TASK 2 TSLB3563 CREATIVE WRITING MUHAMMAD JIBRIEL AMIN CREATIVE WRITING CLASS 2
CONTENT Biodata Prose (Fiction) Writing Activity Material Justification Prose (Non-Fiction Writing) Activity Material Justification Poetry Writing Activity Material Justification References
Biodata Name Muhammad Jibriel Amin Bin Khairul Anwar Course TSLB3563 Creative Writing Class Class 2 Email [email protected] Lecturer Puan Uavarani Shumugam Institution IPGM Kampus Bahasa Antarabangsa
Prose (Fiction) Writing
1.Provide each pupil with a character creation worksheet. Instruct students to draw and create their own character on the worksheet. Encourage them to include details such as the character's name, appearance, personality traits, and special abilities. 2. Emphasize that students can decorate their characters with colors, stickers, or small dialogues to represent them effectively. 3. 4.After completing their drawings, divide the students into groups of 5-6. Instruct each group to take turns introducing their characters to their group members. 5. Guide students to create a short story based on the characters discussed within their groups. 6. Provide a prompt scenario for the short story, such as "Write about a day in the life of your character(s)." 7. Allow students to discuss within their groups whether they want to incorporate all characters or focus on highlighting one character in the short story. 8. Explain that students will write one sentence per person in each round to complete the short story. 9. Set a time limit for students to pass the paper around within their groups, allowing them to add sentences to the story within 5 minutes. 10. Lastly, call out one representative from each group to read the completed story aloud to the class. 11. “Imagination Odyssey: From Characters to Chronicles ” Year : 5 Theme : World of Knowledge Topic : Unit 7-Growing Up Learning Objective : By the end of the lesson, pupils will be able to write a short story of the characters they have created based on the prompt question given. Instruction
The Character Creation Worksheet
Activity designed for Year 5 students as part of Unit 7: Growing Up in the textbook. Focuses on describing people. Students create their own character or avatar for story writing. Encouraged to write as many sentences as possible to complete the story, similar to a chain writing activity. Teachers can provide an example of a character drawing with labeled elements (name, appearance, personality traits, special abilities) for clarity. Instructions should be simple and accessible. Suitable for students with intermediate to high proficiency levels. Can be modified for students with lower proficiency levels Here's how the teacher can make adjustments: If students with lower proficiency struggle with the activity, it's recommended for the teacher to prepare envelopes containing word banks that can assist them. Should any student require assistance, they can raise their hand and request an envelope from the teacher. They can utilize the word banks to help describe their character, while still encouraged to incorporate their own ideas. This approach fosters confidence among students and promotes a willingness to seek assistance when needed. Justification In certain situations where students feel too timid to seek assistance, the teacher can proactively approach those students to inquire if they require help. This approach not only encourages students but also illustrates the teacher's attentiveness to their needs.
These actions are in accordance with Albert Bandura's Social Learning Theory, which emphasizes the significance of observational learning and modeling in shaping behavior (Cherry, 2022). Here, the teacher acts as a role model for students, encouraging them to seek assistance when needed. By providing word banks and establishing an environment where students feel comfortable raising their hands for help, the teacher cultivates a social learning atmosphere where students can observe and emulate this behavior. Furthermore, when the teacher personally approaches shy students to offer assistance, it not only allows them to seek help but also demonstrates the teacher's attentiveness and support, reinforcing the idea that seeking help is acceptable. Overall, these actions are consistent with Bandura's Social Learning Theory, highlighting the pivotal role of social modeling and interaction in the learning process. Moreover, this activity nurtures open-ended story writing, providing students with an exhilarating and enriching opportunity to craft captivating narratives. Open-ended stories, characterized by their uncertainty, inspire students to unleash their creativity in constructing compelling plots (Williamson, 2020). This process not only fosters creativity and critical thinking but also challenges students to generate their own conclusions or resolutions for the story, fostering innovative thinking. Additionally, collaborative openended story activities promote individual expression, allowing students the freedom to shape the story's direction according to their preferences. Ultimately, this writing activity empowers each group member to actively engage in the storytelling process, offering a stimulating and enjoyable platform for enhancing literary and cognitive skills. Furthermore, as they collaborate on the story within their groups, it sparks their individual creativity and critical thinking as they connect their sentences with those of their peers. This method aligns with John Dewey's principles of critical thinking, promoting active, cooperative, and imaginative engagement among students. By initially creating characters with unique traits and abilities, students are encouraged to think imaginatively, thereby fostering critical thinking. Imaginative capacity is a crucial aspect of critical writing, involves expressing diverse interpretations or ideas (Cole, 2022). Moreover, group discussions about the characters and their roles in the short story foster critical reflection and the exchange of ideas among peers. The collaborative process of crafting a short story, with students contributing one sentence at a time within a time limit, enhances problem-solving and decision-making skills.
