Engaged Learning Project

Title of Project: Arguing for a cause.

Subject(s): English Language Arts & student-selected topic
Grade Level(s): 8th

Abstract:
Three- or four-sentence description of your project and audience.  Include a statement of what students will be
doing.  What “adult/professional” role will they assume?  How will the learning be situated in an authentic task?
 
Students will use SIRS Discoverer as a starting point for researching their topics. SIRS
Discoverer offers a page dedicated to controversial topics where they provide students with
information and recourses on both sides of a conflict. As a whole class, I will help students begin
research topics until they find the three topics, they feel the most passionate about. Students are
more than welcome to choose topics, not on Sirs Discoverer. However, I’ve found that
researching topics, and supporting references, is difficult for students to navigate, so whole group
instruction, and narrowing the search at the beginning, tend to help. Once they have selected
their three topics, students will work together on an interview-style activity to help them select
the one topic they feel the most comfortable talking, researching, and answering questions about.
This also gives students practice with interview skills.
 
Once students have selected a topic, they will be placed in topic-specific groups to complete the
rest of the activity. They will all conduct research to become an expert on their topic. As they
research both sides of their topic, or the pros and cons, students will keep a running list of
questions they’re having a hard time answering. These questions will be used when students get
the opportunity, during their research stage, to interview a legitimate expert in the field they
chose. Students will also gather their own data by creating surveys and/or questionnaires to send
out to the rest of the schools in the county.
 
After all of the research is conducted and data is collected, students will continue to work within
their groups to create a condensed argument essay. They will present their argument information
to their classes in the form of a student-created video. As they present to their classes, the rest of
the groups will fill out a rubric and leave comments on their work. Students will act as “coaches”
to provide vital feedback. They will have a few days to make changes, based on their peers’
feedback. Once complete, these students created videos will then be distributed throughout our
county so that other 8 grade classes can watch, judge, and vote on student’s work. The
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“judgment” will be based on the student’s ability to advocate for their cause, use the research
they collected in a convincing manner, and their overall ability to show standard-based research
and argumentative knowledge. Winners will receive an award at our end of the year award
ceremony, where their video will also be played to the attendees and other members of the
community. They will also be asked to come back the following year to present the new winner.
 
Throughout the project, students will take on the role of researcher, when researching their topics
and collecting data. They take on the role of investigator through conducting interviews with
experts in the field of their research. They will act as mentors when they evaluate their peer’s
work, and they take on the role of the creator as they make their video. Students will also take on
the role of the teacher as they work within their groups to teach one another on both sides of the
project and as they present their findings to the community. The teacher will work closely to help
guide students through the argumentative aspects of the research. She/ He will also help to
connect students with experts in various fields, based on their chosen topic. Finally, the project
 Engaged Learning Project

itself takes on an authentic role as students use data from the community in their work when they
talk to real experts about topic-related research, and by presenting their student-created videos to
their community.
 
 
 
Learner Description/Context:
Characteristics of the learner and description of the learning environment(s) where the learning experience will
take place.  Help others “see” your local context in order to determine if they can replicate it. Include culturally-
influenced interests, ways of learning, funds of knowledge that exist among students, parents and the community.
Explain how these assets will be used to strengthen the learning experience for students.
 
The students who will be a part of this project reside in Houston County, at Warner Robins
Middle School (WRMS). WRMS, based on information pulled from Georgia Department of
Education (2019), is a title one school with a diverse population of over 824 students. Of those
students, 419 are male are 405 are female. The male to female ratio is significant to the project
because of the potential topics students will choose to research. Both genders are almost equally
represented, which means I don’t need to make accommodations to pull in more topics I know
boys/ girls generally gravitate towards. In the same line of thought, the breakdown of student
ethnicity also plays a role in topic selection, because it’s important to include a wide range of
topics to accommodate my diverse classroom and what they find relevant to their lives  Of the
824 students, 9 students are Asian, 399 are Black, 251 are White, 54 are two or more races, 110
are Hispanic, and 1 student is an American Indian.
Another factor I took into consideration when creating this project is that 4% of our population is
currently learning English as their second language and 97% of our students come from low-
income households. This means I need to be able to use tools and programs that have the ability
to translate student’s reading/writing and that most of the technology students will need to use to
complete their lesson, needs to be done at school. Our school provides technology for students
and teachers in the form of laptop carts, computer carts, computer labs, and iPad carts. Students
are exposed to technology in 6 grade, either from their teachers or from their technology class
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or, in most cases, both. By the time students reach 8 grade, they are well equipped with basic
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technology skills, as well as program-based knowledge, like google docs, Microsoft word,
Google classroom, and research sources like SIRS Discoverer. All of which will be used
throughout this project.
 
