| Body | This activity was created to guide learners through writing a story using key vocabulary words of their own choosing. It was designed to be adapted for learners at any proficiency level, and learners should be encouraged to write their stories with as much complexity and detail as is appropriate for their level.
Learning outcomes:
Learners will be able to:
- Choose at least 4-5 key vocabulary words relevant to their own language learning journey
- Identify the protagonist and order the main events of a story
- Choose one vocabulary word to associate with the protagonist and with each of the main events
- Write a minimum of one sentence for each vocabulary word.
Mode(s): Presentational
Materials:
Creating a Story Using Key Vocabulary Words Video, Creating a Story Using Key Vocabulary Words Handout, blank index cards or paper
Procedure:
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Ask learners to think about the elements that make up a story. As a class, brainstorm what these elements are. Some possible answers may include having a setting, a main character, one or more events that happen or experiences of the main character.This brainstorming can be done in the target language or the learners’ L1, depending on proficiency levels and/or the instructional context.
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Next, show learners Creating a Story Using Key Vocabulary Words Video. After watching the video, ask learners to work with a partner to add more details or make changes to the brainstorm completed in Step 1.
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Provide learners with Creating a Story Using Key Vocabulary Words Handout and blank index cards or paper for creating vocabulary flashcards. Depending on learners’ preferences, they can work individually on this handout, or work in pairs or small groups. Alternatively, the whole class can complete the handout and write a short story together as a model.
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Walk learners through the writing instructions provided in the handout. To complete the handout and write their story they will: (1) choose their vocabulary words, (2) define the protagonist and main events of the story, (3) assign vocabulary words to the protagonist and events, and (4) write full sentences using each of the vocabulary words.
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Next, have learners brainstorm at least 4-5 vocabulary words they want to use as the basis for their story and write these down on the handout. They can use words directly from the textbook or recent lessons, choose words they know that are related by a theme or subject, or pick words randomly. Have learners write each vocabulary word on an index card or piece of paper.
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Then, ask learners to define the protagonist and main events or experiences in the story. Have them decide on the order of events in the story and write them down on the handout.
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Ask learners to assign vocabulary words to each of these elements, one vocabulary word (or more) to name or describe the protagonist, and one (or more) for each event. Remind learners that these pairings can be humorous, especially when using randomly chosen words.
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Next, have learners write down one full sentence for each element/vocabulary word pairing on the handout. Remind learners to focus on incorporating the chosen vocabulary into each sentence. For novice learners, these will be short sentences with minimal detail, where intermediate and advanced learners should be encouraged to add detail as they are able.
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Once they have completed their sentences, have individuals or groups exchange their stories and index cards with their classmates.
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Have learners break into groups of four to share their stories. Readers should display the corresponding vocabulary word flashcard as they read each sentence. As an extension, learners can then pool their index cards and use them to complete a Mad Lib style story.
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As learners listen to the stories, have them identify which story they found the most humorous, the most believable or realistic, and the most unbelievable or unrealistic and why. Ask learners how the choice of vocabulary used affects how one interprets a story.
Notes:
-Modifications (technology) – Learners may adapt their story into visual or audio formats once written. This could be a comic, storybook, video or audio recording, depending on learner interests and course objectives.
-Modifications (scaffolding) – Learners at any proficiency level could be provided with preselected lists of vocabulary words to make vocabulary selection more straightforward. Learners at high proficiency levels can be encouraged to write more than one sentence for each element/vocabulary word pairing.
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