneficial opportunities. They have also

expressed wanting to have the tools and resources to fight for a safer community. To reiterate,

we believe that through the exploration of these topics and our safety programs students’

attendance rates and engagement will increase. The students want to focus on these topics

because they are concerned that they do not have a “bright” future in which they can achieve

their dreams and their dream jobs. With our student-centered curriculum and approach, it is

critical that we allow for this learning to occur.

Eighth grade is a crucial year where young adolescents figure out who they want to

become and who to look up. They are influenced by their neighborhood, social, and personal

backgrounds. This year is also critical because the attitudes towards schooling that they leave

middle school with will translate to high school. By positively influencing the viewpoint they see

in their neighborhood, these eighth graders will learn and practice active democratic citizenship.

They would understand the importance of sharing values and gain the confidence of one’s
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viewpoint. There are studies exhibiting that after the eighth grade, the students who do not

understand or see the importance of higher education barely completes high school. Through this

effect, the students who dropout of high school are highly likely to follow a cycle of

experiencing drugs, alcohol addictions or admission of gangs. According to the National Survey

on Drug Use and Health; 41.1% of 12th-grade students who dropout of high school are likely to

become alcohol users, compared to the average of 33.7% for students who do not drop out of

high school (Tice, Lipari, & Van Horn, 2017). Additionally, 31.4% of high school dropouts are

likely to “engage in any illicit drug use” compared to the average of 18.1% for those students

who do not dropout (Tice, Lipari, & Van Horn, 2017). By influencing these students to achieve

a high school diploma and self-advocate, we can slowly decrease and end this cycle. Through

this important curriculum, the students will feel more experienced and prepared for their future

upcoming.

As a group, we have many similar ideas on our philosophy of education. We mostly

found that we agree with the ideas of progressivism and social reconstruction in the ways that we

will operate our curriculum within the classroom. With these viewpoints, our objective is to

create democratic students who will positively improve and reconstruct society. Our goal is for

students to be able to view the way justice and injustice play out in our society. We also believe

that the teacher is a guide who helps facilitate change within the classroom and within society.

Teachers should advocate for students and share power with them. We also believe in a

curriculum that is cultural to the lives of our students. Our goal for this project is to completely

change the structure of the curriculum and how students receive and interpret the curriculum. We

believe that as teachers, we are here to guide our students to take an in-depth look at the

curriculum, increase their knowledge, and inspire them to become life-long learners.
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References:

Brown, D.F & Knowles, T. (2000). What Every Middle Schooler Should Know: Third Edition.

Heinemann.

Tice, P., Lipari, R., & Van Horn, S.L. (2017). The CBHSQ: Substance Use Among 12th Grade

Aged Youths by Dropout Status. Retrieved in:

samhsa.gov/data/sites/default/files/report_3196/ShortReport-3196.pdf
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Component Four: Curriculum Course Description

How is This Course Organized?

Our course is organized in such a way that creates an inclusive, diverse environment in

which students and teachers collaborate to reach a common goal. This course is operating on a

semester schedule. In the first week, as a team of four teachers and our students, we identified

the cause of the recent uptake in absenteeism. We created an open discussion where the students

developed ideas regarding the cause of absenteeism and safety within their community. After the

open discussion, we anonymously surveyed the students as to the ideas that they had regarding

concerns within their community. From the information we received, our team of teachers

identified target areas of concern for the students with which we could develop the curriculum

around and strive to work to solve these problems. In order to tackle the issues within the school,

according to our students, our team has decided to meet weekly to plan lessons that integrate

each subject together. We additionally will plan on meeting a couple of times per week as a team

to discuss how the students are doing. With a team of one hundred students, we will have around

twenty-five in each classroom. While the subjects will be separated by periods, the curriculum

will be fully integrated. On Fridays, we will have block periods where students and teachers can

collaborate together on the projects. On Fridays, classes will be blocked with math and English,

then science and social studies.

Course Description and Explanation

Our course is democratically designed in order to educate our students on the problems

that they identified in their community. These problems include violence as well as drug and

alcohol abuse. Our end goal of this curriculum is to increase students’ attendance and

engagement, to create future critical thinkers and life-long learners, as well as introduce a sense
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of hope and confidence within. Classes will be curated in such a way that the lines will be

blurred between subject areas. We will be incorporating statistics brought to our attention by our

students as well as ones that we would like to bring to their attention such as statistics on the

community, usage of drugs and alcohol, the probability of partaking in or getting addicted to

these activities and the introduction of utilizing graphs and charts to showcase data. We will

explore the health and risk factors contributing to our topic, complete relative labs and data

collection that allow students to become hands-on learners, explore the brain and the psychology

of the brain related to engagement in dangerous activities and how students’ brains are changing

as they grow. We will engage in research over the history of the community in addition to local

‘heroes’ of their choice who have overcome similar challenges and difficulties that our students

are facing. Our students will gain a better understanding of the ways the local government

functions, local laws, and how social justice affiliates with political power. Through writing

letters and essays, they will advocate and express their individualized opinions on the ideas and

issues discussed in class. Students will also be reading a class novel, Ghost by Jason Reynolds,

and through the linked text set, created by students, they will have the opportunity to explore in-

depth all topics surrounding our curriculum. By fluidly collaborating and connecting all of these

ideas, and more, to each subject; we have designed a relevant and innovative thematic focus.

Description of Units and Inclusion of Community Resources

Our curriculum includes many different projects with a main final project. Through the

small projects, we are scaffolding and preparing our students with more content-heavy material

to move them along to the final project. With our final project, we plan to host a film festival

open to the entire community. The films will be created by small groups of students, who share

similar dreams, and will then consist of animations of the students achieving their dreams as
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adults. Students will reach out to the community and write letters to local business owners and

congressmen to request donations for the film festival, and/or, appear as a judge and spectate.