Technology is a major factor in completing this project. Like I mentioned our school has several
recourses available, which is why I give students so much time to work in class. Some programs/
technology isn’t available without having access to our school’s WIFI. Students can use the
school’s iPads to create an iMovie or to film and save their video clips. They also have access to
Animoto, Google’s extension- Movie Maker Studio, Wevideo, and Adobe Spark. Students can
also opt to work on their video projects during their technology classes, with more experienced
guidance.   
 
 
Time Frame:  How long will this learning experience take to complete and how much class time will be dedicated
to the learning experience during this time. 
 
WRMS class periods are seventy minutes long. This gives me a long time with each class, every
day. My students all work at different paces and have different problem areas in class. This is
 Engaged Learning Project

why, after our whole group instruction for research, I lay out a roughly estimated time frame for
them to complete their work with “hard” dates also posted. For example, I’ll let them know I
need their outlines, ideas for videos, and questionnaires done by Friday the 24 . That entire week,
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students can evaluate what they need to spend more time on, what they’ve already completed, or
what they need to move on to next. This way, I still get all of the work I need to be assessed
before students move on, and no student is waiting on further instruction to move ahead.
Students get to work at their own pace while I rotate groups throughout the period.  This lesson
takes about a month, which works for my school because argumentative writing is a big unit for
us. It could be done faster if your students frequently use technology to know how to manage
their time.  
 
The following are the steps students take to complete the project. The time frame is flexible,
depending on how students work in their classroom:
 

Steps: Time Frame:

Project Topic Research/ Decision: One Week. One week

Research. Three to four class periods

Online discussion. One class period

Complete Outline and Rough Draft. One week

Video Group Meeting: One entire class period. A full class period

Peer Review/ Edit/ Post. Three to four class periods

Video Group Meeting. Two to three class periods

Film/Edit Video: one to one and a half weeks. One week to one week and a half

Post/ Watch Others’ Videos/ Last Changes: 1- 3 One to three class periods
class periods.

Final Post One full class period

 
 
Standards Assessed:
What local, state, and national standards have you addressed? (Include GA technology integration standards, local
technology standards, and/or ISTE NETS-S)
(There are several standards listed below. With ELA it’s possible to cover a variety of standards at once. I
didn’t include the Language standards, but I can. I also highlighted the main standards of focus.)
 
State Standards:
 ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences are drawn from the text.
 ELAGSE8RI1: Cite the textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences are drawn from the text.
 ELAGSE8RI6: Determine an author’s point of view or purpose in a text and analyze how
the author acknowledges and responds to conflicting evidence or viewpoints.
 Engaged Learning Project

 ELAGSE8RI7: Evaluate the advantages and disadvantages of using different mediums

(e.g., print or digital text, video, multimedia) to present a particular topic or idea.
 ELAGSE8RI8: Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound, and the evidence is relevant and sufficient;
recognize when irrelevant evidence is introduced.
 ELAGSE8W1: Write arguments to support claims with clear reasons and relevant
evidence. WRITING (W)
o a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
o b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
o c. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
o d. Establish and maintain a formal style.
o e. Provide a concluding statement or section that follows from and supports the
argument presented.
 ELAGSE8W2: Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant
content.
o a. Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
o b. Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
o c. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
o d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
o e. Establish and maintain a formal style.
o f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
 ELAGSE8W6: Use technology, including the Internet, to produce and publish writing
and present the relationships between information and ideas efficiently as well as to
interact and collaborate with others
 ELAGSE8W9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
 ELAGSE8SL4: Present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and well-chosen details;
use appropriate eye contact, adequate volume, and clear pronunciation. ELAGSE8SL5:
Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
 
