CREATIVE WRITING ACTIVITIES A DIGITAL BOOK TASK 2: TSLB3563 CREATIVE WRITING FATINNURWAHYUNIBINTIMOHDFAUZI 2021212350383 PISMPTESLLINTAKEJUNE2021-2026
FICTION: FABLES NON-FICTION: INSTAGRAM CAPTION POETRY: SHAPE POEM TASK 2 TABLE OF CONTENT TSLB3563 CREATIVE WRITING
WRITING ACTIVITY: FICTION (FABLES)
ABOUT THE ACTIVITY By the end of the lesson, the pupils will be able to: Write a sentence describing the adventure in the forest by using prompts from the cards given Create a complete story of the adventure in the forest through chain writing LEARNING OBJECTIVES YEAR 6: TOPIC 3 (ADVENTURE TIME) NAME OF ACTIVITY: GENRE: PROSE (FICTION) WRITING STORY-UNO CARD RELAY FABLES CATEGORY ACTIVITY: CHAIN WRITING
TSLB3563 Each pupil gets 2 cards which are an action card and a manner card that will be the prompts for the story writing. However, the first pupil that starts the chain writing will get an additional card which is the character card. How to carry out the activity? The cards are placed facing down until further instructions received from the teacher. The teacher explains to the pupils about the activity.
TSLB3563 The teacher instructs the pupils to look at the cards they have received and think of the possible way to use the the prompts in a sentence How to carry out the activity? The pupils execute the chain writing activity. They have to utilise the prompts drawn to write the story during their turn. The last person in the chain will read the full story in front of the class The pupils will discuss together the moral value from the story.
According to Adzkia (2023), chain writing requires students to participate in writing the paragraph together as they need to take turns to write sentences until the last member. This aligns with the element of collaboration from the 6 C' s of education that play a vital role in building students with better competencies. As stated by Anugerahwati (2019), the component of collaboration in the 6 C’ s of education encompasses the way students utilise their personalities, talents and knowledge into endeavouring new creation. As they are producing new things through the collaboration, creativity comes along as It encourages students to think imaginatively as they interpret and incorporate the word prompts from the action, manner and character cards into their narrative. Hence, chain writing is an effective activity to foster creativity as it drives the students to build authentic ideas in writing the plot and storyline along with cooperating with the peers to produce a cohesive narratives. JUSTIFICATION MATERIAL action card manner card character card
WRITING ACTIVITY: NON-FICTION (CAPTION)
ABOUT THE ACTIVITY By the end of the lesson, the pupils will be able to: Promote about the celebration in Malaysia on their social media platform by describing the activities done during the celebration in the caption LEARNING OBJECTIVE YEAR 4: TOPIC 4 (CELEBRATIONS) NAME OF ACTIVITY: GENRE: PROSE (NON-FICTION) WRITING TRULY MALAYSIA! ADVERTISEMENT CATEGORY ACTIVITY: CAPTIONS
TSLB3563 The teacher explains the activity to the pupils. How to carry out the activity? Each pupil chooses a celebration they would like to write about The pupils need to make an instagram account and post pictures of the activities done during the celebration
TSLB3563 In the captions, the pupils need to describe the activities. They can use wh-questions to help them construct the caption. 1. For example: How do you celebrate the celebration? 1. What did you prepare for the activity? 2. Who do you celebrate the celebration with? 3. How to carry out the activity? At the end of the caption, the pupils need to put the hashtag #TrulyMalaysiawithMissYuni to ensure that the teacher can see the post. They have to collect at least 10 likes and 5 comments from the social media community
JUSTIFICATION According to Nugroho and Rahmawati (2020), social media has evident potential in improving students ’ motivation and efficacy in learning a language. In their findings, they unfold the use of Instagram as an instructional medium to teach writing. Align with the constructivist theory in education that emphasises the importance of authentic and real-world tasks that have meaning and relevance to students ' lives, students ' motivation and investment in the learning process shall be increased due to the engagement in completing the tasks that are beyond classroom activities. ACTIVITY
JUSTIFICATION According to Shahadan (2021), Instagram gives freedom to the students to convey their thoughts in written form. Hence, they will be more confident to write in the target language as the platform is less intimidating than in a classroom environment. Consequently, they will be more open to have authentic communication not only with their peers on the platform but also, the social media community that they might have the opportunity to perform social networking (Nugroho and Rahmawati, 2020). ACTIVITY
JUSTIFICATION The theory of social interaction derived by Vygotsky also aligns with the objectives of the activity where the platform provides features to encourage real-time interactions through comments, likes and direct messages. This way, the students will be able to receive feedback from the community which contributes to the enhancement of learning experience and validation for efforts. ACTIVITY
WRITING ACTIVITY: POETRY (SHAPE POEM)
ABOUT THE ACTIVITY By the end of the lesson, the pupils will be able to: Identify the suitable adjectives used by Karina in her diary to describe her mother Write a shape poem about their own mother in the given worksheet. LEARNING OBJECTIVES YEAR 5: TOPIC 7 (GROWING UP) NAME OF ACTIVITY: GENRE: POETRY WRITING ADJECTIVES SCAVENGER SHAPE POEM CATEGORY ACTIVITY: STORY PROMPTS
TSLB3563 The teacher introduces the story of Karina who has recently lost her mother. The story highlights a diary that Karina dedicates to her late mother. How to carry out the activity? During the storytelling, the teacher plays a melancholic background music. After listening to the story, each pupil is given a magnifying glass and a handout of Karina ’ s diary about her mother. By using the magnificent glass, the pupils will investigate how Karina described her mother in the diary.
