5 Project Based Learning Activities

5. Secret Pen-pals to Promote "World-Wide" Collaboration

Each of my Freshmen classes wrote letters (yes, actual handwritten letters) to other freshmen students "from around the world". When in actuality, it was just Avid Seniors. The seniors pretended like they were students from another part of the world working on a specific project. (Could be to get clean water, learn how to grow plants effectively in their climate, or writing a story about American mysteries, etc). While each group of students thought they were actually helping students from across the world, they worked hard and communicated as frequently as they "could" via the letters. For the final presentations, I had my students skype to the Avid Class. Once they were finished, the Avid students revealed themselves and graded my students' work based on rubrics and how well they executed their mission.

4. Writing within the Community

This is a community service project that I did in college. The class was divided into pairs and then assigned a specific location from the following: Homeless shelters, Battered women's shelters, and Boys & Girls clubs. We would take creative writing prompts to these places and just allow for men, women, and students to write about anything they wanted. We went twice a week for an entire semester. As a final project, we typed up the ones we liked best and placed them into a small published book. We gave each participant a copy and left a copy for the shelters to keep in the libraries. Each semester was considered a different volume. I would be amazing to have students visit these types of places, but some parents may not approve- therefore, we could go to the younger grade schools around the area instead. Below are a few questions that you can use to jump start your poetry books, or try this site.

• If you were a plant, what type would you be? Describe your pedals, thorns, colors, weeds, blossoms. Where would you grow? What would it take to make you wilt?
• Write about something ugly and draw a picture that represents one of the following words; Panic, Chaos, or Fear.
• Imagine your mind is a hallway of doors.
• Behind the Red door you will find...
• Behind the Yellow door you will find...
• Behind the Green door you will find...
• Behind the Blue door you will find...
• At the end of the hallway, behind the black door you will find...
• Through the last white door, you will find...
• If you were a body of water what type would you be? If fishermen were to drop a golden net down to the bottom of your floor, what treasures would they find?

3. Design, Build, Teach, and Play your own Game

As a high school final for PE, we had to design a game (with specific criteria provided), teach it to our classmates, and then play it. First, we had to research 3 different sports played in other countries. Then we had to learn the rules of each, and finally combined the games. We had to type up a mini "rule book" that described the objective, ways to score, equipment needed, types of fouls, substitutions, and obviously how to win. This project was great for all types of learners. Some students did the research, others created the booklet, two people taught it, and the rest demonstrated. Not only we were thinking critically, but we were also learning about sports around the world. 

2. The 24 hour plays, learning exercise and fundraising tool

Once again, this was a project that I did in college. Over 200 students came together and was assigned specific roles; Playwrites, Stagecraft, Sound, Lighting, Costumes, Actors/Actresses and so on. We had literally 24 hours to write, built a set, create costumes, and perform the show. Obviously, because we were in college, we were "locked in" the auditorium until the end of the show. I would suggest that you make it a 48 hour or even a 72 hour play. This way students have class time and after school to work on it. In order to be considered for a role in the plays, you had to fill out an application and send in a sample piece or resume for the job you desired. This determined if you were qualified. (Kind of like a real world scenario). We would sell tickets the week before (a theme would be provided) in order to help raise money for the theatre department. We also had a Public Relations and Sales team. If you can not do something like this for your class, think about it as a school-wide project.           About 24 Hour Plays 

1. Life Cycle of a Bean Sprout, Scientific Methods

This activity is great for any science class that is studying plants as well as the scientific methods in research. 

• Start with a bean. Have students draw a picture of it, measure it, and record basic findings.
• Create an inquiry question (individual or class as a whole)
• Propose hypothesis (What do you believe will happen and why)
• Assign variables (Change the soils, amount of light, exposure to music, etc.)
• Continuously record data and findings daily.
• Report to the class on findings
• Assess your hypothesis and compare results

This is a great way to have students learn about the process of research with a basic task of watching a bean sprout grow. It is also easy enough for students of any age to do this on their own with limited to no parent help. The methods taught in this unit can transfer to the rest of your units with basic procedures. You can keep the sprouts in the classroom, or have students take them home, which promotes accountability. I recall participating in this activity and it was so fun that I would like to teach my son how to grow little plants as well. 