Winners of the film festival will have their picture taken with the congressmen and business

owners. Tickets will be available for purchase to help fundraise money to go towards the new

student center. The student center is a space where all are welcome and can feel safe. It will

include a room designed by all of the students on our team and will be funded by the profit

contributed by the film festival. This will be a space neighboring the school, open 24/7 where

students can have access to necessities, such as food and a space to rest, as well as a gym. The

goal of this space is for students to have somewhere to turn rather than joining gangs and turning

to addictions or violence. The community members can volunteer their time to work in the

student center as well as mentor the students coming into this space. On different nights you can

find life skill classes, workout classes, and tutor sessions from local high schoolers. All of these

tools will help engage the middle schoolers with the community members and encourage them to

continue to attend school.

Learning Outcomes and Goals

At our school, we encourage the use of a democratic classroom. Students have the

opportunity to create the curriculum and center it around questions that they want to know the

answers to. This will increase both attendance and engagement. We allow the students to design

the texts that they want to read, the topics that they want to learn, and the projects that they want

to create. As teachers, we are the guides to their learning in order to keep them on task and help

them be successful. We recognize that an inclusive environment is more influential upon all

learners, so we welcome students of all abilities into the classroom. Because some students do

have special needs, we welcome paraprofessionals and aids in our classroom to enhance the
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learning of all individuals involved. Our curriculum will be engaging and challenging for all

students, therefore, through collaboration, we believe there does not need to be any separation

between honors and “regular” students. Through the voices of the students, we are hoping that

community members and local government officials will understand what they are going through

in their eyes. We want students to prepare for their future and redesign their vision of the future.

Collaboration and action planning will lead to learning about the problems facing their

community and how to organize together to achieve an end goal. The students’ goal of learning

is to learn how to overcome obstacles through the decrease of gang involvement, violence, and

drug and alcohol abuse. Our main goal for the students is to increase attendance and engagement

so that they become excited about school once again. These goals will be achieved and lead

through by student questions such as: “what is the point of school?,” ''How can I use these skills

in the real world?,” ''Who am I going to be when I grow up? ,” “Will I be just like my

relatives/family members who are in jail/addicted to these activities?” “Why are these activities

so popular and addicting when they tear us apart?” and, “How can we be heard if no one will

listen?”
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Component Five: Concept Map

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Component Six: Linked Media/Text Set Graphic Organizer

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Linked Media/Text Sets

Reynolds, J. (2016). Ghost. New York, NY: Antheneum Books For Young Readers.

(Realistic Fiction)

Ghost captivates students with an engaging story and relevant themes to life. As a young

teen, Ghost struggles with getting along with students in school. The students pick on his poverty

level while his mother works long hours on end to put food on the table. He faces many

challenges throughout the novel and ends up finding a mentor and new friends to look up to

through a new track team. This book is a perfect example of what we wish to do at Hope city

school district. We plan to inspire leaders and self-confidence just like Ghost’s mentor did for

him. We also want to create connections between students and community members as well as

local business owners which can be greatly exemplified through the novel.

Kouzes, J. M., & Posner, B. Z. (2018). The Student Leadership Challenge: Five Practices for

Becoming an Exemplary Leader. Jossey-Bass; 3 edition.

(Thesis)

The Student Leadership Challenge is an interactive and engaging book that challenges

students to think critically and gain their natural-born leader identity. The book explains

processes and important concepts while assessing personal practices and beliefs. It connects to

our curriculum because our end goal is to create innovative lifelong learners, who influence

others to do better. By teaching them these concepts and skills at a young age, these students will

easily grow and adapt their leadership skills throughout their future
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Sotomayor, S. (2018). The Beloved World of Sonia Sotomayor. Delacorte Books for Young

Readers.

(Auto-Biography, Non-Fiction)

In this biography of the first Latina and third woman appointed to the U.S. Supreme

Court, it expresses an overcoming history for Sonia Sotomayor. Sonia was a small girl who lived

in the rough projects of New York's South Bronx, but she had big dreams for her future. Her

hard work led her appointment as an Associate Justice of the United States Supreme Court in

2009. With this biography and informative history of a person of color overcoming adversity, it

will give our students a role model to look up and think back on. In our curriculum, we focus on

dream building and future planning, whereby informing students about inspiring leaders, they

would be able to relate and grow with a sense of hope and confidence in their future path and

plans.

Booth, C. (2007). Tyrell. Scholastic, Inc.

(Realistic Fiction)

Tyrell is a young African American teen who is dealing with a tough time. He’s living

with his spaced-out mother and little brother in a homeless shelter and his father’s in jail. He

deals with insecurity of himself, where he feels not good enough for his girlfriend. Tyrell feels

like he needs to get money to make things better, but he has a feeling he will end up following in

his father’s footsteps. Following Tyrell and his journey as a developing young adult, it will give

the majority of our students a common ground experience to relate with. Tyrell is around the

same age as our age group, where they gain a grander understanding of his situation. He is

dealing with families, relationships, and struggles to develop and grow in a disadvantaged life. It
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relates to our anchor text, Ghost, where the main character deals with tough developments and

experiences. Where in the end, through dedication and reflection, the main character grows and

progresses as an informed and round character.

Manzano, S. (2017). Becoming Maria: Love and Chaos in the South Bronx. Scholastic, Inc.

(Auto-Biography)

Placed in the 1950’s, a young girl grew a dream. She grew up in the Bronx with nasty

neighbors and loud relatives. She enjoys watching tv because she has a dream of becoming a

famous actress and likes to watch other and live her dream in her imagination. When watching tv

nothing around her mattered, including her neighbors and alcoholic father. But when the TV

turns off she is reminded. This book will show some hard emotions along with comedic relief but

also ties into what our students are probably trying to do at home. We want them to know they’re

not alone and with hopes and dreams, good things will come. This book allows our student’s that

chance to see their situation in someone else’s shoes.

Bloor, E. (2011). A Plague Year. Random House Children's Books.

