We wrap up the novel using the same groups in which the students work in social
studies to create the final projects. The first is simply called “The Color Project,”
and the idea started with a project bundle I (Heather) purchased from Gretchen
Blynt at Teachers Pay Teachers (the same one the entrance ticket idea came from).
I used Blynt’s idea of having students choose a scene from the novel to create
using one color that seems important to that particular scene, and created a
bigger project around it. To begin, groups are all assigned a color in the novel,
and are tasked with finding as many mentions of their color as they can. They
must collect the quotes and page numbers on a collaborative document. They
are then asked to write a group analysis about their color based on any patterns
or recurrences they see in the quotes they researched. Along with this, students
are asked to choose a scene in which their color is prominent which they will
illustrate using only their color, as well as write an analysis on why they believe
their color is represented in their chosen scene.
studies to create the final projects. The first is simply called “The Color Project,”
and the idea started with a project bundle I (Heather) purchased from Gretchen
Blynt at Teachers Pay Teachers (the same one the entrance ticket idea came from).
I used Blynt’s idea of having students choose a scene from the novel to create
using one color that seems important to that particular scene, and created a
bigger project around it. To begin, groups are all assigned a color in the novel,
and are tasked with finding as many mentions of their color as they can. They
must collect the quotes and page numbers on a collaborative document. They
are then asked to write a group analysis about their color based on any patterns
or recurrences they see in the quotes they researched. Along with this, students
are asked to choose a scene in which their color is prominent which they will
illustrate using only their color, as well as write an analysis on why they believe
their color is represented in their chosen scene.
Their next group project is the culmination of the unit, and students will present
this final piece at the same time they present their social studies display. Each
group is assigned a character, and they create a body biography on six foot
bulletin board paper including quotes, characteristics, symbols, and important
events in the character’s life. They must assign a color to their character, and
explain why that color represents their character's personality.
this final piece at the same time they present their social studies display. Each
group is assigned a character, and they create a body biography on six foot
bulletin board paper including quotes, characteristics, symbols, and important
events in the character’s life. They must assign a color to their character, and
explain why that color represents their character's personality.
By the end of the unit for US History, the students have worked collaboratively
to create huge display pieces on their assigned research topic. These
pieces are large black sheets of bulletin board paper 6ft. longg. Each piece
highlights the research by displaying a timeline, relevant historical quotes,
summary of the topic and original artwork. The display piece also allows
for a connection to the color project from English. Each group must assign
a color to the historical topic they have researched, and explain why they
feel this color best suits the topic. This allows for a little extra imagination
and creativity in an otherwise research heavy assignment. Each group must
also create a collaborative Google slides presentation. In order to balance the
individual and group components, each group member keeps an accountability
log of all their work throughout the entire process. This is their chance to
describe their role and contribution to the group.
to create huge display pieces on their assigned research topic. These
pieces are large black sheets of bulletin board paper 6ft. longg. Each piece
highlights the research by displaying a timeline, relevant historical quotes,
summary of the topic and original artwork. The display piece also allows
for a connection to the color project from English. Each group must assign
a color to the historical topic they have researched, and explain why they
feel this color best suits the topic. This allows for a little extra imagination
and creativity in an otherwise research heavy assignment. Each group must
also create a collaborative Google slides presentation. In order to balance the
individual and group components, each group member keeps an accountability
log of all their work throughout the entire process. This is their chance to
describe their role and contribution to the group.
Here are some of the English and social studies projects hanging side by side:
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