List of 90 Project Ideas to be Used in ESL Class-Room:
1.
Role-Play:Students
rewrite the ending to a story or movie and perform it as a role-play.
2.
Teacher-for-the-day: Students prepare and lead a grammar or
vocabulary activity or game for the rest of the class.
3.
Advertisements: create an advertising campaign to sell a
product. The product can be real or imaginary. Try using this to
teach persuasion, as an assignment for speech class, or to reinforce skills
learned in a consumer class.
4.
Album
Covers: create
artwork for an album. The album may be connected to a skill (such a
multiplication) and should demonstrate or explain how that skill is used.
Or the album cover may be connected to a novel and the art work might
present a relevant theme in the story. Another use would be to have
students create natural disaster album covers in a science class where the
cover would depict and explain the event.
5.
Autobiographies: write the story of your life. This
assignment may help you teach autobiography or reinforce a broad range of
writing skills.
6.
Awards: create awards to present to historical figures,
scientists, mathematicians, authors, or characters from a novel.
7.
Banners: create an informational banner. Students
could create time lines of the American civil war or the Spanish alphabet.
8.
Bar
Graphs: create
illustrated bar graphs. These may be used to explore data sets, use
statistics to support a point, or illustrate a growth or change in a market.
9.
Biographies: write the life story of someone else. It
could be a friend, family member, historical figure, or a fictional character.
10. Blogs: create blogs for literary characters or historical figures.
Create an actual blog for free at blogger.com or just have students write and organize
articles on white printer paper if the internet is not available.
11. Blueprints: create blueprints or floor plans of a scene
described in a novel, an historic setting, or an earthquake proof bridge or
structure.
12. Boardgames: create boardgames where students review course
concepts. Game play should be based around answering review questions
correctly.
13. Book Clubs: Students read either novels or selections from
the text book and discuss the readings in small groups. Students might be
required to take notes about the discussion or provide an audio recording of
the discussion as the artifact to be evaluated. Students might also
create discussion questions beforehand and have these approved by the
instructor. This activity may be applied to reading selections in any subject.
14. Booklets: create an informational booklet. In the
past I’ve had students create booklets showing comma rules, narrator’s
perspective, genre, figurative language, and more. Booklets can be
applied to almost any unit of study and all they require to make are some blank
white printer paper folded in half, one of my favorites.
15. Bookmarks: create illustrated bookmarks with relevant
information. A bookmark might summarize previous chapters or contain the
definitions of challenging vocabulary words.
16. Brochures: brochures can be made as either tri-fold or
bi-folds. Students can create informational brochure’s about geographic
locations, a story’s setting, or a natural event such as how a tidal wave is
formed or how the food chain works.
17. Calendars: create a calendar charting the dates of key
events. This can be applied to an historical event (like a famous
battle), a scientific event (such a the path of Hurricane Katrina), or the
sequence of events in story.
18. Casting Calls: select people (fictional, famous, or otherwise)
to play the role in a movie version of story or historic event. Explain
which character traits were considered in each selection.
19. Cheers: create a cheer explaining a scientific or mathematical process.
Alternately, a cheer could summarize the events of a novel or an historic
episode.
20. Classified Ads: create classified type ads as seen in
newspapers. It could be a wanted ad or a M4F type ad depending on the age
of your students. Update the concept and have students create Craigslist ads
or Ebay listings. Example applications include covering vocabulary words,
introducing multiple characters in a drama, examining figures in an historical
event, or studying endangered and extinct plants and animals.
21. Coat of Arms: create a family coat of arms for a character
from a novel or a person from history. A good activity for teaching
symbolism.
22. Collages: create a collage or collection of images
related to a topic. Images can be hand drawn, printed, or clipped from a
magazine or newspaper. These work best with large thematic ideas that
give students the ability to maneuver, like a collage representing slavery, the
1920s, or an entire story.
23. Comic Strips or Books: create an illustrated comic strip or book
representing events from history or a work of fiction.
24. Crossword Puzzles: create a crossword puzzle to review definitions
of challenging vocabulary words. Great for science, social studies,
reading, and even math terms.
25. Diary Entries: create a diary entries for a person from
history or a fictional character who experienced an historic event. Can
also be applied to characters in a story or survivors of a disaster.
26. Dramas: create a play. Students might adapt an existing story or
create original works and plays can be centered around any event in history.
27. Editorials: provide an opinion about a hot topic in history
or science. Should the space program be reduced? Is US military
intervention in current conflicts appropriate? Is global warming a
concern?
