Love, Vanderpool, Wagner SWHS Redesign Love, Vanderpool, Wagner

Normal Unit - Taught in Isolation Zombie Unit - English - Teaching I am Legend for theme, character, and producing a literary analysis Only one level of analysis World Geography Levels of development taught through population pyramids Basic understanding of factors that can be inferred from development Biology Cells taught at beginning of the year Bacteria and viruses taught at the end of the year, with taxonomy Human body systems taught in isolation

Redesign Unit - Cross Curricular Project Driven Curriculum - Zombie Unit (redesigned) Driving Question: How do I survive the zombie apocalypse? (What happens when there is some sort of disaster) - Knowledge Seekers Final deliverables: Prototype: “Go Bag” (Creative Problem Solver) Justification: Written explanation of items in their go bag Oral defense: Explaining to their community partner the rationale (Compassionate Communicators) Community Partner: Expert to evaluate, that students are accountable to

TEKS will deviate from District Road Maps Authentic Project TEKS as essential knowledge to complete the project Texts relevant to the project. (Cognitive Flexibility) Accountable to a community partner.

First Project - Failure (Make a change to SWHS) Expected to fail (Growth Mindset) Have to conduct empathy interviews to serve the community (Student Ownership) Every person has a role in the project (even ELL students helping to interview non-native speakers)

What we have learned about Empathy Listen Be patient Don’t make assumptions Don’t answer your own questions Awkward silence = thinking time