ISTE Student Standards:
 1c: Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.
 Engaged Learning Project

 2b: Students engage in positive, safe, legal, and ethical behavior when using technology,
including social interactions online or when using networked devices.
 2c: Students demonstrate an understanding of and respect for the rights and obligations of
using and sharing intellectual property.
 3a. Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
 3bStudents evaluate the accuracy, perspective, credibility, and relevance of information,
media, data, or other resources.
 3c. Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful connections or
conclusions.
 3d. Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories, and pursuing answers and solutions.
 5b. Students collect data or identify relevant data sets, use digital tools to analyze them,
and represent data in various ways to facilitate problem-solving and decision-making.
 6c. Students communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models, or simulations.
 6d. Students publish or present content that customizes the message and medium for their
intended audiences.
 7a. Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning.
 7b. Students use collaborative technologies to work with others, including peers, experts
or community members, to examine issues and problems from multiple viewpoints.
 7c. Students contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.
 7d. Students explore local and global issues and use collaborative technologies to work
with others to investigate solutions.
 
 
Learner Objectives: Write a statement of what students are going to know and be able to do as a result of this
learning experience and how it will be measured. 
 
Students will research controversial topics they are passionate about and, with the help of
collaboration from their peers and community, they will create a video that truly encompasses
their vast knowledge, and passion, about their topic. Their video creation will be shared with the
community and includes information students obtained after weeks of research and interviews
with experts across various fields of research.  
 
The “hook” or Introduction:
 
This project is based on the idea for the project product is based on “Student Video: Stem-Cell”
we reviewed in class. ("Student Video - Stem Cells", 2015). To show students the process and a
great example of a student-created video that uses evidence to support both sides of a topic, I
would show students the "Best Picture of the Year" video. This video was created by students in
Marietta, Ga. It uses student-based research to explain both sides of the controversial topic, stem
cell research.
 
 
 Engaged Learning Project

Process:
The process is the way you structure the learning to engage students in the project/learning experience goals and
objectives. How are they going to accomplish the task? What are the students doing? What is the teacher doing?
How are you assessing the process of learning? How is the student directing the learning? A sequence of unfolding
events is usually provided, and a timeline is often used. 
 
The following are the steps students take to complete the project. The time frame is flexible,
depending on how students work in their classroom:
1. Project Topic Research/ Decision: One Week:
1. Students spend at least two class periods researching SIRS Discoverer to select
their top three topic options.
2. Students will spend half a class period interviewing one another about their topics
to help narrow their decision.
3. Students select the topic they feel they most interested in, based on research and
their interview assignment.
4. Students are placed in groups, based on their topic choice.
5. The teacher sets up a Google Classroom Group for student groups to
communicate, post research, post data, etc.
2. Research: 3-4 class periods.
1. During this time students will complete the following and share to their Class
Group Page:
 Post research articles they found helpful/ informative.
 Post pieces of evidence that support the argument.  
 Complete Google Form with information about the research conducted on
their assignment.  (Guided research)
 Create a survey, also Google Form on their topic, to collect data from our
school and community.
 Create a questionnaire, also Google Form on their topic, to send out to our
school and community.
 The teacher will send out all questionnaires and surveys to the community
and surrounding schools this day.
 Share questions they would like answered or need more clarification
about.
1. Online discussion:
 Students will post their thesis statements on their groups on Google Classroom
Page.
 Students should be allowed to have their phones during class because
technology is not always available for students, but it wouldn’t be a
problem if all students had their phones with them in class (reason).
2. All group members will reply with a counter-argument to their classmates’
reasons.
 Students will take advantage of this policy and use their phones to access social
media, not do schoolwork.  
3. The original student will reply with their rebuttal.  
 I understand that could be an issue, however, students could keep their cellphones
out of sight until instructed by the teacher. That way they have access when they
need it for school, but only for that reason.
 Engaged Learning Project