5 Reading Strategies for Comprehension

5. Background Knowledge and Anticipatory Sets

The make up of your classroom varies in multiple ways. Culture, socioeconomic status, religion, family structure, political views, education level of the parents and so much more, contribute to your student's current understanding of the world. Not every student contains the same background knowledge as the classmate next to him or her. Therefore, it is important to get a feel for where students are prior to jumping into a text. At the high school level, it is important to understand ideas and concepts, as well as key vocabulary terms. To help gauge the direction I will take with my students, I first provide an "Anticipatory Set" or front load information about the text.

Anticipatory sets provide a framework that helps thinking. Students will be able to generate their own position on a topic while also hearing multiple view points. Below, you will see a chart that presents students with questions or themes that can be discussed during the reading of The Most Dangerous Game. You can go over eat question and allow students to move from one side of the room to the other based on their position. You can have students complete the handout, jot down 2-3 reasons, and perform a Socratic seminar. Or just a general discussion which results in a writing piece that might discuss the plot of the story. The point of doing this is to prepare students with a focus for reading. Once you know they understand the main ideas and key points, reading comprehension will increase due to the constant reflection done with this handout.

Before Reading		Statement	After Reading
Agree	Disagree		Agree	Disagree
		Man is more civilized than animal
		It is alright to hunt animals for food
		Murder is NEVER ok
		Animals can feel fear
		Hunting is considered Murder
		It’s best to listen to your gut
		You should do anything to survive
		Nature is stronger than man
		Killing an Animal should result in jail time
		Animals should have rights like humans
		Only humans have the ability to reason

4. Vary the Context

Just as background levels differ, so does the type of intelligence each student possesses. To name a few, Verbal learners, Logical learners, Visual learners, Kinesthetic learners, etc, within our student population is becoming widely increased. Therefore, the type of materials we use for reading should vary as well. As my English 2 classes are tackling The Tempest by William Shakespeare, I had them first read the graphic novel. You can access an online version of the Graphic Novel by clicking here. The students liked the visuals and were able to create a character chart based on what they saw. This helped them describe the characters or reference them during the discussion, "Well the guy is Prospero's slave, but what is keeping him faithful to the old guy? Why doesn't he just link up with that ugly monster thing" (actual student comment).

YouTube is a great resource for summarizing videos about what you've read. Depending on the complexity of the content, can depend on how often you use the summary videos. There are stories in which I want students to know the summary prior to reading (The Odyssey)  and there are others in which I chunk it by text (Of Mice and Men). 

Last but not least, you can use a reader's theatre to help promote the physicalizing of your texts, even if they aren't plays! If you have never taught To Kill a Mockingbird to a bunch of unmotivated sophomore, you are in for a surprise. Some students really dove into the text, whereas others we simply not feeling it. Therefore, to help them better understand I typed up the "court scenes" and the students acted them out. It was a great change for me to use my theatre/screenwriting background to use. To this day, the students remember performing, the importance of the scene, the big ideas within the novel as well as some basic techniques to read with emotion. (See sample below)

To Kill a Mockingbird: Chapter 18 script

Mr. Gilmer	Judge Taylor	Mayella Ewell	Tom (no lines)
Atticus	Jem	Rev. Sykes

Judge Taylor: Mayella Violet Ewell. (She enters and is sworn in).

Mr. Gilmer: Where were you at dusk on that evening?

Mayella Ewell: On the porch.

Mr. Gilmer: What porch?

Mayella Ewell: Ain’t but one, the front porch.

Mr. Gilmer: What were you doing on the porch?

Mayella Ewell: Nothin’

Judge Taylor: Just tell us what happened. You can do that, can’t you?

Mayella Ewell begins to cry.

Judge Taylor: That’s enough now. Don’t be ‘fraid of anybody here, as long as you tell the truth. All this is strange to you, I know, but you’ve nothing to  be ashamed of and nothing to fear. What are you scared of?

Mayella Ewell: (sobbing, points at Mr. Finch) Him!

Judge Taylor: Mr. Finch?

Mayella Ewell: (nodding vigorously). Don’t want him doin’ me like he done Papa, tryin’ to make him out lefthanded…

3. Record Students Reading

I was given this technique when I was in 6th grade. I struggled to read and comprehend (according to my teacher), therefore, for my book report, I had to record myself reading EACH chapter of my book. After the first chapter, I was to play it black and follow along with myself reading, followed by writing a chapter. Once I got to chapter 5, he changed the format. I was then supposed to read 5-8 paragraphs and summarize into my recording until the chapter was complete. I can remember the book and the assignment very vividly. As I grew older (and still to this day), I love listening to Audio books. I read all of the Harry Potter novels via audio TAPEs (not CDs) and have a few CDs of the Chronicles of Narnia that I play during long road trips.

