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INTEGRATED LINKED LITERACY LEARNING 1 Integrated Linked Literacy Learning Student’s Name Institution Affiliation Course Title Professor’s Name Date

INTEGRATED LINKED LITERACY LEARNING 2 Integrated Linked Literacy Learning Students will discover narrative basics through creative writing in this integrated literacy experience. The course begins with a thorough introduction to tale elements, including location, characters, and storyline. The class reads a short narrative to contextualize these principles and identify and analyze story components. Graphic organizers help groups plan their reports, including setting, character development, and story advancement. This initial learning experience culminates with a reflective piece, prompting students to consider how they incorporated feedback into their revisions and what they gleaned from the overall process (Taylor, 2023). Students use their knowledge of new narrative elements to write creatively during solo practice. The sharing and feedback session builds community and lets students explain tale elements. This first learning experience ends with a reflective component that asks students how they used feedback in their modifications and what they learned. In the second part of the lesson, students apply what they learned about story components in the previous part to a book club setting and visualize what they saw. Students choose works with complex plots and rounded protagonists and antagonists in their book discussions. Students take on different roles, such as debate leader or character analyst, as they read individually and then meet in book clubs to explore further into the novel. The next step is a group project in which the book clubs work together to make posters or dioramas depicting their chosen tale components. Students combine their observations into a tangible and artistic form, emphasizing accuracy in visual depiction. Highlighting accuracy in visual representation, students synthesize their analyses into a natural and creative form (Zhan, Shen, and Lin., 2022). At the end of the course, students share their visual interpretations of the story aspects they've learned about and discuss their processes during a gallery tour and presentation session.

INTEGRATED LINKED LITERACY LEARNING 3 References Taylor, E. (2023). Promoting student reflection through reflective writing tasks. Journal on Empowering Teaching Excellence , 7 (1), 6. https://doi.org/10.26077/eafb-b4ea Zhan, Z., Shen, W., & Lin, W. (2022). Effect of product-based pedagogy on students’ project management skills, learning achievement, creativity, and innovative thinking in a high- school artificial intelligence course. Frontiers in Psychology , 13 , 849842. https://doi.org/10.3389/fpsyg.2022.849842

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