4. Complete Outline and Rough Draft: One week:

1. Students will complete a google form, designed to be an argumentative essay
outline, using the information they have collected/ shared.
2. Based on the information provided and assessed by the teacher, students will use
their google form information to further elaborate on their outline, which becomes
their rough draft.
5. Video Group Meeting: One entire class period:
 Use questions posted in the google group to prepare for an interview with experts.
 Use Google Chat, Zoom, Facetime, etc. to talk to their assigned expert.
 Students will discuss data received from surveys and questionnaires as well.  
6. Peer Review/ Edit/ Post: 3-4 class periods:
 Students will post their rough drafts to the Whole Class Google Classroom page.
 Each student will pick two students’ drafts to review. Because this draft is done
on google docs, students will comment on the document itself to peer review.
 Students have a class period to edit their work, based on peer review responses.
 Students should post their work by the end of this week.
7. Video Group Meeting: 2-3 class periods
 Students will review their papers, decide what they feel is the most important
information to include in their video.
 Create the layout or script to follow for their video
 Assign jobs; director, actors, editors, script editor.
8. Film/Edit Video: one to one and a half weeks.
 Students have the opportunity to film their work, record interviews from
community members (if needed), call their expert again to follow up.
 Edit their video using one or more of these programs:
 Animoto, Google’s extension- Movie Maker Studio, Wevideo, and Adobe
Spark
9. Post/ Watch Others’ Videos/ Last Changes: 1- 3 class periods.
 Students will upload their videos to our Google Classroom first.
 Students will watch everyone’s creations and use a rubric to evaluate their work.
 After listening to their peer’s feedback, students will have the opportunity to edit
or adjust their videos before their final submission.
10. Final Post:
 Last day to post the final draft of videos.
 The teacher will send out student’s videos to the remaining schools in the county
and the community, with directions on how to vote and the criteria for voting.
 Students will find out the best video at the end of the semester, during the
school’s award ceremony.
 
Product:
What is the end-product the students will produce? Who will use/care about the product?  Why will the product be
meaningful to students?  How is technology integrated within this product? How will you assess the product?
 
Students will be working with their peers to research a topic of their choice. They will have to
thoroughly research their topic, defended their position using research, conduct interviews with
experts in their fields, and collect data from their community. I believe that this process will
 Engaged Learning Project

cultivate a deep connection to their work and their community. These videos will be distributed
to their peers and other students in the county. Students tend to be more motivated when they
know their peers will be viewing their work. They also have said in what topic they research and
how they present their findings to the community. Technology is integrated throughout the entire
lesson. Students use technology to begin their research, create the survey or questionnaire,
participate in an online debate across classes, meet with their assigned expert, and to type and
publish their paper. Once they are experts on their topics, they will use technology to create, edit,
and film their videos. My assessment will be ongoing. I will assess their work at several points. I
will assess their topic choice, online debate participation, outline, rough draft, script, and their
final paper. Their videos will be assessed by their peers, as well as myself using a rubric, given
out at the start of the project.
 
Technology Use:  What technologies are critical to the project and how will they be used
(examples: To communicate with peers/mentors, to construct/publish original products, to
analyze data, etc.)  How does the proposed technology use in this learning experience support the
indicators of engaged learning?
 
 Google Classroom:
o Communicate with peers.
o Turn in the paper.
o Argument/ Rebuttal practice
 Google Docs:
o Type their paper
o Peer review
o Editing drafts
 Google Forms:
o Create a survey
o Create a questionnaire
o Rubric
 SIRS Discoverer/ Galileo
o Students will use these sites to browse controversial topics and research.
 Video software/ program:
o Students will use the platform of their choice to create and edit their videos:
 Animoto
o          Google’s extension- Movie Maker Studio
 Wevideo
 Adobe Spark
 Video conferencing:
o Students will use one of these platforms to video conference with their expert:
 Facetime
 Zoom
 Google hangout
 skype
 
 
References and Supporting Material:
 
 Engaged Learning Project

 The idea based on: “Student Video: Stem-Cell” we reviewed in class. ("Student Video - Stem
Cells", 2015)
 
List materials that you used to develop this learning experience.  List supporting materials that the instructor would
need to implement this learning experience.  What would need to be made? (Rubrics? Videos? Samples? Books) 
Include links to existing Web resources that a teacher would use to understand and implement this learning
experience. (For example, if students will be using the Little Kids Rock Website, including the URL somewhere in
your template.)  Use APA 6 Style.
 
