Innovation Grant Proposal

SED 464 Signature Assignment

Classroom Technology Proposal Template
Based off of the
Arizona Technology in Education Association (AzTEA) and CenturyLink
Innovation in Classroom Technology Integration (ICTI) Grant
2015-2016 Project Proposal Template

Border Project

Andrea Valles

Arizona State University

Innovation Grant Proposal

School Environment Narrative

The school where I am currently placed is called Metro Tech High School. The classroom
is actually large and wider than the average classroom. The arrangement is set up in groups. Each
group has a set of four chairs total. The classroom is decorated in a way that any foreign
language teacher would have: posters, festive decorations, types of grammar, and vocabulary.
The classroom has two whiteboards where the first is one for daily usage and the second is used
to state the students daily objective. The classroom gives the students an interest of learning
more about their native language. Metro Tech is the one of the sixteen high schools in the
Phoenix Union High School District. Its well known for its four-year college prep curriculum
along with a two-year career and educational programs. The career program is a variety of
finance, cosmetology, education, and many more. By having seven classes, the students have the
opportunity to work in their designated career program during the day.
The district itself is one of the largest high school districts in Arizona. Each school is
known for their academic success, sports, or educational programs that prepares students for
college. The average class size is 24 students per class. The schools are very diverse by the
population of their students. The majority of the student population is from 95.9% Hispanic
descent, 1.5% American, 1.4% African-American, or other cultural background. Despite the
cultural background, the students performance is what makes their school stand out from the
rest. The school has received awards such as: A+ school of Excellence, Safest School in Arizona,
and many other awards.
Metro Tech has plenty resources that are available for the students throughout their four
years of high school. Freshman and sophomores have the opportunity to try hands-on exploration
where they explore and choose the career program that they want to get involved such as:
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Innovation Grant Proposal

Automatic Collison Repair, Business, Cosmetology, Early Childhood, etc. The school offers
workplace technology depending on the career program of the student. In all aspects of the
curriculum, there is technology infused in all classes. However, there are some classes where
technology is rarely used in the classroom. For example, the teacher only uses PowerPoints and
group work during the lesson. The students dont use any type of technology to help them engage
during the lesson. Without any use of technology, the students would soon lose interest in the
subject itself. The classroom itself does need some better resources so that the students would
use while learning. During class, the teacher practically dominates the whole class period.
Students dont use any sort of technology other than texting in class when they are not supposed
to. The students do need some kind of device that could be used while the lecture.
Using technology as a way to communicate with their peers or the teacher for guidance.
Students do need technology in order to learn and know how to use for academic purposes. Some
resources that students would need are portable devices that provides certain applications in
Spanish. Some applications would be: Word Reference, Rosetta stone, or Duolingo. These
resources would help students practice their Spanish skills in or outside of the classroom. The
classroom does need a Smart Board. For this specific project, the technology that will be used
during the process will be laptops. The instructor will have its own classroom set of laptops.
These laptops will be used for the written assignment of the Border Project. By having laptops in
the classroom, it will benefit to some students that may not have access to a computer or not
have any Internet access at home.

Innovation Grant Proposal

Introduction
This border project is needed in this high school in a way to apply their knowledge of
Spanish and explore why most people would risk their lives to enter into the United States.
Students will discover what the causes of immigrants was and use the driving question of how
the dead should be honored. Students will analyze to why the Hispanic community celebrates the
Day of the Dead to honor their deceased family members. At the end of the project, the class will
have an exhibition of both their written assignment and their visual aid to the school community
in a Day of the Dead festival .Students and teachers will be innovated with this project by
applying their Spanish skills into practice by using a current issue into a visual aid for those who
are unaware about migrant deaths along the border or the celebration of Da de los Muertos. The
majority of the Spanish classes will be impacted in the project. If this project goes successful, the
project can expand to other students or from people from the community.
This project will impact student learning as an alternative method to learn about the
Immigration. Instead of having a lecture and an assessment of the topic, the students will explore
and discuss the causes of illegal immigrants to cross the U.S. border. By learning about this
project, students will have a brief understanding on how and why the topic of migrant deaths
associates with the celebration of Day of the Dead.
Dr. Sanders teaches Spanish III Honors and AP Spanish to high school students. Dr.
Sanders has a background of working at K-12 schools where its cultural and linguistically
diverse. Through her doctoral studies, Dr. Sanders has contributed to multicultural school
systems to create education as cultural and diverse as possible. Dr. Sanders vision is to help the
students create a better appreciation toward their bilingual skills to develop their Spanish skills.

