Why Comics? GCSE Portuguese Lesson Plan

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Why Comics? GCSE Portuguese Lesson Plan

Why Comics? GCSE (age 14-16) Portuguese Lesson Plan: Reading and Writing

IntroductionLooking to engage your students in contemporary human rights and social issues? Based at SOAS University of London, Why Comics? Education Charity brings contemporary humanitarian and social issues into the classroom (such as racism, conflict, migration, trafficking and climate change) through interactive literary comic books based on real-life testimony.

Our free easy-to-use Key Stage 2-5 resources build empathy and enhance learning for 7-18-year-old students and teachers alike, alongside UK national-curriculum relevant lesson plans to support multiple subjects.

Each sample UK National Curriculum based Lesson Plan is provided as a Word.doc – so you can use it as a building block. Please feel free to adjust the content to suit your teaching style and students’ needs, all the content is only suggested.

Our innovative resources help enhance learning to support multiple subjects (such as English, ESOL, Personal, Social, Health and Economic [PSHE] education, Citizenship Studies, Art, Media Studies and Geography). Our support materials are intended to inspire teachers and enhance teaching practices and different ideas.

Why Comics? resources are embedded with a wealth of age-appropriate contextual multimedia (such as news articles, maps, videos, infographics and reports) to educate and inspire pupils across a wide demographic.

Our materials encourage learners to make connections between their own lives and the lives of others throughout the world, promoting critical and reflective thinking on vital global themes. In this way, Why Comics? can help combat racism and intolerance in schools.

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Why Comics? GCSE Portuguese Lesson Plan

Please email info@whycomics.org for more information. Thank you.

Why Comics? Charity number – 1172791

Table of Contents

INTRODUCTION...................................................................................................................................................2

UK NATIONAL CURRICULUM MODERN LANGUAGES REQUIREMENTS:.................................................................3

PORTUGUESE LESSON PLAN: READING ABOUT SOCIAL ISSUES WITHIN AN UNFAMILIAR SETTING.......................4AIMS:........................................................................................................................................................................4LEARNING OBJECTIVES:..................................................................................................................................................5

LESSON PLAN 1:...................................................................................................................................................5

FOLLOW-UP LESSON PLAN...................................................................................................................................8

LESSON PLAN 2:...................................................................................................................................................8

FEEDBACK...........................................................................................................................................................9

FUTURE PLANS..................................................................................................................................................10WHO BACKS WHY COMICS? - ABOUT POSITIVENEGATIVES..............................................................................................10

UK National Curriculum Modern Languages requirements:[Source: UK Gov GCSE Modern Languages Subject content and assessment objectives]

Through studying a GCSE in a modern language, students should develop their ability and desire to communicate confidently and coherently with native speakers in speech and writing. The study of a modern language at GCSE should also broaden students’ horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world.

GCSE specifications in a modern language should enable students to:

deepen their knowledge about how language works and enrich their vocabulary in order for them to increase their independent use and understanding of extended language in a wide range of contexts

acquire new knowledge, skills and ways of thinking through their ability to understand and respond to a rich range of authentic spoken and written material, including literary texts

develop awareness and understanding of the culture and identity of the countries and communities where the language is spoken

make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge

develop language learning skills to prepare them for further language study and use in school, higher education or employment.

Context and Purposes:

students will be expected to understand different types of written language, including relevant personal communication, public information, factual and literary texts, appropriate to this level

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Why Comics? GCSE Portuguese Lesson Plan

language contexts will be organised in a specified number of broad themes, addressing relevant matters relating to: identity and culture, lifestyle, values and beliefs; environment, local, international and global areas of interest; current and future study and employment

literary texts can include poems, letters, short stories, extracts and excerpts from abridged and adapted essays, novels or plays from contemporary and historical sources

Scope of Study – Reading: understand and respond to written language

understand general and specific details within texts using high frequency familiar language across a range of contexts

identify the overall message, key points, details and opinions in a variety of short and longer written passages, involving some more complex language, recognising the relationship between past, present and future events

deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes

demonstrate understanding by being able to scan for particular information, organise and present relevant details, summarise, draw inferences in context and recognise implicit meaning.

