When Oceanside High School English teacher Zoe Caponegro introduced an unconventional final project that asked seniors to create board games based on the literature they studied, she hoped it would keep students engaged through the final weeks of the school year.
She never expected the project would earn national recognition.
Caponegro detailed the lesson in an article published late last month by Edutopia, a nationally recognized education website that shares innovative teaching practices with K-12 educators. Since its publication, teachers across the country have expressed interest in bringing the project into their own classrooms, and Caponegro has been invited to appear on a game-based learning podcast later this month.
"We wanted this to be accessible to every teacher out there since it went so well," she said. "I thought that if I could publish our experiences, then more students can have this in their own classrooms."
For Caponegro, 27, the Edutopia article marks the latest milestone in a career centered on creating meaningful learning experiences for students. A graduate of the College of the Holy Cross, where she earned a degree in English with a minor in education in 2017, she received a master's degree in adolescent English education from the University at Buffalo in 2024. She has taught students in grades six through 12 and currently teaches ninth- and 12th-grade English at Oceanside High.
Caponegro’s inspiration for the project came last fall, while she was attending the New York State English Council conference in Albany. There she took part in a workshop focused on game-based learning, in which teachers explored using board games to reinforce classroom lessons.
While the presenter demonstrated teacher-created games, Caponegro began imagining something different. "I thought, what if the students were the ones creating the board games?" she recalled. "I think that would kind of elevate everything."
She brought the idea to fellow English teacher Kimberly Rodrigues, who immediately embraced the concept. The two educators spent months designing lesson plans, grading rubrics, instructional materials and project guidelines before applying for an Oceanside Professional Learning Center grant.
Each received a $250 grant to purchase blank board game kits and classroom supplies. Caponegro credited Jason Manning, director of the learning center, with encouraging them to apply and helping them throughout the planning process. She also thanked English Department Director Francesca Wasserman and Diane Provido, the district's superintendent for curriculum and instruction, for supporting the initiative.
The project officially began in April, and served as the culminating assignment for Caponegro’s and Rodrigues’s senior English classes. Rather than being assigned a traditional research paper or presentation, students worked in teams of four or five to design original board games inspired by the horror and dystopian literature they had studied throughout the year.
Each game required students to demonstrate mastery of literary concepts by incorporating setting, conflict, plot, theme and character development into a playable game with rules, objectives and winning conditions.
Students began by analyzing several existing board games before brainstorming their own ideas. Then they divided responsibilities, illustrated the game boards, writing instruction manuals and developing gameplay or promotional materials.
The project, Caponegro said, emphasized collaboration while allowing students to showcase their talents. "The skills it focuses on are synthesizing, analyzing, reading comprehension, higher-level thinking and collaboration," she said. "We made sure everyone had a hands-on learning experience, and we allowed for choice, where students could pick a task to create the project that they felt they were best at and enjoyed."
Because the assignment relied on teamwork, it proved effective for students with varying learning styles and abilities. Caponegro has students with individualized education programs and other learning needs, and Rodrigues teaches many English language learners, which made accessibility a priority throughout the planning process.
The assignment also challenged students in new ways. "Since we were doing it for the first time, we really didn't have examples to show," Caponegro said. "The students had to go off of their own minds as to how to fully create the board game and all the materials."
The uncertainty, however, became part of the learning experience.
Students eventually produced short commercials promoting their games. Throughout the process, they practiced collaboration, critical thinking, communication and problem-solving while applying literary analysis in a creative format.
The response exceeded Caponegro's expectations. Students described the project as unique, engaging and creative, and many said they felt a sense of ownership of their work.
One comment in particular has stayed with her. "I just wanted to come to school to do this," one student told her.
that was exactly what Caponegro had hoped to accomplish. "I wanted this to be something kids wanted to come to class to do," she said. "I wanted something they could leave high school and say, 'I created something. That's my work, and I'm proud of it.'"
The experience also reinforced her own philosophy about teaching. "I've learned that by achieving a balance between analog and more modern learning experiences, we can hit all the skills necessary for students to succeed," she said.
Seeing students fully invested in the assignment became the most rewarding part of the project. "There are so many ways to support students and give them memorable activities," she said. "Education can be both meaningful and stimulating at the same time."
Caponegro and Rodrigues plan to continue the project next school year and incorporate additional peer-review opportunities — and Caponegro hopes its impact extends well beyond Oceanside.
Since the article appeared on Edutopia, educators from around the country have commented on how they plan to adapt the lesson for their own students. The project's flexibility, Caponegro said, makes it suitable for a wide range of grade levels and subject areas.
For her, that's the greatest reward of all. "The best part about this is it is versatile," she said. "It can be applicable to a wide range of students, grades and subjects."
What began as an effort to make senior English more engaging has grown into a teaching strategy that is inspiring educators nationwide — proof that a creative classroom idea can have an impact far beyond where it first came to life.
