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Yelda Gürbüz / Mehmet Akif Ersoy Social Sciences High School

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Yelda Gürbüz / Mehmet Akif Ersoy Social Sciences High School

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I integrated the project tasks into the curriculum of English, Turkish Language and Literature, Chemistry, Geography and Art. In the Post Prep 9th Grade English Course, the learning outcome of Unit 1: At Leisure is that students will be able to give personal information. The Student Introductions with Voki were integrated into the function of this unit. The learning outcomes of Unit 2: Funny Stories are that students will be able to narrate a story and students will be able to justify their opinion about the theme, characters, setting and plot of the story. Great Expectations and The Secret Garden Book Reports and Chatroom Activity were integrated into the functions of this unit. The learning outcomes of Unit 3: Environment are that students will be able to write about their plans about protecting the environment and students will be able to prepare a poster about environmental problems. Our Environmental Sustainability At School e book was integrated into the functions of this unit. The learning outcome of Unit 5: Be Healthy, Live Happy is that students will be able to answer comprehension questions. Our Collaborative Kahoot Quiz was integrated into the function of this unit. The learning outcome of Unit 9: Reviews is that students will be able to talk about the latest movie they have seen or the book they have read. Great Expectations and The Secret Garden Discussions in the Students’ Meetings were integrated into the functions of this unit.  Other learning outcomes of Unit 9: Reviews are that students will be able to identify the steps of writing a review and students will be able to write a book or film review by following the steps of writing a review. Great Expectations and The Secret Garden Book Reports were integrated into the function of this unit. In the Post Prep 9th Grade Turkish Language and Literature Course, the learning outcomes of Unit 5: Novel are that students will be able to identify the theme, the main idea, the plot, the characters and the setting in a novel. Our Book Reports prepared with Powtoon and Emaze were integrated into the functions of this unit. The learning outcomes of Post Prep 9th Grade Chemistry Course Unit 5 and Post Prep 9th Grade Geography Course Unit 4 are about Nature and Environment and our e book prepared with Storyjumper was integrated into the functions of these units. The project logo, all the posters, the book covers and the back covers were integrated into the functions of Post Prep 9th Grade Art Course Unit 3: Formatting in the Visual Arts. We used a multi-disciplinary approach during our project.

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I integrated the project tasks into the curriculum of English and Spanish Language and Literature. In the 2nd year Bachelor English Course, the learning outcomes of Unit 3: Out and About are that students will be able to write a narrative using connectors of sequence and time expressions. Great Expectations and The Secret Garden Book Reports were integrated into the functions of this unit. Great Expectations and The Secret Garden Discussions in the Students’ Meetings and the Book Reports were integrated into the functions of this unit too. In the same way, students will be able to identify the theme, the main idea, the plot, the characters and the setting in a novel. Our Book Reports prepared with Powtoon and Emaze were integrated into the functions of this unit. The learning outcomes of Unit 4: The Green Scene are that students will be able to discuss environmental issues and reach an agreement about it. Our Environmental Sustainability At School e book was integrated into the functions of this unit. The learning outcomes of 2nd year Bachelor Spanish Language and Literature Unit 6: Spanish literature from the 1970s until now is about the characteristics of novels and stories.

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Gamze Erdem/ Antalya Erünal Social Sciences High School

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Gamze Erdem/ Antalya Erünal Social Sciences High School

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I integrated the project tasks into the curriculum of Turkish,English Language and Literature,Geography and Art. In the Post Prep 9th Grade English Course ,the learning outcome of Unit1 : At Leisure is that students will be able to give personal information.Using Voki were integrated into this unit. Students introduced themselves by using Voki.The learning outcomes of unit 2: Great Expectations and The Secret Garden  book reports were integrated into this unit. Great Expectations and The Secret Garden  Discussions in the students meetings and Chatroom Activity were integrated into the functions of this unit,too. Prep 9Grade Art Course Unit3: Formatting in the visual arts.The posters,the book covers, and the project logo were integrated into the functions of this unit. In the post prep 9th Grade Turkish Language and Literature Course ,The learning outcomes of unit5: Novels are that students will be able to identify the theme,the main idea,the plot,the characters and the setting in a novel.Our book reports prepared by using Powtoon and Emaze were integrated into this unitThe Learning outcomes of Unit 3: Students will be able to write about protecting the environment and prepare the poster.Our Environmental Sustainability at School e-book was integrated into the functions of this unit.The learning outcome of unit 5:Be Healthy,Live Happy is answering comprehension questions.Collaborative Kahoot Quiz was integrated into the functions of this unit.

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Paweł Duda/ILO im. Tadeusza Kościuszki w Dąbrowie Tarnowskiej / POLAND

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Paweł Duda/ILO im. Tadeusza Kościuszki w Dąbrowie Tarnowskiej / POLAND

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I integrated the project tasks into the curriculum of English. In the 2nd grade of English Course, the learning outcomes of Unit 8: Culture are that students are able to create a narrative using time expressions and proper tenses. Both Book Reports were used and integrated into the functions of this unit. Students' meetings were helpful to achieve all speaking aims from all the units in the course. The learning outcomes of Unit 11: Nature are that students are able to discuss environmental issues, have a discussion and reach an agreement about it. Our Environmental Management and the school ebook were integrated into the functions of this unit.

