TASK 2 CREATIVE WRITING NUR ‘AQILAH BINTI RAIMEE
THE ACTIVITY: Freeze the writing PROSE FICTION
HOW TO CONDUCT LEARNING JUSTIFICATION OBJECTIVE THE FREEZE WRITING PROSE FICTION
LEARNING OBJECTIVE Freeze writing, also known as timed writing or stream-of- consciousness writing, can be a powerful tool for sparking creativity and overcoming writer's block. Create a short story based on the picture prompt from the e- book (Pinocchio) using at least 10 various sentences with coherence. AT THE END OF THE LESSON , STUDENT WILL BE ABLE TO :
HOW TO CONDUCT “THE FREEZE WRITING” Based on the fairy tail “Pinocchio” 1.Divide students into five groups, each consisting of four people. 2.Provide each group with a large piece of paper. Call upon the leader of group 1 to spin the number of pages of the story "Pinocchio " from a Canva presentation slide with eyes closed . 3. Explain that each group will use the dialogue obtained from the spun pages to continue the story. 4. Allow each group sufficient time to review the dialogue obtained and brainstorm how to continue the story based on it. 5.
HOW TO CONDUCT “THE FREEZE WRITING” Based on the fairy tail “Pinocchio” 7.Each student will be given 5 minutes to write 10 sentences. Set a timer for 5 minutes for each student. 8.Teacher inform students that at any point during their writing (at least after 5 mins) , teacher will call out "Freeze!" which indicates they must stop writing immediately, even if in the middle of a word or sentence. 9.After each "Freeze " call, instruct students to pass the paper to another member of their group to continue the story or improve upon the previous contribution. 10. Then , student will paste the Mahjong paper on the wall and student will continue doing gallery walk.
WHEELER AND TIMER Wheeler https://www.online-stopwatch.com/random-namepickers/crane-machine-name-picker/full-screen/# https://www.canva.com/design/DAGAks4OHIM/d1lFJ9ce06FUvF A9r8Gheg/view? utm_content=DAGAks4OHIM&utm_campaign=designshare&utm_ medium=link&utm_source=editor PINOCCHIO STORY TIMER https://www.onlinestopwatch.com/classroo m-timers/shooting-stars/full-screen/#
JUSTIFICATION Utilizing fairy tales alongside frozen writing, a hands-on activity where students write rather than listen, is a dynamic approach promoting creativity, collaboration, and critical thinking. First, the use of "Pinocchio" as the story prompt offers familiarity and allows students to draw upon existing knowledge while also introducing them to the concept of improvisation in writing. Next, students have to analyze the dialogue obtained from the spun pages, which prompts students to critically evaluate the story's context and characters, encouraging deeper comprehension and interpretation. This phase of the activity stimulates brainstorming and discussion within the groups, fostering collaboration and the exchange of ideas. According to Dike et al. (2024), students are motivated to engage in critical thinking, problem-solving, and innovative solutions through interactive, hands-on activities. This activity clearly demonstrates Vygotsky's Zone of Proximal Development (ZPD) theory (1978) through the collaboration, peers (MKO) scaffold learning by providing strategic assistance, ensuring students can help each other to write creatively . Also, passing the paper to another group member after each freeze encourages teamwork and ensures that every student has the opportunity to contribute to the story's development.
JUSTIFICATION This collaborative approach also allows for diverse perspectives and ideas to shape the narrative and this can also help MKO assist peers with grammar and provide more ideas to ensure the creation of the story .The timed writing segment challenges students to think quickly and creatively, as they must generate sentences that build upon the story's dialogue within a set timeframe. The "Freeze" command introduces an element of unpredictability, requiring students to adapt to interruptions and think at the same time.
