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Change the School: Proposal & Pitch
Grade 9English15 days
★★★★★
5.0 (1 rating)Project-Based LearningSchool Policy ChangePersuasive ProposalResearch SkillsPresentation SkillsCritical ThinkingStudent Empowerment
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we identify a school policy or practice in need of change, and develop a compelling research-based proposal to present to school administrators for implementation?Essential Questions
Supporting questions that break down major concepts.- What are the current policies or practices in our school that could be improved or changed?
- How can you effectively research and present evidence to support your proposal for a change in school policy?
- What are the components of a persuasive proposal, and how do you organize them effectively?
- How can you effectively communicate your ideas and suggestions in a formal presentation to school administrators?
- What role does research play in forming strong arguments for a proposal?
- How can identifying the audience influence the way we construct our proposal and presentation?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will identify a policy or practice within their school that requires change or improvement.
- Students will conduct research to gather evidence that supports their proposal for changing a school policy or practice.
- Students will develop a formal persuasive proposal using valid reasoning and evidence to support their suggested changes to school policies.
- Students will organize their claims, counterclaims, reasons, and evidence in a clear and logical structure within their proposal.
- Students will present their proposals in a formal and impactful manner to school administrators, effectively communicating their ideas.
- Students will engage in peer and self-assessment to refine their proposals and presentations before final delivery.
Common Core Standards
CCSS.ELA-LITERACY.RI.9-10.1
Primary
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reason: This standard aligns with the need for students to support their proposals with thorough research and evidence.
CCSS.ELA-LITERACY.RI.9-10.5
Primary
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).Reason: Students will refine their proposals by analyzing and developing their ideas effectively.
CCSS.ELA-LITERACY.RI.9-10.6
Primary
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.Reason: This involves analyzing the persuasive elements required to advance their proposals effectively.
CCSS.ELA-LITERACY.W.9-10.1
Primary
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Reason: Students must write persuasive proposals using valid reasoning and evidence.
CCSS.ELA-LITERACY.W.9-10.1.A
Primary
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.Reason: The standard aligns by requiring students to introduce and organize their claims and evidence clearly in their proposals.
CCSS.ELA-LITERACY.W.9-10.1.B
Primary
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.Reason: Students will need to address counterclaims in their proposals and tailor their presentation to their audience.
CCSS.ELA-LITERACY.W.9-10.1.D
Primary
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Reason: This connects to maintaining a formal and objective tone in the proposal.
CCSS.ELA-LITERACY.SL.9-10.4
Primary
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.Reason: Students must deliver a clear, logical, and well-organized presentation to school administrators.
CCSS.ELA-LITERACY.W.9-10.7
Secondary
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.Reason: Involves conducting research projects that are vital to developing the proposal.
CCSS.ELA-LITERACY.W.9-10.8
Secondary
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.Reason: Essential for collecting and integrating research findings into their proposal.
Entry Events
Events that will be used to introduce the project to studentsThe Great Debate: Tradition vs. Innovation
Kick off the project with a school-wide debate where students argue for or against classic school rules versus proposed modern changes. This encourages students to research and recognize the importance of policy evolution and allows them to see firsthand how persuasive arguments can provoke thought and incite change.Student-Led Town Hall
Host a student-led town hall meeting where they can voice their concerns and desires for school policy changes directly to school administrators. This approach empowers students to dive into issues they’re passionate about, providing a real-world platform for their ideas.Your Voice Matters Photography Exhibit
Students contribute to a photography project that captures moments from their daily school life they wish to change or highlight. Display the exhibit to spark conversations and ideas on what policies could evolve, tying visual storytelling with persuasive writing and research.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Research Rigor Roundup
Building on their policy issue, students collect credible evidence and data to support their case for change, focusing on maintaining an objective and formal tone.Steps
Here is some basic scaffolding to help students complete the activity.1. Identify various sources: articles, interviews, and statistics to gather information on the policy's impact.
2. Evaluate the relevance and credibility of each source.
3. Organize collected data into a structured graphic organizer, distinguishing between evidence supporting and opposing the policy change.
Final Product
What students will submit as the final product of the activityAn organized research portfolio containing credible sources and evidence.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RI.9-10.1, W.9-10.7, and W.9-10.8 by requiring extensive research and evaluation of evidence, and objective data integration.Activity 2
The Proposal Blueprint
Students draft a formal proposal outline, structuring their arguments, counterclaims, and evidence in a coherent manner.Steps
Here is some basic scaffolding to help students complete the activity.1. Organize claim(s) with strong reasoning and supporting evidence.
2. Identify possible counterclaims and plan responses.
3. Structure the proposal body to clearly lay out arguments and counterarguments.
Final Product
What students will submit as the final product of the activityA comprehensive outline detailing key arguments and counterarguments for the proposal.Alignment
How this activity aligns with the learning objectives & standardsFulfills standards W.9-10.1.a & b, focusing on claim organization and counterclaims to enhance argument structure.Activity 3
Persuasive Proposal Polish
Polishing the full draft of the persuasive proposal by integrating research, fine-tuning wording, and maintaining a formal style. Students focus on ensuring their communication is effective and logical.Steps
Here is some basic scaffolding to help students complete the activity.1. Draft the complete proposal with introduction, claims, counterclaims, and conclusions.
2. Refine language and reinforce arguments with integrated evidence.
3. Conduct peer review sessions to receive constructive feedback and make necessary adjustments.
Final Product
What students will submit as the final product of the activityA polished persuasive proposal ready for presentation.Alignment
How this activity aligns with the learning objectives & standardsAddresses CCSS.ELA-LITERACY.W.9-10.1.d by ensuring a formal and coherent writing style while incorporating feedback.Activity 4
Pitch Perfect
Students prepare and practice a formal presentation of their proposal to convey their ideas concisely and convincingly.Steps
Here is some basic scaffolding to help students complete the activity.1. Design a presentation that summarizes key proposal points with clarity and engagement techniques.
