The following project consists of having students develop a web-based
interactive story with multiple potential endings that
allow readers to have some control over their hero's
destiny. These choices (different destinies) are
designed via hyperlinks.
Theoretical
Information:
The present project is designed according to the following theoretical
notions:
Project-Based Learning:
Students work in teams, thus allowing them to help each other (developing social skills). See http://pbl-online.org/
for more information on project-based learning. This type of project
also allows the students to be responsible for their own learning as
they constantly focus on developing their project rather than focusing on lecture-based material.
Four
Phases of ADA:
Students are able to understand written texts, relate to it, and go
beyond the text for a better understanding of social issues (developing
critical thinking). Finally, students produce their own text. See http://www.joanwink.com/scheditems/AFAoverview.pdf
for a brief summary of each phase.
Multiple Intelligences:
Many aspects of multiple intelligences are included in this project.
For instance, students have to communicate effectively throughout
the project. The images and/or
the visual artifacts must also communicate effectively
(linguistic and intrapersonal). Finally, the project's
complexity necessitates efficient problem solving skills (logical-mathematical).
See http://www.infed.org/thinkers/gardner.htm
for more information on multiple
intelligences.
The
Constructivist Approach: As
previously mentioned, this project allows students to be responsible
for their own learning. The teacher's role in this type of project is
therefore to provide
support (scaffolding), if and when it is needed. Visit the
following
website for more information on how computer-related pedagogy goes
hand-in-hand with constructivism: http://www.infed.org/thinkers/gardner.htm.
See also the requisites for constructivist-based pedagogical
approaches at http://www0.umoncton.ca/longd04/TheorixDownload/ACF98.pdf. The article is in French with some definitions in English.
Writing
Your Own Interactive Story - Secondary Level
Project
Instructions
A. Figures
of Speech and Idioms– What are they? What do they eat
come winter? To be discussed in class (brainstorming).
- Metaphors
& Similes
- Onomatopoeias
- Ironies
- Hyperboles
- Idioms
B.
Practicing Figures of Speech
Read
“A Scary
Vision” by Christine Léger and find the following figures of speech:
- 3 metaphors
- 3 similes
- 3onomatopoeias
- 3 ironies
- 3 hyperboles
- 1
idiom
C.
Reading
the Story “ The Mysterious Frank Hades”: Part C is important because the story “The Mysterious
Frank Hades” is an
actual model of what I am expecting as a project. Each team member is
responsible for gathering information on 2 different final outcomes of
the
story and must take
notes. This means that each outcome will be read
by at least 2 students (teams of 4).
Once
the reading is done, compare your notes with the students who read the same parts as you (in your team):
The
Mysterious Frank Hades -
Team Plan
Team: _______________________
Below
is a list of all the choices in the story. For each part, write down the names of the two students who will be reading it.
- Choice
1 (Frank
finally speaks)
- Choice
1.1 (Martin leaves)
i. Student1:
___________________________
ii. Student 2:
___________________________
- Choice
1.2 (Martin persists)
i. Student 2:
___________________________
ii. Student 3:
___________________________
- Choice
2 (Martin gets up and
leaves)
- Choice 2.1 (Martin looks back to see Frank's
reaction)
i. Student 1:
___________________________
ii. Student 3:
___________________________
- Choice 2.2 (Martin
doesn't look back and keeps going)
i. Student 2:
___________________________
ii. Student 4:
___________________________
- Choice 3 (Frank
gets up and leaves)
- Choice 3.1 (Martin
lets him leave without saying a word.)
i. Student1:
___________________________
ii. Student 4:
___________________________
- Choice 3.2 (Martin
shouts at him to come back.)
i. Student 2:
___________________________
ii. Student 3:
___________________________
- Analyzing the story “The
Mysterious Frank Hades"
1. What
kind of story is it (horror,
mystery, ghost story, etc.)?
2. What
is/are the theme(s)?
3. What
is particular about the
character names?
a. What
does the name Frank Hades
evoke?
b. What
does the name Martin Cole
evoke (hint: homonym, "coal")?
