Research Best Practices Instrumental Language and ICT Resources

Content and Language Integrated Learning

RESEARCH BEST PRACTICES

INSTRUMENTAL LANGUAGE AND ICT RESOURCES

FOR

CONTENT AND INTEGRATED LANGUAGE LEARNING

An Educational Proposal by María Cuquerella

CONTENT Language and Literature

LEVEL Secondary

Research Best Practices CLIL and ICT Group http://www.uv.es/clil University of Valencia Copyleft, 2016 – María Cuquerella

Table of content

BASIC DESCRIPTORS ............................................................................................................... i UNIT DESCRIPTORS ......................................................................................................................... i LESSON DESCRIPTORS ................................................................................................................... ii

ABSTRACT ................................................................................................................................ ii

CONTENT ................................................................................................................................... 1

GLOSSARY (A – Z) .................................................................................................................... 2

INDEX .......................................................................................................................................... 4

SELF-ASSESSMENT.................................................................................................................. 4

DOUBLE BLIND PEER REVIEW ........................................................................................... 6 FIRST REVIEWER ............................................................................................................................. 6 SECOND REVIEWER ......................................................................................................................... 6

BASIC DESCRIPTORS

UNIT DESCRIPTORS

Educational Level(s) 1st of ESO Area(s) 000 Language and Litetarure Unit(s) 000 The narrative structure: comic flipped lesson Number of Lesson(s) 000 1 Student Learning Outcomes (4Cs Framework) Content Components of the comics and their function.

Definition of narrative text. The narrative structure: traditional texts and graphic ones. Kinds of comics. Equal distribution of different tasks in groups. Co-operating in groups. Definition of comic and graphic storytelling. Narrative resources.

Cognition Components of the comics and their function. Definition of narrative text. The narrative structure: traditional texts and graphic ones. Kinds of comics. Equal distribution of different tasks in groups. Co-operating in groups. Definition of comic and graphic storytelling. Narrative resources.

Culture Actualizing traditional tales to society’s necessities. Developing different tasks (cartoonist, writer, artist,

penciller, colourist, letterer,) in the creation of graphic stories.

Exploring basic digital graphic design options. Telling short stories with visual resources. Adapting written plots and dialogues to graphic resources.

Communication Language for the Topic AND for Interaction Content Of (What)

Components of the narrative structure and resources: Introductions, development, conclusion, in media res, actions, descriptions, characters, plot...

Comic terminology: cartoon, sketch, panel/vignette, colours, kinetic lines, movement, gutter, tier, spread, speech bubble, caption, sound effects/onomatopoeia, closure, encapsulation...

Tasks (cartoonist, writer, artist, penciller, colourist, letterer) Kinds of comics: comic strips, superhero’s saga, manga,

webcomics, comic book, graphic novel... Onomatopoeias.

Meta-cognition & Grammar System For (How to)

Descriptive textual sequences: using the past simple, adjectives and comparisons.

Narrative sequences: present simple, past simple, present perfect and past perfect.

Narrative formulas and connectors: once upon a time, later on, afterwards, that day, happy ever after...

Dialogues: present simple. Onomatopoeias: zzz, boom! zip! Mew!

Cognition Through (Why)

“Can you repeat, please?” “What’s the meaning of...” “How do you spell it?” “How can I say this in English?” “Can I go to...?” “I agree / I don’t agree...” “I think/ in my opinion...” “I don’t understand”

Key competences (Knowledge, Skills and Attitudes) for Lifelong Learning (EU Act) 01 ✔ Communication in the mother tongue

02 Communication in foreign languages 03 ✔ Mathematical competence and basic competences in science and technology

04 Digital competence 05 Learning to learn 06 Social and civic competences 07 ✔ Sense of initiative and entrepreneurship

08 Cultural awareness and expression Teaching Objectives

To make learners understand that the content can be acquired in a L2. To use comics to identify their narrative structures and compare them with other

traditional texts. To learn specific English vocabulary about comics such as their techniques, their

components and types. To improve student’s team working abilities and enhance their creative skills. To use written and oral English for different purposes and situations. To learn how to use new digital tools.

Assessment Criteria Hetero Explain the comic with specific vocabulary.

Show interest in learning new narrative structures and media as the graphic one.

The comic story is well constructed, coherent, the language is apropiate, accurate and the use comic resources is correct.

Initial Identify the components of comics. Classify comics according to different criteria: length,

characters, function, origin... Interpret visual and written information on comics.

Continuous Read and understand short English dialogues with graphic support.

Reflect on the learning process and the benefits of studying content in a L2.

Activate imagination and creative process. Final Write short plots and dialogues in English.

Participate in the creation of a comic strip in groups. Use graphic resources and components correctly.

