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Tammi's Curriculum Proposal

Tammi Jordan's picture


For the coming school year I would like to go in depth about storytelling by having my students start to build on their story. 

I would like to do this in order for them to get a better understanding of who they are and begin to appreciate/respect the difference in others.  IMy hope is that in the process others will begin to understand that everyones story is unique and thereby acting on stories is irrespoonsible.


The emotional support students at Huey Elementary School will keep a journal to write daily observations, they will attempt to evaluate them according to their I-Function, they will take pictures throughout the year to keep a record of their memories,  and they will create a blog using some of their writings as well as pictures.  In addition they will interview others regarding shared experiences such as family, friends, and other classmates. Finally they will share their entire experience with the school community through pictures with brief captions in the form of a bulletin board, display their blog via a LCD projector.



Composition Books


Digital Camera (batteries and memory card)

6-8 Flash Drives

Computer with internet access

Copy paper and photo program or staples gift card to develop pictures

LCD Projector

Appropriate cords for the projector.

Tape recorders and audio cassetts for interviews

Batteries for the tape recorders

Chart paper



Timeline 3-4 weeks

1.  Students will read Deidre's story on Empathy - Each point of view will take a week to be presented

First:  The first reading will be done by me and we will identify the similarities 
and  differences in the story through brainstorming then creating a venne
Next:  Each student will be given an index card numbered either 1, 2, or 3.  They will rewrite that story with an alternate outcome.
Finally:  They will read the given story and share their new story.  With each new entry the students will try to determine the impact that changing the story will have other people who were involved. 
*  They may even decide if other stories should be included.
Two days to write and edit with the understanding that they are free to edit their profile at anytime.
2.  Students will begin to write their story.
First they will do a personal inventory of their demographic which are know by all and then assess their likes, dislikes, and wants which are not apparent to all.
Ongoing from September to May
3.  Keep a journal of daily experiences and I-Function/emotions
Journals will remain in class in a safe place
4.  Upon the return of a signed release and personal contact with the parents the students will be given a personal size digital camera to record their memories or things that have a significant impact on who they are.
5.  Students will do weekly summaries on their experience, reactions and impact on others. 
6.  Students will have one on one discussions with teacher about their growth and the changes if any in their I-Function.
7.  Parents will be given a monthly questionaire about each student as well as classroom teachers.
Check for Understanding
1.  On a monthly basis they will share their observations in the form of a bulletin board to be displayed to the school.  The bulletin board will allow for feedback.
2.  They will make entries into a classroom blog atleast once a week where students have the opportunity to comment.
Students will be assessed individually on their efforts and sincere attempt to write their story through their journals, progress monitoring and the feedback from parents and teachers.
 As a final project they will have an assembly in order to share their story.
Throughout the year I will incorporate lessons on the brain and I-function, provide opportunities for Social Skills training, and invite guest speakers.  It is my hope to make contact with a Psychoanalyst to donate some group sessions where I can model the therapy to help my students with anger issues and peer relationships.