THE ACTIVITY: Write advertisement poster FICTION
HOW TO CONDUCT LEARNING JUSTIFICATION OBJECTIVE ACTIVITY : LET’S VISIT MALAYSIA FICTION
LEARNING OBJECTIVE A task where students are asked to create in an advertisement poster which use persuasive language Write an travel advertisement on describing a place in Malaysia using at least 2 helping phrases given based on the worksheet given AT THE END OF THE LESSON , STUDENT WILL BE ABLE TO :
1 2 PRESENTATION PART(BY TEACHER) Teacher will teach the student places in the places in Malaysia such as Semporna , Malaysia Afterward, teacher will create a advertisement poster decribing Semporna , Malaysia together with the students. 3 Teacher will show how to create a advertisement poster describing a place using helping words given to them.
HOW TO CONDUCT “WRITING ADVERTISEMENT POSTER” Based on travelling around Malaysia 1.Students will work in pairs. Student get to choose which places they want such as Kuala Terengganu (Handout 1) or Johor Bahru (Handout 2). 2. After they have chosen , each pair will get Handout 1 or 2 (depending on what they choose) and Handout 3 (pictures). 3. 4.Student will cut the pictures and paste accordingly to the name of the places. For part 1 in Handout 1 or 2 , teacher implement parallel writing which students copy back the structure however , change the places according to the place that they are describing 5. To describe each attraction , students are given “helping words ” to help describe each attraction on the worksheet. 6. Students are given 20 minutes to write advertisement poster and can refer to teacher as reference during the activity. 7.
EXAMPLE FROM TEACHER HANDOUT FOR STUDENTS HANDOUT 1/2 HANDOUT 3
JUSTIFICATION The ‘write advertisement poster “ activity offers numerous educational benefits and aligns well with various learning styles and proficiency levels. Firstly, by having students work in pairs, they can support each other in helping learning the language , fostering collaboration and peer learning. Pratiwi (2020) supported that pair work provides more opportunities to engage in a task and encourages more deliberations about language. This not only enhances social skills but also encourages teamwork and helping each other when writing . Teachers also adapt the topic from global to local destinations, such as Kuala Terengganu or Johor Bahru, serving multiple purposes. It allows students to become more familiar with their own country's attractions before exploring international destinations. This approach is particularly beneficial for students from rural areas who may not have had the opportunity to visit these places, thus broadening their understanding of Malaysia's cultural and geographical diversity. As for urban area students, students can write better if the topic is relatable and familiar to them as Yuli and Halimi (2018) suggested that writing assignments centered around topics that students are already familiar with can lead to notable enhancements in their writing abilities, particularly in terms of expanding their vocabulary usage .
JUSTIFICATION Next ,the incorporation of kinesthetic and visual elements, such as cutting and pasting pictures, caters to different learning styles, ensuring engagement and comprehension for all students. This hands-on approach promotes active learning and retention of information which aligned with Dike et al. (2024) advocate for active engagement in learning, enabling pupils to participate actively and retain information effectively, leading to a deeper understanding of the subject matter through hands on approach. Moreover, the use of parallel writing provides a scaffold for students with lower proficiency levels, guiding them through the writing process while allowing for personalization based on the chosen destination. This helps build confidence and language skills, even for students who struggle with writing.
THE ACTIVITY: Shape poem POEM
HOW TO CONDUCT LEARNING JUSTIFICATION OBJECTIVE WRITE A SHAPE POEM POEM
LEARNING OBJECTIVE Shape poetry, also called concrete poetry, develops the physical form of the words on paper. So, a poem about the burger would take the shape of a burger and describe the burger as well. Write a shape poem consisting at least 2 out of 4 adjectives given based on the food picture given on the worksheet AT THE END OF THE LESSON , STUDENT WILL BE ABLE TO :
1 2 PRESENTATION PART(BY TEACHER) Teacher will teach the student regarding healthy food and unhealthy food and take example of each healthy food and unhealthy food Afterward, teacher will take one unhealthy food and show how to write shape poem using the adjective given . The teacher write together with the students by asking possible sentence to decribe the food items by using the adjectives provided 3 This also apply to healthy food which teacher show how to write shape poem using the adjective given .