Prose (Non-Fiction) Writing
1. The teacher will show a video clip about how the tortoise lost the race to the hare 2. The teacher will prompt the pupils on how to help the tortoise to win the race 3. Then, the teacher will divide the pupils into a few groups 3. Next, the teacher will give an advertisement template to each group 4. The teacher will Instruct the pupil to think of a product that can be promoted to the tortoise to be faster and create an advertisement about the product 5. Once, they are finished, the pupils will present and share their product with the class “A Little Help Please ” Year : 5 Theme : World of Knowledge Topic : Unit 6-Sport Learning Objective : By the end of the lesson, pupils will be able to write at least 3 sentences about the description of the product. Instruction
The turbo skateboard helps the tortoise move faster than before. It has a powerful motor that boosts the tortoise's speed. With the turbo skateboard, the tortoise can outrun the hare and win the race easily. Advertisement Template Sheet Turbo Skateboard Fast Reliable Cheap RM 50
Activity designed for Year 5 students as part of Unit 6: Sport in the textbook. Focuses on sentence structure and descriptive language. Students think of a product and state reasons why the product can help the tortoise to be faster. Teachers can provide an example of a product including benefits and features for the product to ensure clarity. Instructions should be simple and accessible. Suitable for all proficiency level of pupils Justification Utilizing advertisements in educational activities benefits visual learners due to the abundance of visual elements they contain. However, some students may encounter difficulties with unfamiliar vocabulary within the advertisements. According to Rafida et al (2023), incorporating advertisements into writing lessons enhances students' writing abilities, fostering happiness, enthusiasm, and motivation, although challenges with vocabulary may arise. Therefore, it's imperative for teachers to conduct activities involving advertisements effectively, ensuring they meet the needs of all students. The integration of advertisements into educational practices serves as a potent tool for enhancing students' critical thinking, media literacy, creativity, and communication skills, thereby infusing their learning experiences with real-world relevance. By dissecting advertisements, students not only gain insights into practical marketing strategies but also hone their ability to critically analyze persuasive techniques employed therein. Furthermore, the exposure to advertisements cultivates media literacy skills, enabling students to decode complex media messages and identify underlying biases. Engaging in the creation of persuasive content within the context of advertisements fosters students' creativity and expression. Moreover, the inherently captivating nature of advertisements captures students' attention, fostering heightened engagement in the learning process. Through discussions and presentations centered around advertisements, students refine their communication skills, effectively articulating their interpretations and analyses to their peers and instructors.
Justification This activity incorporates brainstorming approach. This approach will prompts spupils to engage in critical thinking and strive to formulate optimal responses to questions. When integrated with writing tasks, brainstorming fosters greater expressiveness as students are afforded the freedom to articulate their thoughts without the constraint of verbal turn-taking. The fusion of brainstorming with project-based learning methodologies significantly enhances students' writing abilities and encourages active involvement in writing-oriented lessons, as highlighted by Mantra et al. (2016). through brainstorming within a writing activity centered on advertisements yields several advantages. Firstly, it enhances creativity by fostering imaginative thinking, allowing students to explore innovative concepts and approaches. Secondly, it facilitates rapid idea generation, enabling students to generate a diverse array of ideas efficiently. Moreover, it promotes collaborative learning by encouraging sharing and collaboration among students, fostering a supportive environment for idea exchange. Additionally, it cultivates critical thinking skills as students analyze the target audience, message, and persuasive techniques employed in advertisements. Furthermore, it enhances problemsolving abilities as students identify challenges and develop solutions. Lastly, it contributes to confidence building by providing a platform for students to express their ideas freely and receive supportive feedback from their peers and instructors.
