SIGNATURE ASSIGNMENT PROPOSAL

Signature Assignment Proposal

Kaylie C. Conner

Arizona State University

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School Environment

At Rhodes Junior High School we like to think about school differently, we want to

prepare our students, as individuals, to the best of our ability and to do that we had to make their

learning experience as different and individual as they are. We call it “Rhodes to Success”(RTS)

: it is a program defined as “...a unique and innovative program designed to maximize academic

and personal achievement for all participating students. The central tenet is project/problem

based learning.” (MPSAZ, 2018). In order to accomplish this we structured our school in a way

none other in the state has; with problem solving teams of teachers, project based semesters, and

Bell-less Schedules.

Part of the success of RTS is what we call the “Bell-less Schedule”. Our school has no

bells at all signalling the end or beginning of a period because we let each team decide at the

beginning of the week which students need more time in which classes and the schedules

change accordingly. Let’s say for example that a student, John Smith, is struggling with the

math lesson that was taught last week. Because of this he is less likely to master the lesson

taught this week; in order for John to get the extra help he needs he will be placed in an extra

math session that week.

This system only works because the school week is split up so the first day is instruction

in core classes, the next is sessions, and then clubs and electives, emotional curriculum days, the

sessions again, and finally instruction in core classes again. This is a six day week meaning that

one day will carry over to the next week; for example if Monday of this week is day one -

instruction day- then Friday would be day five, a sessions day. Leaving the following Monday

to be day six. The week continues cycling like this through the whole year so some Mondays
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are session days and some are emotional curriculum days. Having the school week set up like

this allows individual students to get extra help where they uniquely need it, like little John

Smith. This structure also leaves a whole day of prep for teachers on day three as all the

students are with their elective teachers.

Students are separated into teams within their grade level according to a shared interest,

which has been discerned from a survey taken the previous year, and the whole semester for

each class is centered around a project or problem associated with that interest. The groups

consist of an English, math, science, and social studies teacher as well as an elective teacher

whose content area best matches the student’s subject of interest, two resource teachers, and a

group coordinator/ leader. All of these teachers get together and pick a center project or problem

to be the focus of their semester and find ways to connect their content area to that focus. In my

group - we are called F.A.M: From Action to Mastery- our focus is Dia De Los Muertos. We

chose this to be our focus because as more than half of our student population, 56%, is of

hispanic heritage we wanted to not only celebrate but educate our students about hispanic

culture. (​GreatSchools,2018) We as a team are going to create an ​ofrenda with the students and

enter it into the City of Mesa Dia De Los Muertos Festival.

I like this structure of learning and educating because it really teaches the students that

all they are learning now is connected. English and science might seem to be total opposites but

when both are working towards the final project the student can really see how interconnected

their learning is. Learning about the science of death in science and writing a letter to a lost

loved one can bring two seemingly opposing sides together, especially when both sides are

coming together to solve one problem or work on one project. It is my personal goal as a
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teacher to make my students well rounded and confident in their abilities both within and

without my content area.

I come from a very low income community where I was raised by a single mother who

had never finished college herself but placed a very high importance on education. However no

matter how hard my mother tried, having three children to raise on her own - one of which has

autism - it was difficult to motivate me in school if I didn’t want to. I almost didn’t graduate. It

was my junior year of highschool when I walked into my English teacher Mrs. Miller’s

classroom to pick up the syllabus for her eleventh grade English class when she came over to

me, stopped my hand mid reach, and told me I belonged in her AP English class. Mrs. Miller

pushed me those next two years and made me want to do better, made me want to graduate,

made me want to go to college. She made me want to be a teacher. I want to do what she did for

me for someone else one day and I was determined to do it. Mrs. Miller left a huge impact on

my life. More than most, and I don’t think she even knows how much because it’s every day for

her. It is her job to inspire kids, to make them the best them they can be, and that is exactly what

I want to do for the rest of my life.

Project Summary And Impact

For this project the students will read Shakespeare’s​ Romeo and Juliet​ in its original form

analyze and identify the driving factors of the plot, symbols, and characters. Then after

watching ​Warm Bodies --​ a film remake of the original -- identify what was kept from the

original text and ascertain why those aspects were important enough to be kept. Students will

then take what they know of the plot driving points of ​Romeo and Juliet ​to create a scene by

scene class wide reproduction of ​Romeo and Juliet​ with their own twist of flare to parody the
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original. The end goal of this unit is to develop the students ability to identify original stories in

their retellings by their major plot points.

During this unit students will read and analyze the text in small groups working to pick

out the most important factors of their assigned scene(s) and defend to the rest of their class

why those factors should be included in the final reproduction. After viewing ​Warm Bodies

students will reevaluate their decisions and must gain approval from their peers to include what

they have chosen or if they need to add more from each group’s assigned scene(s). Once the

story is broken down to it’s essential plot points students will as a class create their own parody

of the story including costuming, character and set design, and dialog. The parody could be in

the form of a play, a tv show, a movie, or a book depending which will be put up to a class vote

to encourage participation.

