Project Narrative (Calendar)
Standards
Day 1:
Standard - 8.SL.1
ISTE Educator - 6a
ISTE Student - 3a
LO: Students will be able to
discuss with their group and then
in a class discussion what they
found in their research by
articulating new ideas and
making connections to the ideas
of others.
Day 2:
Standard – 8.SL.1
ISTE Educator – 6b
ISTE Student – 7b
LO: Students will be able to
discuss changes they, or other
community members want to
see, why they want these
changes, and how they can bring
about these changes
Day 3:
Standard – 8.SL.1
ISTE Educator –
ISTE Student –
LO: Students will be able to
appropriately question the
reasoning of other students, and
defend reasoning by using their
Activities
Student will: Watch video
about MLK; conduct research
on their topic;
Discuss with group their
findings;
Discuss with class what they
found;
Student will: Write out the
changes they want to see, their
reasoning, and how they might
bring about those changes;
Discuss with small group these
topics;
Add ideas for these topics to
the padlet I have set up
Student will: Engage in a
discussion around the changes
students want to see, their
reasoning, and how they might
bring about those changes that
I have presented anonymously;
Take notes so they can use
new information for their own
change
Assessment
Check the notes the students took
to see what they had to contribute
and what they received from
others
Move around ensuring students
notes and discussion are focused
on the correct topics;
Checking padlet to see all
students have contributed and that
contributions are on topic
Using a checklist for each student
when they speak to ensure they
have appropriately questioned
and defended reasoning, and have
taken notes on new and relevant
information
Technology
Projector to show MLK video to class;
Individual computers so students can
conduct research;
Individual computers so students can
contribute to the padlet;
Projector to display padlet for the
entire class
Projector to show the changes
students want to see, their reasoning,
and how they might bring about those
changes
own evidence and the evidence
presented by others
Day 4:
Standard – 8.W.7
ISTE Educators – 7b
ISTE Students – 6a
LO: Students will be able to
research what changes have
happened in the community,
how these came about, and what
they could have done differently
Day 5:
Standard – 8.W.8
ISTE Educators – 3c
ISTE Students – 3a
LO: Students will be able to
research their topic (the change
they want to create) finding what
has been done before, what they
can do to be successful, where
they can find support, and who is
best to contact to create this
change (business owner, elected
official, etc.)
Day 6:
Standard – 8.W.8
ISTE Educators – 6b
ISTE Students – 3a
LO: Students will be able to
identify what they can do to be
successful, where they can find
support, and who is best to
contact to create this change
Student will: Conduct research
in pairs to discover and discuss
changes that have occurred;
Note what could have been
done differently
Student will: Conduct
individual research on their
chosen topic;
Create a LiveBinder to have a
place online they can store
materials, always have access
to them, and appropriately cite
their research
Student will: Conduct
individual research on their
chosen topic;
Use LiveBinder to store new
and relevant information they,
making sure to keep it
organized, updated, and
accessible to me
Before students leave they will
turn in a short answer on the topic
of what they would have done
differently
Have students share their
LiveBinders with me so I can
check that students have created a
LiveBinder, chosen a topic they
will be researching, and have
looked at what has been done in
the past
Check students LiveBinder to see
that they have identified what
they can do to be successful,
where they can find support, and
who is best to contact to create
their desired change (business
owner, elected official, etc.)
Laptops to conduct research;
Google docs/slides so students can
conduct synchronous work in class;
Socrative where students will write
and turn in their short answer online
Laptops to conduct individual
research;
LiveBinders so students can store and
access their work; and so I can check
the work my students are doing
Laptops to conduct individual
research;
LiveBinders so students can store and
access their work; and so I can check
the work my students are doing
(business owner, elected official,
etc.)

Day 7: Student will: Discuss in small Move around looking for students Projector connected to internet so we
Standard – 8.SL.3 groups and make note of to be sitting up, facing the can Skype our speaker to make it
ISTE Educators – 4c questions they have for speaker, and taking notes; easier to contact them;
ISTE Students – 7b community leaders on how to Check students journals to see Camera connected to internet so
LO: Students will be able to create change and their topic; that they took note of relevant speaker can see us and hear
assess our speaker’s arguments Take notes in their journal on information question/reactions we have
for the best way to go about the points the speaker
creating change (business owner/ manager) is
making that are relevant to
their topic;
Ask the speaker appropriate
questions to clarify or justify
points they made making note
of the answers
Day 8: Student will: Take notes in Move around looking for students Projector connected to internet so we
Standard – 8.SL.3 their journal on the points the to be sitting up, facing the can Skype our speaker to make it
ISTE Educators – 4c speakers (elected official and speaker, and taking notes; easier to contact them;
ISTE Students – 7b school administrator) are Check students journals to see Camera connected to internet so
LO: Students will be able to making that are relevant to that they took note of relevant speaker can see us and hear
assess our speaker’s arguments their topic; information question/reactions we have
for the best way to go about Ask the speaker appropriate
creating change questions to clarify or justify
points they made making note
of the answers
Day 9: Student will: Take notes on Call on groups to identify what Whiteboard so I can write out what a
Standard – 8.W.1 what a claim and evidence are; they decided were the claims and claim is and what evidence is so
ISTE Educators – Read an argumentative essay evidence in the essay; students can write it too;
ISTE Students – and in small groups identify Make sure everyone is Projector where I can display the
LO: Students will be able to the claims and evidence; participating in the kahoot kahoot I created;
formulate a claim and use
evidence from the research they