Poetry Writing
1.Pupils will get into pairs. Each pair will be given a printed text of a short story by Eric Carle entitled Pancakes, Pancakes! 2. 3.Pupils will read the text with their pairs. From the text given, pupils will identify nouns related to food and list them according to their food class using the template given. 4. After listing out, each pair will choose only one food noun they like the most from the list. 5. Next, pupils will be required to create and write an acrostic poem using any one of their chosen food nouns on a template given. 6. Food Acrostic Year : 5 Theme : World of Knowledge Topic : Unit 5-Food and health Learning Objective : By the end of the lesson, pupils will be able to write an acrostic poem from one of the chosen food nouns. Instruction
Printed text of a short story by Eric Carle Pupils read this text together with their own pairs
Food Class Template Food Class List down all of the identified food nouns according to the food class Carbohydrate Pupils list down the food nouns found in the text according to their food class
Acrostic Poem Template Acrostic Poem In pairs, write an acrostic poems based on the chosen food noun Title: Name: Name: Pupils choose one food noun and create an acrostic poem based on the chosen food noun
Example Of Acrostic Poem Template Acrostic Poem In pairs, write an acrostic poems based on the chosen food noun Title: Name: Name: Guidance and assistant for low proficiency pupils J uicy fruits, ripe and sweet A pples, oranges, a delightful treat M outh-watering flavors, a feast to behold. Jam
This task is crafted for Year 5 students as a component of Unit 5: Food and Health, catering to pupils ranging from low to high proficiency levels. It aims to impart nontextbook-based knowledge on food groups and acrostic poem writing. Encouraging learner-learner interaction, students collaborate with peers throughout the activity, aligning with Michael Fullan's 6 Cs New Pedagogies of Deep Learning, particularly emphasizing collaboration, communication, and creativity (Skooler, 2018). By working together, students engage in discussions, negotiate ideas, classify foods, confirm choices, and collectively contribute to crafting captivating poems, fostering their communication skills and encouraging creativity in the process. Peer-to-peer learning is evident as students learn from one another while completing tasks, aligning with Vygotsky's socio-cultural theory, where learning occurs through interaction with peers who possess greater knowledge (Achor et al., 2019). For example, students read stories together with their partners, facilitating discussions and mutual assistance in comprehension. This activity seeks to foster a more interactive and engaging learning environment by promoting collaborative learning experiences. This activity also aligns with Jean Piaget's constructivist learning theory, emphasizing a student-centered approach that empowers pupils to assume an active role in their learning process. This approach necessitates students to engage actively in planning, executing, and evaluating their own learning experiences (McMillan, 2020). Here, the teacher assumes the role of a facilitator rather than the primary purveyor of information. Furthermore, the activity fosters peer collaboration, where students are accountable for reading and comprehending texts with their peers, thereby promoting independent reading and comprehension skills. These aspects collectively contribute to enhancing the effectiveness and engagement of the learning journey. This collaborative poem creation activity is also believed to align with constructivist theory, which underscores the importance of pupils' decision-making, creativity, and independence, emphasizing learner autonomy throughout the learning process. The activity fosters learner autonomy by empowering students to assume control of their learning in various ways. For instance, they have the freedom to select their own partners, enabling collaboration with peers they feel comfortable working with, thereby enhancing their engagement in the learning process. Within each pair, students also have the autonomy to choose their preferred food noun from the provided list, allowing for personal preference and decision-making. Additionally, they are afforded the liberty to express their creativity in crafting the acrostic poem using the chosen food nouns. As highlighted by Ceylan (2021), this task holds significance for students as they have personally selected their partners and exert authority over their tasks, representing crucial elements of this activity. Justification
References
Achor, E. E., Danjuma I. M., & Orji, A. (2019). Classroom interaction practices and students’ learning outcomes in Physics: Implication for teaching-skill development for Physics teachers. Journal of Education and e-Learning Research, 6 (3), 96-106. https://papers.ssrn.com/sol3/papers.cfm? abstract_id=3432333 Ceylan, N. O. (2021). The relationship between learner autonomy and motivation. The Turkish Online Journal of Educational Technology, 20 (4), 150- 158. https://files.eric.ed.gov/fulltext/EJ1313495.pdf Cherry, K. (2022, October 14). How social learning theory works. Very Well Mind. https://www.verywellmind.com/social-learning-theory-2795074 Cole, D. (2022, March 20). Critical Thinking: Concept & Examples. Study.com. https://study.com/learn/lesson/critical-thinking-skills-examples-meaning.html Mantra, I., Handayani, N., Pramawati, A., & Widiastuti, I. (2023). Brainstorming Combined With Project-Based Learning as an Effective Learning Strategy in Writing Classrooms. Journal of Language Teaching and Research https://doi.org/10.17507/jltr.1406.17. McMillan, A. C. (2020, July 20). Student-centered learning strategies. TeachHUB. https://www.teachhub.com/teaching-strategies/2020/07/studentcentered-learning-strategies/ Rafida, T., Daulay, S., & Nasution, E. (2023). The Effectiveness of Using Advertisements to Improve Students’ Writing Skill. ELTALL: English Language Teaching, Applied Linguistics and Literature. https://doi.org/10.21154/eltall.v4i01.5007. Skooler. (2018, December 13). The 6 Cs of Education. Skooler. https://skooler.com/the-6-cs-of-education/ Williamson, J. (2020, December 16). Does Your Story Have an Open or Closed Ending? Go Teen Writers. https://goteenwriters.com/2020/12/16/does-yourstory-have-an-open-or-closed-ending/