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Güler SARAÇ- Çinikent Special Education Secondary School

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Güler SARAÇ- Çinikent Special Education Secondary School

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Creates a composition using different shapes.

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Nagehan TOPRAK Bursa Btso Ali Osman Sönmez Social Science High School

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Nagehan TOPRAK Bursa Btso Ali Osman Sönmez Social Science High School

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This project includes many acquisitions for the skills and development of both teachers and students. When we evaluate our project in terms of the relationship between the Turkish language and literature course and the curriculum, we can clearly see that the students express themselves and demonstrate their skills in many areas such as listening, speaking, reading, and writing. While researching and learning the historical and cultural values ​​of the city they live in, they will present the city they live in and the values ​​of the city with their group friends by using their creativity and using web 2 tools. In addition, they will increase their knowledge and culture, which will also benefit from the work of the project stakeholders.

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15 Temmuz Şehitler Anatolian High Scholl Hasibe İLHA URYAN

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15 Temmuz Şehitler Anatolian High Scholl Hasibe İLHA URYAN

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9th Grade :Unit :My Envirement Students will be able to improve their knowledge about story of their  city/ envirement.Students will be able to get a deeper understanding and awereness about their environment./ city
10th Grade Unit :Food and Festivals Students will be able to improve their writing skills by writing their city’s favororite historical food

They will be able to understand the importance of cultural their own heritage and they will be aware of different cultures.

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Kübra AVCI Mehmet Akif Secondary School 

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Kübra AVCI Mehmet Akif Secondary School 

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7th Grade Unit 8 (Public Buildings)

Students’ll be able to recognize the names of the public buildings.

8th Grade Unit 7 (Tourism)

1.Students’ll be able to Express their preferences for particular tourist attractions and give reasons.

2. Students’ll be able to design a brochure, advertisement or a postcard about their favorite tourist attractions.

8th Grade Unit 8 ( Chores)

1. Student’ll be able to understand obligations ,likes and dislikes in various oral texts.

2. Students’ll be able to write short poems /stories about their feelings and responsibilities.

8th Grade Unit 3 ( In the Kitchen)

1.Students’ll be able to write a series of simple phrases and sentences by using linkers to describe a process.

2.Students’ll be able to get the list of short,clear,simple descriptions of a process.

7th Grade Unit 5 (Television)

1.Students’ll be able to ask questions about preferences of other people .

8th Grade Unit 8 (Adventures)

1.Students’ll be able to make comparisons about sports and games by using simple descriptive language.

2.Students’ll be able to talk about comparisons ,preferences and their reasons.

8th Grade Unit 5 ( The Internet)

1.Students’ll be able to talk about their Internet habits.

2. Students’ll be able to exchange information about the Internet.

3.Students’ll be able to find specific info about the ınternet in various texts.

When we assess our project in terms of the connection between the English lesson and the curriculum, we can observe that the students express themselves and display their abilities in a variety of areas, including listening, speaking, reading, and writing.They will present the city and its values while investigating and learning about the city's historical and cultural values.

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Fahrettinpasa Secondary School

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By doing research on our history and cultural values, our students gained the ability to think abstractly, collaborate, and think multi-dimensionally with the concepts of time and historical change.
Learn the cultural and historical backgrounds of our partners by examining local customs and traditions learn and understand. To gain awareness about our similarities and differences, fostering cooperation and tolerance.
With the mathematical content in the curriculum, daily life especially related to nutrition and cuisine linking aspects. To develop students' abstract thinking skills; transferring mathematical knowledge to daily life and daily life knowledge to mathematics

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ÖNGÜL KAYA/ Şevket Raşit Hatipoğlu Anatolian High School 

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ÖNGÜL KAYA/ Şevket Raşit Hatipoğlu Anatolian High School 

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Cultured; It is the whole of the life style, language, thought and art elements of societies. Language comes first among these elements. Art products, on the other hand, erode boundaries. Cultural heritage is universal, education offers new experiences and opportunities.
In this respect, our project called Story bag is related to the curriculum of our Turkish language and literature course. In our project, we compiled stories, wrote cookbooks and poems. We used web2 tools while doing these activities. My students demonstrated many skills such as reading, comprehension, listening and writing. They interacted with other students. In this respect, our project is valuable in terms of integrating our students.

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Ways of integrating Story Bag project in the curriculum of English or Tutorship/ School counselling and guidance

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Ways of integrating Story Bag project in the curriculum of English or Tutorship/ School counselling and guidance

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Activity number 1:

Topic: My  tourist guide

Time: 90 minutes

Methods and procedures: ice-breaking exercise (The Personal Shield), role play, brainstorming,  video films, quiz on the kahoot application.

Resources: Fipchart, videoprojector, post-its, flipchart paper, markers, laptop.

Feedback: tourist guide, posters.

Activity presentation:

Participants: 50 secondary school students and 2 teachers.

Lead-in stage: all students divided into 10 groups formed of 5 students each are assigned an exercise entitled The Personal Shield.They are elicited to draw inside the squares on the before received worksheet a thing they do on a regular basis in their spare time, a person they highly admire a lot, a personal goal/ambition and a place they would like to visit. After 5 minutes, the students are asked to exchange worksheets  so as to get to better  know each other. 5 minutes later on, the teacher presents several worksheets and the students are again elicited to recognize the person in question.

Presentation brings about the question addressed to students concerning tourism, respectively,different places they would like to visit. After a brainstorming short session, the students`ideas are put down on a flipchart paper, then the teachers present various places of interest, lankmarks of different countries and nations.

