Project Narrative Example: Daily “Calendar” format

Day 1 Day 2 Day 3 Day 4 Day 5

Standards & Standards & Standards & Standards & Standards &
Learning Learning Learning Learning Learning
Objective(s) Objective(s) Objective(s) Objective(s) Objective(s)
Content Content Content Content Content
Standards Standards Standards Standards Standards
-Citizens have - Citizens have - Citizens have -Citizens have - Citizens have
individual individual individual individual individual
rights, roles, rights, roles, rights, roles, rights, roles, rights, roles,
and and and and and
responsibilities. responsibilities. responsibilities. responsibilities. responsibilities.

Learning Learning
Objective(s) Objective(s) Learning Learning Learning
-HS.C2.1: - HS.C2.1: Objective(s) Objective(s) Objective(s)
Explain the Explain the - HS.C2.1: - HS.C2.1: - HS.C2.4
importance of importance of Explain the Explain the Analyze the
individual individual importance of importance of responsibilities
participation in participation in individual individual of citizens.
civic and civic and participation in participation in
political political civic and civic and Essential
institutions. institutions. political political Question for
institutions. institutions. Student
Essential Essential direction
Question for Question for Essential How will one
Student Student Question for Essential inspire change
direction direction Student Question for in others to be
How does one How does one direction Student better citizens?
inspire oneself to find relevance How will one direction
be motivated to in the political inspire others How will one How can one
vote? issues of today to fix the issue inspire others become more
and how does of not many to fix the issue civically involved?
How can one that inspire one being civically of not many
become more to vote? involved? being civically
civically involved? involved?
How can one How can one
become more become more
civically civically involved? How can one
involved? become more
civically involved?

