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| What follows is the skeleton for a "Mystery Treasure Hunt" which could be used in an advanced foreign language class room. It is up to the students to "flesh it out," that is add text, description, clip art, etc. (see procedure if interested). |
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| 1) Assign a short story in the target language ahead of time. |
| 2) Prepare “description” index cards. In my class room of 20 I would pair the students and assign each a room to describe in the target language. On the index cards, I would list certain objects that are required. However, I would list several additional objects, so the students who write the description aren’t sure which are the real clues and which are just there to provide effect. The description should be no more than a page long. |
| 3) Prepare “tension scene” index cards. Break them up into larger groups of 4 and have them work on “tension scenes.” Here the students can put to use what they learned about the elements of (mystery) stories. |
| 4) Prepare “action” index cards. I would assign each of the students an “action.” This could be anything from investigating a specific object in the room, to running away from a dog, comparing stairways leading up or down, etc. There might be some required actions that the teacher will need to link the story together, but perhaps also some where the students can let their own imagination play. When the project is completed, the actions the students have written up would be combined appropriately with the descriptions to help make the story. The action should be about a paragraph, but no more than half a page. |
| 5) Have the students search the internet for appropriate clipart. This is probably best done using a WebQuest, unless the school has really good filters against inappropriate websites. |
| 6) Instruct students on basic HTML coding procedures. (or) Have them create a page each using software (such as Netscape) where they create a simple table, enter text, insert clip art from their search and – time permitting – format the font, background, and the title of the page. Since these will be used for the final project, be sure to include desired file names, or other necessary requirements. |
| 7) At the end of the week collect the various writings of the students and the web-pages. Unless you’re using the skeleton provided, connect the webpages to one another and plug in the text. Be sure you check the links before you let the students use the finished project as they play a significant role and can be frustrating or disappointing for the student if they don’t work. |
| 8) A word about adding clues: because the entire project is in the target language, you can check vocabulary by leaving key words in the L1. |
© Sonia Ana Miller 2001