Benefits of Audio books that are listed according to Reading Rockets, WETA Public Broadcasting

• Introduce them to a higher reading level
• Model good interpretive reading
• Promote active listening
• Introduce new genres, unfamiliar vocabulary, writing styles and dialect
• Read aloud with the tapes
• Notice the emotional variation within the readers voice

2. Teach Active Reading, Close Reading, and Annotations

Active Reading means reading with a writing utensil in your hand and marking up the text. You can have students highlight based on the area of focus. I usually provide something called "Annotation Guidelines" in which the students are given a particular topic in which to look for while reading. Once they highlight the specific key idea, theme, sensory detail, form of rhetoric, unknown vocabulary word, etc, they make little notes on the side. Next, Students chunk the selection into various paragraphs and summarize that passage. They are encouraged to draw pictures and create a "key/legend" that helps them differentiate the various colors on their paper. This will help them organize for future classes and allows students to easily reference needed material within the text.

In the two pictures, we annotated a passage from William Shakespeare's The Tempest. Each group received the same excerpt from the text and were given specific annotation guidelines they needed to complete. The different colors provide 2 purposes. 1) The variation of tasks asked by the guidelines and 2) The representation of the student's work. In a group of 3 I assigned students specific annotation tasks based on their skill level. (one task was 'easy' and the other provided a 'challenge'). Once that was completed, I placed the groups posters around the room. Students did a gallery walk to read the annotations from their classmates and took notes using a graphic organizer, focusing on the "Say-Matter-Mean" method that was taught to them the days prior. This promotes comprehension because students were looking at the same piece of text but analyzed in 9 different ways, in order to achieve 9 different group perspectives. At the end of the activity, we had a discussion about "Ah-Ha" moments for them and what they learned from their peers notes. 

1. Vary the Location and Grouping Structure

Last but not least, differentiating the types of grouping and location in which students read. My students love when I read to them, even at the high school level. We all know about Whole class learning, small group learning and independent reading, which can get repetitive. Try switching it up, Left side read with right side, people with brown eyes and blue eyes, boys and girls, etc. Keep it fun and keep the people the read with new. Otherwise, reading will become boring for students and they will become use to only a few reading styles. 

Do you always read within the classroom? Is there a quiet area that students may go to during a "free time" to read quietly? The location in which students read can also affect their ability to comprehend a text. What type of stimuli does your classroom or their room at home provide that could distract them from reading? For this you can try various methods such as playing soft music or a form of white noise. I subscribe to this YouTube channel to play background noise for my students. You can also, take them outside in the quad area or at the outdoor lunch tables if you have them. Varying the setting of the reading to fit into the reading can help students remember. This strategy also works well during physicalizing. 

Strategy 1: The Use of Graphic Organizers

While tapping into Gardner's use of Multiple Intelligence through Visual learning, graphic organizers are used to enhance a student's knowledge about a topic, text selection, or concept, as well as vocabulary by helping learners make connections and structure thinking. Graphic organizers allow for teachers to helps students develop their own connections about the topic and apply it to the content for that Unit. There are several different types of graphic organizers that you can use. Below you will find an example that I used during my Unit entitled, "Extending Freedom's Reach".

⇒Power, Freedom, Censorship: Word Chart

For this Activity, I divided the class into three groups, each focusing on one word. They completed the graphic organizer using the launch text, a specific text for their word, the internet, and personal experiences. Although we "know" what Power, Freedom and Censorship might mean, I want students to be able to identify them within the text. How does the students relationship and knowledge of the word play a role in their understanding of it? This might not seem like an everyday vocabulary lesson, but with EL students in mind, these words can mean a variety of things to various people. It is important to remember your class makeup when designing vocabulary plans. Finally, I want to reinforce that in order to develop concepts (which was another goal for this lesson), students should be able to have a strong understanding of key words that will be used throughout the unit.

"Teaching and Learning with Graphic Organizers" 2017. Inspiration Software, Inc. http://www.inspiration.com/visual-learning 

Strategy 2: Physicalizing and Repetition

Strategy 2: Physicalizing and Repetition

As a former college athlete at a Division I University and now a decorated softball coach, I understand the importance of constant physical repetition of a new drill. I want my players to continuously practice forehands, backhands, wrist flips, tee work, etc in order to apply them to the game. This idea should be presented the same way within a classroom. The constant use of the vocabulary words within the context or during activities can help students retain information longer and with a purpose. There are many "physical" games you can play with students. For our Shakespeare Unit, we used a game called "Swords and Shields", but you can adapt it for many other content areas. Here is another game that you may or may not have played in your younger years, but the students love it and learn at the same time. Shoes are optional.