Learning Learning Learning Learning Learning

Activities Activities Activities Activities Activities
Brief description of Brief description of Brief description of Brief description of Brief description of
the learning the learning the learning the learning the learning
activities in which activities in which activities in which activities in which activities in which
the students will the students will the students will the students will the students will
participate. participate. participate. participate. participate.
Students will be Students will be As students walk in As students walk in, As students walk in
introduced to the asked in the their homework will I will be having a I will keep in the
essential question beginning of class be checked and that flipped classroom same flipped
by being asked on an anonymous will be shared with set-up and that classroom set-up
“what do they think piece of paper what the class, that being means that I will and start by
about voting?” And do they believe is what issues do start off by asking if listening to
that will be placed the biggest issue in loved ones believe they have any questions and
into a jam board. their neighborhood should be fixed. questions. As I looking over the
Students then will or community. After After this student answer questions, I classroom google
be lectured on what this I will randomly will be introduced will then ask them a doc. After this in
voting is, and after pass out the papers to, day ten and the question sell me the preparation for day
will be shown a and the Students “Community night” idea to vote, best tens community
quick video on why will reflect on if where they will sell gets to speak in night students will
they should vote? they also believe listen to those in the community watch a
After the video that the issue is their communities night. A Washington
students will reflect relevant and if they and be able to hear competition in class Football teams why
with other students believe that those their concerns and that should allow we vote video. After
and in groups will in office can fix the how voting for city them to find this on a google
answer why it is issue. After this officials and later personal relevance form they will tell
important to vote. student will share higher officials in their civic role. me what they
As class ends the answers aloud could help. Also, One by one they thought of the
students will need to a group and then they will be able to will sell me their video. After this I
to provide me with the class. As the see the fun of the idea, at that time will be asking for
two reasons why it issues are being different types of students who aren’t questions that they
is important to realized I will people as certain presenting are also can ask for
them to vote and incorporate a at people will voting on the best tomorrow. Then I
be civically home assignment introduce their own sell. As class ends, will go over the
involved. where they ask heritage. Students they will turn in winner of the sales
their parents or at the event must note cards with pitch and ask the
guardians the same take notes so they their votes and also class to take a
Describe questions and that will go over how to list what their role whiteboard out and
instructional also will be shared properly take notes. in inspiring others tell me how this
strategies used and in class. As class As they finish this, is. pitch inspires others
connection to the ends the students they will then be to be better
learning objective. will be asked if they introduced to a Describe citizens.
EX: Differentiation, believe it is class google doc instructional
Cooperative important to be where they will be strategies used and Describe
Learning, etc. involved and vote able to list connection to the instructional
The instructional and if not why, that questions, they learning objective. strategies used and
strategy that will be will be a final poll have for me and EX: Differentiation, connection to the
used in the question. then for the Cooperative learning objective.
beginning of class is Describe presenters. The exit Learning, etc. EX: Differentiation,
self-assessment as instructional ticket will be to The entire class Cooperative
they are answering strategies used and show me how they period is Learning, etc.
why they think connection to the plan to ask cooperative based One differentiation
voting is important. learning objective. someone to vote learning as technique I will use
This allows me to EX: Differentiation, and how if that everyone will be is allowing students
asses the student Cooperative action allows them presenting and to use their
readiness, after this Learning, etc. to become civically voting at the end. computers or
and the video Those that will be involved. And finally, I also phone instead of a
shown the students used are self- am using self- whiteboard. I also
are taking place in assessment, again Describe assessment as they am including
cooperative with the bellwork instructional are being asked of cooperative
strategies used and
learning as in and the final exit connection to the their role. This fits learning as
groups they are ticket. The class learning objective. the objective as everyone is sharing
discussing and time works with the EX: Differentiation, students are being their thoughts.
presenting their strategy of Cooperative civically active in
ideas. This all fits in cooperative Learning, etc. class and
with the learning learning as a large Those that will be performing their
objective as portion of class is used are self- roles to me and
students will be working in groups. reflection being the later the
able to explain a And this all fits the exit ticket and then neighborhood.
small part of why it objective as lecture and practice
is important to be students will be with the taking
civically involved working through notes. This fits the
through voting, and personal individual objective as they
how to realize that problems that can are finding their
it is important to be civically changed individual role in
vote civics and how that
can inspire others.
Assessment Assessment Assessment Assessment Assessment
Describe briefly the Describe briefly the Describe briefly the Describe briefly the Describe briefly the
formative formative formative formative formative
assessment assessment assessment assessment assessment
strategies that you strategies that you strategies that you strategies that you strategies that you
will use to measure will use to measure will use to measure will use to measure will use to measure
the learning the learning the learning the learning the learning
objective and offer objective and offer objective and offer objective and offer objective and offer
students students students students students
opportunity to opportunity to opportunity to opportunity to opportunity to
measure daily measure daily measure daily measure daily measure daily
success in reaching success in reaching success in reaching success in reaching success in reaching
goal. goal. goal. goal. goal.
In class in both the -The formative The formative The formative The formative
beginning and end assessment that will assessment that will assessment that will assessment that will
the students will be be used is called be used is “Write it be used is “Create be used is “Mini
involved in the “Hand in, Pass out”, down” as this is a Something” this is Whiteboards” as
formative as described by the way for students to seen through the shown by the
assessment named anonymous paper tell and show me creating of the sales whiteboard
“Write it down”, that will allow me what they are pitch and then assessment where
the first part is a to see student understanding in presenting it to me. they are showing
typed version but readiness and both the beginning This allows me to me what they have
serves the same allows the student and end of class. see what they have learned in regard to
purpose, and at the to see other real- learned in regard to the role others and
end the exit ticket is world issues. their role as civic they have as
a written down leaders. citizens.
explanation of what
they are
understanding.
Technology Technology Technology Technology Technology
Technology used Technology used Technology used Technology used Technology used
and Standards for and Standards for and Standards for and Standards for and Standards for
Teacher & Student Teacher & Student Teacher & Student Teacher & Student Teacher & Student
-The technology -Student the only piece of This class period The technology that
that will be used is participation is tech that will be does not include will be used is the
the beginning included in the used in this day is technology unless class google doc
Jamboard, a video technology as in the the class google doc students decide to and if the students
showing website, final poll question. that they can use type their sell. need differentiation
and a PowerPoint and add to at any different ways to
for small lecture. As time. participate for the
a teacher I am only mini white board
leading the assessment.
conversation and
the student(s) is
contributing to as
well.

Day 6 Day 7 Day 8 Day 9 Day 10

Standards & Standards & Standards & Standards & Standards &
Learning Learning Learning Learning Learning
Objective(s) Objective(s) Objective(s) Objective(s) Objective(s)
Content Content Content Content Content
Standards Standards Standards Standards Standards
Citizens have Citizens have Citizens have Citizens have Citizens have
individual individual individual individual individual
rights, roles, rights, roles, rights, roles, rights, roles, rights, roles,
and and and and and
responsibilities. responsibilities. responsibilities. responsibilities. responsibilities.

