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Tweet me all about it!

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Tweeting in a classroom sounds like a fun and challenging exercise, that could be used to create opportunities to write, speak, enhance comprehension, especially when working with literary texts.

Here are some possible ideas for that:


Tweet clues.

 Students can create tweets that contain clues about the identity of a character from a literary work, such as their name, appearance, personality, actions, relationships, etc. They can also use hashtags, emojis, or images to enhance their clues. For example, a tweet clue for Sherlock Holmes could be:


 I'm a consulting detective with a keen eye for details and a brilliant mind for solving mysteries. I live at 221B Baker Street with my friend and assistant, #ArthurConanDoyle #WhoAmI šŸ”ŽšŸ•µ️‍♂️


Tweet quotes.

Students can create tweets that contain direct or indirect quotes from a character from a literary work, such as their dialogue, thoughts, or narration. They can also use quotation marks, punctuation, and emojis to indicate the tone and mood of the quote. For example, a tweet quote for Hamlet could be:


 "To be, or not to be, that is the question." I'm a prince of Denmark who is haunted by the ghost of my father and tormented by the betrayal of my uncle and mother.  #WilliamShakespeare #WhoAmI šŸ’€šŸ‘‘


Tweet scenarios.

 Students can create tweets that describe a hypothetical or imaginary scenario involving a character from a literary work, such as their actions, reactions, or choices. They can also use words, phrases, or emojis to show the consequences or implications of the scenario. For example, a tweet scenario for Katniss Everdeen could be:


What if I didn't volunteer as tribute for my sister? Would she have survived the Hunger Games? Would I have met Peeta and fallen in love with him? Would I have sparked a rebellion against the Capitol? #SuzanneCollins #WhoAmI šŸ¹šŸ”„


I'm happy to hear that you like them. šŸ˜Š Here are three more possible exercises that would involve students creating tweets designed to improve their understanding of a work of literature:


Tweet questions.

Students can practice generating their own questions about a literary work in 280 characters or less. They can also use question marks, hashtags, or emojis to indicate the type and level of the question. For example, a tweet question about The Hunger Games could be:


 Why does Katniss volunteer as tribute for her sister? How would you feel if you were in her situation? #TheHungerGames #SuzanneCollins #EmpathyQuestion šŸ˜¢


Tweet predictions.

Students can practice making predictions about what will happen next in a literary work in 280 characters or less. They can also use words, phrases, or emojis to signal their uncertainty, curiosity, or excitement. For example, a tweet prediction about The Da Vinci Code could be:


 I think Robert and Sophie will find the Holy Grail in the Louvre. But what if they are wrong? What if someone is following them? #TheDaVinciCode #DanBrown #Prediction šŸ”ŽšŸ‘€


Tweet connections.

Students can practice making connections between a literary work and another text, such as a movie, a song, a poem, or a historical event in 280 characters or less. They can also use words, phrases, or emojis to show how the texts are related or different. For example, a tweet connection between Frankenstein and Blade Runner could be:


Both Frankenstein and Blade Runner explore the theme of artificial life and its consequences. But Frankenstein is more about horror and guilt, while Blade Runner is more about identity and morality. #Frankenstein #MaryShelley #BladeRunner #RidleyScott #TextConnection šŸ¤–šŸ§Ÿ‍♂️


Just a side note, hope you don’t mind......

If you like my content, maybe you would like to support me and buy me coffee?

Also, you might want to check other materials I create for the English Bilingual Secondary Classes (C1) - I am sure some of them will be useful for the English B HL classes, for example BritSpeak or OpenBookCouples. 

Check out the shop at dwujezycznie.pl


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