Module 4: Story Jumper

 <div style="width: 480px;max-width:100%;"><a href="//www.storyjumper.com/book/showframe/104933646/607ca762a1993" rel="nofollow" class="storyjumper-book" style="text-decoration: none;"><img src="//www.storyjumper.com/book/coverImage/104933646/607ca762a1993/480" alt="Book titled 'WONDERFUL PLACES TO VISIT'" style="border:none;width: 480px;max-width:100%;" /></a><a style="display: block; text-align: center; margin: 0 auto 20px; font-size: 12px; text-decoration: none;" href="//www.storyjumper.com/book/read/104933646/607ca762a1993">Read this book made on StoryJumper</a><script>!function(){function d(){"undefined"==typeof SJMakeBookOpenLightBox?--c>0&&setTimeout(d,100):SJMakeBookOpenLightBox()}function e(){/in/.test(document.readyState)?setTimeout(e,9):d()}var a="https:"==document.location.protocol?"https:":"http:";if("undefined"==typeof SJScriptLoaded){window.SJScriptLoaded=!0;var b=document.createElement("script"),c=80;b.src=a+"//www.storyjumper.com/script/storyjumper-embed.js",b.async=true,b.setAttribute("defer",""),document.getElementsByTagName("head")[0].appendChild(b),e()}}();</script></div>

REFLECTION ON STORY JUMPER

In order to carry out this task students were organized into heterogeneous groups so that  those students with learning difficulties felt involved  and integrated  in the process and production of the digital book that you can look clicking on this link

https://www.storyjumper.com/book/read/104933646

Firstly students have read a text dealing with  an itinerary and have done skimming and scanning tasks in order to understand the text and realize the text follows a structure. Secondly, they have worked on the vocabulary related to travel and on definning relative clauses. Then they have also been taught some connectors of addition which are very helpful when we want to add facts and ideas. 

After that, they have been asked to write the description of a place and we have provided them with the structure discussed above so that they can organize their ideas into three well structured paragraphs. 

1st Paragraph: Name and Location. Why it is special

2nd Paragraph: Things to do there

3rd Paragraph: Opinions

Finally they start to write 

The objectives persued with this final task  are: 

-motivate students and make them be able to write a short text on a digital support with a simple and clear structure

-use the vocabulary and the grammatical structures we have recently seen in class

-carry out the communicative function that is asked for

-value the English language as a means to communicate and have access to other cultures

-learn how to work in groups being aware that each of us is important in the production of the final task

-learn to learn

-enhance our students' communicative and digital competence

The use of the ICT tool story jumper has been very useful in order to achieve the objectives above mentioned since it has been a motivating experience the fact that they can write on a digital support and add all the pictures, images and details .....even in some cases their voices too. Actually, it is not the same to write on paper but being able to do it on a digital book and share it with the rest of your classmates, students love other mates see what they have created this motivates them . 

Their creativity and imagination were highly encouraged thanks to the tool Story Jumper since they were able to add the colours, the type of handwriting, the images...all the details that came to their minds. 

Next time I will directly import students from google classroom since I think it is much better for them, actually  the final product was shared by means of posting it on google classroom. As all of them were working on the same book they have been able to  coevaluate and discuss this new learning experience