FEDCO Teacher Grant Proposal

imageedit_7_6560110572
Me (in the center) with my debate team

The FEDCO Charitable Foundation awards grants annually for L.A.-based K-12 teachers in public and charter schools for experientially-based teaching approaches within their classrooms.

Contact Information

Teacher Name:
Monica Sanchez

Teacher Email:
sanchez.monica@pusd.us

If additional teaching staff from your school will be participating in project, please list their names and titles. (The funding range for an individual teacher is $500 to $1,000. Joint projects may apply for up to $2,000 total.)
Bonny Collins

Have you received a previous FEDCO grant?  
No

In what year did you receive a previous FEDCO grant? 
N/A

Have you attended a grant writing workshop within the past 12 months?
N0

How many years have you been teaching?
3

School Name:
Rose City High School

School EIN or Tax ID:
956002372

School District (select one):
Pasadena Unified School District

Please indicate if you are a charter school registered with the above district:
No

Select the area where your school is located. If you are unsure, use the Geographic Coding Form to locate your school’s Service Planning Area (SPA).
SPA3 – San Gabriel

School Type (select one):
High School

% of Student Body, Latino:                       
80%

% of Student Body, African American:            
18%

% of Student Body, Asian or Pacific Islander:  
0

% of Student Body, White:                            
66

% of Student Body, Other:                            
5

% of school’s students receiving free/reduced lunch:
80

% of school’s students with special needs:
11%

Project Information

Requested Amount:
$2000

Number of Students:
10

Grade level(s) of students in project:
11 and 12

Subject(s) that will be studied through the project:
Speech and Debate and English

Please provide details on your proposed project by answering the following questions: Are you proposing a classroom project, a field trip, or both? What subject areas does it correspond with? How much will it cost? How many students will be involved?

Students enrolled in the speech and debate class participate in seven tournaments a school year. The students are preparing to participate in one of the most prestigious debate tournaments nationwide: the Berkeley Debate Tournament. Students will travel to Berkeley, February 12th-15th and compete amongst the nation’s best debaters. This whole educational experience will push students out of their cultural, emotional, academic, and sociological comfort zones. Students will have the opportunity to put into practice all the elements of debate that they have been practicing  and utilizing the whole year. Those elements include critical inquiry, research, collaboration, creativity, and communication. The students’ final project will be a narrative and video recording of their individual experience as a debater in the local and Berkeley tournaments. The funds used will cover the lodging cost of the field trip to Berkeley. The subjects that will be addressed will be English and Speech and Debate.

What are the primary learning objectives and outcomes for this activity? Please list the corresponding Common Core Standards that for each learning objective. How will the project and/or field trip integrate the learning objectives that are listed?

Learning Goal 1:  Students will present one side of a national argument (resolution) and support their stance with evidence provided.

CCSS.ELA-LITERACY.SL.11-12.1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Learning Goal 2: Students will collaborate with a partner and with the whole class to refine arguments. In addition, students will decide amongst themselves which partner will take the lead position in the debate rounds for the debate tournaments.

CCSS.ELA-LITERACY.SL.11-12.1.B

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Learning Goal 3:Students will respond to and generate questions in the cross examination section of a debate round. In addition, students will create questions to reveal weaknesses in an opponent’s argument. Students will also challenge one another to prove an argument’s validity through presented evidence and logic.

CCSS.ELA-LITERACY.SL.11-12.1.C

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Learning Outcome 3: Students will debate both sides of an argument with given and researched evidence in order to gain an awareness of the  multiple perspectives of an issue.

CCSS.ELA-LITERACY.SL.11-12.1.D

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Learning Outcome 4: Students will analyze various forms of evidence in diverse formats to build their arguments. Students will study texts, journal articles, summaries, newscasts, videos, biographies, and other sources to gain valuable information that will support arguments. Students will analyze sources to determine the credibility and value of evidence.

CCSS.ELA-LITERACY.SL.11-12.2

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Learning outcome 5: Students will participate in area debate tournaments in which they have to convey their findings to an unbiased judge who will evaluate the weight, logic, persuasiveness, and credibility of their arguments. The judge will also evaluate students based on their speaking abilities, presence, and ability to reason effectively.

CCSS.ELA-LITERACY.SL.11-12.4

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Describe the level of instruction leading up to the field trip and/or project. What activities will take place? How often will activities take place leading up to the project? How will the overall project enhance student learning?