28. Fables: create fables that teach a lesson. Students may create
illustrated story boards of their original fables or even dramatic adaptations
which they then perform. A good character building activity.
29. Flags: create a flag representing either an actual county (like Libya)
or fictitious place (like Narnia). This project should be
accompanied by a brief report explaining what ideas the colors and images on
the flags represent.
30. Flash Cards: create cards helpful for study and review.
Flash cards can be created for any subject and topic.
31. Flowcharts: students create flowcharts analyzing and
representing a mathematical process, a natural event, or an event in history or
literature.
32. Glossaries: If students need to understand a large array of
vocabulary words, consider having them construct glossaries to help them study
and review.
33. Hieroglyphics: create pictures that represent vocabulary
words. Alternately, students could retell the events of a story or
historical episode in simple pictures.
34. ID Badges: create identification cards for characters from
a work of literature or for people involved in an historical event.
Include relevant details on the badges.
35. Illustrated Quotes: Have students choose a meaningful quote from a
text that they are reading. They should explain why the quote interests
them and then write the quote on a blank sheet of paper and draw related
images.
36. Instructions: write instructions on how to perform an
operation or experiment, diagram a sentence, or start a World War.
37. Inventions: create and illustrate your new invention that
address a problem in nature or society. Address environmental or
sociological issues.
38. Limericks: write limericks about events from history or
scientific discoveries such as, “There once was a man named Sir Newton…”
39. Magazines: create magazines covering large units of study
such as the Industrial Revolution or Darwin’s Theory of Evolution, that way
many articles can be written. Images may also be drawn or printed and
added to the publication.
40. Maps: create maps based on actual geographic or national boundaries and
landmarks or maps illustrating the setting of a story and the journey of a
character.
41. Merit Badges: create vocabulary merit badges where the term
is defined in three or fewer words and a small image is drawn to represent the
definition.
42. Movie Adaptations: plan a movie version of a novel, scientific
discovery, or historical event. Pick who will play what role, plan
scenes, write dialog, even create a soundtrack.
43. Murals: create a mural or a large drawing of many images related to a
larger idea. A mural about the Harlem Renaissance might contain images of
Langston Hughes, Countee Cullen, and W.E.B. DuBois.
44. Myths: write creation myths to account for scientific or historic events
or for a creative writing assignment.
45. Newscasts: deliver important information from literature,
history, science, or math in the form of a newscast. Newscast can be
prerecorded or presented live.
46. Pen-pals: write letters to and from important people from
history or the characters in a story.
47. Poems and Raps: write a poem or rap reviewing any topic.
48. Postcards: similar to the pen-pals assignment above, but
postcards have illustrations representing thematic concepts.
49. Posters: create posters to review skills. As a
bonus, many of these posters can often be displayed during state tests, so if
your students create high quality posters, the posters may be a useful resource
during the test.
50. Questionnaires: create a questionnaire and survey students to
gather an understanding about thematic issues from a text or social problems
for a speech or presentation.
51. Radio Broadcasts: create a script for a radio program covering
any appropriate field of study.
52. Reader’s Theater: silently act out the events of a story or text
alone or with a group of people while someone reads the text aloud.
Students should be given time to prepare their acting.
53. Recipes: students can create recipes about how atoms
combine to form molecules (H2O), or how to create events like the French
Revolution or World War I (add one Arch Duke).
54. Scrapbooks: create a scrapbook of your favorite poems or
important events from a decade.
55. Skits: create a short skit to bring an historical event to life.
56. Slide Shows: if you have access to enough computers and a
projector, I suggest having students create PowerPoint presentations.
With just a little instruction, students should be able to create pretty
flashy presentations, and you can combine this project with a research paper as
a culminating activity.
57. Soundtracks: create a soundtrack for a movie version of a
novel or historical or natural event. Use actual songs or just describe
the mood of each song if you do not know song titles. Explain why you
feel that each song matches the event. A good activity to review mood.
58. Stamps: students create commemorative stamps honoring people, depicting
elements from the periodic table, or challenging vocabulary terms.
59. Storyboards: create story boards summarize a short story or
to plan a narrative, movie, or presentation.
60. Tests: write a test to help you review unit goals and objectives.
Questions can be multiple choice, matching, and true or false.
Answer keys should be provided.
61. Vocabulary Quilts: create quilts with badges representing the
meanings of vocabulary terms. Badges should have an image and a few
words.
62. Websites: design websites that historical figures,
scientists, mathematicians, authors, or characters from novels would have had.
