Guias de Literatura Inglesa 2

Faculty or Vicerrectoría de Relaciones Internacionales
Academic Unit
Academic Level Profesional
Academic Field Formación disciplinar
Course Name English Literature

Course Code 551029
Course Type Teórico Can be yes ☐ No ☒
enabled
Number of Credits 2
1. Description of the activity
Numbe
Type of the
Individual ☒ Collaborative ☒ r of Number of weeks
activity:
weeks
Intermediate
Moment of
Initial ☐ Unit2 ☒ Final ☐
evaluation:
Chapter 1
Delivery Environment of the
Evaluative score of the
activity: Monitoring and Evaluation
activity: 120
Environment
Starting date of the
Deadline of the activity: October
activity: September 28th,
28th, 2019
2019
Competence to develop:
- Practical Skills: Develop, maintain, promote and show awareness
of the vision, culture and strategic direction of English Literature.
- Problem Solving, Thinking and Communication Skills: Provide a
framework to enable continuous improvement and evaluation of
Literature used to improve the qualities of reading.
- Personal Attitudes and Professional Ethics: Contribute to the
development, delivery and evaluation of English Literature, in
partnership and alone, to meet the needs of fellow professionals
and the community.
- Roles and Functions: Manage and evaluate systems and
resources to provide efficient and ongoing support to the
educational community.
Topics to develop:
Unit 2. Kinds of Literature
Chapter 1. Poetry
Steps, phases of the learning strategy to develop
Step 1: Reading
Step 2: Haiku
Step 3: Feedback
Step 4: Flipbook
Activities to develop
Step 1: Reading
Go to the Knowledge Environment and carefully read all the references
for Chapter 1. Poetry
Step 2: Haiku
Create and post in the forum for Task 3 your own Haiku including the
following features:
1. Use as inspiration topic: Section II - Poetry. In The Edinburgh
Introduction to Studying English Literature (pp. 37-98).
2. Write only three lines, totaling 17 syllables.
a. The first line is 5 syllables.
b. The second line is 7 syllables.
c. The third line is 5 syllables.
3. A haiku does not have to rhyme, in fact usually it does not
rhyme at all.
Step 3: Feedback
Give meaningful feedback about one of your partners’ contributions.
Check for Syllabication Rules, typos, the inspiration topic, etc.
Step 4: Flipbook
Work with your group to organize all your Haikus in one Flipbook. Use
any available tool to create, share and embed your Haikus into an
online flipping book. For such flipbook design, the group should
incorporate:
a. Prioritize the esthetics: You must allow the eye to feel
comfortable. The rules of composition apply at this point; lead
the eye in, break up the page into a grid. You can utilize
templates, pick a template style and incorporate it throughout
the publication. To diversify the content, you can juxtaposition
the images and text on alternate pages, the base grid
underneath will remain constant, hence allowing your design to
flow. This brings familiarity to the publication – thus creating
trust and ease within the reader.
b. Color coordinating: Pick a pallet and remain loyal to a few colors.
Structured this way and all the colors will not be vying for
attention at one time – which is a downside of trying to use too
many ‘strong’ colors in the one publication.
c. White space: Minimalism is in! Strive for order and tidiness over
clutter and overcrowding.
d. Image & photo selection: You are the art director! Be a good
editor, if images are pixilated or low resolution leave them out.
The best-designed publication will fall at the first hurdle if this is
not observed; there is nothing worse than leafing through a
well-designed piece and coming across a poor image.
Environmen
Collaborative Learning Environment
t for the
Practical Learning Environment
developme
Monitoring and Evaluation Environment
nt
Individual:
Haiku
Products to
deliver by
Collaborative:
student
Feedback
Flipbook
General guidelines for the collaborative work
Planning of Collaborative learning is a strategy that allows

activities for students to work together in order to achieve a
the common goal. Accordingly, the collaborative work
development proposed for the course is based on a structured and
of planned process that includes individual and group
collaborative activities, as well as interaction and socialization in the
work virtual classroom.
Roles to Different roles are proposed within the collaborative
perform by environment, which allow an appropriate space for
the student academic growth and effective interaction that
in the promotes learning and interpersonal relationships.
collaborative Every student will take up one of these roles for the
group development of the course assignments and can only
be changed if decided by the group members.
Facilitator: Makes sure that every voice is heard and
focuses work around the learning task. Provides
leadership and direction for the group and suggests
solutions to team problems.
Recorder: Keeps a public record of the team's ideas
and progress. Checks to be sure that ideas are clear
and accurate.
Timekeeper: Encourages the group to stay on task.
Announces when time is halfway through and when
time is nearly up.
Planner: States an action for the completion of the
task at hand according to the instructions and course
agenda.
Task monitor: Looks for supplies or requests help
from the teacher when group members agree that
they do not have the resources to solve the problem.
Compiler: Puts together the final product and
includes the work done only by those who participated
on time. Informs the student in charge of alerts about
people who did not participate and will not be included
in the final product.
Reviser/editor: Makes sure the written work follows
all the criteria established in the activity guide.
Roles and Evaluator: Evaluates the final document to ensure it
responsibilit follows the evaluation criteria of the rubric and
y for the informs the student in charge of alerts about any
delivery of changes that need to be made before delivering the
products by product.
students Deliveries: Student in charge of informing about the
dates set for presenting each task and delivering the
final product according to the course agenda. Also
informs other students that the final product has been
sent.
Alerts: Informs group participants about any news in
the work being done and reports the delivery of the
final product to the course tutor.
Use of All references considered for this activity have to be
references cited using APA Style
Plagiarism In the agreement 029 of December 13, 2013, article
policy 99, the mistakes that infringe upon the academic
order, among others, are the following: paragraph e)
“To plagiarize is to present as your own work the
whole or part of a writing, report, task or document of
invention performed by another person. It also implies
the use of cites or lack of references, or includes cites
where there is no coincidence between them and the
reference” and paragraph f)”To reproduce, or copy for
profit, educational resources or results of research
products, which have intellectual rights reserved for
the University”.

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Faculty or Vicerrectoría de Relaciones Internacionales

Academic Field Formación disciplinar

Course Name English Literature

1. Description of the activity

General guidelines for the collaborative work

Planning of Collaborative learning is a strategy that allows

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