Learning Learning Learning Learning Learning

Objective(s) Objective(s) Objective(s) Objective(s) Objective(s)
- HS.C2.4 - HS.C2.4 - HS.C2.4 - HS.C2.4 - HS.C2.4
Analyze the Analyze the Analyze the Analyze the Analyze the
responsibilities responsibilities responsibilities responsibilities responsibilities
of citizens. of citizens. of citizens. of citizens. of citizens.

Essential Essential Essential Essential

Essential Question for Question for Question for Question for
Question for Student Student Student Student
Student direction direction direction direction
direction How can one How can one How can one How can one
How can one become become become become
become more more more more
more civically civically civically civically
civically involved? involved? involved? involved?
involved?
Learning Learning Learning Learning Learning
Activities Activities Activities Activities Activities
Brief description of Brief description of Brief description of Brief description of Brief description of
the learning the learning the learning the learning the learning
activities in which activities in which activities in which activities in which activities in which
the students will the students will the students will the students will the students will
participate. participate. participate. participate. participate.

Describe Describe Describe Describe Describe

instructional instructional instructional instructional instructional
strategies used and strategies used and strategies used and strategies used and strategies used and
connection to the connection to the connection to the connection to the connection to the
learning objective. learning objective. learning objective. learning objective. learning objective.
EX: Differentiation, EX: Differentiation, EX: Differentiation, EX: Differentiation, EX: Differentiation,
Cooperative Cooperative Cooperative Cooperative Cooperative
Learning, etc. Learning, etc. Learning, etc. Learning, etc. Learning, etc.
With the knowledge As students are Students for their In preparation for In place of the class
of day ten coming entering the door, bellwork must tomorrow students we will finally be in
closer, the students they are instructed remind me of the will be helping me the gym for the
will be entering the to take out their message of the set up the gym for community night.
classroom and be laptops from the Washington the community Before the video
given a guided class set and to Footballs team night. In the gym and speech
notes page continue working video, and also we will have a mock preparation.
regarding the final on their Fire side share their video night and go Students will be
assessment due on chat videos. Again, with me. Each through the videos told to have fun and
day 10 and the they can work in student will then again and the eat the best tacos in
rough draft on day groups are alone, have the ability to winning sales pitch town. They are also
8 to allow for other but this class period show their video. As speech. As we set encouraged to meet
students to gather is for time to work videos are shown up the chairs in a new people from
as such. In order to on the video. I will each student will circular or woodfire their community.
differentiate be walking around have an index card set up we will also Students will then
students will have and asking and will peer edit have or own story be in place for their
various options to questions and the video and will time. Each student videos and or
complete the final offering help. turn in those cards and including me speech. As those
project being an Students will also to the owner of the will go around and are finished, we will
informative PSA or be notified again video. Every person asking them what be listening to
Fireside chat that that these videos will be given index does it take to be community stories
tells others why and their rough cards and feedback better involved and watching other
they should go out drafts are due for their video. As citizens? As people show off
and vote. Students tomorrow so that time expires students are their own heritages.
will take notes on we can watch the students will pass in dismissed, they are After this the day
the expectations of videos in class, and another index card given another will end and they
the video, and also they have the that tells me how reminder for will have been more
watch an example ability for peer they plan to make parents and friends civically involved.
of the project done feedback and their video better. in regard to the
by the Washington evaluation. As class tomorrow.
Football team. As ends, I will be giving
students are leaving them a “heat
a reflection piece of check” to assess
three to four how they feel in
sentences will be regard to the video
given and will be and class.
about what it
means to be
civically involved.
Assessment Assessment Assessment Assessment Assessment
Describe briefly the Describe briefly the Describe briefly the Describe briefly the Describe briefly the
formative formative formative formative formative
assessment assessment assessment assessment assessment
strategies that you strategies that you strategies that you strategies that you strategies that you
will use to measure will use to measure will use to measure will use to measure will use to measure
 the learning the learning the learning the learning the learning
objective and offer objective and offer objective and offer objective and offer objective and offer
students students students students students
opportunity to opportunity to opportunity to opportunity to opportunity to
measure daily measure daily measure daily measure daily measure daily
success in reaching success in reaching success in reaching success in reaching success in reaching
goal. goal. goal. goal. goal.
The assessment The assessment The class will be The assessment For this assessment
piece will be the that will be given to given a Write it goal is a in class it will be the final
reflection piece at the students will be assessment on an discussion that assessment that will
the end that is them a “heat check” or w index card in two allows them to self- be the video and in
responding and poll question that ways. One as asses their ability to this time I will be
turning in the paper allows them to pick multiple cards that become better grading their final
that tells me the from one to ten to have peer feedback civically involved fireside chats.
answer to the asses how they feel and the second that citizens.
leading question about their is turned into the
and allows me to creations and also teacher and with
asses where their the learning goal. information
student readiness Zero will be not regarding how they
is. understanding at all can better their
so a freezing cold, Fireside Chats.
and ten being fire
burning on the
dance floor or I am
a pro and ready for
this.
Technology Technology Technology Technology Technology
Technology used Technology used Technology used Technology used Technology used
and Standards for and Standards for and Standards for and Standards for and Standards for
Teacher & Student Teacher & Student Teacher & Student Teacher & Student Teacher & Student
The technology that This whole class The class will be Students will be Both me and the
will be used is the period is video based on helping set up student will be
computers and
ways to see the
dedicated to the day, as we the video showing off our
video that will be technology such will be watching equipment for videos. A little
shown in class. as the classroom student videos. the next day. surprise for the
set of laptops students as I
and also the poll have also made
questions at the a video.
end.