2. Rehearse the presentation focusing on effective public speaking and audience engagement.
3. Present the proposal formally to peers or simulated administrators with constructive peer feedback.
Final Product
What students will submit as the final product of the activityA persuasive and well-practiced presentation of policy change proposal.Alignment
How this activity aligns with the learning objectives & standardsThis final activity aligns with CCSS.ELA-LITERACY.SL.9-10.4, supporting students' development in logical and clear presentation skills.Activity 5
Policy Sleuth Investigation
Students become detectives, identifying a school policy or practice they want to change, understanding its implications, and considering potential improvements.Steps
Here is some basic scaffolding to help students complete the activity.1. Students brainstorm and list current school policies they wish to explore.
2. Conduct a mini-research to understand the chosen policy's background and impact.
3. Define why this policy needs change and possible improvements or alternatives.
Final Product
What students will submit as the final product of the activityA clearly defined and well-justified policy issue statement.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with CCSS.ELA-LITERACY.RI.9-10.1 as it requires students to cite textual evidence and analyze current policy implications.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioSchool Policy Proposal Rubric
Category 1
Research and Evidence
Assessment of the student's ability to conduct thorough research and compile robust evidence to support their proposal.Criterion 1
Source Evaluation
Evaluate the relevance and credibility of sources used for the proposal.
Exemplary
4 PointsSelects only highly credible and relevant sources, demonstrating thorough evaluation and understanding of their importance to the proposal.
Proficient
3 PointsSelects mostly credible and relevant sources, exhibiting effective evaluation with minor gaps in rationale.
Developing
2 PointsSelects sources of mixed credibility with evident shortcomings in evaluation and source relevance.
Beginning
1 PointsStruggles to select credible sources and does not provide adequate evaluation or justification for their choices.
Criterion 2
Evidence Integration
Ability to integrate evidence effectively into the proposal.
Exemplary
4 PointsSeamlessly integrates compelling evidence that enhances arguments, maintaining coherence and a strong support base throughout.
Proficient
3 PointsIntegrates relevant evidence effectively with few inconsistencies in coherence or alignment with arguments.
Developing
2 PointsIntegrates some evidence, though there are notable gaps or weaknesses in maintaining coherence and support for arguments.
Beginning
1 PointsStruggles to integrate evidence, resulting in arguments that are poorly supported or incoherent.
Category 2
Proposal Structure and Organization
Evaluates the logical organization of arguments, counterclaims, and the overall coherence of the proposal.Criterion 1
Argument Organization
Clarity and logic in the organization of claims, counterclaims, and supporting evidence.
Exemplary
4 PointsPresents a clear, logically organized proposal with well-developed claims and counterclaims that flow seamlessly.
Proficient
3 PointsPresents a coherent proposal with mostly logical organization, though minor improvements could enhance flow.
Developing
2 PointsProposal lacks logical organization, with several disjointed or unsupported arguments.
Beginning
1 PointsArgument structure is unclear and lacks a coherent flow or organization.
Category 3
Persuasive Communication
Assessment of the student’s ability to persuasively communicate intent and information both in writing and orally.Criterion 1
Persuasive Writing
Effectiveness of written communication in persuading the reader.
Exemplary
4 PointsDemonstrates an exceptional ability to persuade through a clear, compelling argument, outstanding use of rhetoric, and a formal tone.
Proficient
3 PointsProvides a persuasive argument with effective use of rhetoric and mostly formal tone.
Developing
2 PointsAttempts to persuade with limited effectiveness, lacking strong rhetoric or consistency in tone.
Beginning
1 PointsStruggles to present a persuasive argument, with ineffective rhetoric and informal tone.
Criterion 2
Oral Presentation
Ability to present clearly and effectively in support of the proposal.
Exemplary
4 PointsPresents a highly engaging, well-structured oral presentation, demonstrating excellent public speaking and audience engagement.
Proficient
3 PointsDelivers a clear, mostly engaging presentation with effective public speaking skills.
Developing
2 PointsPresentation is somewhat clear but lacks engagement and effective communication.
Beginning
1 PointsStruggles to present information clearly, with poor engagement and communication skills.
Category 4
Reflection and Revision
Evaluates the student’s ability to reflect on and improve their work through feedback.Criterion 1
Feedback Integration
Use of feedback to refine the proposal and presentation.
Exemplary
4 PointsProactively integrates constructive feedback and reflexively enhances the proposal and presentation with noticeable improvements.
Proficient
3 PointsEffectively uses feedback to improve the proposal and presentation with minor adjustments.
Developing
2 PointsAttempts to use feedback for revision, but changes are minimal or lack impact.
Beginning
1 PointsStruggles to integrate feedback, resulting in little to no improvement in the proposal or presentation.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
Reflect on the process of identifying a school policy or practice that needed change. What did you find most challenging and most rewarding in this phase of the project?
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Question 2
How well do you think you were able to support your proposal with credible evidence and clear reasoning?
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Question 3
What did you learn about the importance of addressing counterclaims in your proposal?
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Question 4
Reflecting on the peer and self-assessment process, how did this enhance the quality of your final proposal?
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Question 5
How confident do you feel about your ability to present persuasive arguments to an audience of school administrators?
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Question 6
Identify one skill or insight from this project that you will carry forward into future tasks and explain why.
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Question 7
Considering the feedback from your peers after your formal presentation, what was the most helpful piece of feedback and how did it influence your final proposal?
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Question 8
Which aspect of your proposal are you most proud of, and why?
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