Creative Writing TSLB 3563 - TASK 2 NAME :MARIYYAH MUNAWWARAH BINTI ABDUL HALIM CLASS 5 PISMP JUN 2021 - MEI 2026 (TESL G)
Overview Activity 1: Prose (Fiction) - Fairytale Activity 2: Prose (Non-fiction) - Advertisement Activity 3: Poem - Acrostic Poem
Activity 1: Prose (Fiction) - Fairytale
Activity 1: Prose (Fiction) - Fairy Tales Name of Activity Switch The Writer Content Standard 4 . 2 Communicate basic information intelligibly for a range of purposes in print and digital media. 4 . 2 . 5 Narrate factual and imagined events and experiences. Learning Standard Learning Objective By the end of the lesson, students will be able to: Write at least 4 simple sentences sequencing from the previous sentence they received, using their own creativity. 1.
Activity: Switch The Writer Practice Pre - Activity: Teacher introduces Chain Writing to the students by explaining what Chain Writing is, how it is conducted, and shows the students some examples. 1. 2. Teacher divides students into groups of 4 or 5 and each group is required to sit in a circle. 3. Teacher explains the instructions and rules of the activity, where each group needs to ensure that their story has a beginning and an ending. 4. Each member of the group is required to write as many sentences as they can based on the last written sentence by the other group member.
Activity: Switch The Writer Practice 6. Teacher asks each group for a representative to pick an envelope and a lined paper from the teacher. Each envelope provides a starting sentence of a fairy tale, which the first group member will use to start writing the story. For example: "Once upon a time, There lived a small bird in a mysterious forest...". The worksheet is attached to a clipboard where the pupils will write their story. 7. Once the pupils are ready, the teacher plays music and the first member of the group will start writing. 8. Teacher pauses the music every 2 minutes, to ensure that students keep the story moving to the other group members. 9. When the music stops, the writer needs to pass the worksheet to the group member sitting next to them.
Activity: Switch The Writer Practice 10. The next group member continues writing the story based on the previous written sentence 11. This process is repeated until each of the group members gets 2 opportunities to write. 12. Then, the worksheet will be folded into the envelope and given back to the teacher. 13. Teacher reads every group ' s story and gives feedback.
Justification The justification for implementing Chain Writing within the context of Fairy Tales aligns with several pedagogical theories, particularly constructivism and social constructivism. According to constructivist theories, learning is an active process where learners construct knowledge through their experiences and interactions with the environment. In the proposed activity, students actively engage in the creation of narratives, drawing upon their prior knowledge of Fairy Tales and building upon each other's contributions to construct a coherent storyline. This aligns with the constructivist principle that learners construct meaning through social interactions and collaboration. Moreover, the activity also connects with social constructivism, which emphasizes the importance of social interactions in learning. By requiring students to read and build upon their peers' contributions, the activity promotes collaborative learning and peer interaction. Vygotsky's sociocultural theory posits that learning occurs within the zone of proximal development, where learners can achieve more with the assistance of others. In the Chain Writing activity, students support each other's learning by providing feedback, suggestions, and building upon each other's ideas, thereby expanding their zone of proximal development. Additionally, the activity fosters creativity, which aligns with theories of creativity in education. By immersing students in the imaginative world of Fairy Tales and providing them with the opportunity to craft their own narratives, the activity stimulates divergent thinking and originality. According to Sawyer's (2019) research on creativity, collaborative activities like Chain Writing can enhance creative thinking by providing a supportive environment for idea generation and exploration. In conclusion, the Chain Writing activity integrates principles from constructivism, social constructivism, and theories of creativity to promote active learning, collaboration, and creativity among students.
Teaching Materials Envelopes Speaker Laptop Chain Story Activity Group: _______ Date: ____________________ Title of Story: ___________________________________ Worksheet
Activity 2: Prose (Non-fiction) - Advertisement
Activity 1: Prose (Fiction) - Fairy Tales Name of Activity I’m Selling This! Content Standard 4 . 2 Communicate basic information intelligibly for a range of purposes in print and digital media. 4 . 2 . 5 Describe people and objects using suitable statements Learning Standard Learning Objective By the end of the lesson, students will be able to: Describe the Malaysian Traditional food by using at least 5 adjectives in a form of a poster. 1. Year 4 Main Skill Mixed-abilities students Writing Skills Previous Knowledge Have basic knowledge on frequently used adjectives
Activity: I’m Selling This! Pre - Activity: 1. Teacher starts the class by discussing what is advertisements, its purposes some examples . 2.Teacher explains that students will be creating their own advertisements. 3.Teacher divides the students into groups of 3 or 4. 4.Teacher provides each group with a list of various Malaysian Traditional Food 5.Each group will choose one of the Malaysian Traditional from the list, and create a poster as an advertisement.
Activity: I’m Selling This! Practice: Teacher gives students 5 minutes to brainstorm ideas for the key phrases, slogans and visual elements advertisement. 1. 2.Teacher hands out each group with a mahjong paper for their poster. 3.Teacher gives students 15 minutes to make a poster of their Malaysian Traditional food poster. 4.Once the advertisements are complete, each group will present their poster to the class. 5. Teacher gives feedback to the students.