Please note teaching notes are in purple.

Relevant Resources:Enrique's Shadow in English (missing people in conflict)Enrique's Shadow in Portuguese1 minute animation in English and Spanish (with Portuguese subtitles)

Portuguese Lesson Plan:Reading about social issues within an unfamiliar setting

Here is a suggested introductory lesson plan about reading in a Portuguese using the subject of social issues through the personal story of the chosen comic protagonist. It is 50 mins long consisting of a reading in class, followed by focus group work and an assigned homework. The class can either read the comic collectively via projector, or at home via the web (www.whycomics.org/comics/).

This lesson allows students to practice detailed understanding of written material in a foreign language and to develop their synthesising skills through group elaboration.

Students will learn to examine details about unfamiliar locations and subjects using information provided by Why Comics?.

Aims:

This session will explore the social issues embedded in your chosen comic:

Students will examine the general and specific details of the story Students will reflect on the fluid relationship between past and present Students will learn about historical/contemporary themes while enriching their vocabulary

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Why Comics? GCSE Portuguese Lesson Plan

Students will work in groups to summarise and creatively present the story in a Portuguese.

Learning objectives:

By the end of the session, students will be able to:

Explain the synopsis of your chosen comic in detail Recognise the relationship between past, present and future events Identify and assess key information and the correct use of past and present tenses Gain a wider awareness of culture and identity of the countries were the language is spoken (if

relevant) Use new vocabulary and summarising skills aptly

Lesson plan 1: 1. Read through your chosen comic as a group. Project the story in class and go through the comic

panel by panel. Ask different pupils to read out each page. (20 mins)2. Divide the class into groups. If you are able to print the comic out, each group will focus on two

consecutive pages of the chosen comic. Students will underline new words, orally summarise the given pages and discuss the use of different tenses and the relationship between past and present. (25 mins)NB If you are just working off the projector: choose two consecutive pages and get students to orally summarise them, discuss the use of different tenses and the relationship between past and present. (25 mins)

3. Assign the class a homework: Ask the class to summarise the comic in 150 words using present and past tenses accordingly. (5 mins)

Teacher’s Notes [Source: Easy Portuguese - Simple Past and Imperfect tense ; Learningportuguese.co.uk ]

Introduce/Revise the use of past tenses and their relationship in a phrase, looking for examples in the chosen comic.

The Passado Perfeito (Simple Past) is used to refer to actions that happened or were completed in a recent past. The Simple Past refers to completed actions that had a definite beginning and a definite end.When conjugating regular verbs in the simple past form, you just have to preserve the root of the verb and substitute “ar”, “er” or “ir” for the following bold terminations:

Person

Amar

(to love)

Comer

(to eat)

Abrir

(to open)

Eu amei comi abri

Ele / Ela / Você A gente amou comeu abriu

Nós amamos comemos abrimos

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Why Comics? GCSE Portuguese Lesson Plan

Eles/ Elas/ Vocês amaram comeram abriram

For verbs ending in “gar” and “car”, the first person “Eu” is conjugated using the termination “guei” and “quei”. For example:

Chegar (to arrive) Eu cheguei

Marcar (to mark) Eu marquee

Some important irregular verbs in the Simple Past – Note that the Simple Past forms of the verbs “ser” and “ir” are identical.

Person

Fazer

(to make / to do)

Querer

(to want)

Ir

(to go)

Ser

(to be)Ter

(to have)

Eu fiz quis fui fui tive

Ele / Ela / Você / A gente fez quis foi

foiteve

Nós fizemos quisemos fomos fomos tivemos

Eles/ Elas/ Vocês fizeram quiseram foram foram tiveram

The Passado Imperfeito (Imperfect tense) is used to refer to past actions that are not seen as completed, actions that were in progress without a definite beginning or end, or actions that were in progress when another event occurred. A good translation for this kind of sentences is the progressive form (e.g.: I was doing something). Observe that you can use a compound tense, using the verb estar (to be) conjugated in the Imperfect tense along with the main verb in the gerund form or a simple tense. Compare the examples below:

(compound tense) Eu estava cozinhando quando meu irmão me chamou. I was cooking when my brother called.

