NAME: Technology and influencing people, environment and citizen coexistence.

INTRODUCTION

The students should understand that writing mostly relates to speaking, but has nothing to

do with paper and pen or computer. Students can write about different issues related to

current topics and personal interests. Many people believe writing is a matter of expressing

sentences without control but there are ways to encourage learners to be active participants

of writing processes like relating their products to subjects of interests like technology.

Sometimes it is evident students can’t keep on track of the main idea, and the structure of

the text may change. That’s why, writing well without additional tools needs motivation

and structure, then they will be ready to move up to the next level when they have

everything organized in their minds. Assessment for writing can take many different forms

in the classroom. It consists of anything teachers do to help students answer questions like

Where am I going?, Where am I now? How can I get to where I am going? Students are

now being asked to go beyond personal/reflective types of writing and write about specific

content or topics. Even opinion pieces go beyond giving a personal opinion and expect

students to provide rationale and evidence for their arguments.

In this document a process to produce a text of student’s choice will be evident, the topic

will revolve around technology and teachers alongside their students will encourage a

culture of writing to help demystify writing for their students and create successful learning

outcomes in the process.

General Description

Name of the institution: Corporación Colegio San Bonifacio de las Lanzas

Sector: Private

Character: co-educational

Levels: Exploratory Phase: (Kindergarten-Kinder 6-First-Second)

Conceptual Cycle: (Third to Sixth grades)

Contextual Cycle: (Seventh to Ninth grades)

Projective Cycle: (Tenth to Eleventh grades)

Age range: 15 to 17

Target level: (Tenth Grade)

Social strata: 4-5-6

Description of the students’ profile: Argument and proposition are the basis, the goal is to

consolidate the Critical thinking and Professional project.

At the end of the school year students will consolidate their communication skills: oral

expression, written expression, reading comprehension and listening, from the development

of argumentation, proposition, critical and creative thinking.

They will handle the different speeches in which they will use classification, description,

comparison, narration, Explanation, follow-up instructions, argumentation. They will

handle the different times adequately and consistently verbal, comparative, superlative

forms, determined and indeterminate articles, coherence between plural, singular, proper

management of the connectors and sentence structures that express the cause or reason /

effect and generalization relationship / examples or illustrations and in general will use in
appropriate contexts, semantics, syntax and linguistics, from the use, that is to say, of the

understanding and creation of different types of discourse, but specifically of argumentative

discourse present in the essay

They will acquire reading habits that will develop semantic and local understanding, the

configuration of the global meaning of the text and the relationship of the text with other

texts, which will allow an adequate performance in their academic or daily commitments

and they will use a large number of cognitive tools that will allow you to evaluate your own

learning to become self-taught that take them with clear proposals that affect their academic

and daily environment. They will understand the synergy which is developed by working in

a team in a responsible way. They will establish connection points between the classroom

culture of class and universal culture, from relationships based on versatile compressions

from all knowledge disciplines.

The writings will have a correct spelling, punctuation, reference, bibliographic citation

from various sources and parameters for self-correction

Can write clear, detailed texts on a variety of subjects related to his/her field of interest,

synthesising and evaluating information and arguments from a number of sources.

COMPETENCE BREAKDOWN:

Writes clear, detailed texts on a variety of subjects related to his/her field of interest,

synthesizing and evaluating information and arguments from a number of sources. Reads

with a large degree of independence, adapting style and speed of reading to different texts

and purposes, and using appropriate reference sources selectively. Has active reading

vocabulary.
Objectives:

General: Motivate students to produce creative texts based on autonomous learning related

to technology and social circumstances as the main issue.

Specific:

 Follow a model for the process of planning, writing, reviewing, and editing.

 Students understand the communicative intention behind creative text and adapt

language and mechanics in order to achieve the writing purpose.

Justification: Many students are inclined to think that his academic performance and their

success with writing, in particular, is based more on ability than motivation. In writing

there is a process of continual growth. Unfortunately, it is evident the lack of motivation in

some students for writing, especially because the difficulties teachers highlight in their

products in a constant process of writing and revision. Students’ writing is constantly being

evaluated so they get used to getting feedback without taking in mind their real interest for

topics they are familiar with.

In the Needs Analysis it was evident the concern of both teachers and students about

failures in the spelling of some words, the lack of knowledge in structure and the most

important the low interest for writing, as most of students showed in the analysis they want

to write about topics of their interest and they want to be helped to start writing, once they

get started the process is easier.