TSLB3563 The pupils need to note down the adjectives that they have found in the diary that describes the mother. How to carry out the activity? The teacher will distribute a worksheet of shape poem to each pupil. The pupils need to write a poem describing their mother. They may use the adjectives they have found in Karina ’ s diary. Each pupil will read their poem in front of the class.
TSLB3563 According to Cavas and Cavas (2020), Howard Gardner argued that individuals have eight different intelligence areas and added one more intelligence area in the later years in his book, ‘Frames of Mind: The Theory of Multiple Intelligences ’. These intelligence areas are “ musical– rhythmic ” , “ visual–spatial” , “ verbal–linguistic ” , “logical–mathematical” , “bodily–kinesthetic ” , “interpersonal” , “intrapersonal” , “ naturalistic ” , and “ existential intelligence. This activity is designed to align with this principle as the activity begins with a storytelling session about Karina ' s relationship with her late mother, accompanied by melancholic background music, appealing to students with musical intelligence. Subsequently, students are provided with magnifying glasses to investigate Karina ' s diary, fostering engagement among those with visual-spatial intelligence. Through this exploration, students identify adjectives used to describe Karina ' s mother, appealing to linguistic intelligence by facilitating language analysis and comprehension. This process of identifying adjectives from the diary promotes critical thinking and linguistic development among students. According to Yavich and Rotnitsky (2020), combining learning styles with dominant intelligences enhances the students ' learning processes. Hence, by integrating various elements of intelligence, students are more motivated in their studies as the learning is in accordance with their cognitive process preferences. JUSTIFICATION
MATERIALS
REFERENCES
TSLB3563 REFERENCES Adzkia, A. (2023, June 20). The implementation of the chain writing technique to improve writing ability of descriptive text at junior high school. Digilib.unila.ac.id. http://digilib.unila.ac.id/id/eprint/74316 Anugerahwati, M. (2019). Integrating the 6Cs of the 21st Century Education into the English Lesson and the School Literacy Movement in Secondary Schools. KnE Social Sciences, 3(10), 165. https://doi.org/10.18502/kss.v3i10.3898 Cavas, B., & Cavas, P. (2020). Multiple intelligences theory—Howard Gardner. In Springer Texts in Education (pp. 405–418). Springer Cham. https://doi.org/10.1007/978-3-030-43620-9_27 Nugroho, A., & Rahmawati, A. (2020). “Let’ s write a caption!”: Utilizing Instagram to enhance esp students ’ writing skills. JURNAL BASIS, 7(1), 1. https://doi.org/10.33884/basisupb.v7i1.1782 Shabrina, A., & Astuti, U. P. (2022). The integration of 6cs of the 21st century education into english skills: Teachers ’ challenges and solutions. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 7(1), 28–37. https://doi.org/10.17977/jptpp.v7i1.15185 Shahadan, N. (2021). Students ’ perceptions and attitudes on Instagram as an English language writing learning tool. http://eprints.utm.my/102616/1/NabilahShahadanMSP2021.pdf.pdf Yavich, R., & Rotnitsky, I. (2020). Multiple intelligences and success in school studies. International Journal of Higher Education, 9(6), 107–117. https://doi.org/10.5430/ijhe.v9n6p107
THANK YOU!