Also, student can create websites for historical movements, scientific
theories, or literary concepts.
63. Worksheets: create review worksheets. Worksheets can
be applied to any subject and topic of study.
64. Yearbooks: create yearbooks reviewing the characters and
events from several stories that the class read or containing information about
many important figures from history.
76. Brochures.
Students can create brochures on a number of interesting topics. One very
popular topic is the tourist brochure. Students choose a city in their country
and create a brochure for visitors. They have to include pictures, top
touristic spots, climate information, etc. They can create them by hand with
paper and glue or design one on the computer.
77. Recipe
demonstration: Students write a recipe in English and then demonstrate how
to prepare it. (After the whole class could put together a cook book.)
78. Surveys:
Students write a survey on a topic of their choice, collect answers and prepare
a poster or presentation of their findings. This is a particularly good
project when studying question formation in English. Surveys can be done in
class or out of class.
79. Maps: Students
create a map of their town/city and label all the parts in English. This
is really fun with younger and beginning learners.
80. Group presentations: Students work
together to create a presentation on a given topic. Two of my favorite topics
are: new invention and a trip to an exotic place.
81. Grammar/Vocabulary
project: Students choose something in English that they find intriguing, do
some research and give a presentation. I've had some great project ideas come
from students. One group decided to look at the use of "like"
and "all" as synonyms for "said." (As in, I'm like, No way!
and she was all, Yes way!)! The idea is to get students intrigued in some
aspect of English in order to make it feel more real and alive.
82. School redesign:
Students re-design some element of the school - the courtyard, playground,
cafeteria, classroom, etc. They have to make a visual aid to show what it would
look like and discuss why they chose to make those changes and how they would
make the school better.
83.
New Business Plan: Students create a
new business along with a business plan and advertising (print, radio, TV,
online).
84.
Job Announcement: Students create
job announcements, prepare CVs and do interviews to see who gets the job.
85..
Planning a Tour: Students plan a
one-week tour for tourists, including sites visited, hotels, restaurants, etc.
86. Advertisement:
Students design an advertising campaign to attract tourists to their country.
87. Hometown Heroes: Moral and physical challenges are
center in today’s society, and facing such challenges requires tremendous
courage. Yet honoring courage is often overlooked with an abundance
of negative images and messages. This unit is based on the premise
that hometown heroes exist and should be honored. It is also based
on the belief that teenagers desire to and can make a difference in their
schools and communities. Students are asked by a community task force to create
a video Public Service Announcement (PSA) to honor their hometown
heroes. Teams of approximately four students who share common
interests collaborate with task force members and conduct research and
interviews to define courage and explain how courage benefits humanity.
88. Sharing Our Stories:
Everyone has a story. Our cultural experience, point of view and
purpose will determine how we read, view and relate these
stories. This three week project is designed to make students
aware of the stories around them, including their own.
89. Publish My Profile:
As 21st Century learners, students will be expected to create a
photo essay and a written autobiography to showcase their abilities and
defining characteristics to be published in various media
formats. Creating an individual profile lends itself to student
investigation and making connections in the 21st Century.
90. Job Today - Gone Tomorrow!:
Groups of students will research a current job in today’s society knowing that
the future expectations of this job could possibly change by the time they are
competing for this job. Students will create a new job from this existing
job. Students will create a written composition defining this new
job. Then groups of students will create an oral presentation to be
given to community leaders
Self-Assessment
Name:
Presentation Group:
Please check the
following items you feel you successfully completed with your presentation.
Team Work:
_____ I collaborated with my team members.
_____ I collaborated with my team members.
______ I
reviewed deadlines and worked with the team to complete necessary work for the
presentation.
_____ I
was supportive of other team members.
Content:
_____ I
gave valuable information on my topic.
_____ I
used credible sources.
Organization:
_____ I
begin work promptly.
_____ I organized ideas in a
meaningful way.
_____ I
stayed on task and met deadlines needed to complete work for the presentation.
Complete the following statements:
My strengths on this project were:
My challenges on this project were:
Changes I would make for the next project I
will do are:
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Learning Log
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Project: Student Name:
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What
goals do I want to accomplish for this project?
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What
goals have I successfully accomplished today?
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What
are the next steps needed to successfully complete my goals for the project?
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Any
problems, concerns or questions I have about the project?
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Task Management Chart
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Project Name
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Team Member Names
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Task
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Who
is Responsible for Task
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Date
Task is Due
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Date
Task is Completed
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