Sustaining the Project and Innovation

Technology

Consider the use of technology within the daily activities of this project. How might your

student access technology to support their learning, collaboration with peers, presentation of

knowledge and storage of information. If your current school environment is limited in access to
technology, consider how you may better enhance your classroom environment with the

collection of technology tools to support your students on a daily basis. In this search for

technology enhancement within your classroom, consider and describe who in your

district/school may support the technology used or acquired for this project.

In this ten-day project technology will be a huge part to the students learning and assessments.

With technology they will be better involved as it relates to their life as they themselves are

acting out their own Fireside chats that are similar to video that other famous athletes and actors

have done. It also allows for cooperative learning efforts as students are encouraged to work

together on videos, and to give feedback with technology. If our school has limited internet

access one can add hot spots to the budget chart and can also change the ten day plan to allow

alternate versions that do not need internet, and for the final assessment they can perform skits

and turn in speeches instead. In support of the technology used for this project I believe that all

people will be happy to give the technology given especially the principal and even mayor as this

ten day plan not only teaches students how to better civically involved but it also gets the

community together and offers them a safe place and a hot meal.

After Proposal Period

This section allows you to provide a brief plan describing how you may continue,

expand, enhance the project after the proposal period. Consider the success of the project and

how you may want to invite participation within the project from other content areas, other

community organizations, expansion of student involvement, etc.

After the ten-day plan, I would hope for two main things for the juniors and or seniors to

one be better citizens and encourage others to do that as well such as being informed and voting.

I also intend to keep the idea of a community night as biweekly and or monthly event to not only
inform the children and others but to also keep the community tight knit. As this project is meant

for lower income areas this night provides not only a chance for a safe place but also gives a hot

meal to anyone who joins. Another concept from this community night was the heritage

showcases which I will incorporate all year being a week for dress based on their respected

heritage or especially after sports such as football where at half-time a group may for example

perform a dance and that dance will make others more informed and also keep the community

tight knit and allow others of the same heritage to be proud of that.

Innovation

This final section focused on the project describes the innovation within the project and

how your student’s learning will be transformed by allowing their progress through the project to

be student driven. This section may also identify the possibility of innovative solutions

constructed by the students and/or class in seeking a solution to the driving question. Please

bring focus to how this project will transform student learning and your teaching.

In this project most the learning is student driven in the aspect that that the assessments are only

to assess student readiness, and at that time students are given a reflection to where they are and

how they can better themselves. Both the sales pitch and fireside chats are a indication of student

driven learning as they are in a way teaching others to be civically involved and making their

videos personal to them. Students are encouraged to be as innovative as they want as the video

only must be four minutes long but can be as creative as one wishes. This way student learning

and teaching methods are more focused on the driving question and making a relevant

environment for the students.