Creating comics with Storyjumper - A reflection

 


  •  How did you organise the groups?

I organised the groups based on the different learning levels of the students, mixing lowe-intermediate with higher-level students. I made groups of three.

  • What was the sequence of tasks that you followed to get to the final product?

-        The students brainstorm on the elements to take into account when making a story and a script for it and make their own mind map about it. They usually include topic, genre, characters and their traits, time and place and title of the story.

- They students are also given a peer assessment and self-assessment sheet they have to fill in during their writing process. 

-        The students are shown the instructions on the syntactic content, expressions and lexical elements they had to use. Thy are explained that the topic is free (they are not shown an example). They are shown the rubric on the evaluation criteria and the percentage associated to them: use of spelling, punctuation, context, sociolinguistic content, coherence, cohesion,….

-        The students work on a rough copy of the script, using dictionaries, their notes and the students´ book for reference.  

-        They are given daily feedback on their script and they are given advice on how to improve it and follow the evaluation criteria correctly. After some days working on the script they hand in the definite copy, together with a peer assessment and self-assessment sheet.

  • What were the specific learning objectives for this activity? How did the use of the tool help the learners achieve these objectives? Please be specific and give concrete examples.

The objectives are to fulfill the writing evaluation criteria  for 2ºESO, and using StoryJumper gave them all the opportunities to work on these objectives, their being:

4.1. Escribir en papel o en soporte electrónico, textos breves, sencillos y de estructura clara sobre temas cotidianos o de interés personal, en un registro formal, neutro o informal, utilizando adecuadamente recursos básicos de cohesión, las convenciones ortográficas básicas y los signos de puntuación más comunes, con un control razonable de expresiones y estructuras sencillas y un léxico de uso frecuente.

4.2. Conocer y aplicar estrategias adecuadas para elaborar textos escritos breves y de estructura simple; por ejemplo copiando formatos, fórmulas y modelos convencionales propios de cada tipo de texto.

4.3. Incorporar a la producción del texto escrito los conocimientos socioculturales y sociolingüísticos adquiridos relativos a estructuras sociales, relaciones interpersonales, patrones de actuación, comportamiento y convenciones sociales, respetando las normas de cortesía más importantes en los contextos respectivos.

4.4. Llevar a cabo las funciones demandadas por el propósito comunicativo, utilizando los exponentes más comunes de dichas funciones y los patrones discursivos de uso más frecuente para organizar el texto escrito de manera sencilla con la suficiente cohesión interna y coherencia con respecto al contexto de comunicación.

4.5. - Mostrar control sobre un repertorio limitado de estructuras sintácticas de uso habitual y emplear mecanismos sencillos lo bastante ajustados al contexto y a la intención comunicativa (repetición léxica, elipsis, deixis personal, espacial y temporal, yuxtaposición, y conectores y marcadores discursivos frecuentes).

4.6. Conocer y utilizar un repertorio léxico escrito suficiente para comunicar información, opiniones y puntos de vista breves, simples y directos en situaciones habituales y cotidianas, aunque en situaciones menos habituales y sobre temas menos conocidos haya que adaptar el mensaje.

4.7. Conocer y aplicar, de manera que el texto resulte comprensible en su mayor parte, los signos de puntuación elementales (por ejemplo, el punto y la coma) y las reglas ortográficas básicas (por ejemplo el uso de mayúsculas y minúsculas, o uso del apóstrofo), así como las convenciones ortográficas más habituales en la redacción de textos en soporte electrónico (por ejemplo SMS, WhatsApp).

  • In what ways (be specific) was creativity and the use of imagination encouraged in your students?

As I mentioned before, the topic was free as long as they followed the minimum instructions:using the grammar, vocabulary and expressions learn thoguhout the first term. They also had to figure out how StoryJumper works , how to save their work, create characters, share their final product, etc.

  • What did your students enjoy most / least about this activity?

They loved spending time choosing their characters and customizing them 

  • What would you change next time?
    I would spend more time emphasizing the importance of saving their work correctly, as there were some problems related to this - some students copied the link and saved it on a Word to send it to me.Other saved the webpage and it could not be shared properly.
  • How were the finished projects shared with the rest of the class?

The students read alod their own comics as they were projected on the class´ pverhead projector.

  • What opportunities were there for students to co-evaluate and discuss the learning experience with each other?

As I said before, they students were given a peer assessment and self-assessment sheet they have to fill in during their writing process. 

 

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