Justification The "I Sell This!" activity aligns with several pedagogical theories, notably sociocultural theory and experiential learning theory. According to sociocultural theory, learning is influenced by social interactions and cultural contexts. By incorporating Malaysian Traditional Food into the activity, students are immersed in their cultural heritage, fostering cultural awareness and appreciation. Vygotsky's (1978) sociocultural theory emphasizes the importance of social interactions in learning, suggesting that students learn best through collaboration and interaction with others. In the "I Sell This!" activity, students collaborate to brainstorm ideas and create persuasive posters, thereby engaging in social learning experiences. Moreover, the activity aligns with experiential learning theory, which learning occurs through hands-on experiences and reflection. By actively participating in the creation of advertisements for Malaysian Traditional Food, students apply communication and creativity skills in a realworld context. Dewey (1938) emphasized the importance of experiential learning, suggesting that learners develop a deeper understanding of concepts through active engagement and reflection on their experiences. In conclusion, the "I Sell This!" activity integrates sociocultural theory and experiential learning theory to provide students with a dynamic learning experience that promotes cultural awareness, collaboration, and hands-on application of language skills.
Teaching Materials List of Malaysian Traditional Food Nasi Lemak Nasi Kerabu Laksa Satay Roti Jala Laksam Mahjung Paper Whiteboard
Activity 3: Poetry - Acrostic Poem
Activity 1: Prose (Fiction) - Fairy Tales Name of Activity Describe It! Content Standard 4 . 2 Communicate basic information intelligibly for a range of purposes in print and digital media. 4 . 2 . 4 Describe Describe people and objects using suitable statements Learning Standard Learning Objective By the end of the lesson, students will be able to: Write at least 3 simple sentences describing people and objects through acrostic poem. 1.
Activity: Describe It! Pre - Activity: 1. Teacher introduces Acrostic Poems to the students by teaching them on how to create an acrostic poem and shows them some examples.
Activity: Describe It! Practice: Teacher shuffles a set of flashcards containing pictures of 3 lettered-nouns (example: mat, hat, cap etc.) and asks each student to pick a card without letting them see the picture. 1. Teacher instructs students to write an acrostic poem based on the flashcard they have picked, in their English exercise book. 2. 3.Teacher moves around the classroom to observe students and give feedback. Then, the teacher repeats the activity with a new set of flashcards which contains pictures of 4 lettered nouns (example: bell, bean, bird,moon etc.) 4.
Activity: Describe It! Production: 1. Teacher asks students to form a circle and sit down. Teacher prepares a box that contains rolled-paper strips written with students ’ nicknames (teacher ensures the letter of the nickname would be applicable for the students to use simple words). 2. 3.Teacher passes the box to each student and they are required to pick a rolled paper from the box. 4.Teacher gives a piece of lined paper to each student. Students are required to write an acrostic poem in 10 minutes, describing their classmate based on the nickname they picked from the box. 5. 6.Teacher divides the whiteboard into 5 sections and passes 5 whiteboard markers to the students. Teacher plays music and students pass the whiteboard markers to the person sitting next to them (same rule as ‘Hot Potatoes ’). 7.
Activity: Describe It! Production: 13. When the music stops, the students holding a whiteboard marker need to immediately go in front and write their acrostic poem on the board according to the divided sections. 14. Teacher will give feedback. 15. Students who have already got their turn will need to stay outside of the circle. 16. This activity will be repeated until every student in the circle gets a turn to write their poem.
Teaching Materials 3-Lettered Noun Flashcards: Mat Tin Bin Bag Car Cap Van Hat Eye Ear Fan Net Pan
Teaching Materials 4-Lettered Noun Flashcards: Hair Fire Rain Tent Baby Tree Knee Shoe Book Corn Cone Milk Snow
Teaching Materials Examples of Acrostic Poem : Acrostic Poem for CAT Cute Animal Always Sleeping Thirsty All The Time Acrostic Poem for AINA A Kind friend Interesting Personality Nice to Everyone Always Helping People
Justification The proposed Acrostic Poetry Writing activity for Year 6 students can be effectively related to several pedagogical theories, primarily constructivism and social constructivism. Constructivism posits that learners construct knowledge through their experiences and interactions with the environment. In the pre-activity session, where the teacher introduces Acrostic Poems and provides examples, students engage in active learning as they comprehend and internalize the structure and purpose of the poetry form (Jonassen et al., 2015). Moreover, the activity aligns with social constructivism, emphasizing the importance of social interactions in learning. Through peer interaction and collaboration during the production phase, students collectively construct meaning and understanding as they write acrostic poems about their classmates. Vygotsky's (1978) sociocultural theory suggests that learning is enhanced through social interactions, and the interactive nature of the activity fosters collaborative knowledge construction. Furthermore, the iterative nature of the activity, where each student contributes their poem, promotes inclusivity and equal participation. This aligns with Dewey's (1938) theory of experiential learning, where learners develop a deeper understanding through active participation and reflection on their experiences. In conclusion, the Acrostic Poetry Writing activity integrates constructivist and social constructivist principles to provide Year 6 students with a dynamic learning experience that fosters creativity, language skills development, and interpersonal skills.
References Dewey, J. (1938). Experience and Education. Kappa Delta Pi. DOI: 10.1080/00220671.1938.10883738 Jonassen, D. H., Lee, C. B., & L. Tan, M. (2015). Learning Theories and Instructional Design: A Digital Age Perspective. Routledge. DOI: 10.4324/9781315816613 Sawyer, R. K. (2019). Explaining Creativity: The Science of Human Innovation (2nd ed.). Oxford University Press. DOI: 10.1093/oso/9780190464127.001.0001 Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. DOI: 10.1037/10039-000
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