Name
STUDYING ENGLISH LITERATURE IS COOL!
Topic
Literature in English as a second language
Learning time
5 hours
Designed time
5 hours
Size of class
25
Description
The class I'd like to implement this PBL is a 4th Liceo linguistico (12th grade) of 25 students aged 17 whose level of English is B2. Most of them are very motivated and enjoy working in groups and doing activities that imply using their creativity in a cooperative way. As regards the subject I thought of creating an e-book to integrate the info given by their textbook. on some authors we are usually dealing with such as Daniel Defoe & by M. Shelley (Frankenstein) because they can be linked to the theme of the Rebel & Outcast and also to a lot of contemporary issues that usually appeal to students of their age.
Aims
At the end of the Project the class should have created an e-book (or Wiki or other digital work) covering the content dealt with during our Literature sessions. The final work should containing their videos, podcasts, creative writings, comic strips, anything they consider useful to achieve the goal of the Driving Question.
Outcomes
Define, Identify causes of, Compare (and contrast), Write, Show awareness of, Appreciate
Editor
lacimetta
Edit
HOW MIGHT WE CREATE A MEANINGFUL 21st CENTURY LEARNING EXPERIENCE IN OUR STUDY OF LITERATURE?
115 minutes)
  • Discuss
    15
    x1
    1
    CHALLENGE: Teacher shows some inspirational images to sparkle the students' interest & then launches a Socrative poll whose answers are shown on the Interactive board. "What features/activities/aspects make you feel involved in a lesson and make you study with pleasure?"
  • Investigate
    25
    x4
    1
    In groups of 4 the students DEFINE the elements that would make a literature textbook "perfect". They either come to the interactive Board or use their tablets to write their answers on a Padlet.
  • Collaborate
    15
    x4
    0
    Groups of 4 are created using Team Up and on each desk the teacher puts a paper with the Groups Member Agreement and the card with roles to assign: facilitator, summarizer, the recorder, the presenter.
  • Read Watch Listen
    60
    1
    5
    As HOME ASSIGNMENT in a Flipped Classroom mode, students are required to watch some videos about; the importance of emotions, imagination & creativity that are too often neglected in high school curricula; the role of technology and communication. They ASSESS the videos on line using a GOOGLE FORM.
Notes:
This phase is based on COLLABORATION SKILLS & TEAM BUILDING
Resources linked: 0
HOW MIGHT WE REDESIGN or INTEGRATE OUR LITERATURE TEXTBOOK TO BETTER MEET YOUR NEEDS?
120 minutes)
  • Read Watch Listen
    30
    x4
    0
    Each group is given a different literature textbook, also digital.( We use the platform Booktab by Zanichelli). Students are required to scan the text on a chosen author and then identify which elements they LIKED within a framework: photos, text (easy, difficult, amount of info), videos, listenings. They can share the info using a shared Google doc.
  • Discuss
    30
    x4
    1
    What do you consider a KEY INGREDIENT for a "cool" and engaging lesson? Students discuss on HOW to improve their commitment & engagement. They make choices on all key project-related aspects such as: resources to use, products to create, use of time, home assignments. A SELF-ASSESSMENT on their group choices & dynamics is made using a grid provided by the teacher.
  • Collaborate
    60
    x4
    0
    Each GROUP choses a TOPIC they'll be in charge of developing among the given ones from syllabus. Each MEMBER of the group chooses the PRODUCT to create. They write their choices on a Padlet, or Blog or LMS to be decided.
Notes:
This phase focuses on SCAFFOLDING for student independence and ownership, building resilience and an entrepreneurial mindset in general.
Resources linked: 0
DESIGN AN E-BOOK (or other format if chosen by students) RELEVANT & MEANINGFUL TO YOUR LIFE AND FUN TO STUDY.
65 minutes)
  • Practice
    45
    x4
    0
    Students make their own contribution on the chosen topic using a digital tool of their choice.
  • Discuss
    10
    x4
    0
    FORMATIVE ASSESSMENT. Using the LADDER OF FEEDBACK students discuss how they can improve what they've done so far. The teachers goes around listening to the comments and taking notes.
  • Investigate
    10
    25
    0
    FINAL ASSESSMENT to be done at the END of the project. Students assess the project by answering some questions prepared by the Teacher in the form of a GoogleForm or SurveyMonkey or Socrative. The results are sent to them as a PDF or link or shown on the Interactive Board.
Notes:
This phase doesn't chronologically follow the previous two but will be carried out DURING the sessions on literature and at the END of the semester when every group & student has presented and shared their work on the chosen author.
Resources linked: 0

Learning Experience

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Social learning graph will not display correctly, because one or more learning types do not have group size set.