My end of the year project just leveled up! With ten days left to go, and the sentimental thoughts of missing the class (from myself and the students), these projects will give the students a chance to share special memories, things learned throughout the year, tips for next year’s students, or a summary of what they’ve learned through five different creative options.
Students can choose between a series of podcasts, writing a song and creating a music video, writing and illustrating an audio book, writing and making a movie, or creating a series of sketch notes or mind maps to share their year.
All of the project options are perfect for 21st century skills. Students will collaborate, get creative, think critically, practice citizenship, and practice good communication skills through their project presentations. The projects are great for MANY grade levels (probably excluding K and 1) and any subject area!
I can’t wait to see what they come up with!
For you teachers out there, these slides are completely editable. You can edit the text and directions to fit your grade level and add your own bitmoji images. Get it here 🙂
I recently learned about this site in an email from my tech coaches. I knew I wanted to use it but didn’t have a legitimate reason to use it in my reading classroom. Today, however, when I introduced digital reading responses, specifically #booksnaps, it was the perfect site.
#Booksnaps – Do your students do a daily response to their independent reading? I’ve always used a variety of strategies (worksheets, post-its, reading journals, interactive notebooks) but have never found one that really excited my students, until today, using the remove.bg site. I introduced Tara Martin’s #booksnaps to my readers using the Google apps options of Slides and Drawings. We began with a focus on our metacognition … what thoughts did you have while reading? I used our whole group informational texts that we’d analyzed throughout this week and had my students find a page, section, paragraph, etc. that affected their thinking the most. We followed the procedures for a typical #booksnap, which can be found here at Tara Martin’s site. However, instead of searching for emojis or using bitmojis (neither of which is completely appropriate for my students) I had my students take selfies of themselves using their webcams, trying to portray their emotions and feelings or thoughts while taking the picture. Then they used the remove.bg site to remove the background from their selfie and they had their own little picture of themselves, ready to be added to their slide and turned into a real-life “selfmoji’ or inserted onto a new background that related to their reading using a new Google Slide. We downloaded the slides as a jpeg or png file to add to our #booksnaps.
My fourth graders were in! In our excitement we played around a bit. (It was one of those moments their excitement just needed to be let it before they could focus on their actual task.) I’ll admit, I created a “selfie” with the president and first lady, I went to the Super Bowl, and my students put their faces on athletes, past presidents, video game characters, and one even floated in a pool of gold coins. The excitement was a bit out of control, but the ideas and creativity were endless. When it came time to respond to our reading, students were also excited to find creative ways to show their thinking, and for a minute, I’m pretty sure my classroom was magic. Everyone was working, thinking, collaborating, and sharing their thoughts about their reading in a way that I’ve never seen them before. They were genuinely excited to talk about their books. My teacher heart left school full and excited for next week.
Here are a couple of the photos I made while playing around, and an example of what one of my students made.
Now, the possibilities are great for how we could use this website in our writing. My students are currently working on a research PBL about the planets. Guess what their next background will be?
This review project is a favorite in my class! I was looking for a way to assess my students’ fictional comprehension of ALL of the skills I teach in our fiction unit. The problem with assessments, though, is that they aren’t always fair to all students. You reading teachers know what I mean! We differentiate our instruction to make learning fair for all of our readers, so assessments should also be fair! With this project, I can assign leveled text, individually or by group, allowing me to actually assess their comprehension skills without questioning if the real problem was that they couldn’t read the passage. As the teacher, you can even choose whether you assign the pages with graphic organizers or blank pages for students who need more of a challenge.
While working on this project, my students are given free rein, meaning they are completely in control of how they show their understanding. Text dependence is easy too. With digital text, students can take a snapshot or copy/paste exactly what they need to prove their thinking. Altogether, I’m assessing their understanding, giving my students opportunities to use creativity, critical thinking skills, and their communication skills. If not being used for assessment purposes, it also makes for a great collaboration project for group assignments.
If you want to check this out for your own students click the link below.
Do you do Responsive Classroom or Morning Meetings in your school or classroom? If so, you know that spending 15-20 minutes a day sharing thoughts and “playing” with your students can be your most successful relationship building moment of the day.
My students and I learn more about each other and build the strongest community bonds during our Morning Meeting time. In the time that most teachers would be transitioning from breakfast/morning work to “class” time, we are sharing our thoughts, writing songs together, completing mini-stem challenges, playing teamwork building games, solving critical thinking puzzles, character building, and learning about each other’s strengths and unique personalities in ways that just can’t happen during any other class time.
To make my morning meetings easier to plan and keep routine, I use a Google slides presentation. Having this routine has allowed me to share these with my substitutes, collaborative teachers and students so that meetings can still run smoothly when I’m out. Because my students are used to seeing the same layout each day, I can often choose a student to lead the meeting on the days that I’m out. For those teachers who know what it’s like trying to explain a morning meeting to a substitute on paper, you know that the ability to have a student run your meeting instead is amazing! (Of course, I teach 4th graders who are capable of leading this and reading the presentation, but I’m sure this is possible of some of the younger grades also!)