UNHEALTHY FOOD HEALTHY FOOD
HOW TO CONDUCT “WRITE SHAPE POEM” Based on the healthy foo and unhealthy food theme 1.Students is divided into five groups, each consisting of four people. 2.Each group is provided with a large piece of paper (mahjong paper) . Teacher call upon the leader of each group to pick one paper from the glass jar with eyes closed . 3. The paper contain healthy food and unhealthy food example together with 4 adjectives associated with the adjectives appropriate with the food items. 4. Student will draw the food items on the Mahjong paper and write the poem based on the shape of the items. 5. Student may use all or at least 2 adjectives to describe the healthy or unhealthy food based on the learning objectives. 6. 7.Students is given 20 minutes to discuss, draw the food and write the shape poem.
EXAMPLE “WRITE SHAPE POEM” unhealthy cheesy red crispy Student draw on their own on the mahjong paper Teacher provides the adjectives on the paper that leader randomly pick from the glass jar
JUSTIFICATION This shape poem activity is a multi-dimensional approach to learning that integrates creativity, critical thinking, and collaboration. By dividing students into groups and assigning them the task of drawing and writing poems based on randomly selected food items, the activity encourages teamwork and communication skills. This is actually related to Piaget’s theory (1964) , constructivism in which Students use their past knowledge, such as knowledge from previous classes, as they participate in discussions and prepare a poem based on pictures given. Constructivism holds that students create new knowledge by fusing it with what they already know about healthy food and unhealthy food. Furthermore, the practice of assigning students to work in groups emphasizes the social component of learning by facilitating the exchange of ideas and viewpoints. This will help students to create a great poem as they get to help each other to write, review and edit the poem together.
JUSTIFICATION The relevance of choosing food as the topic to write the poem is first of all, drawing food items on a large piece of paper allows students to use their artistic abilities to enhance the writing process. Normally, writing a poem is much more monotonous, but by adding a fun element, students will write poems based on their drawings. Drawing food items prior to writing enables students to visualize their ideas, enhancing the richness of their poems with vivid details. This is supported by Rodman (2024) drawing before writing assists students in visualizing their thoughts, enabling them to incorporate details from their drawings into their written expressions. Students are more likely to retain and absorb the topics covered when these items are presented visually. Also, the inclusion of adjectives associated with the food items adds depth to the activity. It prompts students to think critically to describe healthy and unhealthy foods using adjectives. Since students can relate more to describe food as they are given genuine context for, this is actually a good technique to teach adjectives. Lastly, writing shape poems based on the drawn food items further engages students creatively, allowing them to express their understanding in a poetic form.
REFERENCES Vygotsky, Lev S. (1978): Mind in Society. The Development of Higher Psychological Processes PRATIWI, A. I. (2020). Group work and pair work to teach speaking http://repository.iainbengkulu.ac.id/4404/1/Anastasya.pdf Yuli, E. M., & Halimi, S. S. (2018). The Effects of Topic Familiarity on Eleventh Graders ’ Writing Performance. Atlantis Press. https://doi.org/10.2991/assehr.k.200406.012 Piaget, J. (1964). Cognitive Development in Children: Development and Learning. Journal of Research in Science Teaching, 2, 176-186. http://dx.doi.org/10.1002/tea.3660020306 Dike, Ibwari & Out, Mkpoikanke & Amalachukwu, Dike. (2024). Effect of Hands-On Instructional Approach on Pupils ’ Achievement and Retention in Cultural and Creative Arts. International Journal of Professional Business Review. 9. e04207. 10.26668/businessreview/2023.v9i1.4207. Rodman, H. (2024, January 10). Drawing: an important part of the writing process. Lesley University. https://crrlc.lesley.edu/drawing-supports-the-writingprocess/#:~:text=It%20empowers%20students%20to%20see,in%20their%20writing%20using%20words.