At a Glance

Discipline

  • Languages

Instructional Level

  • College & CEGEP

Course

  • French 101

Tasks in Workflow

Social Plane(s)

  • Individual
  • Group
  • Whole Class

Type of Tasks

  • Discussing
  • Reviewing & assessing peers
  • Reading
  • Writing

Technical Details

Useful Technologies

  • Computer Lab

Class size

  • Small (20-49)

Time

Single class period (< 90 mins)

Purpose

  • Preparation & knowledge activation
  • Application & practice

Overview

In the first part of this activity, the aim is to help the students analyze the different ways to structure informative texts in order to write one of their own. In the second part of the activity, students are creating a Webzine with a group of 3-4 students from the same program of study.

In class, students are placed in groups of 4 and they synthesize each of the texts (each student is responsible for summarizing one of the texts to their group). The students then write an informative text on any subject that relates to their specific program of study. ...

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In the first part of this activity, the aim is to help the students analyze the different ways to structure informative texts in order to write one of their own. In the second part of the activity, students are creating a Webzine with a group of 3-4 students from the same program of study.

In class, students are placed in groups of 4 and they synthesize each of the texts (each student is responsible for summarizing one of the texts to their group). The students then write an informative text on any subject that relates to their specific program of study. Once they have finished editing and correcting their first drafts, they submit it to the teacher who provides commentary. In groups of two, the students read each other's texts and help each other correct them based on the teacher’s commentary. The instructor then gives them a tutorial on how to use Madmagz and separates the students into groups of 3-4 based on their programs of study. In their groups they write an editorial for the magazine and design the layout and graphics together. Each student incorporates and alters their texts in order to create a more cohesive final product.

Finally, once the instructor has approved of their Webzine, the students publish it online and send a link to the class and to a class in a high school. Afterward they complete a self evaluation and an evaluation of both of the groups they were in during the activity. The students propose to the instructor ways to improve the activity for the next semester.

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Instructional Objectives

  • This activity aims to test the ministerial competencies for students to be able to write and edit an informative text with the proper language specific to their disciplines
  • To have students gain proper researching techniques
  • To help students learn to work more efficiently in groups

Workflow & Materials

Activity Workflow Part 1 and Part 2

Projet Specific: Webzine

Download

Outil d'Aide à la Scénarisation

Teacher Instructions

Download

Contributor's Notes

Benefits

  • Permits students to validate their comprehension through group discussions so that they are more confident when they write their texts autonomously
  • Students learn to be open to being in a co-productive process, which is often difficult for creative projects
  • Students teach each other and can therefore get a better grasp of the material themselves as they learn to synthesize and communicate it to their peers
  • This sort of activity fosters a better class atmosphere
  • Sending the links to the webzine to the rest of the class helps the students become more familiar with their peers and where each of the students are coming from. Sending it to a class in a high school helps expose the students who are making the decision of their program of study to the options available in each of their fields

Challenges

  • As this is an obligatory course that students take, there is occasionally a challenge in motivating the students to undertake more involved projects
  • As this is a 101 level, students are often aware that they can write well enough to be understood and it is sometimes a challenge to push them further
  • The size of the group is also a challenge for an activity like this as the teacher has to circulate and manage the group work as much as possible to ensure they are staying on task

Tips

  • It is beneficial to go through each of the stages with the students for an informative text
  • Make sure to be very organized and plan to take more time at each stage than would be expected
  • Even if pressed for time, it is important to let the students have ample time during their discussions
  • It is helpful to show examples and videos from past years to the students
  • Be confident and prepared to alter any steps; flexibility in a discussion based activity is important

Applied Strategies

  1. 1
    Project-based Instruction
  2. 2
    Peer Assessment
  3. 3
    Reflective Writing

Feedback

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