Stage 4: storyboard and script writing. For the first round of vidcasts, the students will be given templates that they will be able to use for illustrating and writing their storyboards. Once they have sequentially organized their ideas they will begin to write their script.
The storyboards will engage students in discussion and debate of both grammatical and non-grammatical structures, which in turn will make explicit the knowledge of those structures and build their knowledge of L2. Hyland (2011) argued that by focusing on form, a student increases their awareness through noticing, thereby making grammar rules explicit and building on their knowledge of L2. Gutiérrez (2012) explained implicit knowledge of L2 as the “intuitive and procedural knowledge that is normally accessed automatically in fluent performance and that cannot be verbalize” (p. 21). Explicit knowledge of L2 is the “conscious and declarative knowledge of L2 that is accessed during controlled processing and that can be potentially verbalized” (p. 21).
Using Google Docs, storyboards and scripts will be written collaboratively in groups of 6 (3 Canadian students and 3 Catalan students to one online document). In class the group of three students will write using L2, however as Green, Inan and Maushak (2014) pointed out, students will likely choose L1 as the mode of communication during the planning process in order to facilitate clarity and efficiency during time constraints (p. 315). Students will be encouraged to use L2 not just for production but also while planning, however they will not be reprimanded if they fall back on L1 for the use of clarification.
The Canadian students will write in Spanish (L1/L2) and receive feedback from their Catalan counterparts in Spanish (L1/L2). The Catalan students will write in English (L3) and receive feedback in English (L3). From previous experience, it is important to teach children how to edit other students’ work or else you will end up with comments like, “good job”, “I like it”, “cool” and “awesome”. In the research study done by Ferris, Liu, Sinha, and Senna (2013), they devised a list of commonly made grammatical errors and gave them each a code, which was then written above the circled error (p. 316). This would be a great idea to incorporate in order to help students identify and name grammatical errors. As part of the buy-in process, the students will work alongside the teacher to create the list of grammatical errors so that they take ownership and understand each error type. Lastly, correction of non-grammatical errors such as content, organization, flow, clarity, etc., will be taught as mini-whole-class lessons and each time a non-grammatical error is learned, it can be added to a chart that will be posted in the room for all students to see.
In order for the students to access their email and Google Docs, they will need to set up their CBE Google account. Click on the following link and follow the directions.
The storyboards will engage students in discussion and debate of both grammatical and non-grammatical structures, which in turn will make explicit the knowledge of those structures and build their knowledge of L2. Hyland (2011) argued that by focusing on form, a student increases their awareness through noticing, thereby making grammar rules explicit and building on their knowledge of L2. Gutiérrez (2012) explained implicit knowledge of L2 as the “intuitive and procedural knowledge that is normally accessed automatically in fluent performance and that cannot be verbalize” (p. 21). Explicit knowledge of L2 is the “conscious and declarative knowledge of L2 that is accessed during controlled processing and that can be potentially verbalized” (p. 21).
Using Google Docs, storyboards and scripts will be written collaboratively in groups of 6 (3 Canadian students and 3 Catalan students to one online document). In class the group of three students will write using L2, however as Green, Inan and Maushak (2014) pointed out, students will likely choose L1 as the mode of communication during the planning process in order to facilitate clarity and efficiency during time constraints (p. 315). Students will be encouraged to use L2 not just for production but also while planning, however they will not be reprimanded if they fall back on L1 for the use of clarification.
The Canadian students will write in Spanish (L1/L2) and receive feedback from their Catalan counterparts in Spanish (L1/L2). The Catalan students will write in English (L3) and receive feedback in English (L3). From previous experience, it is important to teach children how to edit other students’ work or else you will end up with comments like, “good job”, “I like it”, “cool” and “awesome”. In the research study done by Ferris, Liu, Sinha, and Senna (2013), they devised a list of commonly made grammatical errors and gave them each a code, which was then written above the circled error (p. 316). This would be a great idea to incorporate in order to help students identify and name grammatical errors. As part of the buy-in process, the students will work alongside the teacher to create the list of grammatical errors so that they take ownership and understand each error type. Lastly, correction of non-grammatical errors such as content, organization, flow, clarity, etc., will be taught as mini-whole-class lessons and each time a non-grammatical error is learned, it can be added to a chart that will be posted in the room for all students to see.
In order for the students to access their email and Google Docs, they will need to set up their CBE Google account. Click on the following link and follow the directions.
For extra help or further explanation, click here.