Students conclude:

1. They need to write about what they like

 2. They need to be provided with helpful feedback

3. Help them get started

4. Teach them how to write drafts

And teachers conclude that is necessary to improve:

﹡ Grammatical range & accuracy

﹡ Task achievement

﹡ Coherence & cohesion

Theoretical support:

Creative Writing:

Conceptions of creative writing are not isolated cognitive entities immune to the context

and the different situations in which student-writers are writing. They vary in individual

practice, particularly within the two main categories

Creative writing is basically understood as being therapeutic and for the writer. It "works"

if it is released and provides a kind of personal "therapy" and or self-knowledge: indeed

there is the concern that seeing writing with respect to a reader is "inauthentic", a betrayal

of self and of artistic integrity. The writer "dissents from" the prevailing forms of

readership and "releases" his/her inner narrative (or material) in a personal form (often

associated with stream of consciousness). The writer is not concerned with reader

comprehension except accidentally, in a "detached" sense. He/she is chiefly concerned with

notational kinds of conventions; punctuation, layout, spelling, etc. The writer readily

accepts that he/she is writing for a reader, but primarily at the level of their material: they
want to capture an experience, a scene, an idea, transcribe or document it the way they see

or feel it and "hopefully as well ... say ... something to somebody else." How the reader will

read it is an incidental situation over which they feel they have little control, "detached"

from the activity of writing. Concern mainly focuses on notational conventions and the

writing "works" if the material/experience is interesting, communicated and/or meets

course requirements.

Social interaction:

Vygotsky's theories stress the fundamental role of social interaction in the development of

cognition (Vygotsky, 1978), as he believed strongly that community plays a central role in

the process of "making meaning."

Vygotsky argued, "learning is a necessary and universal aspect of the process of developing

culturally organized, specifically human psychological function" (1978, p. 90).  In other

words, social learning tends to precede (i.e., come before) development.

Social interaction plays a fundamental role in the process of cognitive development. In

contrast to Jean Piaget’s understanding of child development (in which development

necessarily precedes learning), Vygotsky felt social learning precedes development. He

states: “Every function in the child’s cultural development appears twice: first, on the social

level, and later, on the individual level; first, between people (interpsychological) and then

inside the child (intrapsychological)”.[2

Inquiry Based Learning:

Inquiry based learning is mainly involving the learner and leading him to understand.

Inquiry here implies on the possessing skills and attitude of yours, which allows you to ask

questions about new resolutions and issues while you are gaining new information.

Our traditional ways of teaching discourage the process of inquiry, this situation is evident

at San Bonifacio de la Lanzas school where they make the student get less prone to asking

questions as they move through their grade levels, they are just expected to listen and repeat

the expected answers. This is due to the lack of understanding of inquiry based learning.

Inquiry based learning is not just asking questions, but it is a way of converting data and

information into useful knowledge. A useful application of inquiry based learning involves

many different factors, which are, a different level of questions, a focus for questions, a

framework for questions, and a context for questions.

There are four essential elements on which inquiry based learning depends, which are, first

is that the patterns and meanings should not be deceptive to the beginners, second is that

the useful knowledge about a field should be structured, third is that the knowledge which

is structured should be applicable, transferable, and accessible to a vast range of situations,

fourth is that the structured knowledge should be easily retrieved so that new information in

that particular field could be gained without much effort.