(Realistic Fiction)

A Plague year is a novel in focusing on issues of drugs within the community. Tom, the

main character, dreams of leaving his dreadful and meth filled town behind and moving onto

better things. This novel relates to our curriculum project because we are focusing on issues of

drug and alcohol abuse, and violence in the community. This would be a reliable novel for our

students because they can read similar situations and learn that they can overcome anything

because where you come from does not define who you are.
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Magoon, K. (2019). Light It Up. Henry Holt and Co. (BYR).

(Young Adult Fiction)

While Light It Up covers many social justice movements, the novel is about a girl living

in an urban neighborhood. One night as she walks home with her hood up, she gets shot by a

police officer. The town she lives in becomes infuriated as riots and protests begin to outbreak.

We believe this novel would help our students understand social justice topics and the

importance of being careful on the streets. It also teaches students to become educated on their

beliefs, and furthermore, stand up for what they believe in.

Hunt, L. M. (2017). Fish in a Tree. Penguin Young Readers Group.

(Realistic Fiction)

Fish in a Tree is based off of a troubled student that has moved from school to school.

She can’t read, but is afraid to speak up and tell her teachers, so she decides to remain silent

about her struggles with dyslexia and would rather act out in class. Eventually one of her

teachers sees potential in her and helps her, and through this she begins to see potential and

success within herself. This book is beneficial to our students because it shows our students that

they are capable of success despite any issues they may have. It also teaches our students to

reach out to teachers, and to believe that teachers see the potential in their students and are

willing to help them.

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Ellis, D. (2015). The Breadwinner. Groundwood Books.

(Realistic Fiction)

The Breadwinner focuses on poverty and the poor living conditions of a young girl,

Parvana, and her family. Her father becomes hurt, and it’s up to the eleven-year-old Parvana to

try and find work to help her family. This novel would enhance our students’ views on poverty.

It teaches students that no matter where you come from, poverty is not what defines you. It

teaches students the importance of caring for your family as well as how hard work and

dedication is what creates changes in your life. Our students will gain a wholesome

understanding of poverty.

Myers, W. D. (2010). Dope Sick. HarperCollins Publishers.

(Fantasy/Fiction)

Dope Sick tells the story of Lil J who is now on the run from a police officer after a drug

deal goes bad. After the police officer is shot, Lil J wishes that he could go back in time in order

to change what has happened. When he finds an old and abandoned building, he finds that maybe

things can be different. We believe this novel goes well with our theme due to the fact that it

involves a teenager who has faced adversity in terms of drug usage and violence. Because these

are two of the topics that we explore through our curriculum, along with the idea that our

students deserve second chances; Dope Sick is the perfect novel to support our anchor text.
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Novak, R. [SoulPancake]. (2013, September 12). Kid President’s Pep Talks to Teachers and

Students! [Video file]. Retrieved from

https://www.youtube.com/watch?v=RwlhUcSGqgs

(Video)

In this pep talk, Kid President motivates both students and teachers. While short and

sweet, this video is a great example of why and how teachers and students can again be

passionate about school. This video supports our anchor text and curriculum perfectly because it

addresses the idea that all students matter, why school is valuable, and how those that work

together can be more successful! This is a great motivational clip to share in class!

Jones, P. (2016). On Guard (Bounce). Lerner Publishing Group.

(Realistic Fiction)

On Guard (Bounce) takes basketball star, Morgan, and tells the story of the hardships that

she faces just when she might be recruited to play her favorite sport in college. She starts to

struggle when her sister, who is in the local gang, suffers from a coma after a shooting. She then

sees her brother head towards the same fate. This story is all about Morgan facing these

adversities while trying to save her family. This novel perfectly ties into what our students are

dealing with and with our anchor text. Our students are affected by gang violence in their

everyday lives so the students will truly be able to identify with the main character Morgan, and

what her family is going through. Through this book, the students will be able to feel represented

and understood with the adversities that they face.

 25

Thomas, A. (2019). On the Come Up. HarperCollins Publishers.

(Realistic Fiction)

On the Come Up follows along sixteen-year-old Bri, whose goal it is to be a rapper and a

hip-hop artist. After her father passed away; Bri finds that her family is getting hit hard. With

little food left in the fridge, and controversies following her, Bri has to work to turn around the

type of person that the public believes that she is. This story allows the students to read about

someone who follows her dreams and fights against the odds, especially as a young black person.

This novel fits into our theme and curriculum perfectly; showcasing the idea that everyone can

achieve their dreams, even when the odds are stacked against you.

Felix, S. (2011). All We Can Do Is Wait. Retrieved, May 2011, from

https://www.familyfriendpoems.com/poem/mom-chose-drugs

(Poem)

This heartfelt poem was written by a student in regard to his mother, who chose drugs

over her own children. He writes how he wishes he could’ve loved her more and been there for

her, and he still waits and remains hopeful that she will one day recover, so their family can be

whole again. This poem is a powerful resource for students and connects to our curriculum as

many students are going through these experiences. It also allows them to connect and possibly

receive advice if they are in similar situations. It can give students hope to not give up on their

parents, but also to not make the same mistakes their parents did by doing drugs.
 26

Sony Pictures. (2008). Seven pounds, The pursuit of happyness.

(Film)

This film follows an African American father, who after losing his job, finds himself

homeless with his son. This sudden turn of events leads him to fight for a new job and fighting to

provide a great life for his child. This movie follows a man who is trying to follow a dream. This

movie connects perfectly with our curriculum and our theme because our team wants to motivate

our students to stop at nothing to achieve their dreams. We want them to see that through hard

work and determination they can achieve anything that they set their minds to.

[Prince Ea]. (2018, September 3). Before you go to school, watch this // what is school for?

[Video File]. Retrieved from https://www.youtube.com/watch?v=_PsLRgEYf9E

(Video)

This is a YouTube video created with the purpose of simply asking “what is school for?”

