Treasure island (robert stevenson)

Group

3

Cristina Delorme Marina Lopez Leavy Carina Ruiz AnalĂ­a Graneros

Moderator: Jennifer Verschoor Online course on m-Learning offered by ESSARP. September 2013.

1. Equipping for the future

2. Literature: Treasure Island (Robert Stevenson)

3. Project goal •

Students will practically learn: The use of different apps, such as VOKI (to take the part of a character introduce themselves without being exposed), POPPLET LITE (to make a web chart focusing on character description), KIDBLOG (to take the part of a character and register feelings and emotions), BEFUNKY (to illustrate the event by editing a photograph) and ZOOBURST (to create a book to summarise experiences and lessons learnt).

•

Students will thematically learn: Character description and personal traits such as resilience, independence, and maturity.

The importance of the self-awareness Choices make the difference in the process of growing up.

4. Target audience: 6th form students.

5. Type of technology and infrastructure: Sts will use their own

devices. Most of them have tablets, laptops and smartphones. Use of school’s WIFI.

6.

Stakeholders: School community (Head, coordinator, parents)

7.

Deadline: 3 weeks (three periods/week)

8.

Description of the project Having read Treasure Island by Robert Stevenson, students will take part in Jim Hawkins’ (main character in the story) adventurous journey using the different apps mentioned before and a class kidblog account to describe Jim’s process of growing up by sharing, discussing and creating a 3D popup book.

CLASS 1

Students access www.voki.com and create a Voki as if they were Jim Hawkins. Aim: to introduce the character making emphasis on character description (personal information, way of thinking, way of expressing himself).Students share their productions with their classmates. (If the number of students in the class is big, they could do this in pairs or small groups.)

CLASS 2

Teacher and students make a quick summary of the story. Teacher writes the names of characters on the board. Teacher and students brainstorm

character

descriptions.

Then,

students

access

www.popplet.com and create a web chart describing characters.

(Individual or group work and number of descriptions per group will vary according to the number of students in the class.) Aim: to use as many words and phrases as possible to create extended character descriptions. The use of www.theasurus.com at this stage will be very convinient to enlarge vocabulary.

CLASS 3

Students are presented with Kidblog and asked to log on to the class account at www.kidblog.org. Students take the role of the main character of the story once more and record his adventures in the blog. Students have to be creative and write as if they were going through his experiences. Students also record feelings, teachings and share the process of growing up. To make it more catching, students could be asked to write their comments following different grammatical structures, e.g.: present perfect tense, future forms, modals of speculation, full sentences, text message phrases, etc. If the group is a big one, the story could be divided into parts and each group of students could work on one.

CLASS 4

Students are presented with a picture editing app. Students access www.befunky.com and upload a picture which represents either a part of the story (it could be pics that they associate with pirates or pirates’ life or pics of people in their life whom they would describe as treacherous, greedy or daring or what it is the most valuable treasure for them). The idea is to upload a picture that symbolizes an event that sts consider of highly relevance for them. Then, they edit it as creatively as possible. Students share their pictures with the rest of the class. This activity could be done individually.

Students save their photographs and upload them onto the class’ blog.

CLASS 5

Students access www.zooburst.com and create a book on Jim Hawkins’ life. It should be like an “autobiography”. Allow the students to be creative one more time, guide them on how to produce it, but let them decide which the relevant points they should include in it are. Students work in groups. Once finished, they invite other groups to see their own books.

ROUND UP

Teacher puts everything together and as a closure, teacher and students see all productions altogether. Once sts and T have shared their productions, sts should share their opinion about the project on www.liniot.com