About This Book. Projects With Pizzazz includes ideas for 39 student projects. Each project is divided into the following

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1 About This Book Assigning and evaluating student projects just got easier! Your friends at The Mailbox magazine have compiled this handy resource of student project ideas to help students apply important concepts covered in grades 4 6. On these pages, you ll find easy-to-manage, fun-to-do projects that help students apply what they ve learned. The book is divided into four curriculum sections: language arts, math, science, and social studies. In each section, you ll find a collection of individual, partner, and group projects that target a variety of learning styles. Each easy-to-manage project includes step-by-step instructions to help your students successfully research, organize, complete, and present the project. Plus you ll find a handy evaluation form that outlines the project s criteria, the possible point value earned by meeting each guideline, and space for both the teacher and the student to evaluate the finished project. Projects With Pizzazz includes ideas for 39 student projects. Each project is divided into the following four pages: Teacher Information Page: On this colorful page, you ll find a materials list and simple steps for introducing the project. Also included is a list of goals students will meet by completing the project, a resource list of children s books related to the project s topic, and a creative idea on how students can share the project with others. To help the teacher meet the needs of her diverse classroom, this page also features suggestions for how to increase or lower the difficulty level of the project. Reproducible Student Checklist: This ready-to-use reproducible provides each student with easy-to-understand instructions on how to complete the project. The reproducible also includes a materials list, a reminder about the due date, and a special box of I Think I m Finished questions to help the student determine whether he has met the project s criteria. Project Reproducible: This page features a second reproducible, such as a helpful pattern or form, that will help the student complete the project. Reproducible Evaluation: The last page of the project features a ready-to-use reproducible rubric for assessing the project. On the form, you ll find a list of criteria to use to evaluate the project, along with space for teacher and student comments. The next time you want your students to complete a meaningful and exciting project, turn to this easy-to-use resource by THE EDUCATION CENTER, INC. All rights reserved. ISBN# Except as provided for herein, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or storing in any information storage and retrieval system or electronic online bulletin board, without prior written permission from The Education Center, Inc. Permission is given to the original purchaser to reproduce patterns and reproducibles for individual and classroom use only and not for resale or distribution. Reproduction for an entire school or school system is prohibited. Please direct written inquiries to The Education Center, Inc., P.O. Box 9753, Greensboro, NC The Education Center, The Mailbox, the mailbox/post/grass logo, and The Mailbox Book Company are trademarks of The Education Center, Inc., and may be the subject of one or more federal trademark registrations. All other brand or product names are trademarks or registered trademarks of their respective companies. Manufactured in the United States

2 Writing a Personal Narrative TIME TO TELL MY STORY Project: creating a page about an important life event for a class big book For 1 student Goals: to understand the characteristics of a personal narrative to strengthen prewriting and drafting skills to write a personal narrative Materials for each student: copy of pages sheets of 8 1 / 2 x 11 white paper tape pencil crayons, markers, or colored pencils glue 22 x 28 sheet of poster board personal photos (optional) file folder for storing copies of pages 5 7 (optional) No one thought we could beat the Hurricanes, but Hey, We Won! #1 Introducing the project: 1. In advance, write a brief story about an important event in your life. Then read the story aloud to the class. (As an alternative, read aloud a portion of one of the autobiographies for children listed below.) 2. Ask students to identify characteristics of the story. Then explain that the story is a personal narrative. A personal narrative tells about an event in the author s life. It may also include the author s feelings and opinions about the event. Ask students to share about personal narratives they have read. 3. Explain to the class that each student will write a personal narrative to feature in a class big book titled Days of Our Lives. 4. Distribute copies of pages 5 and 6. Go over these pages with students. Assign a due date for each student to write in the blank on page Distribute copies of page 7. Discuss the evaluation with students to make sure they understand how their projects will be evaluated. 6. Share with students any resources you have gathered to help them with the project (see the list). Helpful resources: Ask your librarian to help you assist students in selecting appropriate nonfiction books to read, such as the following: Homesick: My Own Story by Jean Fritz Knots in My Yo-Yo String: The Autobiography of a Kid by Jerry Spinelli The Land I Lost: Adventures of a Boy in Vietnam by Huynh Quang Nhuong by Dayna Williams When we tied with only two minutes left, I knew we had a chance to win it all! Presentation Pointer Label a sheet of poster board with the title Days of Our Lives. Ask each student to autograph this title sheet. After each student shares his story and page with the class, punch three holes in the top of each page. Use metal rings to bind the pages in alphabetical order behind the title sheet to make a class big book. 36 To Adapt the Project Challenge students to rewrite their narratives in picture-book format, complete with illustrations and book jackets. Allow students to write personal narrative paragraphs rather than multiparagraph stories.

3 Name Materials copy of pages sheets of 8 1 / 2 x 11 white paper tape pencil crayons, markers, or colored pencils glue 22 x 28 sheet of poster board personal photos (optional) file folder for storing copies of pages 5 7 (optional) Due date: I Think I m Finished! To make sure, answer these questions: Does your personal narrative have a beginning, middle, and end? Does your personal narrative include a variety of sensory details? Did you proofread and edit your story carefully? Does your big book page include your story and illustrations and/or photos? Personal narrative project PROJECT: TIME TO TELL MY STORY Everyone has a story to tell even you! Take some time to tell about an interesting event in your life. As you complete each step, color its hourglass. Steps: 1 List some important events in your life. Think about things that have happened to you that were exciting, funny, happy, or that made you feel another strong feeling. For example, have you moved? Visited a fascinating place? Met someone famous? 2 Decide on the event you will write about. Then complete the organizer on page 6. 3 Write a rough draft of your story using the information on the organizer. Proofread and edit your work carefully. 4 Ask at least two classmates to peer-edit your story. Make any corrections. 5 Copy or type the final copy. IMPOR- TANT: Write on only one side of the paper. 6 Tape together nine sheets of 8 1 / 2 x 11 paper. Turn over this large sheet of paper and trace the outline of your poster board on it. Inside the tracing, draw a rough draft of your class book page. Show where you ll place your story, illustrations, and photos. 7 Using the draft you completed in Step 6 as a guide, glue your story to the poster board. Add the illustrations and any photos. 8 Practice reading your story aloud so you ll be ready for your presentation. 5