It explores and addresses why our school system is hurting our students and what we, as teachers

and students, can do to help save the system. This video models our theme and curriculum as we

want our students to begin to advocate for themselves. We are also teaching them what a

democratic curriculum and classroom looks like that will inspire them to take control of their

education. This video would encompass our vision, stating that schools are here to inspire

creativity and the students. Through watching this video our students would see what our goal is

for them and their education.

 27

[Addiction Policy Forum]. (2019, June 3). Addiction and the brain- for kids! [Video File].

Retrieved from https://www.youtube.com/watch?v=s0bqT_hxMwI

(Video)

This video addresses the topic of addiction and the effects of addiction on the brain.

Through the video students are able to gain an understanding of drugs and what addiction is in a

way that they are able to grasp and understand. This video ties into our theme and curriculum

due to the topic of addiction and the brain. Statistics are addressed in the video that we will

further explore and discuss in class as well. Due to this, we can directly tie this text into our

lessons and help further the knowledge of our students.

Shakur, T. (n.d.). The Rose That Grew from Concrete. Retrieved November 25, 2019, from

https://allpoetry.com/The-Rose-That-Grew-From-Concrete.

(Poem)

This poem tells the story of a rose which can grow through the concrete. In theory, this

would not be logical as all odds are against the rose, but still, it thrives. This poem connects to

our theme and our curriculum in many ways. The students believe that the odds are against them

and that they are going to be remaining at the point in their lives that they are currently in.

However, this is not the case. Like the rose, they can strive when they try and reach for their

goals.
 28

Frost, R. (1915). The Road Not Taken. Retrieved November 25, 2019, from

https://www.poetryfoundation.org/poems/44272/the-road-not-taken.

(Poem)

This classic poem written by Robert Frost addresses the theme of straying from the

“status quo” or the path that everyone takes. When taking the path that most do not take, the

person in the poem finds that something different and wonderful happens. Through our theme of

increasing attendance and engagement, we do not want our students to fall into the trap of doing

what they deem as “cool” just because everyone else does it. We want to teach our students to

become leaders and advocates who help set the tone for others instead of blindly follow.

[blaxter47]. (2006, June 16). Marvin gaye & tammi terrell “ain’t no mountain high enough”

[Video File]. Retrieved from https://www.youtube.com/watch?v=Xz-UvQYAmbg

(Song)

While this song addresses the idea of always being there for a loved one, our students can

truly identify with this song whether or not they think of it in a romantic sense. First, it is great to

understand the importance of having someone that they can look up to and have as a support

system. Secondly, this song, when applied towards the broader theme of dream building, shows

students that they should take everything in their power to chase their dreams, never giving up.

This again connects to our curriculum because it motivates students and is an upbeat text that

will show students that there is nothing to keep them from what they love.
 29

[Matthew Peace]. (2011, March 31). 2Pac - me against the world (lyrics / HQ version) [Video

File]. Retrieved from https://www.youtube.com/watch?v=NGTtGRgEFIE

(Song)

This song mentions struggles of social justice issues and violence, where 2pac explains

how alone he feels going through the struggles. Throughout the song, he explains how unfair it

feels following the social structure and how he wants to promote change. For our students, they

feel alone, afraid and unsure of themselves, where they think no one can fit in their shoes and

understand, so this song connects them to their society and life. Where it explains that, yes there

are bad things happening around, but all we can do is walk with our heads high to be able to go

through it.

Figure 1. Different Leadership Styles. Adapted from Live and Learn Consultancy. Retrieved

from https://www.liveandlearnconsultancy.co.uk/different-leadership-styles/

[Infographic]

This infographic shows different types of learning styles and how someone can identify

as one of the learning styles. Throughout one of our lessons, we explain the importance of these

leadership skills and the need for these skills to be developed at a young age. So through this

infographic, the students will be able to influentially discover different ways to be a leader and

create change. By having the students build their leadership skills, they will be able to

confidently promote positive change hope in their community.

 30

Figure 2. Drug Testing. Adapted from My Modern Law, by Arizona Family Court, Retrieved

from https://mymodernlaw.com/blog/drug-testing-arizona-family-court/

[Infographic]

Through this infographic, it explains how excessive drug and alcohol use negatively

affects family bond and trust in the family. This connects to our school because us faculty

understand and notice how bad drugs and alcohol can do to a family, where we want the students

to realize that we understand. We want the students to be fully informed as to why abusing drugs

and alcohol usage can hurt people around them and how they are not alone with this situation.

This will keep our students to stay well informed and developed while they are in class learning

about the illicit activities that are increasing in their neighborhoods and communities.
 31

Component Eight: Lesson Plan Organizers

Lesson One: Gang Violence and Alcohol/Drug Abuse in the Community

- Lesson Length: Two Weeks (fluid depending on students)

- Purpose: To equip students with the tools to find information on the high rates of gang
violence, as well as alcohol/drug abuse within their community and how to combat it.
Guide students towards the knowledge to be able to avoid these activities and find safe
alternatives.
- Student Activities: The students will organize research and data about their
neighborhood and the connections to these dangerous affairs. They will learn about the
psychology and external/internal effects of addiction. Hands-on lab activities will be
conducted within the classroom to simulate the internal effects of drug and alcohol usage.
Through the lab activities, we will be watching, “Addiction and the Brain”. Through this
video, it gives the students visualization as to how addiction affects the brain. We will
also be informing them about the history of gang violence and illicit drug usage within
the community. Students will research and graphically analyze the statistics of gang
violence relating to drug and alcohol usage in their neighborhoods. We will turn different
statistics into fractions to find their value in terms of the neighborhood population. They
will also write essays based on these resulting issues that exist in their environment and
they will write thank you cards to the community organizations, such as the police
department, for contributing extra work to keep the community and school safe. Finally,
to tie in the local government the students will draft emails with the graphs and research
that they have conducted to send to their representatives to fight for a safer place to grow.
The students will have the option to choose a text from our linked text sets to further their
knowledge on the topic. For example, “Light it Up” by Kekla Magoon, infographics and
videos are just a few texts that we provide. However, students also have the option to find
texts on their own that also connect to these topics. These texts give students multiple
connections and viewpoints on growing up in an environment where addiction and
violence is statistically high. They also further their understanding of the world around
them. These activities are connected and integrated into our curriculum to seek answers
to student concerns and become critical thinkers on the decrease of engagement in illicit
activities.
- Key Academic Language:
- Interpret and analyze graphs
- numerator/denominator
- Ratios
- Mean, median, mode
- Introduction, body, conclusion
- Greeting, body, signature
- Chemical reaction
 32