(simple tense) Eu cozinhava quando meu irmão me chamou. I was cooking when my brother called.

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Why Comics? GCSE Portuguese Lesson Plan

The imperfect indicates a habit that a person used to have. A habit is a group of actions that were repeated many times, habitually.

E.g.: Meu pai fumava muito. My father used to smoke a lot.

Finally, the Imperfect is also used to describe people, places, things, conditions of the past. See the examples:

A cidade tinha muitos museus. The city had many museums. Eu tinha 15 anos quando fui a Europa. I was 15 when I went to Europe.

To form the Imperfect, preserve the root of the verb and substitute the terminations “ar”, “er” or “ir” for the following bold terminations:

PersonAmar(to love)

Comer(to eat)

Abrir(to open)

Eu amava comia abria

Ele / Ela / Você /A gente amava comia abria

Nós amávamos comíamos abríamos

Eles/ Elas/ Vocês amavam comiam abriam

Some important Irregular Verbs:

Person

Ser

(to be)

Ir

(to go)

Ter

(to have)

Eu era ia tinha

Ele / Ela / Você / A gente era ia tinha

Nós éramos íamos tínhamos

Eles/ Elas/ Vocês eram iam tinham

Please help us by filling out a short anonymous SurveyMonkey questionnaire after you have used our materials for our funders. This helps ensure that our great resources remain free.

Please email info@whycomics.org for more information. Thank you.

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Why Comics? GCSE Portuguese Lesson Plan

Follow-up Lesson PlanDescriptively Writing: Learning through literary comics

Aims:

This session will focus on lifestyle. Students will practice creative descriptive writing using the information from the same chosen comic.

Students will think of lifestyle and working conditions in a different cultural area Students will debate the differences to their own lifestyle (if applicable) Students will make a plan to write a descriptive piece Students will write a descriptive piece about the lifestyle found in the comic

Learning objectives:

By the end of the session, students will be able to: Understand living conditions in geographically distant spaces Explain the difference between different lifestyles in a foreign language Understand how to plan and structure a descriptive piece of writing Write a creative account of the character’s lifestyle

Lesson Plan 2:

1. Summarise the previous lesson: recap on your chosen comic and previous class discussion. (5 mins)

2. Use some of the interactive resources tabs on each digital comic page to provide the class with contextual facts and further information on your chosen comic. (15 mins)

3. Classroom Discussion: Ask the class to discuss the difference between the students’ lifestyle and the characters’ lifestyle using the present and past tense. Each student can make a reference to: who they are and their daily routine at home; what the area where they live in is like; what people in their town or village like to do and why. Briefly introduce relevant vocabulary and explain how to structure a written description. (20 mins)

4. Homework - Individual writing: Every student will write her/his own brief description of the lifestyle embedded in the story. (5 mins)

Teacher’s Notes[Source: OCR Portuguese Teacher's Handbook (Pdf) ]

Here is a list of questions you can use to help discussion about lifestyle in class:

What do you do (to help) at home? And yesterday? (Do you do the hoovering / the washing up / help grandparents?) Describe your daily routine at home. (Morning / evening / weekend) (What time do you get up / get home / have lunch?) What do you like / dislike about your home / bedroom? Why? (What colour are the walls? Do you like them? Why (not)?)