Self-Assessment Understand the structure of narrative texts. Use the narrative traditional structure to create a comic. Take part of brief presentations of their comic strip in an

active way. Participate in all the activities and are polite with their

classmates

Materials

Primary Comic strips without dialogues. Paper balloons with the comic dialogues. Worksheets with narrative structure scheme to make up the

plot. Worksheets with specific vocabulary: tasks and components

Secondary Questionnaire on Kahoot! Interactive assessment PDF

Others

Resources

Primary Traditional tales list.

Secondary Computers with the CeltX program. Videos about creating comics and resources.

Others

Final Task(s)

CREATING A COMIC: After investigating about the narrative structure of traditional tales, students have to make up their own a comic with digital tools by adapting a traditional tale to the current times.

LESSON DESCRIPTORS Unit 000 the narrative structure: comic flipped lesson Lesson 000 1 Learning Outcomes (4Cs Framework) Content Components of the comics and their function.

Definition of narrative text. The narrative structure: traditional texts and graphic ones. Kinds of comics. Equal distribution of different tasks in groups. Co-operating in groups. Definition of comic and graphic storytelling. Narrative resources.

Communication Components of the narrative structure and resources: Introductions, development, conclusion, in media res, actions, descriptions, characters, plot...

Comic terminology: cartoon, sketch, panel/vignette, colours, kinetic lines, movement, gutter, tier, spread, speech bubble, caption, sound effects/onomatopoeia, closure, encapsulation...

Tasks (cartoonist, writer, artist, penciller, colourist, letterer) Kinds of comics: comic strips, superhero’s saga, manga, webcomics,

comic book, graphic novel... Onomatopoeias. Descriptive textual sequences: using the past simple, adjectives and

comparisons. Narrative textual sequences: present simple, past simple, present

perfect and past perfect. Narrative formulas and connectors: once upon a time, later on,

afterwards, that day, happy ever after... Dialogues: present simple. Onomatopoeias: zzz, boom! zip! Mew!

Cognition Components of the comics and their function. Definition of narrative text. The narrative structure: traditional texts and graphic ones. Kinds of comics. Equal distribution of different tasks in groups. Co-operating in groups. Definition of comic and graphic storytelling. Narrative resources.

Culture Actualizing traditional tales to society’s necessities. Developing different tasks (cartoonist, writer, artist, penciller,

colourist, letterer,) in the creation of graphic stories. Exploring basic digital graphic design options. Telling short stories with visual resources. Adapting written plots and dialogues to graphic resources.

Introduction As it is a flipped lesson, students will do the revision activities at home. Then in class they will prepare their comic.

Activities

Revision AT HOME: Half of the class is going to watch a video about the components of

the comics. Afterwards they will fill in the definition of different terms (cartoon, sketch, panel/vignette, colours, kinetic lines, movement, gutter, tier, spread, speech bubble, caption, sound effects/onomatopoeia, closure, encapsulation) while the others watch another video. Video link: https://www.youtube.com/watch?v=DTkfcL8iPtc&feature=youtu.be

The other half of the class have to try to discover the meaning of

some tasks linked with comic creating: storyboarding, cartoonist, writer, artist, pencilling, inking, colouring, lettering). Later on, while the rest of the class is filling up their paper sheet, they ought to check their responses by watching this video link: https://www.youtube.com/watch?v=83H0nQvIbeA&feature=youtu.be

Warm up Activities

Each student has a dialogue or a comic paper sheet without dialogues in the speech bubbles. They have 2 minutes to find a group of 6 classmates with the story panels and dialogues of the same comic book.

In groups, according to different criteria (the characters, the length, the origin, the topic...) they have to discuss which kind of comic they think their story is: a comic strip, a graphic novel, a manga, a superhero saga... and write down why they think so. This will be the format they will create later.

Half of the group would have watched at home one of the videos and the other half the other video. Therefore, components of each group have to share their knowledge with the rest of their colleagues.

Main Activities Firstly, Groups ought to choose a traditional tale and adapt the plot to nowadays society taking into account that they are going to create a comic with it. They will decide the characters, how the story develops and whether they want to represent the hole plot or just a scene. The kind of comic they are creating will be the type given in the first activity.

Secondly, they are going to distribute the tasks learnt within the group members: - Three of them will be the writers in charge of the plot: they will complete a template with the structure of traditional narrative stories and resources in order to adapt the story. They will also create the dialogues for the speech balloons and the lettering process. - The other three will be the artists: they have to distribute the main actions into panels to make the storyboard, the will do the pencilling, inking and colouring processes. Finally they may us CeltX online program to create the plot and the

storyboard. Writers and artist must collaborate to make a comic with coherence, well linked and adapted to the audience.

Want to Know KAHOOT!: To ensure all the students have understood the process of creating comics, the tasks and the components of graphic storytelling the whole class will participate playing Kahoot! in groups.