⇒Drama Games to incorporate Vocabulary

Each student is given a list of 2-3 different words and their definitions. (Students will previously have reviewed and studied these words from the beginning of the unit). Partners place their hands on one another's shoulders and try to "step on" their partners feet. While doing this activity, Partner A will tell Partner B their vocabulary word, in which Partner B must think of the definition from the class list or their paraphrased definition. You could also have Partner A recite their word to their partner and they need to repeat it back. They do this while trying to avoid their partner stepping on their feet. Give them about 2 minutes and have them find a new partner. I would do this about 3 times to make sure students are hearing the different vocabulary words.

At the end of the game, have students write a short reflection piece about the words they had to recite, the words they had, which words they needed to work on, and which words they knew. This small yet powerful activity can touch on a variety of students needs and types of learning styles. Physicalizing can help get the blood moving and reading for learning, while also relieving stress through the multiple benefits of playing the game. Vocabulary would not necessarily be thought of when you're playing a game used to enhance foot work skills, however, the constant movement and talking with a variety of partners helps support an overall classroom atmosphere, rather than just vocabulary development.

Strategy 3: Sight Word Games

Not only do I teach high school kids, but I also have a 5 year old son at home that attends the local preschool in my town. The teacher suggested that I start working on site words since he is advanced for his age group in her class. Therefore, what was a high school English teacher to do? Well, I used his interests to spark a creative plan and fine an exciting game for all of us to play. With this, I can easily adapt it to a high school classroom, but below you will find a link to the website I used to print the board games. My son is a fan of Chutes and Ladders as well as Candy Land. I used these two games to help teach students.

⇒Sight Word Games (Pre-K through 1)

 "Chutes and Ladders" activity: Place different vocabulary words randomly around the board. Students roll a number and must know the definition of the word in order to move. I would suggest playing in a group of four, this way students hold each other accountable for moving and knowing the word. Because students will need to say the definition out loud, everyone in the group benefits from hearing it repeated over and over. First player to the top wins. You can differentiate by allowing some students to use notes, "use a life line", provide a different synonym after each definition, multiple choice, etc. Either way, the kids are having fun and learning at the same time. After the activity is over, have them write a quick reflection piece about what words they knew, what words they struggled with, and how they can prepare for the next time they play.

"Candy Land" activity: Very similar to the actual game, just with added vocabulary. There are different colors on the board that lead all the way to "King Candy", however, you can use whatever end zone theme you'd like, or even a mini map of the school could be fun. Color coordinate the vocabulary words and/or definition. A student draws a card with the word or definition on it. They are to give the correct response and move to the appropriate color. (Color of the word=Color on the board). The same as above applies to the process of learning the vocabulary terms. It is also important to follow through with the reflection piece afterwards.

⇒"VocabularyLand" printable game board

Strategy 4: Student Created Quizzes

I was studying anatomy and physiology in college, when I just was not understanding the material. On the third try of taking the course, I had a teacher that allowed us to submit questions that would be on the test. She would differentiate the test by providing matching, multiple choice, fill in the blank, labeling on the skeleton, so-on and so-fourth. Therefore, I decided that my students should be allowed to do the same thing. In an English class, we rarely give "tests" anyway. Most of our assessments are writing samples or presentations. Students will be able to practice using the content/context of the vocabulary word through creating the quiz.

⇒Make your own Kahoot
⇒Use Quizlet for Study Tools

I would use their quiz questions as tickets to leave after daily lessons to keep the use of vocabulary constant. Also, you can use their questions to create an end of the unit quiz. When students have control over what they learn, they are more likely to put forth the effort into creating something challenging.

Strategy 5: Vocabulary through Music

Youtube University is becoming more popular with our students, especially at the high school level. I have a Teacher account and I like to show these short clips to introduce the vocabulary for the upcoming unit. Give students a list of the key words and have them create their own definition based on what they hear and see in the video. Many of my students (and probably yourself) find it simple to remember song lyrics. I rely so much on flocabulary and even encourage my students to use the vocabulary into their own song style. The following video is about the elements of a short story.

⇒Flocabulary on YouTube
⇒Flocabulary Website