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Tailored for 18 first-year secondary education students of English, this learning situation spans 10 sessions in April, aligning with the book day.

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Guided by the Universal Design for Learning Principles, it caters to diverse learning styles and needs, including one student with ADHD.

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Throughout the sessions, students engage in a series of creative activities to learn the intricacies of the writing process, including character descriptions, settings, dialects, and more.

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Through collaborative strategies and visual thinking techniques, they embark on a fiction writing workshop journey, culminating in a collection of stories.

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To assess the effectiveness of the learning situation, the teacher records observations and facilitates self and peer evaluations.

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Leveraging the virtual classroom's workshop tools, students engage in reciprocal editing, proofreading, and feedback sessions.

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Additionally, a fiction narrative writing rubric guides students in refining their storytelling skills.