This is the first activity which is part of a larger task sequence that involves creative writing and focuses on literacy skills. The task sequence, based on creating ‘ Mash-Up Literature‘ is designed for upper level language learners and includes some analysis of writing genres.
This activity is an ‘ ice-breaker’ that allows the online partners to get to know each other. Because the overall sequence is about literature, each student is asked to introduce themselves via their favorite book.
The students create presentations (e.g. using voicethread) that combines a description of who they are with their favorite book. Teachers should encourage their students to be creative (this will be a requirement throughout the task sequence).
Institution reporting the task:
Universitat Autònoma de Barcelona
Language of task instructions:
None
Target Group:
Humanities
Level:
C1
References and acknowledgements:
None
Type:
Collaborative tasks
Estimated Duration:
2 sessions
Topic:
language arts
Tags:
| literacy |
|---|
| creative writing |
Acknowledgements:
None
Language Configurations:
Unspecified
Language(s) that the task can be used in:
Dominant language production:
| Writing/reading asynchronous |
|---|
| Speaking/listening synchronous |
Target Competences:
| Language competence |
|---|
| Content knowledge |
Specific pedagogical objectives:
Literacy in target language
Suggested Communication Tools:
| Asynchronous text |
|---|
| Voice recording tools |
Suggested Resources:
None
Instructions:
This is the first activity which is part of a larger task sequence that involves creative writing and focuses on literacy skills. The task sequence, based on creating ‘ Mash-Up Literature’ is designed for upper level language learners and includes some analysis of writing genres.
This activity is an ‘ ice-breaker’ that allows the online partners to get to know each other. Because the overall sequence is about literature, each student is asked to introduce themselves via their favorite book. The students create presentations (voicethread) that combines a description of who they are with their favorite book. Teachers should encourage their students to be creative (this will be a requirement throughout the task sequence).
Step 1:
students are asked to adapt the beginning of a book to describe themselves (students should include a reference to the original text for the others and highlight what they have changed)
Example of student narration for his voicethread presentation:
You are about to begin hearing Miquel Ruiz' s new voicethread, If on a winter' s night a student.
In the shop window you have promptly identified the cover with the person you were looking for. Following this visual trail, you have forced your way through the other presentations, past the thick barricade of People you haven’ t met, which are frowning at you from their desks and computers, trying to cow you…
Miquel Ruiz asks you to position yourself just right (as the reader of this voicethread) to hear what he has to say … Miquel Ruiz lives in a small town near Barcelona … which you may or may not know, may or may not have visited, but Miquel Ruiz doesn’ t know whether you have visited or not so he is going to describe his town …
Original text from Italo Calvino, If on a winter' s night a traveler
Text begins with: You are about to begin reading Italo Calvino' s new novel, If on a winter' s night a traveler.
The text that has been changed:
In the shop window you have promptly identified the cover with the title you were looking for. Following this visual trail, you have forced your way through the shop past the thick barricade of Books You Haven' t Read, which are frowning at you from the tables and shelves, trying to cow you…
Observations:
The student shows that he has understood the narrative ‘ tricks’ used by Calvino to ‘ talk’ to the reader by personalizing the rest of the narrative.
Step 2:
Students post the links to their voicethreads in the shared online platform (e.g. forum in moodle, blog, etc.)
Students are asked to reply to their partners’ introductions. In large groups, students can be assigned to the group hey are going to work with previously and only have to comment on their group members’ presentations (asking students to comment on all the presentations is too much for large groups!)
Observations:
Student may like to mention whether they have read the same book, they style used for the presentation or simply to comment on personal aspects of the introductions.
Learner Texts:
None
Document related to the task:
Criteria for Completion:
Because this is an ice-breaking activity the teacher may not want to evaluate it. However, participation and attitude for group work can be assessed through peer feedback.
Comments and suggestions:
None
Author/copyright:
None