Proposal


 * Proposal**

**Proposal for Summer Program and/or Curriculum Work** Submitted by: Sylvie Essex, Casey Robinson, Nichole Whiting Date:

The unit will culminate in a text-based project combining research and creative texts for inclusion in student portfolios as a demonstration of skills developed and knowledge gained. ||
 * Project Title: Interdisciplinary Literacy in the Study of Native Peoples of New Hampshire ||
 * Goal |||||| To develop an interdisciplinary unit in which students develop the reading, comprehension, and writing skills necessary to demonstrate a deepened understanding of the lives of Native Peoples (with focus on those tribes indigenous to the New Hampshire area) within an accurate historical and cultural context. |||| Product(s)
 * Project Lead |||||| Sylvie Essex |||| Contact #s: 603 539 6387 ||
 * Team Members |||||| Sylvie Essex, Casey Robinson, Nichole Whiting ||||  ||
 * **Schedule** ||
 * Date |||||||| Activity |||| Result ||
 * July 14 |||||||| Determine specific historical scope of unit study; identify historical and cultural focus of unit; Frame essential questions for unit; |||| Detailed framework of time period and content of unit; Essential Questions; ||
 * July 15-16 |||||||| Research unit content and identify support materials appropriate to each subject area |||| Content summaries; appendix of support materials ||
 * July 17-18 |||||||| Use “Design for Understanding” format to develop specific learning goals and activities for unit |||| Unit organization; Lesson plans; Assessments (including digital format for Portfolio inclusion) ||
 * **Costs** ||
 * Materials |||| Staffing |||| Total ||
 * **Implementation Plan** ||
 * Action Plan Step |||| Participants || By (date) ||
 * Frame essential questions for unit |||| Essex, Robinson, Whiting || July 15 ||
 * Determine specific historical scope of unit study; identify historical and cultural focus of unit |||| Essex, Robinson, Whiting || July 15 ||
 * Research unit content and identify support materials appropriate to Social Studies |||| Whiting || July 17 ||
 * Research unit content and identify support materials appropriate to Reading |||| Robinson || July 17 ||
 * Research unit content and identify support materials appropriate to Language Arts |||| Essex || July 17 ||
 * Use “Design for Understanding” format to develop specific learning goals and activities for unit |||| Essex, Robinson, Whiting || July 18 ||
 * Research unit content and identify support materials appropriate to Reading |||| Robinson || July 17 ||
 * Research unit content and identify support materials appropriate to Language Arts |||| Essex || July 17 ||
 * Use “Design for Understanding” format to develop specific learning goals and activities for unit |||| Essex, Robinson, Whiting || July 18 ||