Questions will be linked with the vocabulary and the tasks developed

during the lesson. The winner group will be the first one to do a presentation about their work to the class in the next activity

Reinforcement Each group has to prepare a brief presentation about the comic. They have to focus on the next main points:

-Tale chosen and why. -How they adapted the structure of the story. -Distribution of the tasks. -Difficulties on the process and what they have learnt. -Opinion about the activities.

Assessment

Hetero Explain the comic with specific vocabulary. Show interest in learning new narrative tecniques and media as the

graphic one. The comic story is well constructed, coherent, the language is

apropiate, accurate and the use comic resources is correct. Participate in all the activities and fills in the interactive assessment

PDF.

Initial Identify the components of comics. Classify comics according to different criteria: length, characters,

function, origin... Interpret visual and written information on comics.

Continuous Read and understand short English dialogues with graphic support. Reflect on the learning process and the benefits of studying content

in a L2. Activate imagination and creative process.

Final Write short plots and dialogues in English. Participate in the creation of a comic strip in groups. Use graphic resources and components correctly.

Self-Assessment

Understand the structure of narrative texts. Use the narrative traditional structure to create a comic. Take part of brief presentations of their comic strip in an active way. Participate in all the activities and are polite with their classmates

Reflections The kahoot and presentations can be displayed at the second part of the lesson.

Materials

Primary Comic strips without dialogues. Paper balloons with the comic dialogues. Worksheets with narrative structure scheme to make up the plot. Worksheets with specific vocabulary: tasks and components

Secondary Questionnaire on Kahoot! Interactive assessment PDF

Others

Resources

Primary Traditional tales list.

Secondary Computers with the CeltX program. Videos about creating comics and resources:

https://www.youtube.com/watch?v=DTkfcL8iPtc&feature=youtu.be https://www.youtube.com/watch?v=83H0nQvIbeA&feature=youtu.be

Others

Cross Curricular Learning

Unit(s) 1

Observations As a flipped lesson they would learn the theory at home and the teacher will help them to apply it in class.

ABSTRACT

The lesson approaches the students to the narrative traditional structure by using and creating comics with interactive and communication technologies. Therefore, graphic storytelling is used as a tool to explain narrative texts and its components (visual and no visual ones). Nevertheless it is an opportunity to introduce visual techniques in class as students are supposed to be able to understand graphic and audiovisual information for the development of their learning skills, not only their lower order thinking skills but their higher order thinking skills. The activities proposed will make them use digital resources and may enhance their creativity. The purpose is to focus in diverse key competences (communication in foreign languages, digital competence, learning to learn, social and civic competences and cultural awareness and expression).

Research Best Practicess María Cuquerella Tejeda

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CONTENT Students of 1st of ESO are supposed to know how to read, produce and understand this narrative texts. They also have to be able to identify and use properly the features, components, resources and functions of narrative texts. Nevertheless, the subject syllabus include comics inside this sort of text. As graphic storytelling has its own components and terminology that is going to be introduced in this lesson step by step. First of all, we will explain its main features. Secondly, we are going to develop some specific vocabulary. Finally we will create one by ourselves. First of all what is a comic? It is a type of graphic storytelling technique that uses both images and words. It means that it is a visual resource and a narrative text at the same time. Unfortunately, comics are thought to be only for boys, specially children or weird adults. Commonly, people think their stories only tell about superheroes. That’s totally wrong! Comics can be read by everybody at any age! There’re different kinds of comics for kids and for adults depending on their origin or their length: manga, graphic novels, superheroes series, adventures sagas, comic strips... For instance: comics strips are short comics that usually tell funny brief stories. Usually, they don’t have more than 5 panels. If a comic is published online we can call it webcomic. As in traditional narrative texts, stories in a comic has the structure: introduction of the characters and description of a situation, the introduction of a problem, the resolution and the denouement. Secondly, we are going to explain some specific vocabulary about graphic storytelling. The cartoons, or drawings, are inside squares and rectangles, but they could be also in circles and in any other shape. These are called panels. Inside each panel there’s an image representing a part of the story. The act of choosing some prime moments is the encapsulation. Also, a group of panels one behind another is called tier. Between panels there’s an empty space named gutter. The reader’s mind tends to fill in the empty spaces with the information that’s missing. This action’s the closure. The dialogues said by the characters are inside speech bubbles and the narrative sequences are surrounded by rectangles called captions. A kind of written or drawn word in comics which express sound and noises. It’s called sound effect or onomatopoeia. In comics usually appear spreads: images that span more than one page.

