At a Glance

Discipline

  • Languages

Instructional Level

  • College & CEGEP

Course

  • Langue française et communication

Tasks in Workflow

Social Plane(s)

  • Individual
  • Group

Type of Tasks

  • Discussing
  • Solving problems
  • Reviewing & assessing peers
  • Reading
  • Writing
  • Presenting
  • Taking a quiz & test

Technical Details

Useful Technologies

  • Low tech Active Learning Classroom
  • 6 White Boards with Different Coloured Markers

Class size

  • Small (20-49)

Time

Single class period (< 90 mins)

Overview

In this activity, students write a story in groups of five, learning to apply the theory they learned in class and read about in the short story of the narrative structure and literary devices.  

In class, each group starts with a whiteboard and a coloured marker and write one element of the story before switching whiteboards and adding the next element to a new story. At each stage they have to read, understand, and adapt to the changing situation in order to remain consistent in the ...

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In this activity, students write a story in groups of five, learning to apply the theory they learned in class and read about in the short story of the narrative structure and literary devices.  

In class, each group starts with a whiteboard and a coloured marker and write one element of the story before switching whiteboards and adding the next element to a new story. At each stage they have to read, understand, and adapt to the changing situation in order to remain consistent in the grammatical tense. They gradually build in the internal point of view of the main character, revealing their goal/bias.  

After they have finished the situation finale, each group reads out the final story to the class and they discuss the elements that make each story stronger or weaker, analyzing what causes some to be successful or not (inconsistency with past elements, changing grammatical tenses etc…). Students then correct the language and the teacher circulates and draws their attention to certain mistakes. 

Read Less -

Instructional Objectives

  • To understand how to write a good story, and whether or not you can qualify what makes a story better. 
  • To practice what was learned in the theory on narration and the parts of a story 
  • How to construct a complex character, with specific social characteristics and how to give an ambiance to the story 

Workflow & Materials

Activity Workflow

Pratique d'écriture

Download

Activity Pratique d'écriture

Teacher Instructions

Download

Le Texte Narratif

Lesson Presentation

Download

Situation Finale - Example

Completed Exemplar

Download

Contributor's Notes

Benefits

  • They are able to write better on the exam since they have internalized the narrative scheme and the theory, which they have applied in this exercise 
  • They learn how to better organize their time when they are writing a story (how long to spend on each element of the narrative structure.) 
  • Their grammar becomes more consistent both as they correct the grammar in their groups and after each swap as they add to each story. 

Challenges

  • The group size is sometimes a challenge as it is hard to fully engage each member in creating a story 
  • Sometimes it is necessary to give a review halfway through the activity in order to refresh the theory on the adjectives which they should use to show that the narrator is inside the characters head. 

Tips

  • Assigning specific roles to each group member would help to ensure better participation (creating the story, correcting grammar etc…) 
  • In order to foster a better class/group dynamic, the groups are switched halfway through the semester 
  • If you have access to a high tech classroom with computers, students could use antidote and there could therefore be more feedback 
  • Giving feedback throughout the activity as they are writing is essential (underlining grammatical/language mistakes)