Innovation Grant Proposal

Project Narrative
Need for the project
For my project-based learning, it is a project that combines the Day of the Dead and
Immigration. As a whole, it would be called The Border Project. I believe that this project is
necessary for the students because they will learn what the outcomes of an immigrant are; risking
his life in order to reach new opportunities. Although, the project would not focus a lot of emphasis
on immigrants; students will learn that not all immigrants arrive to the U.S. On top of that, the
topic will be associated with the Hispanic holiday Day of the Dead. The concept of the holiday
will be used in how we can honor the dead, especially those who died in the journey to the U.S. It
will give students the opportunity to step into an immigrants shoes and imagine if they would
risk everything to cross the border. Another thing that the students would learn is how should they
remember those who have gone before us, how should the dead be honored.
Project Impact
The students will be impacted by this project is to understand why most immigrants would
take the risk of leaving everything and start a new life in another country. In the beginning,
students will be introduced to the topic of migrant deaths through stories and photos. It will impact
students to know the death of immigrants are often forgotten and buried in the desert. Throughout
the project, students will realize that the deceased should be honored, even those who are forgotten.
This project will impact my practice in a way of introducing a social issue and incorporate a
cultural holiday of honoring those immigrants who have died before they reached American soil.
Learning Goals and Outcomes

Innovation Grant Proposal

Students will learn the reason why immigrants risk their lives to journey to the U.S. in
order to find a better lifestyle. On top of that, they will learn how the holiday Day of the Dead
associates with the migrant deaths. I do want the students to show knowledge of these topics
because migrant deaths arent always remembered, students will learn that any unnamed
immigrant should be remembered for its bravery in search of a new life at another country. The
essential questions that will be used for this project are: Would you risk everything to cross the
border and how do you remember the dead.
The content standards that will be used are:
Learn how to utilize the verb ser to provide description
Investigate and describe similarities/ differences in practices, products used across culture
Write and share simple paragraphs about events, experiences, and academic topics with some
control of various time frames
Use appropriate language and behaviors while participating in familiar culturally authentic
activities and situations (e.g., presentations, virtual activities, community celebrations, theatrical
productions, concerts, interviews).
Activities
At the start of the project, students will create a fictionalized story about an immigrant. In
the story, students will come up with a name for their character and write about that characters
biography. The story will be written in the preterit form and would have to describe if the
character made it to the U.S. or not. This activity will give the students the idea that every
immigrant has a story to tell whereas statistics dont tell the story of immigration. The students
will have the biographies checked before they create their final version of their immigrant stories.
Students will then practice presenting their stories in front of the class and receive feedback from

Innovation Grant Proposal

their peers. Once the students have completed the written portion, they will then create a visual aid
or a symbol to commemorate their deceased character. Students will also design a border wall that
will be used to post and show the symbols that the students have created. The activity will be used
for commemorate the deceased for a Day of the Dead exhibit. The instructor will instruct these
activities by demonstrating how each activity should be presented, check the students progress
during class time, and how it will be used for the assessment portion.
Assessment
The assessment of the project will be a Day of the Dead exhibit at the school. The exhibit
will be decorated in a festive way to commemorate the students deceased family members. The
border wall will include the symbols that the students have created for a fictionalized immigrant.
As part of their assessment, students will present their immigrant story and symbol to the
community. Students will either memorize their story while presenting. After the presentations, the
community can explore other exhibits such as art, music presentations, or a Day of the Dead alter.
The exhibit will take place on the actual day of the Day of the Dead which will be on November
2nd. The exhibit will take place outside of the school, either in the cafeteria or the courtyard. The
exhibit will open to the community during the evening.
The project will also impact the community, especially those who come from Hispanic
families. Many families will easily relate to the project due to the topics of immigration and a
cultural holiday. Most Hispanic families have migrated to the United States to support their
families and look for better opportunities. By hearing the stories of immigrant families, students
will learn the effects of immigration and learn to appreciate the culture.

Innovation Grant Proposal

Budget Table and Narrative

Item

Cost

Taxes

Shipping

Galavanized Steel 21/2 Corrugates Roof

Panel (4x)
Paint Stir Sticks

$68.37

$5.41

Pick up in store

$25.38

$0.00

$3.99

$2,100.00
$1,498.00

$0.00
$0.00

$0.00
$0.00

72
25 piece Foam

$5.93

$1.09

$6.70

Brush Set, 1-inch

100 Tealight

$7.99

$0.00

$0.00

Candles
Mexican Sugar

$5,200

$0.00

$0.00

Skulls (200)
Microsoft Oficce

$149.00

Download

(200)
Laptops (29)
Mobile Laptop
Charging Station

(3x)
These materials listed in the table will be used for the Border Project. Students will be
utilizing laptops and Microsoft Office for the first part of the project. These materials will be
support the project because students will create a biography of a fictionalized immigrant of their
choice. Students from each class period will have learn how to type and form a descriptive paper
in Spanish. The laptops are necessary to have in the classroom; one might never know if a
student doesnt have internet access or a laptop at home. The laptops will be stored in the
classroom for future projects and assignments. The rest of the materials listed will be used for the
assessment of the Border project; the Day of the Dead exhibit. The students will create a
representation of their fictionalized immigrant. Afterwards, students will design decorations and
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Innovation Grant Proposal

visual aids for the exhibit. Those materials will be effective for the students participation of the
Border project and soon will be used for future projects throughout the year.

