Exploiting Reading in Project-based Learning, By Sarah Bedrouni

1. MoRCE-NET 4th
National Conference
Exploiting Literature in Task/Project Based Learning– Sarah Bedrouni
A task based lesson plan using one piece of literature:
“BOO!”
Gilson, J. (1985). Hello, My Name is Scrambled Eggs. New York: Minstrel Books. Excerpt from
Chapter 9: pages 120-124.
Task focus: Plan an American Halloween Party for a primary school class.
Language focus: Ask and answer questions.
Synopsis: This story is told from the point of view of Harvey, a twelve year old American boy whose family is
sponsoring a newly arrived Vietnamese family. Harvey introduces his new friend Tuan (who he has given the
American name Tom) to many Americanisms in his new life in the US. This chapter, “Boo” is Tuan’s first
introduction to Halloween celebrations at an American school.
Pre-task One – Think Pair Share
Why
How
Who
Halloween
Where
What
When
Think about everything you know about the way
Americans celebrate Halloween.
In Pairs, tell each other all that you know about
how Halloween is celebrated in the United
States. A Sunshine diagram may help learners
organize their thoughts.
Have each pair Share their knowledge about
how Americans celebrate Halloween with
another pair.
Pre-Task Two – Write Questions
In groups of four (the two pairs that shared) learners write questions about what they need to know in order to
plan a class Halloween celebration. They can write questions that they can ask the rest of the class to help with
the planning.
Task
Read the Chapter: Boo! Make notes about how Halloween is celebrated in American schools. Follow up with a
discussion to elicit the vision of what they think a Halloween party is like.

2. A Five Senses Chart by
Sense
Example
(Quote the author’s words in the text)
Sight
Hearing
Touch
Planning/Organizing the Task
Learners may want to break into groups to decide how they will distribute the duties of preparing for the
Halloween celebration.
The Task-A Class Halloween Party
Reporting/Presenting on the Task
Groups can critique their groups’ role in the party. They can tell how they would improve the party next year.
They can ask other groups questions about their planning process and the actual activities during the event.
A task based lesson plan using examples from a variety of literature.
Task focus: Sharing personal experiences.
Language focus: Expand learners’ use of descriptive language.
Select projects and questions that may interest your students: (additional suggestions welcome from the
audience)
- Your Grandmother’s 80th
birthday is coming soon and your family would like to make a book for
her about the members of the family. Write a one paragraph description of a family member.
- A favorite website has a blog - the challenge of the day asks: Do you have a relative that is a little
different? Describe your “oddest” relative.
- The school principal/head is retiring. The teachers want to put together a funny remembrance
book about (past or present) students or teachers in the school.
Pre-task One
In pairs, read one of the selections that describe a person. Find words or sentences where the author uses the
senses to describe the relative. Quote the words or sentences exactly as they are in the text when you complete
the chart.
Combine pairs of students into small groups. Have readers take turns reading a quote, while others tell which
sense is evoked. Then readers can tell why they made the choices they did. “This quote is about touch
because you can feel the sting of the bee.”
Pre-Task Two (Using the selected TASK)
1st
- think about that person using each of your senses. Write
descriptive words in the chart.
2nd
- think about any peculiar personality traits or actions that
are different from others. Write them down.
Task
Write a paragraph describing a person using your senses
and/or the personality traits of the person.
Exchange paragraphs with others in your group. Based on the
paragraph ask questions about the person for clarification.
The author revises or rewrites the paragraph based on the
exchange.

3. Planning to present on the task
Small groups share their paragraphs with others in the class.
The class decides how the final product/book is going to be
organized based on personal characteristics, relationships of
relatives, age/grade or other grouping. New groups can be
formed to compile thematically linked chapters.
Reporting/Presenting on task
From McCloskey, ML., Stack, L., Orr, J., and Gleckov, G.
(2012). American Themes. U.S. Department of State.
Students can present the product/book to a person or a surrogate. An oral analysis can be done by the teacher by
asking questions about the product and procedure used to produce it.
1. What does Task/Project Based Learningmean to you?
2. Is there a difference between Task and Project Based Learning? If so, what?
3. What is the speaker’s definition of Project Based Learning (PBL)? Circle one.
a. Projects are used after students practice the required language.
b. New projects are used on a daily basis.
c. Learning is organized around the accomplishment of projects.
4. Circle the correct answer:
a. A project is made up of several tasks.
b. A task is made up of several projects.
5. Now we know that PBL is about a real world problem and the tasks used to solve that problem. Discuss the following
questions with people around you:
a. What is an example of a project that you could give your students?
b. What is an example of a project that you give your students?
6. What does the research say? Take Notes!
Prabhu Willis Nunan Ellis
7. Complete the Chart!
Project 1 Project 2
 What is the task?
 What is the language needed?
 How many pieces of literature are used?
What are they?
 What is the task?
 What is the language needed?
 How many pieces of literature are used?
What are they?

4. Post viewing discussion questions
 Should all of your lessons be task/project based? Why?
 How much time should be devoted to the task? Why?
 Should teachers follow up with tasks? Why?
 What are the issues with task/project based learning? For the students? For the teachers?