- Mixture vs. Solution

- Understanding internal organs
- Interpreting and Understanding Timelines
- Legislative, Judicial, Executive Government bodies
- Teachers’ Role: Our team of teachers will collaborate weekly with one another in order
to plan integrated and efficient lesson plans. Additionally, we will meet two more times a
week to discuss the progress of our students’ engagement within the lessons. We will also
allow our students to bring forth ideas in order to promote an inclusive and democratic
classroom. As teachers, we will develop ways to bring hope and valuable education to
our students as well as guide them to success.
- Assessment: In the last week (or so), we will assess students through their individual
projects. In their project, they will express/inform a certain topic from the subject of their
choice. They would express their understanding of the topic connecting to gun violence
and drug/alcohol abuse in any form of submission. They can do anything from creating
an action plan or model, making a presentation, or even performing a dance, all utilizing
their learning styles to express their understanding. In the last days of the lesson, the
students will perform and showcase their projects to their peers who will provide
feedback on the product. The students’ feedback will be provided for the creator to
enhance their next project. As a team, we will evaluate the connection and how well the
students articulated the project and the information that they learned.
- Four Learning Domains of the Ohio Strategic Plan
- Foundational Knowledge and Skills:
- The students would use the readings that connect with their experiences to
engage and gain an understanding of their injustice experiences. They will
start asking why their outcomes are not fair and how to combat the
abusive usage of drugs/alcohol and the contribution of gang-related
activities.
- Well-Rounded Content:
- Through our integrated content, the students will see the lines of the
subjects of learning blurred. They will actively be increasing their
knowledge through the curriculum with no emphasis on knowledge from
one subject over another. Students will discover their interests and
passions through individualized assessments while showcasing their
creativity and uniquely diverse learning styles.
- Leadership and Reasoning:
- By actively participating and working together, the students are supported
with the scaffolds of what it means to be a leader and enhance their life
skills. This is exemplified through students providing feedback and
constructively criticizing each other’s projects. Using critical thinking and
problem-solving skills and practices in class can transfer into the real
world and into everyday life.
- Social-Emotional Learning:
- By working through the lesson with classmates and our team of teachers,
 33

students will have the opportunity to build stronger relationships with

those around them. Through the individual project, the students will have
more awareness of themselves as well as learn how to better manage their
time and their work. Students will grow and learn how to take constructive
criticism through their received feedback and through different classroom
activities.
- Learning Needs Met:
- We believe in an inclusive environment for our students. All children are
welcome in the classroom as we have extra aides and paraprofessionals in the
class every day who are able to assist students who may need extra help. In our
before/aftercare program called latchkey, tutors are available for the duration of
the time to assist students with work they may be struggling with. With student-
centered lessons, individual projects, and collaborative work, students are able to
connect deeper with their learning as their individual styles are catered to.
- Ohio Learning Standards:
- English
- CCRA Reading Standard 2, Grade 8 Analyze literary text development.
a.) Determine a theme of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and
plot.
b.) Incorporate a theme and its relationship to other story elements into an
objective summary of the text.
- CCRA Reading Standard 6, Grade 8 Analyze how differences in the
points of view and perspectives of the characters and the audience or
reader (e.g., created through the use of dramatic irony) create effects such
as suspense or humor.
- CCRA Writing Standard 7, Grade 8 Conduct short research projects to
answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that
allow for multiple avenues of exploration.
- Math
- 8.SP.4 Understand that patterns of association can also be seen in bivariate
categorical data by displaying frequencies and relative frequencies in a
two-way table. Construct and interpret a two-way table summarizing data
on two categorical variables collected from the same subjects. Use relative
frequencies calculated for rows or columns to describe possible
association between the two variables.
- 8. F. 5 Describe qualitatively the functional relationship between two
quantities by analyzing a graph, e.g., where the function is increasing or
decreasing, linear or nonlinear. Sketch a graph that exhibits the qualitative
features of a function that has been described verbally.
 34

- Social Studies
- 8. HTS. Content Statement. 1 Primary and secondary sources are used to
examine events from multiple perspectives and to present and defend a
position
- 8. RSG. Content Statement. 22 The U.S. Constitution established a federal
republic, providing a framework for a national government with elected
representatives, separation of powers, and checks and balances.
- Science
- 8.LS.1 Diversity of species, a result of variation of traits, occurs through
the process of evolution and extinction over many generations. The fossil
records provide evidence that changes have occurred in the number and
types of species.
- 8.PS.1 Objects can experience a force due to an external field such as a
magnetic, electrostatic, or gravitational fields
- Technology
- Grade 8, Topic 2 STRAND: Information and Communications
Technology
- Use advanced search techniques to locate needed information
using digital learning tools and resources.
- Use multiple criteria to evaluate the validity of information found
with digital learning tools and resources.
- Apply principles of copyright, use digital citation tools and use
strategies to avoid plagiarism.
- Health Education
- OCR 3313.60
- The harmful effects of and legal restrictions against the use of
drugs of abuse, alcoholic beverages, and tobacco.
- Prescription opioid abuse prevention, with an emphasis on the
prescription drug epidemic and the connection between
prescription opioid abuse and addiction to other drugs, such as
heroin.
 35