During this project most if not all students will be creatively involved in the process of

creating the class reproduction. Being able to add in their own creative flare I hope students will

remember the key elements of ​Romeo and Juliet​ and how to identify key elements of stories. To

further this concept I hope some students will be able to recognize the original stories within

their retellings by their plot points and characters. Seeing the different reproductions of ​Romeo

and Juliet​ as they vary from class to class and the different twists the students will incorporate

as well as the different aspects of the characters and plot points I want students to feel good

about being able to spot them, encouraging this practice in the future. As a teacher seeing the

creativity of the students and the things they pay the most attention to will help to form

connections with them in the future which will help to teach them later. As other teachers see
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their production they might be able to discern their interests as well and attach them to their

own subjects.

Project Narrative

Day Learning Learning Activities Assessment Technology

Goals

1 8.RL.2 Students will be split into
ISTE.GC.7B groups and assigned
ISTE.GC.7C scene(s) from ​Romeo And
ISTE.CC.6A Juliet​ which they will then
read the original text as a
group then the ​No Fear
Shakespeare Romeo And
Juliet v​ ersion.
Groups will write This can be done
a quick summary online or on paper
of their scene(s) depending on the
in their own preference of the
words to ensure students.
understanding
after discussing
the scene(s) as a
group.

2 8.RL.1 Students will identify the Students will Students will use
8.RL.3 driving plot points of their complete the school computers
CCR.CC.3 assigned scene(s) using Driving Plot to collaborate on
CCR.KID.1 what they know of plot in Points Outline the outline. District
CCR.KID.3 literature. They will cite worksheet alone tech support can
CCR.CS.5 their findings and work then collaborate aid in the failings
ISTE.GC.7B collaboratively with in groups. The of any computers
groupmates via a shared Driving Plots should the teachers
google doc Outline can be be unable to fix
found in themselves.
Appendix A

3 8.RL.5 As a class we will watch Student notes We will be

8.RL.6 Warm Bodies (2013)​ and clearly showing watching the
8.RL.7 students will take notes on the similarities movie with a
8.RL.9 the similarities and and differences projector up on the
CCR.KID.2 differences between the between the board so students
CCR.KID.3 original text, the movie original and the will need to take
CCR.CS.5 adaptation, and the ​No Fear adaptations. notes using a
ISTE.KC.3B Shakespeare Romeo And pencil and paper so
Juliet v​ ersion. as not to distract
from the movie.

4 8.RL.1 In groups students will then A second Driving Student’s will

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8.RL.3 take their notes and their Plot Points work

CCR.CC.3 Driving Plots Outline to Outline for ​Warm collaboratively to
CCR.KID.1 create another Driving Plots Bodies (2013). complete the
CCR.KID.3 Outline for ​Warm Bodies Found in outline this can be
CCR.CS.5 (2013) f​ or their scene(s) Appendix A. done via a shared
ISTE.ID.4B keeping the ​No Fear Google Doc.
ISTE.CC.6A Shakespeare Romeo And
Juliet​ in mind.

5 8.RL.1 Students will use both A rough timeline, This can be done
8.RL.2 outlines to nail down what storyboard, or on pencil and paper
8.RL.5 they believe to be the most other or a shared Google
8.RL.6 important aspects of their organizational Doc or any other
8.RL.7 scene(s) to drive the plot. tool depicting the online tool so long
8.RL.9 They will create a rough plot points they as it approved by
8.SL.4 outline of their findings as chose to include the instructor. I
CCR.KID.3 well as a justification for and why. Students wanted to leave
CCR.CS.5 each which must be can use another this up to the
ISTE.ID.4B discussed in their group. form if the choose student’s so they
ISTE.CC.6A however a can use what works
storyboard will best for them.
need to be
completed by the
end of class the
next day.

6 8.W.3A Today the final project for A storyboard This can be done
8.W.3B this unit will be introduced should be on pencil and paper
8.W.4 and students can begin to finalized by the or a shared Google
8.SL.1A work on writing their end of class Doc or any other
8.SL.1B parody and agreeing on today. online tool so long
8.SL.1C what kind of spin, if any, as it approved by
8.SL.1D they will add into it. the instructor. I
CCR.KID.3 wanted to leave
CCR.CS.5 this up to the
ISTE.ID.4B student’s so they
ISTE.CC.6A can use what works
best for them.

7 8.W.3A Students will use class time A script must be This can also be
8.W.3B to work on the creation of started by today done according to
8.W.4 their parody.Students will and completed by what works best
8.W.5 show their working script to the end of class for the student’s be
8.SL.1A the teacher for notes and tomorrow. it paper and pencil
8.SL.1B suggestions. Students may or a shared Google
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8.SL.1C have to work on it Doc.

