Back to Learn More

  Kelley S. Miller                 Kelley Miller Home        Learn More        Standards        Inspiration        About the Author

---

Lessons

Sometimes the best starting point is a sample lesson.  The lessons contained here are a mix of high- and low-tech integration; many of the tech tools mentioned in my References section make an appearance here.  The lessons are divided into the types of lessons necessary for a PBL unit.  To get the most out of this page, click on the linked lessons and student samples.  These lessons featured here represent my journey in understanding how to best align project based learning to Common Core standards. 

1) The Art of the Hook

​A hook serves to pique students' interest at the beginning of a project.  It can be as high tech as a video or as straightforward as a class discussion.

• Mission: Impossible PowToon  This PowToon template was a quick and fun way to introduce a narrative writing project to my students.  Tech: medium.
• The Giver Graffiti Walk  Students carousel around the room and write I notice/I wonder statements about images that correspond with themes in The Giver.  Tech: low.
• Pre-discussion brainstorm: World War II  I use this slide as a starting point for a class discussion to give my students a context before we read Diary of Anne Frank.  Tech: low.

2) Building Foundational Knowledge

Both John Hattie and Michael McDowell stress the importance of building foundational knowledge so that students can get to the deeper, transferable knowledge in a PBL unit.  Sometimes the best way to teach this knowledge is with direct instruction and simple vocabulary lists.

• Fairy Tales and Archetypes VoiceThread  This lesson "flips" a direct teach so that students can go at their own speed and complete their notes organizer.  Tech: medium.
• Writing Process VoiceThread  An early attempt at the flip.  Note: while students enjoyed the novelty of the flip, this was too long and the notes needed simplifying. Tech: medium.
• Vocabulary  My go-to vocabulary template, using Google Docs.  Incorporates drawing and writing.  Tech: low.

3) Scaffolds

My action research examined students in special education, regular, and accelerated classes.  The best scaffolds work for all three groups of students, and can be removed as students are ready.

• Freedom Research ​(Explanatory Writing)  I developed this in my action research PBL unit, when I realized that my students with low writing abilities were struggling.  Tech: medium.  Student sample.
• ABC Paragraphs  Thanks to the Bay Area Writing Project, this is my favorite way to get students in the habit of elaborating every time they cite textual evidence. Tech: low.  Student samples.
• Google Forms Sentence Starters  I borrowed this idea from Catlin Tucker, and used it to great success.  Students worked together to develop movie pitches by filling out this form.  When they were done, AutoCrat emailed them an editable doc with their answers.  A surprise bonus is that students were quick to notice and correct grammatical errors using this method.  Tech:high.  Student sample.
• The Giver Paragraph Sentence Starters  To reduce cognitive load, I used this for a short writing assignment with my special ed class.  It allowed them to focus on content (narrative elements, film/book comparison) rather than how to get the words out.  Tech: low.

8th grade students hamming it up with Diary of Anne Frank costumes.

4) Final Product

Whether projects are the main course or the dessert, they are an opportunity for students to show that their knowledge can transfer to an authentic application.

• Schoolhouse Rock!  Students used an animation tool of their choice (PowToon, GoAnimate, or Animoto) to teach the class a grammar rule.  Tech: high.  Student sample.
• Anne Frank Perspectives Students made connections between nonfiction texts and Diary of Anne Frank: The Play, and completed a brief Google Slides project at the end to show their skill at making connections.  Tech: medium. Student sample.
• Story Wars!  After building knowledge around fairy tales, archetypes, and myths, students "rendered new" an old tale by creating a movie pitch and accompanying animations. Tech: high.  Student sample.  

One of my teams of students who re-envisioned a fairy tale with a modern movie pitch.

5) Closure

• Digital Thank You  Don't forget to say thanks!  I used iMovie on my phone to record students saying thanks to a few professionals from the Napa Valley Film Festival.  Students liked the idea of being on camera, and the editing was super easy.  Also, since one of my authentic experts helped remotely, this allowed him to see and hear the students he had helped.  Tech: medium.
• Student Reflection Google Forms is a great way to record student reflections during and after a project.  I used to assign hand-written reflections, but now I prefer forms for easy reference when I'm grading, and making changes for the following year.  Tech: medium.  Student sample.
• Teacher Reflection  Nobody has time to do these- but they're worth making the time to complete with partner teachers.  At the end of a project, I try to make a habit of taking down a few notes in my Doc template.  Those notes are invaluable the following year.  Tech: low.  Teacher sample.

HOW-TOs

REFERENCES

ASSESSMENT