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Writing Your Own Interactive Story
- Secondary Level -

    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 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 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 for more information on multiple

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: See also the requisites for constructivist-based pedagogical approaches at 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).

    1. Metaphors & Similes
    2. Onomatopoeias
    3. Ironies
    4. Hyperboles
    5. Idioms

                B. Practicing Figures of Speech

Read “A Scary Vision” by Christine Léger and find the following figures of speech:

    1. 3 metaphors
    2. 3 similes
    3. 3onomatopoeias
    4. 3 ironies
    5. 3 hyperboles
    6. 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.

  1. Choice 1 (Frank finally speaks)
    1. Choice 1.1 (Martin leaves)

                                                              i.      Student1: ___________________________

                                                            ii.      Student 2: ___________________________

    1. Choice 1.2 (Martin persists)

                                                              i.      Student 2: ___________________________

                                                            ii.      Student 3: ___________________________

  1. Choice 2 (Martin gets up and leaves)
    1. Choice 2.1 (Martin looks back to see Frank's reaction)

                                                              i.      Student 1: ___________________________

                                                            ii.      Student 3: ___________________________

    1. Choice 2.2 (Martin doesn't look back and keeps going)

                                                              i.      Student 2: ___________________________

                                                            ii.      Student 4: ___________________________

  1. Choice 3 (Frank gets up and leaves)
    1. Choice 3.1 (Martin lets him leave without saying a word.)

                                                              i.      Student1: ___________________________

                                                            ii.      Student 4: ___________________________

    1. Choice 3.2 (Martin shouts at him to come back.)

                                                              i.      Student 2: ___________________________

                                                            ii.      Student 3: ___________________________


  1.  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?)

  1.   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! 



  1.   Social Matters
Part 1: Note Taking - Individual

1.      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.

    1.    Discuss points 1, 2 & 3 in class.
    2.    Class discussion:. You and your team must be ready to discuss and defend your opinions (class debate).

  1.  Preparing your own Story (See below)
    1.  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:

                                                            ii.      Story 2:

                                                          iii.      Story 3: Your choice, see 

    1.   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)

    1.  Create a plot graph .
    2.  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.

  1. Exchange your story with another team.
  2. Put your names on the copies that you are reviewing.
  3. Go over their story and:
    1. Identify unclear language & mistakes (use different highlighters).
    2. Identify positive elements.
    3. Identify negative elements and give suggestions for improving them.
  4. Once you get your copy, correct your mistakes (make sure you verify if the suggestions given by your peers are accurate).
  5. Ask the teacher to review your corrected copy.
  6. Correct again (after receiving the teacher's feedback).


  1.   Creativity 
  1. Prepare your story by adding the text, the links, the video(s),the  images, the background(s), etc. Have fun!


  1. Final Activity - Story Presentations (each member has to speak)
  1. Talk about your story – What made you decide what to put in it (in terms of ideas, images, videos, etc.)?
  2. What problems did you encounter (writing, available software, time limits, ideas)?
    1. How did you solve them?
  3. Discuss the positive elements of your project.
  4. Discuss the negative elements.
    1. What would you change?
  5. Did you discover that you or some of your team members had hidden talents?
  6. Describe your strengths and weaknesses as a group (be respectful at all times).
  7. Present your story. Allow the classroom to decide which link(s) to select.
  8. Allow for questions & comments at the end.

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