4 Name Planning a personal narrative Time to Plan My Story 6 Directions: Fill in the blanks below about the topic of your personal narrative. Then, in the top part of each hourglass, describe what you plan to tell in that part of the story. In the bottom of the hourglass, list sensory details that tell what you saw, heard, smelled, touched, or tasted during the event. Event I will write about: When this event happened: Where this event took place: Who will be in my story: The mood of my story (happy, sad, funny, etc.): End Middle Beginning Details Details Details

5 Name PROJECT: TIME TO TELL MY STORY Evaluation Sheet Evaluation Criteria: Possible Earned Organizer was completed according to the directions. 10 points points Rough draft of the story was completed and was peer-edited 20 points points by at least two classmates. Story was focused on one event and included a variety of 30 points points sensory details. Rough draft of the class book page was completed. 10 points points Spelling, capitalization, and punctuation were correct in the 10 points points final copy of the story. Presentation was successfully completed. 10 points points Work was turned in on time. 10 points points Total 100 points points Teacher comments: Student comments: Parent/guardian signature: 7

6 Parts of Speech PASS THE PARTS OF SPEECH, PLEASE! PASS THE PARTS OF SPEECH, PLEASE! Project: designing a food container to teach about a part of speech For 1 or 2 students Goals: to strengthen understanding of parts of speech to practice writing sentences that include a specific part of speech to sharpen creative-thinking skills Materials for each student or student pair: copy of pages 9 11 empty cardboard food container paper pencil 1 or 2 sheets of 12 x 18 manila or art paper 1 or 2 sheets of 12 x 18 white construction paper crayons, markers, or colored pencils ruler scissors glue file folder for storing copies of pages 9 11 (optional) Introducing the project: Helpful resources: ARE 1. Divide the class into groups. Have each group examine its members food containers. With the class, discuss the types of information found on the containers. 2. Explain that each student (or student pair) will design a container that will teach the consumer about a part of speech. The container will be filled with an activity for classmates to complete and check during free time (see Presentation Pointer ). 3. Distribute copies of pages 9 and 10. Go over these pages with students. Assign a due date for each student to write in the blank on page Distribute copies of page 11. Discuss the evaluation with students to make sure they understand how their projects will be evaluated. 5. Share with students any resources you have gathered to help them with the project (see the list). The Amazing Pop-Up Grammar Book by Jennie Maizels and Kate Petty Books by Ruth Heller: Kites Sail High: A Book About Verbs Many Luscious Lollipops: A Book About Adjectives Merry-Go-Round: A Book About Nouns Up, Up and Away: A Book About Adverbs RAN VERB-a-RONI NEW!Verb AMTASTE WAS LOVE -A- Roni Whether it s of the action-packed or helping variety, no sentence is complete without VERB-A-RONI! HOP SEEM JUMP APPEAR IS CAN SHALL SING HAS WILL Presentation Pointer Cover a table with a checkered tablecloth. Display a sign that reads Pass the Parts of Speech, Please! Then place the containers on the table. During free time, encourage each student to choose a container and follow the directions on the worksheet inside. To Adapt the Project Challenge each advanced student to prepare a container using a more difficult parts-of-speech concept, such as direct or indirect objects. Have students work in groups of three or four to complete a container. If desired, require that students include on their design only the three bulleted items listed in Step 3 on page 9.

7 Name Parts of speech project PROJECT: PASS THE PARTS OF SPEECH, PLEASE! Serve up a hearty helping of parts-of-speech practice by completing the project steps below. As you complete each step, color its menu. Steps: 1 Choose one part of speech for your project: noun, verb, adjective, adverb, pronoun, preposition, conjunction, or interjection. Write it in the blank:. 2 Examine the empty food container you brought from home. List the different types of information found on the container (nutrition facts, recipes, ingredients, preparation directions, etc.). Beside each item, write how you can adapt it either to tell about your part of speech or to give an example of how it can be used. 3 Trace the sides of your container onto manila or art paper. Design your container on the tracings. Include the items you listed in Step 2, along with the following: a name for your product a description of your part of speech serving suggestions: two sample sentences, with the part of speech underlined in each sentence 4 Measure and cut the construction paper to cover your container. 5 Decorate the paper using the sketch you completed in Step 3 to guide you. Then glue the paper to your container. 6 On the worksheet on page 10, write ten sentences Due date: Materials copy of pages 9 11 empty cardboard food container paper and pencil 1 or 2 sheets of 12 x 18 manila or art paper 1 or 2 sheets of 12 x 18 white construction paper crayons, markers, or colored pencils ruler, scissors, glue file folder for storing copies of pages 9 11 (optional) that each include an example of your part of speech. On the answer key, list the example in each sentence. Ask at least two classmates to proofread your sentences and key for you. Make any corrections. 7 Cut out the worksheet and answer key. Place them in the container. I Think I m Finished! To make sure, answer these questions: Did you brainstorm a list of items to put on your container and complete a rough sketch of its design? Does your final design include all of the required items? Did you proofread the container to make sure all the information is correct? Did you place a completed copy of the worksheet and answer key in the container? 9