Lesson Two: Building Leadership and Creating Advocates Within the Community
- Lesson Length: Two Weeks (fluid depending on students)
- Purpose: To create and inspire students to find their individual leadership skills;
therefore, equipping them with the tools to positively influence and benefit their future as
well as the future of others.
- Student Activities: As a team, students will facilitate conversations on what
characteristics and ideals it takes to be a leader. The students will be able to research and
present their personal influential leader and freedom fighter. These leaders would be
people both in and outside of their community, where the leaders would relate to science,
math, English, and history. Students will again have the option to further their knowledge
by choosing leadership and dream building novels, poems, movies or videos. Some
examples of these multiliteracy options that are provided by our team of teachers include:
“What is School For?,``''The Pursuit of Happyness,” and many other texts. However,
students are encouraged, and have the option to, find their own text. Our texts are
resources for the students to enrich their learning experience. Through their research, they
will read about the civil rights movement, be informed of certain “hidden” leaders, and
gain an understanding of leadership in history. They will expand a more genuine
perception and view of what a leader looks like in their eyes and write a personal
reflection letter as to how they can also be a leader with their unique characteristics and
skills and who their personal freedom fighter is. The students will be reading the “Student
Leadership Challenge” to find and practice their leadership role and skills. Through this
thesis, the students will understand the different types of leadership and development.
They will take a field trip to a STEM-influenced museum to gain a grand understanding
of leadership in the STEM area. There they will examine how different members
innovatively changed and challenged the ideology of STEM. They will also participate in
a geometry lesson taught by a local college professor who will teach the students while at
the museum. Through mistakes and improving research activities, they would realize that
in order to lead, you have to think critically. Students will additionally have access to
many resources and technology in order to create a grand understanding of certain
technological use and to increase their influence.
- Key Academic Language:
- Critically Analyze
- Individual Research
- Figure of speech
- Reading
- Applications and connections to the Real world
- Identify inspirational figures
- Reviewing past mistakes
- Visual-spatial reasoning
- Congruent
- Dilations
 36

- Translations
- Rotations
- Independent learning
- Technology Usage
- Teacher’s Role: The teacher’s role in this lesson is to again be a guide towards the
students and to give out certain information to the students that they may not be able to
find on their own. They will provide deeper research into the “hidden leaders” that the
students discover as well as help the students determine what it takes to be a “leader” The
teacher will also provide guidance whenever the students need more support. The
students who need extra guidance on technology will receive assistance and aid
throughout the lesson. With their guidance, we will provide resources and time in our
classroom for all students, including those who may need allotted extra time to discover
and research their freedom fighter. Our team of teachers will collaborate weekly with one
another to plan integrated and efficient lesson plans. Additionally, we will meet two more
times a week to discuss the progress of our students’ engagement within the lessons.
- Assessment: The assessment for these students is a presentation of their influential leader
and how it relates to their leadership skills. Through this assessment, the pupils will be
able to present a community member that they believe is their influential leader. The
students connect what they learn in school to their community, where they inform their
peers of community members who are positively impacting their neighborhood. Their
peers will be informed of different community members nearby and will understand more
about the safety, success and positivity in their neighborhood. The students express and
present this leader in their personal way, whether it is through a podcast, an interview, or
a documentary. One goal of this lesson, however, is for the students to create their project
utilizing new technology practices that we have taught them. With this, the student can
present their understanding of a leader while also expressing how well they can use
technology. This will help prepare them for the film documentary and helps them gain an
understanding of how to use different types of technology. Their peers will again provide
input and analysis to their classmates on how their project can be improved. The teacher
will then evaluate the project by reviewing whether or not the students were able to
expressively use the technology that they were provided to showcase their understanding
as to what it takes to become a leader and stay a leader.
- Four Learning Domains of the Ohio Strategic Plan
- Foundational knowledge and skills:
- The students use the activities done in class to discover their personal
leadership traits and transfer them into their everyday life. Through
avocation, their writings, readings, and usage of technology they gain a
foundation of ways to express their views and ideologies.
- Well-Rounded content:
 37

-In the discovery of becoming leaders, the students will be able to find their
identity and relation to their leadership. They will find their passion and
connection of leadership in relation to their community as well as how
they can innovatively influence their community. They will be exposed to
different types of leaders and gain connections through this diversity. By
taking a trip to the STEM museum, they will be experiencing many
diverse leaders who are also innovative thinkers.
- Leadership and Reasoning:
- This lesson resonates with finding your leadership identity and growing
your individual skills. The students will provide a personal experience of
leadership and how their inspired community members influence the
neighborhood. Through their personal projects, they will inform their class
on what they are interested in changing within the community and how
this would change their community for the better. They will gain a
connection of leadership to their community members and provide
examples around the community. Every peer member will evaluate and
analyze their classmates’ projects. In this collaboration, they would
promote and motivate others to enhance their leadership skills.
- Social-Emotional Learning:
- By creating their community member project, the students can provide
insight and connection between their learning community and their living
community. They will research ideologies as to how a leader can change
and influence a community and how certain community members exhibit
their leadership skills. Students will work closely with peers and
community members to convey their project and their views of leadership.
- Ohio Learning Standards:
- English:
- CCRA Writing Standard 4, Grade 8 Produce clear and coherent writing in
which the development, organization, and style are appropriate to task,
purpose, and audience.
- CCRA Writing Standard 7, Grade 8 Conduct short research projects to
answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that
allow for multiple avenues of exploration.
- CCRA Reading Standard 5, Grade 8 Compare and contrast the structure of
two or more texts and analyze how the differing structure of each text
contributes to its meaning and style.
- Math:
- 8. G. 2 Understand that a two-dimensional figure is congruent to another if
the second can be obtained from the first by a sequence of rotations,
 38