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Magdalena Podkówka/I Liceum Ogólnokształcące w Dąbrowie Tarnowskiej

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Magdalena Podkówka/I Liceum Ogólnokształcące w Dąbrowie Tarnowskiej

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I integrated the project tasks into the curriculum of English, Polish Language and Literature and Geography. In the 2nd Grade English Course, the learning outcome of Unit 1 : People is that students will be able to give personal information. Using Voki were integrated into this unit. Students introduced themselves by using Voki. The learning outcomes of Unit 9: Culture  is that students will be able to use narrative tenses correctly as well as linkers to describe events in a sequence. They will also be able to express their opinions concerning a work of art/literature. Great Expectations and The Secret Garden  book reports were integrated into this unit. Great Expectations and The Secret Garden discussions in the students' meetings and Chatroom Activity were also integrated into the functions of this unit. Our book reports prepared by using Powtoon and Emaze were integrated into this unit as well. The learning outcomes of Unit 13: Nature is that students will be able to discuss and write about environmental issues and how to protect the environment on a daily basis. Our Environmental Sustainability at School e-book was integrated into the functions of this unit.
In the 2nd Grade Polish Language and Literature Course, the learning outcomes of the theme: Novels / Realistic Novels are that students will be able to identify the theme,the main idea,the plot,the characters and the setting in a novel.Our book reports prepared by using Powtoon and Emaze were integrated into this unit.
In the 2nd Grade Geography, the learning outcomes of the theme: How does human activity affect the environment? is that students will be able to identify and talk about environmental problems caused by human activity and discuss possible solutions. Our Environmental Sustainability at School e-book was integrated into the functions of this theme.

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Vana Ntafou/3rd senior high school of Rhodes

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Vana Ntafou/3rd senior high school of Rhodes

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I integrated the project tasks into the curriculum of the following senior high school courses: English, Information Technology (IT), Composition, Greek Literature and German. A lot of our project activities are integrated into the functions of several units of the senior high school English course (1st grade). Specifically, the learning outcome of Unit 1: “Group Work” is about sharing biographical information (introducing each other) and hence our Voki introduction videos in November fit the main teaching aim of the afore-mentioned unit.  Unit 4: “Vincent van Gogh” is related to the topic of art and culture-a thematic category intimately related to our project since our book club promotes classic literature. Students are encouraged to make a collage/poster of van Gogh’s paintings. So, our project-poster creation tasks of December using Canva are integrated in the functions of this unit. Another learning outcome of Unit 4 is to be students able to evaluate a form of art (viz, Van Gogh’s portraits and choose their favourite one) . So, choosing the best poster and logo using Google Survey is integrated in the functions of the unit 3. What is more, Unit 6: “Fast fashion”  refers to the tremendous impact that fast fashion has on the environment. One of the learning outcomes of this unit is that students will be able to create posters with slogans using an online “poster creator” application  to show the harmful effects of fast fashion. So, our project tasks to create posters using Canva as well as  logos and slogans for the book club using “Linoit” are integrated into the functions of this unit. Moreover, our project e-book creation about environmental sustainability is thematically linked to Unit 6. Our Collaborative Kahoot Quiz regarding Great Expectations is also integrated into the function of Unit 6 since students are asked to do a quiz about how green they are ("How green are you?") and reposrt results in class. Several main tasks of our project fit perfectly within the philosophy that permeates Unit 7: “Pride and Prejudice” since the main teaching aim of Unit 7 is to develop students’ ability to analyze novels (write a summary, describe/compare main characters, find strengths and weaknesses of the plot, find the main themes) and be involved in creative writing (students are encouraged to transform sentences of the novel-as if they are novel writers-in order to change the perspective). To illustrate, our activities to write two novel reports using “Powtoon” and “Emaze” (including a summary, strong and weak points, description of characters, plot explanation, overall analysis) but also write an alternative ending of “Great expectations” using Pixton are perfectly integrated in the unit functions. The involvement of students in discussions during our zoom meetings regarding the analysis of the novels is in accordance with the discussions initiated in the whole-class setting  in Unit 7:”Pride and Prejudice” about the analysis of Austen’s novel. The snapchat dramatization of a favorite scene of “Great expectations” is integrated in the functions of Unit 3: “On…duty” in which students are asked to write a narrative (script for a film scene) and dramatize it. The main learning outcome of unit 3 is to be students familiarized with narrative writing and, more specifically, with different types of narrative endings (e.g.  circular ending, reflection ending, surprise ending, moral ending, capturing emotion ending etc). The above-mentioned task of changing the ending of “Great expectations” using Pixton can also be integrated into the functions of Unit 3. Cross-curricular connections are also important. To be more specific, one of the main learning outcomes of Unit “Translated foreign classic literature” in senior high school Greek Literature course (1st grade) is to familiarize students with the analysis of classics such as Shakespeare’s King Leir and Cervantes’ Don Quixote. Reading classics is the pillar of our project and hence the activity of reading classics in a book club is integrated in the functions of the unit. In the senior high school German course (1st grade) Unit 7: “Unsere Umwelt” the main learning outcome is to be students involved in a cooperative project about the environment (“Umwelttag an der Schule”) suggesting ways to protect the environment and conserve natural resources at school. Our final product, the creation of an e-book about environmental sustainability at school, is integrated in the functions of this unit. Moreover, Unit 7 includes a sub-unit related to literature (“Deutschsprachige Literatur”). This sub-unit  includes a project in which students will  create a class library (Klassenbibliothek) and organize a reading literature day (Lesetag) in order to read extracts from literary texts which is a common practice in book clubs. Obviously, our project itself integrates in the functions of this sub-unit as well. The learning outcome of Unit 9: “Internet, Web 2.0, WebX.0” of the senior high school Information Technology course (1st grade) is to be students familiarized with the meaning of these concepts and be able to use practically different Web tools 2.0 and the Internet services. All of our project activities are based on digital literacy (use of a wide variety of Web tools 2.0) and one of the main goals of the project is to start promoting digital citizenship from school. Last but not least, our "Changing of the end of the story using Pixton" activity can also be integrated in the Unit "Narration" of the senior high school Composition course (1st grade) which aims to teach students the basic principles of the writing genre of narration.

