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Telling Stories

Proyecto Integración

Área: Idiomas Extranjeros
Materia: Inglés
Edad del Estudiante: años

Proyecto elaborado por: Johanna Garcia Valencia - colegio: Colegio Comfandi Miraflores - Colombia

Descripción:

Most of the times, our students develop activities which involve a lot of writing, especially when it comes to stories. This time, our students will develop a nice story which will involve imagery, writing but a lot of speaking as well. All this with the help of technology!

Objetivos:

English Area:

As we all know, the main objective of all our activities is having the students use English in a communicative way. Nevertheless, this projec aims:

1. Enourage students' imagination and focus it on the creation of a new story.

2. Use the topics worked in class (narrative tenses, reported speech and vocabulary in general) to come out with an original story.

3. Recognize the main parts of a story (introduction, climax and resolution)

4. Combine the use of English and Technologies.

Technology Area:

1. Use the internet in a responsible and dynamic way.

2. Use the Power Point tool for them to create an interesting and creative story with images and sounds.

Requisitos:

This project can be divided in two parts the first part of the project can be done in regular class. There, students have to be divided in groups of three, select a story genre (love,, comedy, drama, action, etc.), then they have to answer a series of questions which will define the story. Then, students have to design the images or find images which have to match with the story for them to create a Power Point presentation with the images and their voices narrating the story.

To do so, the students have to recognize the narrative tenses as well as the main parts of a story. Regarding technology, they have to be able to manage the Power Point tool with all its components.

Recursos:

We need:

1. A computer.

2. Our English book, notebook and dictionary.

3. Images.

3. All the objects with which we can make the background sounds of the story.

4. The story already developed in class (notes).

5. Power Point editor installed.

5. Microphone.

Duración:

This project can last as long as the teacher and students agree, nevertheless, four classes of hour and a half hours can be enough. Half of the classes can be used to prepare the story and the other half to find the pictures and create the Power Point presentation.

Labor del Docente:

The teacher has to:

1. Explain the students what the main parts of a story are.

2. Review narrative tenses as well as reported statements.

3. Show examples of stories and work on reading comprehension.

4. Guide the students in the creation of the groups and the kind of story they are interested in.

5. Monitor the develpmnet of the story.

6. Check the drafts.

7. Provide feedback.

8. Accept the final product.

Labor del Estudiante:

The students has to:

1. Show commitment with the activity.

2. Follow all the steps given by the teacher.

3. Bring the material needed.

4. Organize the project in groups of 3 students.

5. Take notes of the different feedback provided.

6. Correct the drafts the teacher previously checked.

7. Create an original story using narrative tenses as well as reported specch, connectors and vocabulary in general.

8. Identify the best images and organize them in a Power Point presentation of not less tthan 15 slides and no more than 20. They have to match with the story.

9. Record their voices in their presentation.

10. Be as creative as you can.

11. Hand in an original story in a CD file or a memory stick to be presented to all the class.

12. Present the story in a printed document.

Evaluación:

The students will be evaluated as a group with the next rubric:

Criteria	Superior	High	Basic	Low
Story - writing: Grammar and vocabulary.	The story has the grammar components worked in class (narrative tenses, reported speech and connectors) as well as new vocabulary related to the story.	The story has the grammar components worked in class (narrative tenses, reported speech and connectors.	The story has the some of the grammar components worked in class (narrative tenses, reported speech and connectors.	The story has the basic tense (simple past) and its vocabulary is repetitive.
Story - writing: Coherence and cohesion.	The story has the three main parts worked in class. It is easy to follow and the connectors help to make transitions smooth.	The story has the three main parts worked in class. It is easy to follow and shows the use of connectors.	The story has the three main parts worked in class although it is a little difficult to follow. Connectors are used at random.	The story does not evidence its main parts or they are not clearly developed. There is lack of connectors.
Story – speaking: Pronunciation	The whole group was fluent and accurate in their pronunciation. They showed different tones depending on the rhythm of the story.	Some of the students were fluent and accurate in their pronunciation. They had minor mistakes.	The students had some difficulties in their pronunciation.	The students made several mistakes in their pronunciation.
Creativeness	The story is original as well as the presentation. It has interesting details which make it attractive for the viewer.	The story is original and interesting for the viewer.	The story is mostly original, although it has parts taken from other stories. It has basic features.	The students stayed in the basis. The characters are plain and the story is predictable.
Use of the Power Point tools.	The students used as many tools as they could making the story interesting and well sequenced rather than extravagant. They used the tool in an appropriate way.	The students used varied tools to make the story interesting and well sequenced. They used the tool in an appropriate way.	The students used the basic tools to come out with their story. They used the tool in an appropriate way.	The had difficulties in the use of the tools.

Notas:

Créditos:

Proyecto creado por Johanna Garcia Valencia - utilizando a eduteka.org

Basado en el proyecto de aula de grados noveno de los colegios Comfandi (año 2011-2012)

Producto creado por Johanna Garcia Valencia y alojado en la herramienta de
Gestión de Proyectos de Eduteka (http://www.eduteka.org/ProyectosClase.php)
Última modificación 2012-01-23 (17:26:04)