End of the Year Summative Project

What We Learned!

Here’s an assignment that can serve multiple purposes as you prepare students to move on after learning together with you.  Assign students to prepare to share with classmates a visual, written, spoken, graphic depiction of the major or favorite texts read this term.  Easily adapted to fit the time and resources available to you and your students, this Collage OR Slide Assignment can serve both as a review in preparation for exams or simply as a showcase of learning.

Allot a week to prepare in class and present. Observe and assist as needed.  You’ll be surprised at how much YOU’LL learn as students collaborate and present.

Set timer to ring five minutes before end of period to have time to save, clear and clean up work space, to review what was completed and plan for what needs to be done during the next class period.

The Task: As a review of the study of literature this school year, you will be working with a group of your peers to present your impressions of ways your author uses various elements of the narrative: point of view,setting, characterization, conflict, symbolism and figurative language to create a story that is engaging, meaningful, and one that is stylistically unique and effective. Cover most Common Core and typical ELA Standards for most middle school and high school courses.

Using whatever poster board, cardboard, paper, fabric, etc. that your group chooses, create a collage that depicts the aspect of the story that your group has been assigned. The completed collages are to be no larger than 11 x 14 inches. In addition to pictures and drawings, the collage should include words and quotations from the story. All group members must participate in a presentation of the collage to the class.  OR, you can create the presentation on slides to share in PowerPoint, Google Slides, or Prezi.  In that case, gather photos, images online or take photos to use in your presentation.  (Link to student handout.)

Preparation and Organization: With your group members, review the story and brainstorm about the people, places, events, and images that come to mind as you think about your group’s focus. At home, hunt through magazines and newspapers and bring to class four or five pictures, words, and direct quotations from the story that will best illustrate your group’s focus area. Bring your materials to class. As a group, decide which quotations, pictures, etc. will best illustrate the aspect of the novel your collage is to represent. Make the collage; then decide how your group will present the collage or slide show to the class. See Presentation below.

FOCUS Options: Review the five options below in preparation for being assigned in class to a collage group.

  • Setting: Choose five or six significant settings. Represent the settings in terms of the impact each has on the main character (MC); consider also the connection of the various settings with the title of the story. In your presentation to the class, be prepared to explain the reasons for your choices.
  • Characters: Choose five or six important characters. Present or depict them in terms of their relationship with your MC and the significance of their influence upon MC. In your presentation to the class, be prepared to explain the reasons for your choices.
  • Conflicts: Choose five or six memorable conflicts in the story. Depict the characters involved in each conflict as well as the effect the conflict has on the MC. (Note: The MC may have been an observer of the conflict and not necessarily directly involved.) In your presentation to the class be prepared to explain the reasons for your choices.
  • Symbolism and Figurative Language: Select examples of five or six particularly effective literary devices (symbols, images, metaphors, figures of speech) that the author uses to illustrate character, conflict, or theme or to unify the story. In your presentation to the class, be prepared to explain the reasons for your choices.
  • Lessons Learned: Put yourselves in the MC’s shoes. Identify three or four of the most important lessons that you think that character learns and, perhaps, benefits from his experiences growing up in a migrant family. These lessons may be supported by any of the previous elements: setting, characterization, conflict, use of symbolism and figurative language. In your presentation to the class, be prepared to explain the reasons for your choices.

The Presentation: Plan a 6-7 minute presentation during which you display and explain your collage. All group members should speak about equal time. Plan the order each member will speak. Feel free to use notes, but please do not read them word for word. Decide where each group member will stand so that the whole class can see the collage as you make your presentation. Practice what you will say so you can establish and maintain eye contact with members of the audience.

Use GENERAL GRADING GUIDELINES – Invite students to make CHECK LIST of what makes assignment complete.but require students write a one page explanation of why they earned the grade they believe you would give them.  If their grade matches yours, raise the grade one half-step.  Consider adapting this SELF-REFLECTION.



Adapted from Anna J. Small Roseboro’s

NOT INTIMIDATING: Teaching Different Reading Genres to a Diverse Student Body (2019)