8.SL.1D as homework
CCR.KID.3 collaboratively.
CCR.CS.5
ISTE.ID.4B
ISTE.CC.6A

8 8.W.3A Students will use class time A completed This can also be
8.W.3B to work on their parody but script must be done according to
8.W.4 must have a completed turned in by the what works best
8.SL.1A script by the end of class. end of class for the student’s be
8.SL.1B today. it paper and pencil
8.SL.1C or a shared Google
8.SL.1D Doc.
CCR.KID.3
ISTE.ID.4B
ISTE.CC.6A

9 CCR.KID.3 Students will use this class Students will use Video camera for
CCR.CS.5 time to practice their parody class time to groups who would
for performance or record prepare for the rather -- or do not
for presentation. This can be final presentation have access to
a class-wide collaboration tomorrow -- and another device --
giving students the option to the following day use it.
see how their scene if need be -- as
intermingles with the other well as to see if
groups’ before the final the story flows
presentation. It must be when all the
noted that it is not expected groups’ scenes
to be a broadway level are played out
performance and should sequentially.
take less than ten minutes
each.

10 8.RL.2 Presentation day! Students Students will The evaluation

8.RL.3 will present their parody to evaluate each students will fill
8.RL.4 their classmates sequentially group’s out will be online
8.RL.5 so students can discern if all presentation and via Google Forms
8.RL.6 necessary plot points for decide what they however if a
8.SL.5 that scene or scene(s) were would do student should
CCR.KID.3 included. The focus of this differently -- if require a hard copy
CCR.IKI.7 is to ascertain if the groups anything -- what it can be supplied.
included enough they liked, and if
information in their parody they understood
to be still recognized as their adaptation in
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Romeo And Juliet a​ s well as context with the

to see if the plot points they other groups’
included will inform and be scene(s).
informed by the other
groups’ projects.

Budget

Item(s) Approximate Goals

Cost

Warm Bodies(2013)
$7.00 Students will watch ​Warm Bodies (2013) ​in
order to compare it to the original story of
Romeo And Juliet​ which the movie was based
off of. This aligns with the Arizona ELA
standards 8.RL.9 and 8.RL.7.

No Fear Shakespeare Romeo
And Juliet c​ lass set of 30.
$200 Students will read the entirety of ​Romeo And
Juliet​ in both the original text and the modern
translation to ensure comprehension. Students
will be using these books throughout the
entirety of the unit to reference for the
completion and citation of the final project.

Projetor $500 If not already available this will be used to

play ​Warm Bodies(2013)​ so the students can
compare and contrast a modern retelling to its
original.

Video Camera (2) $40 each These will be used for groups of students who
do not have access to another tool to record
their final project if they choose to record
instead of performing live.

Costume Budget $500 If possible I would like to be able to

reimburse students who go above and beyond
with their final project this includes costumes
and makeup. This is only an estimate and
cannot be documented.
Documentation for these items with their suggested prices can be found in Appendix B

Table 1A.
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References

G. (2018, September 11). Explore Rhodes Junior High School in Mesa, AZ. Retrieved September 21,

2018, from https://www.greatschools.org/arizona/mesa/1133-Rhodes-Junior-High-School/

M. (2018, August 14). Rhodes To Success Documentary. Retrieved September 21, 2018, from

https://www.youtube.com/watch?v=t9vnIM3rpZo&feature=youtu.be
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Appendix A

The Driving Plot Points Outline Worksheet

This worksheet will be filled out on two separate occasions during this unit and referenced multiple

thereafter in order to complete the final assignment.

Form 1A

Driving Plot Points Outline

Name:__________________
Date:__________________
Scenes:__________________

Directions:​​ In the table below you will pick what you believe to be the top five most driving
plot points in your assigned scenes. First you will need to cite where it is you got your
information from in the text under the “Citation” column. Then you will need to fill in the
“From The Text” column, this can be dialog, stage directions, or setting. Next you will explain
why ​you chose that excerpt as your driving plot point, this should include your analysis of the
text. You will be discussing this within your groups on a later date so make sure to be thorough.

Citation From the text Reasoning

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Appendix B
Budget Costs Documentation

Table 1A

Item Cost Item(Qty)+Tax Link to item

No Fear $5.69(30)+$15.60 https://www.amazon.com/Romeo-Juliet-N

Shakespeare Romeo $186.30 o-Fear-Shakespeare/dp/1586638459/ref=s
And Juliet r_1_1?ie=UTF8&qid=1542525032&sr=8-
1&keywords=no+fear+shakespeare+rome
o+and+juliet+book

Warm Bodies (2013) $5.00(1)+$0.46 https://www.amazon.com/Warm-Bodies-

DVD $5.46 Digital-Nicholas-Hoult/dp/B008220BLG/
ref=sr_1_1?ie=UTF8&qid=1542525298&
sr=8-1&keywords=warm+bodies+dvd

BenQ 1080p DLP $491.00(1)+$0.00 https://www.amazon.com/gp/buy/spc/han

CineHome Theater $491.00 dlers/display.html?hasWorkingJavascript
Projector =1

Digital Camera $53.99(2)+$0.00 https://www.amazon.com/gp/buy/spc/han

Camcorders Kimire $107.98 dlers/display.html?hasWorkingJavascript
HD Recorder 1080P =1
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