The students will then watch a movie with diffferent tourist attractions on youtube.

Practice:

After this exercise, the students grouped in 5,  will have as a task to identify and write down on their flipchart papers, 3 landmarks of 3 given countries. Afterwards, the outcomes of each group are presented in front of the class by each group leader.

Production:

In the last part of the lesson, the same groups must identify and write down at least 2 historical places and 2 geographical names related to the before given countries.. The  final results are extraordinary as we have established some indicators necessary to associate a country with.

Assessment/Feedback consists in a quiz on guessing various tourist attractions created on kahoot.it, and the students entered the game happily and those who were in  top 5, have been  applauded by their classmates. Moreover, all students have been positively appreciated by me, as their coordinating teacher.
As homework for the next class, students have to choose a country and create a video with its most important tourist objectives.

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İbrahim Engin ÇAYIRCI- Güven Belgin Anadolu Lisesi

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İbrahim Engin ÇAYIRCI- Güven Belgin Anadolu Lisesi

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With this project, students learned to classify, analyze and synthesize, apply and produce. At the same time, students explored abstract and analytical thinking. Abstract thinking is one of the most deficient thinking approaches today. By doing research about our history and cultural values, they gained the ability of thinking abstract.They worked collaborately and multi-dimensionally together with toleration each other.We tried to transfer mathematical knowledge into daily life aspects.

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TUĞBA TÜRKKAN ÇIKRIKCI-Kazanımlar (Sosyal bilgiler)Hannıbal anıt mezarı-akrostiş çalışmasıİzmit saat kulesi Emaze çalışmasıKOCAELİ’Yİ TANIYALIM SUNULARI1.	Çevremizdeki somut kalıntılardan yola çıkarak kendi uygarlıkların insanlık tarihine katkılarını fark eder (müze gezisi)2.	Çevremizdeki doğal varlıklar ile tarihi mekanları nesneleri tanır.(tarihe yolculuk)3.	Ülkemizin çeşitli yerlerinin kültürel özellikleri ile yaşadığı çevrenin kültürel özelliklerini karşılaştırarak bunlar arasındaki benzer ve farklı unsurları belirler4.	Kültürel öğelerin insanların bir arada yaşamasındaki rolünü analiz eder.5.	Günlük yaşamdaki kültürel unsurların tarihi gelişimini değerlendirir.Halk Kültürü Kazanımlar GELENEKSEL YÖREMİZE UYGUN YEMEK TARİFLERİNİ ARAŞTIRMA KOCAELİ MÜZELERİNİ GEZMEVE TANITIMI1.	Yaşadığı çevrenin mutfak kültürünü sosyal çevresinden araştırır 2.	Türk mutfağının zenginliğini ve yaygın örneklerini fark eder.3.	Sürdürebilirlik ve sağlıklı beslenmede geleneksel mutfağın önemini kavrar.4.	Müzelerin kuşaklar arası kültürel aktarımı sağlamasındaki önemini kavrar (müze Gezisi)5.	Kültürel mirası benimseme ve koruma konusunda duyarlı olur (genel)TÜRKÇE DERSİ İLE İLİŞKİLİ KAZANIMLAR(VİDEOLARIN SUNUMUNU GERÇEKLEŞTİRİRKEN)Hazırlıklı konuşma yapar.Yazdıklarını paylaşır.Hikaye edici metin yazar.Konuşmalarında uygun geçiş ve bağlantı ifadelerini kullanır.Kelimeleri anlamlarına uygun kullanır.

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TUĞBA TÜRKKAN ÇIKRIKCI-Kazanımlar (Sosyal bilgiler)Hannıbal anıt mezarı-akrostiş çalışmasıİzmit saat kulesi Emaze çalışmasıKOCAELİ’Yİ TANIYALIM SUNULARI1.	Çevremizdeki somut kalıntılardan yola çıkarak kendi uygarlıkların insanlık tarihine katkılarını fark eder (müze gezisi)2.	Çevremizdeki doğal varlıklar ile tarihi mekanları nesneleri tanır.(tarihe yolculuk)3.	Ülkemizin çeşitli yerlerinin kültürel özellikleri ile yaşadığı çevrenin kültürel özelliklerini karşılaştırarak bunlar arasındaki benzer ve farklı unsurları belirler4.	Kültürel öğelerin insanların bir arada yaşamasındaki rolünü analiz eder.5.	Günlük yaşamdaki kültürel unsurların tarihi gelişimini değerlendirir.Halk Kültürü Kazanımlar GELENEKSEL YÖREMİZE UYGUN YEMEK TARİFLERİNİ ARAŞTIRMA KOCAELİ MÜZELERİNİ GEZMEVE TANITIMI1.	Yaşadığı çevrenin mutfak kültürünü sosyal çevresinden araştırır 2.	Türk mutfağının zenginliğini ve yaygın örneklerini fark eder.3.	Sürdürebilirlik ve sağlıklı beslenmede geleneksel mutfağın önemini kavrar.4.	Müzelerin kuşaklar arası kültürel aktarımı sağlamasındaki önemini kavrar (müze Gezisi)5.	Kültürel mirası benimseme ve koruma konusunda duyarlı olur (genel)TÜRKÇE DERSİ İLE İLİŞKİLİ KAZANIMLAR(VİDEOLARIN SUNUMUNU GERÇEKLEŞTİRİRKEN)Hazırlıklı konuşma yapar.Yazdıklarını paylaşır.Hikaye edici metin yazar.Konuşmalarında uygun geçiş ve bağlantı ifadelerini kullanır.Kelimeleri anlamlarına uygun kullanır.