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I integrated the project tasks into the curriculum of English in Seconde, the first year of high school. Our first unit was based on the axis “Self-representation and relationship to others”. The students introduced themselves with Voki and presented their country and their city with Powerpoint and Google slides. As they worked on the presentations together, this encouraged team work.

The next unit was based on the axis “The past in the present”. The students read Great Expectations by Dickens and we saw that this novel is a reflection of the Victorian era while having a timeless message. The outcome of this unit is that students were able to use tenses to tell or summarize a story and express their opinion, in the book reports, in the forum discussions, the chatroom activity and during meetings. These activities allowed us to practice spoken and written interaction.

We then moved on to the axis “Creation and relation to arts” and studied poetry and rap. We saw that the same literary devices can be used in both genres. At the same time, the students were also studying poetry in the French class and were writing poems in a workshop with a French poet, Dominique Sampiero. The students wrote two rhyming lines in the acrostic poem “My Green School”, which served as a transition for the next unit about climate fiction. This unit was based on the axis “Saving the planet, imagining possible futures”. The students created a cli-fi back cover and used their knowledge (sustainability was tackled both in the biology class and the geography class this year) and did some research to create the final product of the project, the eBook Our Environmental Sustainability at School.

The project also helped introduce next year's specialty class, European Language Literature and Culture in English.

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Marinos Andrew/3rd senior high school of Rhodes

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Marinos Andrew/3rd senior high school of Rhodes

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I integrated the project tasks into the curriculum of the senior high school Information Technology course (1st grade), senior high school English course ( 2nd grade), senior high school French course (2nd grade), senior high school Greek Literature course (1st & 2nd grade) and Composition course (1st & 2nd grade). Unit 14 of the IT course is about using synchronous and asynchronous communication using different tools like “chat” and “teleconference” in order to be distant cooperation feasible. Project tasks like zoom meetings throughout the project, forum discussions and the chatroom activity of February regarding “Great expectations” are integrated into the function of this unit. Units 9 and 10 are about Web 2.0 and Internet services. Two main learning outcomes of these units are to be students able to use Web tools 2.0 and search google in order to find information. Projects tasks like the use of the cooperative tool of “Linoit” for shared announcements (slogans for Our Book Club) and web searching in order to find information about “environmental sustainability at school” during the cooperative creation of an e-book using Storyjumper are integrated into the functions of these units. Voki presentations are integrated into Unit 2/”Getting to know each other” of the English course. The task of writing an alternate ending for “Great expectations” using Pixton is integrated in the same unit of the English course since one of the learning outcomes is to be students able to write a story and then present it to their classmates using IT tools. Creative writing is also promoted  in Unit 4/ “Learning to fly” since one of the learning outcomes of the unit is to be students able not only to write a story/a story ending but also a song and also read poetry and analyze.  Based on that project activities like “My green school acrostic poem and song” can be integrated into the function of this unit. The creation of an e-book about environmental sustainability using Storyjumper is associated with Unit 7 of the French course which is about the environment and how natural resources can be conserved (e.g. water). One of the learning outcomes of Greek literature is to be students able to read and analyze a variety of genres including translated foreign classic literature. This is in congruence with the project since participants  were encouraged to read translated English literature if they wished. Last but not least, the first sub-unit of the 3rd Unit: Presentation & Review of the Composition course is about the presentation and review of a book which means that the reports created using Powtoon and Emaze can be integrated in the functions of this unit.