In conclusion, making a comic needs a huge variety of functions such as writer (in charge o writting the plots and dialogues) penciller (who draws the panels, the scenes and the characters) inker (who "finishes", and sometimes enhances, the pencilled artwork using ink and a pen or brush to create a high-contrast image for photographing and printing), colourist (in charge of the color and painting) and the letterer (is the person who fills the speech ballons and captions with the dialogue and other words).

GLOSSARY (A – Z)

bubble noun buh b l

1. a small sphere of gas surrounded by a thin liquid membrane.

2. anything that resembles a bubble in shape, such as the spaces given for the speech

in a comic.

caption noun kaep sh n

1. a heading, title, or legend for printed matter such as a magazine article, newspaper

photo, or graph.

2. a legend for pictorial matter shown in films, videos or panels of a comic. Usually they contain

a brief narrative sequence such as “3 hours later” or “at the same time, 1000 miles away”.

cartoon noun kar tun

a drawing or series of drawings, usually with written or spoken commentary or dialogue,

and usually humorous or satirical in nature; caricature; comic strip.

colorist (colourist) noun kuh l rihst

a painter whose employment of color is a principal means of artistic communication.

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encapsulate (encapsulation) transitive verb ihn kaep s leIt

1. to encase in a capsule.

2. to condense, as though to fit into a capsule. For example, the act of filling in the panels of

a comic with the main moments of a story

gutter noun guh t r

1. a shallow channel or trough for draining water, as under the eaves of a roof or along the

edge of a road or street.

2. in literature, the inner margins between facing pages of a book and the gaps between

panels in a comic.

onomatopoeia noun a n ma t pi [or] a n ma t peI

the formation or use of words whose sounds suggest the meanings of the words, such as

"bang," "moo," or "jingle".

sketch noun skech

a preliminary drawing or painting, usually done quickly or without detail, often as a study

for a later work.

spread transitive verb spred

to open, expand, or unfold. In comics, an image that spans more than one page.

tier1 noun tir

one of a series of rows, levels, or strata situated or ranked one above another, such as a

group of panels in a comic page.

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INDEX bubble, i, ii, iii, 2 caption, i, ii, iii, 2 cartoon, i, ii, iii, 2 colorist, 2 encapsulate, 3

graphic storytelling, i, ii, iv, ii gutter, i, ii, iii, 1, 3 onomatopoeia, i, ii, iii, 1, 3 sketch, i, ii, iii, 3 spread, i, ii, iii, 3 tier, i, ii, iii, 1

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APPENDIXES

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SELF-ASSESSMENT

This lesson is specially focused on teaching language and literature content such as the narrative structures in a way that is not usually profited in high schools: comics and flipped lessons. This didactic unit relates to the subject syllabus because comics are included in narrative texts typology in the curricula for this level. Students of 1st of ESO are supposed to learn how to read, produce and understand this kind of texts. They also have to be able to identify and use properly the features, components, resources and functions of narrative texts. Nevertheless, graphic storytelling has its own components and terminology that is introduced in this lesson step by step by using videos and activities with visual examples. They will also create a brief comic by using digital programs. This may develop the pupil’s creativity and their digital skills. Therefore, this lesson is focused in diverse key competences: communication in foreign languages, digital competence, learning to learn, social and civic competences and cultural awareness and expression. The goals for students and teachers are clear as long as they are related to the aims of the curricula of 1st of ESO grade. The learning outcomes can be measured by assessing the activities and the comics done by the students, picking them as a portfolio. However teachers have to be attentive to their student’s requests and doubts during the lesson because the topic is hard and new. Content is also easily accessible by using YouTube and the handouts designed for the lesson. The lesson also trains students into peer to peer learning because each member of the group will have part of the information required for fill in the interactive assessment and to create the comics in groups. Nevertheless, as part of language and literature subject, this unit involves the students in learning language structures and specific vocabulary. Working in groups allows the pupils to use in real context all the language proposed for learning and developing the tasks will make them focused on the language of learning. Although the lesson may seem huge it is thought to be taught as a workshop that will support the theory of narrative text learnt previously in class. However, as a flipped lesson, the theory is explained at home so that the activities developed in class will be just applying the content. In case using the digital resources to create a comic can take a little longer students can finish the task at home or

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using part of other lessons of the subject and then presenting their projects in a final session. Using comics will improve the student’s knowledge on narrative text, so that they can identify narrative structures not only in written texts but in audiovisual materials and graphic storytelling techniques. Besides increasing their range of narrative concept, this unit may defeat some of the prejudices pupils have about comics such us they are only for children or that they doesn’t tell interesting stories. In conclusion I think this unit is appropriate for the level of the students and will approach new literature genres and types of text that can be interesting for developing other future contents.

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DOUBLE BLIND PEER REVIEW

FIRST REVIEWER

SECOND REVIEWER

Research Best Practices University of Valencia http://www.uv.es/clil Copyleft 2016