Supporting Material (hyperlinked):
 Google Classroom:
 Google Docs:
 Google Forms:
 SIRS Discoverer/ Galileo
 Rubric- Peer Review/ Video Review
 Example: Stem-Cell
 
What modifications have you made since you submitted your “idea” for feedback?
I felt as though my overall “idea” was strong on my last draft, but the follow-through wasn’t
there. After reading the feedback from my peers and professor, I decided to make a few changes.
I added more details on how I’d like students to communicate. One of my peers agreed that 8 th

graders do struggle with research at the beginning because it’s so broad. I went back and made
sure I spoke about using SIRS Discoverer, which constantly updates current controversial topics
for students to choose from. that way the information they’re researching stays relevant. It will
also help guide them by providing them with articles on both sides of their argument. I also made
sure to talk about the online collaboration that students will go through to reinforce those
argumentative standards. It’ll be done through google classroom, which will also allow me to
continuously assess their work and conversations. Speaking of, it was mentioned by another peer
that they didn’t see where I would assess my students. I’m a huge fan of constant assessment. I
start out with whole group instruction, then they start working in groups on their work. While
they’re talking, I walk from table to table and constantly check in with my students. By the end
of the first week, I can tell you what every student is writing about, how far they are on their
writing, and who I need to pull new research for. I also am lucky enough to have 6 kidney tables
in my room, so I’m constantly walking around assessing, then pulling small groups to review
their area of improvement. I also decided on HOW to group my students and HOW to reach out
to the community. Lastly, on my first draft, I didn’t cover being culture responsive. That comes
in when I get a feel from the community and also the topics my students choose, which is also
when other standards will be pulled in. I can’t list those because there are so many possibilities.
 

Which indicators of Engaged Learning will be high in this lesson and Why?
 Standards-Based: clearly based on argumentative writing standards.
 Meaningful/ Authentic: Students create a video on real life, researched-based, problems.
 Student Directed: Students choose their topic and lead to online discussions. They also
decide what to include in the videos they create.
 Students Act as Teachers/Producers: Students teach others about their topics while
producing a video to inform others.
 Engaged Learning Project

 Teacher acts as co-learner: Students select topics, conduct research, and communicate
with experts. students present their information to their peers and teacher.
 Performance-Based: Students use the information collected throughout the lesson to
create a video that presents their research to an audience.
 Collaborative: Students will work with peers, their community, and experts in their field to
research their topics, collect data, and create their video presentations.  

Which indicators would you like to strengthen?

Culturally responsive or other standards. I feel as though they’re incorporated into my lesson, but
without knowing what the students choose as a topic, it’s hard to specify.
 
What LoTI level do you think this lesson would be and Why?
 
I feel as though this lesson, with the modifications, is a LoTi 5 or 6.
During the lesson, students use technology to analyze, apply, and create. Students analyze
evidence and apply research to create their papers and videos. That takes care of LoTi levels 0-3.
Moving up to levels 4 and 5, students assume an adult role when researching and teaching others
about their topics. The teacher assumes the role of co-learner by allowing students to answer
questions about their research and by also bringing in experts to learn more alongside students.
Students also share their projects with their peers and community. Students collaborate with their
peers, students from other schools, and experts from various fields of study. Students also share
their final products with their peers and members of the community. Lastly, pushing level 6, I
feel as though because students pulled data from the community, the community would be
interested in seeing the results of the student’s work. The lesson also offers a technology-rich
environment, where students use a variety of technology.
 
 
What help would you like to receive from us? 
Any advice on how to strengthen my lesson would be helpful.
I also feel like I always forget at least one thing. Was there anything I need to clarify or
explain?