Appendix A:

Oral Presentation Rubric : Border Project

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Innovation Grant Proposal

Teacher Name: Ms. Valles

Student Name:

CATEGORY

________________________________________

Posture and
Eye Contact

Stands up straight,
looks relaxed and
confident.
Establishes eye
contact with
everyone in the room
during the
presentation.

Stands up straight
and establishes eye
contact with
everyone in the room
during the
presentation.

Sometimes stands
up straight and
establishes eye
contact.

Slouches and/or
does not look at
people during the
presentation.

Attire

Business attire, very Casual business

professional look.
attire.

Casual business
attire, but wore
sneakers or seemed
somewhat wrinkled.

General attire not

appropriate for
audience (jeans, tshirt, shorts).

Speaks Clearly

Speaks clearly and

distinctly all (10095%) the time, and
mispronounces no
words.

Speaks clearly and

distinctly most (9485%) of the time.
Mispronounces no
more than one word.

Often mumbles or
cannot be
understood OR
mispronounces more
than one word.

Speaks clearly and

distinctly all (10095%) the time, but
mispronounces one
word.

Uses Complete Always (99-100% of Mostly (80-98%)

time) speaks in
speaks in complete
Sentences

Sometimes (70-80%) Rarely speaks in

speaks in complete complete sentences.
sentences.

Vocabulary

Uses vocabulary
appropriate for the
audience. Does not
include any
vocabulary that
might be new to the
audience.

complete sentences. sentences.

Uses vocabulary
appropriate for the
audience. Extends
audience vocabulary
by defining words
that might be new to
most of the
audience.

Uses vocabulary
appropriate for the
audience. Includes
1-2 words that might
be new to most of
the audience, but
does not define
them.

Appendix B:
Inquiry Based Lesson Plan

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Uses several (5 or
more) words or
phrases that are not
understood by the
audience.

Innovation Grant Proposal

Teachers: Andrea Valles

Subject: Spanish 3-4

Standard:

Express ones point of view in conversations & discussions on complex issues.

Write and share simple paragraphs about events, experiences, and academic topics with some
control.
Investigate and describe similarities/differences in practices, products, perspectives across the
culture.

Objective (Explicit):

SWD brainstorm and create a biography by relating an immigrants journey to the U.S.
SWD relate the immigrants story by presenting the story with their memorial

Evidence of Mastery (Measurable):

On November 2nd, the class will host a Day of the Dead exhibit in the school. Each student will present their biography
and demonstrate their memorial to the community.
Sub-objectives, SWBAT (Sequenced from basic to complex):

Use the ser to provide description of personality, appearance, and origin

Use the regular verbs in the present tense
Explore and discuss the reasons for illegal immigration
Research different regions of Mexico and determine why people leave for the U.S.
Analyze Dia de los Muertos as a celebration to honor the death.

Key vocabulary:

Materials/Technology Resources to be used:

La frontera, inmigracion, illegal, inmigrante, cruzar,

YouTube, PowerPoint, Microsoft Word, Art supplies,

501 verbs book.

Engage (Make content and learning relevant to real life and connect to student interest)
Ask students about how they define the term immigrant. Students will share ideas with their groups and write down
their answers on the board. After discuss the ideas together as a class.

Explore

Teacher Will: Introduce the project and demonstrate

what and why illegal immigration is and about
migrant deaths.
Grammar: Introduction to the verb conjugation in
the preterit tense.

Student Will:
Take brief notes of the lecture. Students will then
choose a name of deceased immigrant. Students will
practice how to conjugate in the present tense.

Co-Teaching Strategy/Differentiation

Explain

Demonstrate a video about migrant deaths and illegal immigrants. Students will be adding their ideas on the
whiteboard and discussing it together.
Teacher Will:

Student Will:

After the grammar lesson, introduce the writing

portion of the project. Instruct the students how the

Visualize and research their chosen person and

brainstorm ideas. Students will use their laptops to

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Innovation Grant Proposal

biography has to look like and what elements has to
be included in the story. The biography will be
written in the past tense and a page long.

do some research and use their findings to compose

the first draft of the biography. Students
must find what city and place or how is the road to
U.S like from the place their immigrant is from.

Co-Teaching Strategy/Differentiation

Elaborate

Continue with the grammar lesson. Do an activity with Socrative or Kahoot to practice how to conjugate in
the past tense.
Teacher Will:

Student Will:

Briefly explain how the written portion is essential

for the project. State that the students must have
their first draft ready to be edited the next day.

Create their final draft and use their research to

create their ideal immigrants life story. Practice
using the past verb tense to write their story.

Co-Teaching Strategy/Differentiation
Review with the students how to conjugate verbs in the present tense before class ends.

Evaluate
Students will reflect of what they learned during the guided practice. Share with the class how they are going to
construct the first draft with the findings they have researched.

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