This iactivity 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 task is focused on reading comprehension and some genre analysis (especially looking at narrative techniques used by different writers). Students are asked to read the assigned literature and to then meet in groups to discuss ‘ guiding questions’ . These meeting can take place synchronously or asynchronously (depending on schedules, time zones, etc.)
Institution reporting the task:
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:
Speaking/listening synchronous
Target Competences:
| Language competence |
|---|
| Content knowledge |
Specific pedagogical objectives:
Discourse analysis
Suggested Communication Tools:
| Collaborative tools |
|---|
| Real time conferencing |
Suggested Resources:
None
Instructions:
This task is focused on reading comprehension and some genre analysis (especially looking at narrative techniques used by different writers). Students are asked to read the assigned literature and to then meet in groups to discuss ‘ guiding questions’ . These meeting can take place synchronously or asynchronously (depending on schedules, time zones, etc.)
The collaborating teachers will have decided the reading list for the students before beginning the exchange. This can be done by comparing compulsory reading (in the target language, which may be L1 literacy or FL literacy focus) and choosing areas that overlap (where possible).
Step 1:
Each group is assigned one text. Students are given ‘ guiding questions’ to discuss in their groups. The groups then post their replies in a class forum.
Step 2:
Answers are discussed in each class so that ‘ tips for writing mash-ups’ are created together between the classes.
Examples of guiding questions:
- How does the author help the reader identify the historical/regional context? (select passages to exemplify)
- How do the characters interact with one another?
- How do the characters speak?
- What are some of the more significant images?
Learner Texts:
None
Document related to the task:
Criteria for Completion:
It is suggested that formative assessment of group work, through peer evaluation, is used.
Comments and suggestions:
None
Author/copyright:
None