reflections, and translations; given two congruent figures, describe a

sequence that exhibits the congruence between them.
- 8. G. 2 Describe the effect of dilations, translations, rotations, and
reflections on two-dimensional figures using coordinates.
- Social Studies:
- 8. CPS. Content Statement. 20 Active participation in social and civic
groups can lead to the attainment of individual and public goals.
- 8. CPS. Content Statement. 21 Informed citizens understand how media
and communication technology influence public opinion.
- Science:
- 8.LS.3 The characteristics of an organism are a result of inherited traits
received from parents
- Technology
- Grade 8, STRAND: Information and Communications Technology
- Use Digital learning tools and resources to identify communication
needs considering goals, audience and content.
- Select and use a variety of media formats to communicate
information to a target audience.
- Discuss and identify ways to communicate and disseminate
information so that users with varied needs can access information.
- Evaluate the effectiveness of a digital tool to communicate
information with multiple audiences.
- Social and Emotional Learning Standards
- A2. 1.c Describe how personal interests, qualities and strengths may help
with decision making to accomplish personal goals.
- A4. 1.c Demonstrate basic self-advocacy academically and socially.
- C1. 3.c Demonstrate respect across school, community, face-to-face and
virtual settings, when viewpoints or perceptions differ.
- C2. 3.c Explore a school or community need and generate possible
solutions.
 39

Resources

Ohio Department of Education (n.d.). 7-8 Health Education Curriculum Legislated

Requirements. Retrieved from

http://education.ohio.gov/getattachment/Topics/Ohios-Learning-Standards/Health-

Education/7-8-Health-Education-Curriculum.pdf.aspx

Ohio Department of Education (2017, February). Ohio’s Learning Standards: English Language

Arts. Retrieved from

http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/English-Language-Art/

English-Language-Arts-Standards/ELA-Learning-Standards-2017.pdf.aspx?lang=en-US

Ohio Department of Education (2017, April 11). Ohio’s Learning Standards for Technology.

Retrieved from

http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Technology/Ohio-s-

2003-Academic-Content-Standards-in-Technolo/The-2017-Ohio-Learning-Standards-in-

Techno

Logy.pdf.aspx

Ohio Department of Education (2017). Ohio’s Learning Standards: Mathematics. Retrieved from

http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Mathematics/Ohio-s-

Learning-Standards-in-Mathematics/MATH-Standards-Grade-8.pdf.aspx?lang=en-US
 40

Ohio Department of Education (2019, June). Ohio’s K-12 Social and Emotional Learning

Standards. Retrieved from

http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Social-and-Emotional-

Learning/Social-and-Emotional-Learning-Standards/SEL-Standards-K-

12.pdf.aspx?lang=en-US

Ohio Department of Education (2019 April). Ohio’s Learning Standards and Model Curriculum:

Science. Retrieved from

http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Science/Ohios-

Learning-Standards-and-MC/SciFinalStandardsMC060719.pdf.aspx?lang=en-US

Ohio Department of Education (2018, February). Ohio’s Learning Standards: Social Studies.

Retrieved from

http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Social-Studies/Ohio-s-

Learning-Standards-for-Social-Studies/SSFinalStandards01019.pdf.aspx?lang=en-US
 41

Component Nine: Rationale for Assessing Students

Our team believes in formative assessments for students throughout the semester. We

believe that every one of our students is capable of producing an individual project every other

week leading up to their final group project. This project will be individualized to give students

the opportunity to individually showcase their unique learning styles. The goals of these projects

are for students to exhibit what they have learned over the past two weeks and to ensure that they

are deeply learning. Each project allows students to connect with themselves and allows our

team to better understand how to cater to a multitude of ways that students learn.

In order to create a community-based project, our final assessment will be creating and

running, a community film festival. The film festival would include animated short films and

other small films created by the students. The students would be in small groups allowing them

to enhance their team-building skills. Through the small films, the students will be able to

express the social justice and dream goals that they want to achieve. It allows students to reflect

on their experiences and plan their future to positively influence and impact their beliefs and

others around them. Everything from ticket sales, lighting and location will be student-based and

run. This allows for students to engage in hands-on learning activities and allows them to

showcase what they have learned throughout the whole semester. All community members are

welcome to purchase tickets and attend the event; as well as the local businessmen/women who

are the chosen judges. While no students technically “win” the festival, those chosen as winners

will have their picture taken with the local business owners and will have an article printed about

their dreams in the school newspaper. With all of the proceeds from the festival, which again will

be student calculated (with some assistance), the students participating in the festival will be able

to design a room in the brand-new student center. This center is somewhere for students to
 42

socialize, work on schoolwork or just relax when they have nowhere to go. By designing their

own room, with whatever they choose, the students will have a safe place to productively have

fun and stay safe. Community volunteers will also help tutor students as well as provide many

other services to the students of Hope Middle School. Through this increased community

engagement; students will learn the value of supporting those around you.

This final project encompasses all that we have learned over the semester. With it being

multidisciplinary; students will use skills from math, science, social studies, English; and even

some of their elective classes. Because the teachers will be hands-off, allowing the students to

take full control, this project will be a great way to reveal all that has been learned. This final

assessment is a project, rather than a test because we want the students to be fully engaged. We

also want our students to know that the content that they have learned is applicable to everyday

life. This project will focus on “expressive outcomes” (Poetter, 2019, p. 202). There are no set

objectives because as Eisner said, “there must be room in school for activities that promise to be

fruitful, even though the teacher might not be able to say what specifically the students will learn

or experience” (Eisner, 1984, as cited in Poetter, 2019, p. 202). Our students should not feel that

they are just learning information in order to pass a test. Additionally, because this is not a

standard test in which all students are tested the same; we, as a team, are able to evaluate

students not just in terms of their whole group, but again on an individual level as well. Our

evaluation will be influenced by the students’ feedback on their peer’s work. Where everyone

will be able to have a say in the evaluating portion of their assessment. Through our analysis, we

try to notice if the project was understandable and met their end goal. Where we try to find

collaboration and work ethic as the importance of this evaluation. Team building skills and

having the ability to work with others is an important skill to have as you age. However, our
 43

team recognizes that every student is different and while they all may be putting in the same

amount of work, the outcome of their portion of work may look different.

