As their final project for their comic book unit, students were asked to design, write, and bring to life their own rendition of a chosen issue. Students were given a list of requirements that needed to be visible on their 6-panel comic as well as verbally read and point out these elements when presenting their comics. As the listeners, the rest of the students complete "I like..., I wish..., I wonder..." sticky notes to provide feedback to their presenter classmate. Students had the creative choice of creating a digital or free-hand drawn comic. Most students presented in front of the class. Those who were absent or failed to complete the project on time were required to create a video of themselves with the exact same requirements as the in-person presenters.

The success of the soft-spoken students was due to the presentation notes that they prepared ahead of time and followed during their presentation. The audience was also engaged and listening to the presenter, providing constructive criticism as well as helpful feedback to their classmate. Having the expectations listed on the board in the front of the classroom also helped remind students of what their role was and what was expected of them (as shown in the picture to the left). As for the students who failed to complete the comic before the deadline and had to create a video of themselves, the requirements stayed the same so as to maintain the same level of expectations across the board. Since the students could only show their screen, students were docked points for not being able to make eye contact and we specifically listened and watched for the other requirements to stand out. The creative element in this project engaged most of the students, allowing many of the artist in the room to show their talents while also giving equity to those who could only draw stick figures to instead use a program. This way, the pressure of drawing "a masterpiece" was eleviated, allowing the students to still be creative in other senses.