{"id":35,"date":"2021-09-11T17:37:31","date_gmt":"2021-09-12T00:37:31","guid":{"rendered":"https:\/\/blogs.ubc.ca\/etec540texttech\/?page_id=35"},"modified":"2021-11-04T21:11:50","modified_gmt":"2021-11-05T04:11:50","slug":"task-seven","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/etec540texttech\/task-seven\/","title":{"rendered":"Task Seven"},"content":{"rendered":"

Qu’est-ce qu’il y a dans mon sac \/ What is in my bag ?<\/a><\/p>\n

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I found it challenging to wrap my head around this week’s task: how to change the semiotic mode without simply recording the description of Task One. I then realized that, as a student, what I could benefit from was an example<\/strong> of a task. This is best practice as a teacher since students want to know exactly what they need to do to be successful on a project. I try my best to offer past examples of videos or physical products to present to them in the initial class or week when a project is explained. A challenge, of course, is when it is my first time trying out a new project (perhaps I am using a new textbook– as I recently experienced last year).<\/p>\n

I decided to take Task One and repurpose\/adapt it to be a French class project. In fact, “Mon sac de vie” is a project that I have done in the past, but I haven’t used in many years. The students bring a personal bag and five important items that represent them or have a story, and present them to the class.<\/p>\n

A few things to keep in mind when watching the video:<\/p>\n