Lesson Plan | Teachy Methodology | Extratextual Reference

Objectives

Duration: 10 to 15 minutes

This stage aims to prepare students to deeply understand the concept of extratextual reference, its importance, and how to differentiate it from other types of referencing. This will be fundamental for carrying out the practical activities that will follow, enriching learning through the direct application of acquired knowledge.

Main Objectives

1. Understand the concept of extratextual reference.

2. Differentiate extratextual reference from other types of referencing, such as situational referencing.

3. Apply the concept of extratextual reference in practical activities.

Side Objectives

1. Encourage critical analysis of the use of references in various texts.
2. Promote the ability to identify extratextual references in digital and media content.

Introduction

Duration: 10 to 15 minutes

This stage aims to prepare students to deeply understand the concept of extratextual reference, its importance, and how to differentiate it from other types of referencing. This will be fundamental for carrying out the practical activities that will follow, enriching learning through the direct application of acquired knowledge.

Warming Up

Explain to the students that an extratextual reference is when a text mentions information or events that are outside of it, such as a news article, a book, a movie, or a historical event. Ask students to use their phones to search for an interesting fact related to the theme, something connected to an extratextual reference they have encountered in their social networks or recent digital content. Give them some time to share their findings with the class.

Initial Reflections

1. What do you understand by extratextual reference?

2. What examples of extratextual references did you find in your searches?

3. How do you differentiate an extratextual reference from a situational one?

4. Why do you think it is important to recognize extratextual references in texts?

5. Can you give examples of situations where using extratextual references is useful or necessary?

Development

Duration: 75 to 80 minutes

This stage aims to provide students with a practical and interactive experience with extratextual reference, applying prior knowledge creatively and contextually. By working in groups and using modern technologies, students will deepen their understanding of the topic, developing skills in critical analysis, communication, and teamwork.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - 🕵️‍♂️ Digital Investigators

> Duration: 60 to 70 minutes

- Objective: Develop the ability to identify and analyze extratextual references in journalistic texts, preparing students for critical consumption of information.

- Description: Students will create a 'digital newspaper' where they will search for and analyze extratextual references in real or fictional news. They need to identify and relate these references to events, facts or data external to the text being analyzed, using digital tools to verify the truthfulness of the information.

- Instructions:

• Split the class into groups of no more than 5 students.

• Each group must choose an article from an online news portal (or create a fictional article) that contains extratextual references.

• Using their phones with internet access, students will research the references mentioned in the text to check their validity and context.

• Groups should create a digital presentation using tools like Google Slides or Canva, highlighting the extratextual references found and explaining their relevance to the text.

• In the end, each group will present their findings to the class, discussing the importance of extratextual references in constructing the reader's knowledge.

Activity 2 - 🎭 Theater of References

> Duration: 60 to 70 minutes

- Objective: Encourage interpretation and contextualization of extratextual references, developing theatrical and presentation skills.

- Description: Students will create and act in short plays based on texts that contain extratextual references. The activity involves reading, interpreting and presenting references in scenes that clarify and contextualize the original text.

- Instructions:

• Split the class into groups of no more than 5 students.

• Each group will receive a short text (it could be an excerpt from a book, article, etc.) with extratextual references.

• Students should discuss in the group to understand the text and the references mentioned.

• Understanding the references, groups will create a script for a short play that explains and interprets these references, contextualizing them for the audience.

• Groups will use their phones to search for images, videos or texts that can enrich the performance and make it more interactive and comprehensible.

• Each group will present their play to the class, explaining during the performance how extratextual references were incorporated into the scene.

Activity 3 - 📱 Literary Influencers

> Duration: 60 to 70 minutes

- Objective: Involve students in creating educational digital content, promoting critical analysis and contextualization of extratextual references in a creative way.

- Description: Students will become digital influencers for a day, creating content (videos, posts, stories) that explain and comment on extratextual references in various texts. The contents will be shared on an internal platform or fictional social network.

- Instructions:

• Split the class into groups of no more than 5 students.

• Each group will choose a literary or informative text containing extratextual references.

• Groups will use their phones to record videos, create posts or stories that explain and comment on the references found in the text.

• Encourage students to be creative and use resources like filters, gifs, and music to make the content more appealing.

• Students should publish their content on an internal school platform (like Google Classroom) or on a fictional social network created for the activity.

• Each group will present their content to the class, explaining the extratextual references addressed and how they contextualized them for the audience.

Feedback

Duration: 20 to 25 minutes

This stage aims to consolidate learning through reflection and sharing experiences. The group discussion allows students to exchange knowledge, recognize the importance of extratextual references, and collectively evaluate their learning processes and faced challenges. The 360° feedback promotes self-assessment and individual growth, fostering a collaborative and respectful environment.

Group Discussion

Promote a group discussion with all the students, where groups share what they learned while carrying out the activities and their conclusions. Follow this brief outline to introduce the discussion:

1. Start by thanking everyone for their participation and effort.
2. Ask each group to share their main discoveries and experiences while carrying out the activities.
3. Encourage students to reflect on the importance of extratextual references and how they were integrated into the activities.
4. Inquire about the challenges faced and the strategies used to overcome them.
5. Encourage students to ask each other questions to deepen their understanding of the topic.

Reflections

1. How did the use of extratextual references enrich your understanding of the analyzed texts? 2. What were the challenges in identifying and verifying the validity of extratextual references? 3. In what way do you consider that this skill of identifying extratextual references can be useful in everyday life, especially in consuming digital information?

360° Feedback

Instruct students to carry out a 360° feedback stage, where each student must receive feedback from fellow group members. Guide the class to ensure that feedback is constructive and respectful. Explain that each student should highlight one positive aspect of a colleague's contribution and one area where they can improve. This will help students develop self-assessment and active listening skills.

Conclusion

Duration: 10 to 15 minutes

🔍 Purpose: This stage aims to consolidate learning, connecting the main points discussed throughout the lesson with the students' reality. In addition, it reinforces the practical applicability of acquired knowledge, highlighting the relevance of extratextual references in daily information consumption. The conclusion serves as a moment of synthesis and reflection, essential for meaningfully retaining the content.

Summary

📚 Class Summary: Let's do a super dynamic recap! Imagine that extratextual reference is like a 'link' that takes you outside the text, bringing extra information from external sources like books, movies or historical events! Just like in an Instagram post or TikTok, where you can add tags or links to other content. Students learned to identify these references and understand their importance in constructing knowledge. 🎉

World Connection

🌍 In Today's World: In the digital age, we are immersed in a sea of information. Being able to identify and understand extratextual references is essential to navigate this ocean critically. From checking the truthfulness of a news article to understanding a post with various hashtags, this skill connects students with the modern dynamics of consuming and interpreting information.

Practical Application

🛠️ Applications in Everyday Life: Understanding extratextual references is crucial in everyday life, especially in the era of fake news and information overload. This skill allows students to critically evaluate digital content, making them more attentive and well-informed readers, capable of distinguishing facts from opinions and identifying the relevance of different sources of information.