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Ms. Griffin’s Classroom Edit display name

  • Old Mill Senior High School
  • Millersville, MD
  • More than a third of students from low‑income households

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I am hyper-fueled to combine my passion for teaching with my growing obsession with escape rooms to add interaction and interest to my novel units. With these items, I will create eight distinct escape rooms in my classroom, one for each of the novels in the curriculum. The equipment we are requesting will enable me to construct challenges that will test students’ skills in, not only the literature, but teamwork, logic, and problem solving. Each room pulls the student teams into the world of the story by assigning them an authentic role, scenario, and escape task. In teams, students must locate various tools, solve puzzles, and crack codes in order to “escape” the room successfully. Some of my objectives apply to all 8 rooms. In general, my escape rooms are opportunities for students to learn and recall the novels themselves, as well as important surrounding context. They will explore symbolism, theme, conflict, and tone (to name a few!) as they answer questions and solve codes of an analytical nature. Of course, students will work on some universal skills, too. They will cooperate, critically think, encourage, and persevere. The escape rooms will occur at different phases of each novel unit, so some of my objectives will differ. The Julius Caesar unit, for instance, will present its escape room as a pre-reading task. I want to generate early interest in a challenging piece and activate my student’s prior knowledge of the Roman Empire. Therefore, the students will assume the role of Caesar himself, but as a high school student. Their task is to “escape,” or thwart, being assassinated by his friends. By solving a series of puzzles, they will meet some of the characters, remind themselves of what they’ve learned before, and get a sense of the plot of Acts 1 and 2.

About my class

I am hyper-fueled to combine my passion for teaching with my growing obsession with escape rooms to add interaction and interest to my novel units. With these items, I will create eight distinct escape rooms in my classroom, one for each of the novels in the curriculum. The equipment we are requesting will enable me to construct challenges that will test students’ skills in, not only the literature, but teamwork, logic, and problem solving. Each room pulls the student teams into the world of the story by assigning them an authentic role, scenario, and escape task. In teams, students must locate various tools, solve puzzles, and crack codes in order to “escape” the room successfully. Some of my objectives apply to all 8 rooms. In general, my escape rooms are opportunities for students to learn and recall the novels themselves, as well as important surrounding context. They will explore symbolism, theme, conflict, and tone (to name a few!) as they answer questions and solve codes of an analytical nature. Of course, students will work on some universal skills, too. They will cooperate, critically think, encourage, and persevere. The escape rooms will occur at different phases of each novel unit, so some of my objectives will differ. The Julius Caesar unit, for instance, will present its escape room as a pre-reading task. I want to generate early interest in a challenging piece and activate my student’s prior knowledge of the Roman Empire. Therefore, the students will assume the role of Caesar himself, but as a high school student. Their task is to “escape,” or thwart, being assassinated by his friends. By solving a series of puzzles, they will meet some of the characters, remind themselves of what they’ve learned before, and get a sense of the plot of Acts 1 and 2.

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About my class

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