4. Figures
of speech and language
a. Find
5 idioms.
b. Find
2 metaphors
c. Find
2 similes
d. Find 1
hyperbole
e. Find 1 irony
f. Can you find other
figures of speech
(personification?)
- The Characters
1. Draw
a picture of the two main
characters (how you view them). Identify their main traits.
2. Who
is the murderer? Write a
paragraph explaining your answer.
g. Discuss
in teams by referring to your notes.
h. A
class debate will follow; be ready to defend your arguments.
- Role
of the classroom: Be ready to defend your opinions as well.
- Role of the teacher(s): I (We)
might ask questions!!!! Be ready!
- Social Matters
Part 1: Note Taking - Individual1.
In your opinion, what
was the best thing for Martin
to do?
2. What
would you have done in Martin's shoes?
3. What
do you think would have
happened if Martin had never interfered in Frank's life altogether?
Part 2: Team Discussion.
- Discuss points 1,
2 & 3 in class.
- Class
discussion:. You and your team must be ready
to discuss
and defend your opinions (class debate).
- Preparing your own Story (See below)
- Story preparation:
Read 3 online stories to gather some ideas for your own story. In each story, underline
the problem(s) and circle
the solution(s).
i. Story
1: http://ghost.new-age-spirituality.com/present/present_4_1.html
ii. Story
2: http://ghost.new-age-spirituality.com/present/present_1_1.html
iii. Story
3: Your choice, see http://ghost.new-age-spirituality.com/present/
- Brainstorm (to
find better ideas than the model):
i. ideas
(vocabulary words,
characters, situations, other?)
ii. codes
(types of images you would
like to use, videos, etc)
- Create a plot graph .
- Your story (in
teams of 4) will need:
i. A
setting
1. Where
& When
2. Who
(define your main characters
in your text)
a. You
will need to create an
electronic drawing of your main character(s) - to include in your web
page.
ii. The problem(s)
iii. The climax(es)
iv. The
possible endings:
I want at least 6 different endings. The
parts of the story should be divided equally among team members.
v. Styles - You must include:
1. 3
metaphors
2. 3
similes
3. 3
idioms
4. 1
hyperbole
5. 1
irony
vi. Visual
Text (Must be relevant to
the theme(s)):
1. Modified
images (at least 2).
2. At
least one animated gif image (that you
must create).
3. At
least one short video (that you must create).
4. Appealing
backgrounds, images,
fonts, etc.
vii. Interdisciplinary
Elements
1. Elements of interest
learned in other
classes (at least one).
2. Element(s)
(a trip for example) from a
personal experience that made you aware of the importance of English in
your
life.
viii. Originality.
I. Writing Process
Proceed in writing the first draft of your
interactive story.
Once your story is done, you will need to go through the
writing process before actually building your website.
- Exchange
your story with another team.
- Put your names on the copies that you are reviewing.
- Go
over their story and:
- Identify
unclear language & mistakes (use different highlighters).
- Identify
positive elements.
- Identify
negative elements and give suggestions for improving them.
- Once you get your copy, correct your mistakes (make sure you verify if the suggestions given by your peers are accurate).
- Ask the teacher to review your corrected copy.
- Correct
again (after receiving the teacher's feedback).
- Creativity
- Prepare your
story by adding the text, the links, the video(s),the images, the background(s), etc. Have fun!
- Final
Activity - Story Presentations (each member has to speak)
- Talk
about your story – What made you decide what to put in it (in terms of ideas, images, videos, etc.)?
- What
problems did you encounter (writing, available software, time limits,
ideas)?
- How
did you solve them?
- Discuss
the positive elements of your project.
- Discuss
the negative elements.
- What
would you change?
- Did
you discover that you or some of your team members had hidden talents?
- Describe
your strengths and weaknesses as a group (be respectful at all
times).
- Present
your story. Allow the classroom to decide which link(s) to select.
- Allow
for questions & comments at the end.