conducted to support their
claims
Day 10:
Standard – 8.W.1
ISTE Educators – 7b
ISTE Student – 1c
LO: Students will be able to
create paragraphs that clearly
states their claim and evidence
with correct citations, and
compose a concluding statement
that ends and supports the
paragraph
Day 11:
Standard – 8.W.2
ISTE Educators –
ISTE Students –
LO: Students will be able to
identify the different parts of an
introduction and conclusion
Play kahoot where they Have students write in their Computer where students can
identify claims and evidence journal a short answer with one participate in the kahoot
Use the new knowledge to claim and at least one piece of
write in their journal their own evidence to support it
claims with supporting
evidence
Student will: Go through the Check LiveBinder to see that Computers where students can access
argumentative essay again to students have created logical their LiveBinder
see how the claims and paragraphs using claims,
evidence were put into a evidence, and a concluding
logical, flowing paragraph; statement
Look through their LiveBinder
gathering the evidence they
want to use;
Write paragraphs that are
logical and flow well stating
claims and using evidence to
support those claims and
putting it in LiveBinder
Student will: Read the Move around the room checking Projector to go over with students the
argumentative essay and if students have correctly correct identifications for the
identify the hook, the highlighted and identified the introduction and conclusion
supporting details, and the different parts of the introduction
thesis statement; and conclusion
Identify what makes a strong
conclusion, rewriting what you
have stated and leaving with a
strong final thought
Day 12:
Standard – 8.W.2
ISTE Educators – 7a
ISTE Students – 6a
LO: Students will be able to
compose an argumentative essay
supporting the change they want
to see in the community
Day 13:
Standard – 8.SL.4
ISTE Educator – 7a
ISTE Student – 6a
LO: Students will be able to
assemble a presentation that
clearly introduces their topic and
clearly states their arguments
with evidence
Day 14:
Standard – 8.SL.4
ISTE Educator – 7c
ISTE Student – 6c
LO: Students will be able to
finish assembling their
presentation where they make
clear, final arguments with
evidence and have a strong
conclusion
Student will: Write a strong
introduction and conclusion to
combine with their paragraphs
containing a claim and
evidence and submit their final
essay into LiveBinder
Student will: Use a
presentation tool to create a
presentation to argue their
topic using their essay as a
guideline on what to include
and submit their presentation
into their LiveBinder
Student will: Use a
presentation tool to finish their
presentation and submit their
presentation into their
LiveBinder;
Use JING to create a
screencast of them presenting
their finished product and put
in LiveBinder
Check LiveBinder to see that
students have submitted their
essay with a strong introduction
and conclusion
Move around looking that the
students are starting the
presentation by clearly
introducing the topic and using
clear arguments and evidence
Check LiveBinder to see that all
students have submitted a
presentation that has a clear topic,
arguments with evidence, and a
strong conclusion;
Watch screencast of presentation
to see how well students
understood topic and were able to
articulate their ideas;
Laptops so students can write their
essay;
LiveBinder for submitting final essay
Laptops to create a presentation:
LiveBinders so students can submit
their presentation
Laptops to finish the presentation;
LiveBinders so students can submit
their presentation;
JING so students can screencast their
presentation
 Day 15:
Standard – 8.L.5
ISTE Educator – 6d
ISTE Student – 6b
LO: Students will be able to
create a flyer that generates
interest in their topic
Day 16:
Standard – 8.SL.4
ISTE Educator – 4d
ISTE Student – 6d
LO: Students will be able to give
a presentation to the public and
answer questions from the
audience
Student will: Use Buncee to
create images on a flyer that
relate to their topic and will
garner interest from other
people and print it out and
hang up;
Use JING to screencast their
flyer and explain what each
part of it means and why it is
important
Student will: Travel to ASU
where they will give a
presentation to local
community leaders and
members
Look at the screencast of their Laptops to use Buncee and create the
flyer the students have made and flyer online, a printer to print out the
assess whether it is appropriate to flyers to hang them up, access to JING
their topic, contains some of the so students can screencast their flyer
main ideas, and has differing
images and designs to create
interest
Use final checklist to ensure Computer for access to students
students have clear claims with presentations, projector to view the
supporting evidence, and are presentations
using sound reasoning in their
presentation;
Also check that students are
making appropriate eye contact
with audience, are using a good
speaking volume, and clear
pronunciation

The goal my project and all of project-based learning is to transform the classroom and help students learn in new ways that will
support them now and in the future. The main way my project will transform student learning is by having them look at issues in their
community that they care about. Integrating technology is also a large portion of my topic. Using different types of technology to help
students prepare for their future by making them more comfortable using technology and giving them different tools to explore and
use for their project. Also being able to present their finished products to a public audience of community members who care about
their topics and could support them in making progress with creating change moving forward.
After my proposal period I would first get feedback from my one class of students that participated in this project to see what they felt
could be done during the entire project that could help support them more in areas they struggled or wanted to further explore. Then
getting feedback from the audience of the presentations would be crucial as they are outsiders looking only at the final product. After
this, moving forward, I would hope to get more community members interested in seeing the presentation and even helping to support
the kids in creating their project. Having this project include a larger number of kids and working in groups is a future goal as well
where students can raise more issues than just one class would, and encouraging collaboration where students might be able to
specialize more in certain areas and create a more fulfilling project.