Students enrolled in the speech and debate class will receive instruction on the elements of debate. The first element to be addressed will be the debate format. Students will learn through lecture, media, former debaters, and demonstration of  the elements of debates such as debate structure, speaker responsibilities, argumentation rules, speaking skills and note taking. Students will be required to demonstrate this foundational knowledge through formative assessments and summative assessments. The formative assessments will be in the form of teacher questioning, quizzes, and other types. These types of assessments will take place on a weekly basis. The summative assessments will be once a month where students will participate in a local tournament in which they are evaluated by an unbiased judge who will provide feedback that students can use to improve performance. Students will write reflections on the local tournament participation in a journal that will go into their portfolio of work that will be added to their final project at the end of the course.Their final project will include all the evidence to build a personal narrative of their experience as debater. This final project will be grade on four levels-Oral Presentation, Visual Presentation, Debate Analysis, and Personal Reflection.

Students have the option to compile portfolio in a powerpoint presentation, podcast or any other form of media of their choosing.

Please describe the final group project and how you plan to evaluate and assess student learning as a result of this project and/or field trip.

Students will compile a portfolio of their debate experience. Some students have never participated in debate.Therefore this opportunity give them the chance to monitor their growth in leadership, partnership, speech and confidence. Students will have to submit several types of information to support their experience. The first artifact will be visual representations. Visual representation will include video and pictures of themselves or others at debate tournaments or in tournaments. The second artifacts will include 5 to 6 personal reflections of their experiences at the local tournaments. The personal reflections will be a one page paper that explains their impressions, the judges comments, insights learned,  partnership experience, and any changes that they made as a result of the judge’s comments. The third artifact will include the documentation of the Berkeley trip. For some students, Berkeley will the first time that they have ever flown on a plane. In order to build unity and promote networking, students will be required to interview two debaters from another school or another country. Students will have to document their debating experience from the moment they step onto the campus  to the departure.

Student will present the portfolio to the class, administration, family members, and community stakeholders at the end of the year at the debate banquet, Students will be evaluated by s co-created rubric highlighting four categories: Oral Presentation, Visual Presentation, Debate Analysis, and Personal Reflection.

Timeline

Month Activity Materials
October 2015-November 2015 Debate Tournaments with local high schools

Debate Format Instruction

Personal Reflection

Critical Analysis of Debate Evidence

Mock Debates

Video recording/Images of debate experience

Transportation

Journals

HIghlighters

Pens

Video camera or camera

December-January 2015-2016 Debate Tournaments with local high schools

Debate Format Instruction

Personal Reflection

Critical Analysis of Debate Evidence

Mock Debates

Video recording/Images of debate experience

Work on Portfolio

Transportation

Journals

HIghlighters

Pens

Video camera or camera

February-March 2016 Debate Tournaments with local high schools

Debate Format Instruction

Personal Reflection

Critical Analysis of Debate Evidence

Mock Debates

Video recording/Images of debate experience

Work on Portfolio

Transportation

Journals

HIghlighters

Pens

Video camera or camera

April-May 2016 Debate Tournaments with local high schools

Debate Format Instruction

Personal Reflection

Critical Analysis of Debate Evidence

Mock Debates

Video recording/Images of debate experience

Work on Portfolio

Awards Ceremony

Transportation

Journals

HIghlighters

Pens

Video camera or camera

June 2016-July 2016 Debate Tournaments with local high schools

Personal Reflection on the experience

Critical Analysis of Debate Evidence

Mock Debates

Evaluation of Portfolios

Debate Camps

Transportation

Journals

HIghlighters

Pens

Video camera or camera

Budget

Budget Table $ Description
Transportation 500 Transportation to and on Berkeley Campus(Rent a Van for four days)
Program Admission Fees 0 N/A
Materials 0 N/A
Other 1500 Housing for Berkeley National Debate Tournament in February 2016
Total 2000

Any additional budget information (such as explanation for “other” items from table above):

Administrator Approval

Approval from School Administrator is required with the grant application. By typing the administrator’s name below, you certify that he/she has read, understands, and fully supports this grant application should your project receive funding.

Brian Stanley

*This was a winning grant proposal. Its success is only due to the fabulous group of young adults who are graduating soon.

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s