 Innovative Curricular Unit Design

WEEK 1 WEEK 2 WEEK 3 WEEK 4

WARM UP: Students will answer WARM UP: The teacher will Moment 1:  Learning WARM UP:
the questions about what Creative introduce the importance of Students will watch a video From Students will answer
writing is for them (Annex 1) understanding GOALS and the Stone Age to Tech Age: The Big the interactive game
Moment 1. way they need to be written to Ideas that Shaped History. They quizziz in their
The students will go through three have a clear purpose. In order to will be given a general review of phones about
different stations. In the first one do this, the students will watch a what the history of technology is and argumentative text.
they will observe different news video which explains how useful the most important characters The purpose is to
pictures with technological smart goals can be. participating in the inventions. have an idea about
developments and they will pick one https://www.youtube.com/watch? https://www.youtube.com/watch? what is coming in
of them, then in the second station v=XrsERz952qM v=u43zr_7Y0ts the next period.
they will pick the most appropriate https://quizizz.com/a
title for the picture they chose and Moment 1 Moment 2: Extracting main dmin/quiz/5d28a514
finally they will read different stories
The teacher will play the information b1e761001a50ef3c
paragraphs and they will choose the recording from 8:33 to 8:43 and Once they have watched it, they will
corresponding one. Finally, they willthen, he will ask students about be registering the facts they listen by  Moment 1
predict the ending of the story . what they think the news will be filling a chart in the notebook they Following a simple
about. Students will have to circle will need to be very focused in all outline, students will
Assessment in the attachment and will write a the information provided. write the first draft about
1.Analyse different text features to story according to their answers. a text they choose related
make predictions about the main idea After the students listen to the Moment 3: Socializing and to the topics seen or their
of an image complete recording (8:33 to checking interes. (Annex 4)
11:52), they will be asked to papers will be switched and they all
2.To extract the main idea and answer about their previous will be checking what they found Moment 2
supporting details from different predictions and write some key and if they were accurate in their Teacher will pick up the
texts to get closer to the author’s words for those who have not results. drafts and provide
intention. listened to the news yet. feedback and suggestions
Moment 4: Comparing chart
3.Retell stories showing awareness https://www.youtube.com/watch? Moment 3
of purpose and audience through
choice of content and vocabulary.
4.Explain main characteristics of the
general and supporting details
through the use of graphic
organizers.
v=3EFfmaVyQfE Students will watch a second video, Student will get peer
in which they will find a parallel evaluation before
between the inventions now and the handing in the final
Moment 2 inventions before, and their product. They will take
differences. Past and Present | into account the elements
Opening: Students practice Technology Then and Now studied in class.
expressing and defending their https://www.youtube.com/watch?
opinions. A sign is placed in each v=DENG7Q7VRgo Assessment:
corner of the classroom (strongly First step – Writing of
agree, agree, disagree, strongly Moment 5: Production drafts (Action):
disagree). All the students stand Students will write a first paragraph First, students will write
up and the teacher reads a with the information they understood their first  draft of his
statement to the class, “Celebritiesfrom the story, for this purpose they open text 
earn too much money” The will use the guidelines propose by Second– Self
students then go to the corner that the teacher (Annex 3) Assessment
best matches their opinion on the Assessment (observation-reflection):
topic Evaluation criteria: With the help of color
1.1 Outline information related to pens, they should
Development:. The students in specific topics. highlight their own
the same corner discuss why they 1.2 Rephrase ideas by using their mistakes, spelling with
chose that opinion and then report own words. one color, cohesion (verb
their reasons back to the class. 1.3 Distinguish the type of tenses) another color and
After each corner has given information given that is closer to the coherence with another
reasons for their opinion, the answer. color.
students from the different corners 1.4 Choose the correct answer Step Three - External
politely refute another corner’s according to the texts given. Evaluation Co-
opinion. Afterwards, students that evaluation. The
want to switch to another corner evaluation will be given
do so. The process is then by other students (pairs),
repeated with a new statement using the same format. 

Closing: Based on their analysis
students will do an exercise  (new action). This is the
through a check list, where a set
of rules to express opinions will
be displayed and students have
tochoose YES if they followed it
or NO if they did not and add
extra information if it is not in the
list.  They will share perceptions
about the list. (Annex 2)
CLOSING: 
Fourth Step - Rewrite
final moment, where the
self-assessment, the Co-
evaluation and the
evaluation of the outline
done by the teacher are
integrated, to give place
to the final text, where
the errors found have
been corrected Once the
student's writings are
reviewed ss will rewrite
the Final creative text
about a topic of
technology, social classes
Conclusions:

This final paper shows how different can be a process of writing a formal out come. It is

remarkable the fact of letting the students choose the topic of their choice, suggesting

between topics like technology, or society, also they can have the guidelines to start writing

and the most important they feel motivated by previous activities that do not involve

necessarily writing activities. It is important to encourage student to participate first giving

their opinions and getting involved in the topic through discussions and listening to their

own ideas, so that they already have a background about the text they ae going to write.

In the Need Analysis students express their dissatisfaction in the Writing Process, specially

by the lack of motivation and the fact of continue making the same mistakes over and over

that become errors. Also the Need Analysis show the perceptions of teachers related to

writing tasks and it is evident students need more motivation to improve their writing

process.
 References

The Literature of the Unpublished: Towards a Theory of Creative Writing in Higher

Education. Paper given at Conference on Creative Writing, Middlesex University,
London, U.K., November 1996. 21

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological

processes Cambridge, Mass.: Harvard University Press.