GUESS WHO? STORYJUMPER

https://www.storyjumper.com/book/read/95380756

How did you organize the groups?

The task was develop to 6^th grade students.Along this task we have been organized into groups of 4 in order to make the activities easier and enjoyable for the students, but each student have made its own description.

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

The Storyjumper is the final product of a Project developed along all the first trimester, we have been learning vocabulary about physical apperance, clothes and also checking present simple,past simple and adverbs of frequency.

The order was:

First of all, the acquisition of the vocabulary in order to make our students able to develop and writ a description about themselves.

After that w e have been checking another people descriptions such as famous people or their relatives.

Once we have learnt the structure we introduced  grammar structures , such as presente simple,past simple.The use of adverbers of frequency have been introduced along the clothes’ topic  and the seasons of the year.

Once we had clear in our mind how is a description’s structure and all the vocabulary we need.We have written our description in our notebook in order to check the possible mistakes and also we have made a draft using a relatives’ description ,in order to get familiar with the structure.

The final product have been developed along all the weekly ICT lesson we along all the trimester.

In the last week everyone has been presenting their books in front of the class.

And playing to a big Guess who is ? with all the classroom,.

 What were the specific learning objectives for this activity? How did the use of the tool help the learners achieve these objectives? 

-To learn vocabulary related to the physical appearance and clothes.

-To learn the grammar structures related to present simple and past simple.

-To improve the writing skills in the 6^th grade students.

-To develop creativity and imagination.

-To use and ICT tool as stortyjumper.

We have used this tool as a meaningful tool for them in order to develop a final product,in this case we have contextualized the learning process so the students know since the first moment what are they learning for.

 In what ways was creativity and the use of imagination encouraged in your students?

Students have started by an idea, a goal and they have made a long journey in order to know how to develop that idea (description) and we have introduced it  a game.

In this case we have introduced a relaxed atmosphere for the students in an activity such as writing which have been always frustrated for them.

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

The have really enjoyed making the storyjumper, investigating, watching tutorials and also making it so difficult in order to their classmates not to discover who was the description about.

On the other hand,students still fell frustrated about the writing skill,so more drafts and examples about descriptions will be given to them in order to facilitate the process.

 What would you change next time?

Next time I think I will develop the project in the second trimester because  it is really time consuming and the Storyjumper tool need some time for the student to get familiar to.

How were the finished projects shared with the rest of the class?

We have shared them in the interactive blackboard, each student have a paper with the number of presentation and the student he/she thinks who was the one of the description. So at the end, we have checked wo have guessed all the description and receive a diploma.

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

The have been working in pairs, groups and indivually.They have been made activities such a picture dictionary, grammas exercises and group description so they have the opportunity to work all together.

At the end, the presentations’ each one make a small comment about the presentation in order to give a feedback to their classmates.