The document discusses urban tribes, which are microgroups of people who share interests in metropolitan areas and tend to have similar worldviews, dress styles, and behaviors. Urban tribes are characterized by intense loyalty to the group, shared routines and rituals, love of gossip, defined roles, and use of similar clothing and shared ideologies. The document provides instructions for students to observe urban tribes, gather information on their characteristics, and write a descriptive narrative about one urban tribe.

2. According to French sociologist Michel
Maffesoli urban tribes are…
“Microgroups of people who share
common interests in metropolitan
areas. The members of these relatively
small groups tend to have similar
worldviews, dress styles and
behavioral patterns.”

3. Urban Tribes’ Characteristics
Intense loyalty.
The group's message is "we are on your side."
Shared routines and rituals.
Love of gossip
Defined roles.
Use of similar clothings
Shared ideologies

4. Imagine you want to be
part of an urban tribe:
• Which one would you choose?
Why?
• What would you do in order to be
accepted by the group?
• How would you describe being part of that tribe?

5. In order to solve this task you have to:
 Walk down the street in search of different urban
tribes. Observe them and write as many
characteristics as you can.
 Consider:
clothes and aesthetic; particular meeting
places; music genres; age; class; gender of the
members.
1. Work with a classmate in the revision of your
notes on how to write a descriptive narration
(of no more than 250 words) or visit some of
the recommended websites on the topic.
2. Gather information on URBAN TRIBES. For this
you can:

6.  Visit the recommended websites in this
presentation in order to gather more
information as regards urban tribes.
3. Compare your notes, interviews and findings
with your classmate.
4. Once you and your partner have enough information
as regards the topic, start preparing the outline for
your descriptive narrative.
5. Write your text. (Remember to go back to your
notes while doing it)
 Interview members of urban tribes to gather
information as regards believes, ideologies and
reasons to be part of these subcultures.
6. Once your work is done, post it in the class’ blog so
that everyone can read it and make comments or
suggestions.

7. Resources:
 http://www.ehow.com/how_4457631_write-descriptive-narrative-essay.htm
 http://www.essaytown.com/writing/narrative-essay
1.Descriptive Narrative Essay
2.Urban Tribes
•http://psychology.wikia.com/wiki/Subculture(anthropological)
•http://www.detribusurbanas.com/
•http://www.lanacion.com.ar/nota.asp?nota_id=1050002
•http://www.youtube.com/watch?v=zLPomekBIiQ

8. Evaluation:
You will get different
grades: VERY GOOD,
GOOD or TRY AGAIN
according to:
VERY GOOD GOOD TRY AGAIN
Excellent gathering of
information
Good gathering of
information, some
important ideas
missing
Many important
points missing. Not
enough investigation.
Detailed and well
based essay. Good
use of grammatical
structures. Excellent
use of specific
vocabulary.
Some details missing
and some grammar
mistakes (tense,
spelling, word order,
etc). Good use of
vocabulary.
Lots of grammar
mistakes and only
few details included.
Lack of specific
vocabulary.

9. Conclusion:
 This WEBQUEST leads students and teachers to
work with a very important source of information:
the Internet.
 Students and teachers learn to select useful and
trustworthy information from the net and to post on
blogs.
 This WEBQUEST also leads students to gather
information through interviews and people-
watching. It also activates the use of specific
vocabulary to describe people, clothes, hair styles,
music genres and ideologies.
 Finally, the task allows students to practice pair-
working and writing skills.

10. Conclusion:
 This WEBQUEST leads students and teachers to
work with a very important source of information:
the Internet.
 Students and teachers learn to select useful and
trustworthy information from the net and to post on
blogs.
 This WEBQUEST also leads students to gather
information through interviews and people-
watching. It also activates the use of specific
vocabulary to describe people, clothes, hair styles,
music genres and ideologies.
 Finally, the task allows students to practice pair-
working and writing skills.