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Why Comics? GCSE Portuguese Lesson Plan

Who does the cooking at home? Opinions about food / meals / kitchen. (Does your mother / father cook the dinner? What do you like cooking?) Tell me about your home town / village / region. Industrial? Touristy? (Where do you live? Do you like living in … ?) What is there in the area for young people (to do)? (Is there a cinema? Are there lots of clubs nearby?)What is there in the area for tourists (to do)? (Have you visited … castle / museum / park? Tell me about it.) What do you think about your town / village / region? Why? (What do you not like about … ? transport / entertainment?) What are the (dis)advantages of living in the town or the country? (Do you like living in … ? Why? Would you rather live elsewhere?) What do you normally eat (for breakfast / lunch / evening meal)? Do you eat healthily? What constitutes a healthy diet (in your opinion)? (How often do you eat vegetables / fruit / chocolate etc?)Tell me about your hobbies. What do you do at the weekend / in the evenings? (Do you play sport? Do you like music? What sort? When? Who with?)What do you do in your free time? Last weekend? (Do you go shopping / watch football / go to worship at the weekend?)Who do you spend free time with? Opinions about friends / family. (Do you watch TV with your family? Do you go out with your friends?)Describe the Christmas / Eid / Diwali holidays. Celebrations / parties / visits / meals. What do you (dis)like about holidays? Why? Do you go away / stay at home? (What do you do at home in the holidays? Do you like it? Why (not)?) What are the most important social issues for young people these days? (What do you think about smoking / drinking / violence / crime?) Is there a problem with drinking / drugs / violence in your local area? How could it be improved? Why do you think some people take drugs / get involved with crime?Describe your daily routine at school / break / morning / afternoon routine. (What time do / did you arrive at school / have lunch / go home?) What do you like / dislike about school / lessons / sports? Why? (What do you do at break / lunchtime? Who with?)

FeedbackPlease help us by filling out a short anonymous SurveyMonkey questionnaire for our funders. This will help keep our great resources free. We will be happy to hear about how it works in the classroom, and are keen to receive any comments or feedback.

We are particularly interested if you would like to receive more resources like this. If so please include on the SurveyMonkey questionnaire which topics you would like us to cover (e.g. Divorce, Migration, Racism/Prejudice, Cyber/Bullying, Identity, Memory, Racism, Conflict, Natural Disasters, Human Trafficking/Slavery, Asylum/Refugees, Homelessness, Climate Change, Remittances & Migrant Workers, and Drug Trafficking & Addiction).

We are also interested to have feedback from pupils so if it is possible, please pass on the SurveyMonkey questionnaire link to them as well. Many thanks again, your help is most appreciated.

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Why Comics? GCSE Portuguese Lesson Plan

Future PlansOver the coming year, we’re intending to expand our bank of database for KS2 (age 7-11) and KS3 (age 11-14) and KS4-5 (age 14-18) and their teachers, and produce national curriculum based accompanying lesson plans for multiple subjects. You can view all our resources on our Teachers Resources page.

We will continue to design and test our resources to ensure that they are made by teachers for teachers.

If you would like any more information or would like to be involved further, please contact info@whycomics.org. Thank you.

With very best wishes,

Dr Benjamin Dix

Director: Why Comics? Education CharitySenior Fellow: SOAS University of London

Web: http://www.whycomics.org/Email: info@whycomics.org Twitter and Instagram: @WhyComicsOrg Facebook: Why Comics? Education Charity

Why Comics? Education Charity is based at the Faber Building, SOAS University of London.Why Comics? Charity number - 1172791

Who backs Why Comics? - About PositiveNegatives The award-winning non-profit PositiveNegatives produce literary comics, animations and podcasts about contemporary social and human rights issues. We combine ethnographic research with illustration and photography, adapting personal testimonies into art, education and advocacy materials. Since 2012, PositiveNegatives has worked extensively for over four years for an array of international organisations such as United Nations (UN), Overseas Development Institute (ODI), Open Society Foundations (OSF), The Nobel Peace Centre, The Guardian, BBC, and with leading academic institutions such as; Harvard South Asia Centre, SOAS University of London and University of Sussex.

Our work endeavours to combine literature, journalism and education. Visual story-telling engages audiences of all ages, backgrounds and levels of literacy. Approaching subjects like conflict and forced migration through the prism of personal narratives emotionally engages general readers and students alike. We have developed comics from research, policy papers and first hand testimonies for organisations such as these and many more. Each comic has reached millions of viewers, and many have been translated into multiple languages reaching diverse international stakeholders.

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