Overall, our team is looking to have any small, individual projects throughout the year.

These individual projects will allow students to display their knowledge individually. The rest of

the curriculum and content includes extensive group work so therefore, it is important to allow

the students to do something individually as well, to ensure that everyone is learning. The end of

the semester will be marked with a film festival acting as the final project. With the community

invited and contributing to the film festival, relationships will be built between the school and the

neighborhood. Through this project-based learning, our students will experience their learning on

a deeper and more meaningful level.

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Component Ten: Ohio Standards for Educators

1. Teachers understand student learning and development and respect the diversity of
the students that they teach.
- In order for students to find success, our team of teachers takes into
consideration their diverse culture as well as their education from school
years prior. During the first week of classes, our team will provide the
opportunity for students to exemplify their unique learning style in order
for their needs to be met. Students will obtain set goals designed by our
team, in addition to the goal’s students set for themselves, in which every
student will be capable of achieving and finding success within the
classroom. By examining our students, through mini projects within the
course, teachers will be able to identify and recognize the student’s level
of academic performance, which will allow teachers to provide additional
assistance and a better understanding of their developmental level.
2. Teachers know and understand the content area for which they have instructional
responsibility.
- We as teachers, will work as a team to conduct integrated lesson plans in
order for all content areas to be understood and taught efficiently. Through
planned instruction, our team will be able to integrate our lessons to
improve and enhance the education for our students. Aside from
integrating our lessons, our team will still focus on the proper skills
needed to be learned within each subject course. Our team of teachers will
also incorporate real life experiences into the classroom which will
enhance their education. Students will be given the opportunity to bring
forth the issues of violence and drug and alcohol abuse in their
community, and how to overcome the adversity they may face.
3. Teachers understand and use varied assessments to inform instruction, evaluate and
ensure learning.
- In order to assess our students and ensure that learning is occurring, our
team has developed sets of mini projects that will be achieved throughout
the semester. Our team will teach a lesson and specific unit for roughly
two weeks. Following these lessons, students will be assessed through the
projects that they conduct relating to the unit they have learned. We
understand that evaluating our students is important and each student’s
academic performance will be monitored and analyzed in order to improve
the effectiveness of our teaching. Our team will also meet regularly two
times a week to discuss the progress, challenges, and success that students
may be facing in the class and assessments. Communication is an
important aspect to our team; we feel communicating with students by
allowing them to bring forth ideas and concerns to us will enhance our
 45

views and ways of teaching. We will have students set many goals for
themselves throughout the semester, and with instruction and evaluations,
assist them in ways that allows them to achieve their set goals all the while
finding alternative ways to improve the underlying concerns of violence
and drug and alcohol abuse in the community that affect their daily lives.
4. Teachers plan and deliver effective instruction that advances the learning of each
individual student.
- By creating an inclusive democratic classroom, students will have more
options and control in how they learn, enhancing their individualized
learning path. Our team takes into consideration the ideas and goals set by
students and provides access and resources to students which will improve
their learning process. Small classroom settings will allow teachers to
work one on one with students, enabling us to understand each student’s
individualized learning style. From this knowledge gained, our team can
improve the effectiveness of our instruction as well as make sure each
student need are being met. Giving students more options for their project
topics, novels read in class, and work to be done in class, we are
procreating independent learners. Through incorporating technology
within our projects, writing assignments, and final film festival, we are
also advancing the individual and the whole learner in each student.
5. Teachers create learning environments that promote high levels of learning and
achievement for all students.
- Our team promotes a safe and welcoming environment for all students.
Within our classrooms, we include resources that students may need, and
we always offer the opportunity for students to feel comfortable discussing
issues in the classroom or in their personal lives. We encourage students to
bring their concerns to us in the first couple weeks of class, so that we can
address these concerns and work on overcoming them. As teachers, we
will have classrooms accessible for all students and an environment that
will meet the needs of all students. If students require extra aid or tutoring,
we constantly have paraprofessionals to assist. In order for the students to
learn independently as well as collaboratively; our team will create
projects and the curriculum to include activities such as individualized
projects, individualized literacy options, and the final group project.
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6. Teachers collaborate and communicate with students, parents, other educators,

administrators, and the community to support student learning.
- Our team values the importance of communication with the school,
students, and parents. We have designed our curriculum so that students
can communicate with us on topics that interest them and that will
enhance their education. A large portion of our curriculum is for students
to also learn to communicate by reaching out to community members. Our
final project requires our team, as well as our students, to reach out to
local businessmen and political leaders for donations and invitations to
their film festival. By effectively communicating with students, and
instructing them on how to communicate with others, we are able to
collaborate and relate content to the community. Several of our lessons
focus on the issues of violence and drug and alcohol abuse within the
community, and with the help of local businessmen and political leaders’
students will design a safe area to support and encourage their learning.
7. Teachers assume responsibility for professional growth, performance, and
involvement as an individual and as a member of a learning community.
- As a team of teachers, we give students the opportunity to communicate
issues they have within the school. We believe it is our responsibility to
assist these students and enhance their education. In order to give our
students, the best education possible and improve absentee issues, we must
work with teachers and students to professionally grow and become an
advocating member of our learning community. We believe it is important
to remain professional towards our job and students. Our dream building
curriculum helps engage and encourage our students to be successful,
which is one of the many responsibilities we as teachers have. We believe
that in our curriculum, in order to change our students, we must first give
them hope that they will overcome adversity and have the resources to be
successful. By creating an integrated and inclusive democratic classroom,
and additionally designing programs such as ‘A slice of Hope’ and
‘Latchkey;’ we are able to change the absentee issue by giving students a
safe and welcoming environment that encourages the importance of
learning and collaborating with teachers, peers, and community members.