MASARYK UNIVERSITY FACULTY OF EDUCATION Department of English Language and Literature
Comics in English lesson in primary classes
Bachelor Thesis
Brno 2009
Supervisor: Mgr. Ivana Hrozková Author: Štěpánka Hrdinová
Bibliografický záznam HRDINOVÁ, Štěpánka. Comics in English lesson in primary classes o: diplomová práce . Brno: Masarykova univerzita, Fakulta pedagogická, Katedra anglického jazyka a literatury, 2009 42 l., 12 l. příl. Vedoucí diplomové práce Ivana Hrozková.
Annotation The bachelor thesis deals with the use of comics for learning and teaching English to young learners. The theoretical part firstly defines the terms and deals with the development of comics in the Czech Republic and in the USA. Further it studies young learners ‘specifics in learning English as foreign language, and development of their writing skills. The practical part begins with an analysis of the use of comics in chosen textbooks. The practical part also contains a set of 5 lessons piloted at a basic school. The lessons are focused on work with comics towards development of writing skills at young learners. A muse on development of key competencies through the lessons follows. The last issue is an offer of possible follow up activities.
Anotace Bakalářská práce pojednává o možnostech využití komiksu ve výuce anglického jazyka u mladších žáků. Teoretická část vymezuje potřebné termíny a pojednává o vývoji komiksu v České Republice a v USA. Dále sleduje specifika mladších žáků v návaznosti na výuku cizího jazyka a zabývá se rozvojem psaní. Prvním bodem praktické části je analýza vybraných učebnic z pohledu využití komiksu. Těžištěm praktické části je realizace 5 lekcí, zaměřených na práci s komiksem k rozvoji dovedností pro psaní. Následuje zamyšlení o rozvoji klíčových kompetencí žáků při výuce těchto lekcí. Práci uzavírá část věnovaná možnostem navázání na lekce.
Keywords English; foreign language; comics; young learners; use of language; writing skills, key competences. Klíčová slova Angličtina; cizí jazyk; komiks; mladší žáci; použití jazyka; rozvoj psaní, klíčové kompetence.
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Declaration
I declare that I worked independently on this thesis with the help of the literature stated in bibliography.
I agree with storing this work in the library of the Faculty of Education at Masaryk University Brno and making it accessible for study purposes.
Prohlášení
Prohlašuji, že jsem diplomovou práci zpracovala samostatně a použila jen prameny uvedené v seznamu literatury.
Souhlasím, aby práce byla uložena na Masarykově univerzitě v Brně v knihovně Pedagogické fakulty a zpřístupněna ke studijním účelům.
In Brno, April 20 th 2009 Štěpánka Hrdinová
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Acknowledgements
I would like to thank my supervisor Mgr. Ivana Hrozková for her helpful approach, useful advices, patience and confidence in me. Štěpánka Hrdinová
4 Contents
INTRODUCTION ...... 6 1 COMICS ...... 7 1.1 RISE AND DEVELOPMENT OF COMICS ...... 9 2 YOUNG LEARNERS ...... 12 2.1 TEACHING WRITING TO YOUNG LEARNERS ...... 13 II. PRACTICAL PART ...... 16 3 ANALYSIS OF COMICS IN THE TEXTBOOKS ...... 16 3.1 ENGLISH ADVENTURE 1 ...... 16 3.2 NEW ENGLISH FOR YOU 1 ...... 17 3.3 CHIT CHAT : CLASS BOOK 1 ...... 18 4 CHARACTERIZATION OF THE CHOSEN SCHOOL ...... 19 4.1 CLASS I. 3.A ...... 19 4.2 CLASS II. 4.A ...... 20 5 LESSON PLANS AND THEIR FEEDBACK ...... 21 5.1 LESSON 1 – ADD BUBBLES TO THE PICTURES ...... 22 5.2 LESSON 2 SOUNDS IN BUBBLES ...... 25 5.3 LESSON 3 – TONGUE TWISTER COMIC ...... 27 5.4 LESSON 4 PUPIL ’S COMICS ...... 30 5.5 LESSON 5 – THE FINAL LESSON EXHIBITION ...... 32 6 DEVELOPMENT OF THE KEY COMPETENCES ...... 34 6.1 LEARNING COMPETENCIES ...... 34 6.2 PROBLEM SOLVING COMPETENCIES ...... 35 6.3 COMMUNICATION COMPETENCIES ...... 36 7 POSSIBLE FOLLOW UP ACTIVITIES ...... 37 CONCLUSION ...... 38 SUMMARY ...... 39 BIBLIOGRAPHY ...... 40 INTERNET SOURCES ...... 41 APPENDICES ...... 42
5 Introduction
In recent years, the change of children’s approach to reading books has been discussed. Their preferences have changed and many children elect watching television programme or playing PC games. Beside phenomenon of media (especially TV) and PC, also family participates on the present situation. Not only children, but also parents have changed the book for remote control or for example shopping basket. Nevertheless, there is still a genre that children seek out: Comics.
Children like comics and read comics although some of them might not like reading in general. Why is it so? There are more possible explanations. Comics contain colourful pictures that children like. Next, the textual part is shorter in comparison with most books, and is integrated with the visual element, so that certain part of the meaning can be read out of the pictures. It might be very helpful for children, who have difficulties with reading (dyslexia) or for learners of foreign language or finally to the readers, who simply do not consider too much reading enjoyable.
These features of comics are also used for education purposes. Many textbooks contain comics to make subject matter closer to children and thus more understandable. It is especially significant for education of foreign languages. Modern English textbooks, particularly, contain many comics and also variety of activities based on them. Mostly they develop reading skills as we will see further.
The main aim of the thesis is to find out how to use comics for development of writing skills, which are probably the most complicated, to compile activities into several lessons and to pilot the prepared lessons at chosen school.
The purpose of the thesis is to offer inspiration for teachers, who want to try to use comics in a different way to make the lesson interesting and for students as a study source.
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I. THEORETICAL PART
1 Comics
Comics are a genre of popular literature. The plot is represented by both visual and textual means. The story is, similarly to film, divided into particular pictures. The text is condensed into bubbles and panels, and is attached to the pictures. 1
Comics, however variable their form is, have several components that do not change and appear in the most of them. Further in this chapter, we will define these components that will be used for the purposes of the thesis.
Pictures The picture is basis for every complex visual production. Beside comics we can name also film. Although the discourse value of the particular pictures is limited, it is usually perceived in the context of the whole comics.
The picture can be created through many art techniques. The most common techniques used for this purpose are drawing, painting, and graphic techniques such as most usual lino cut or for example wood cawing.
Bubbles Bubble, also speech balloon, dialogue balloon or word balloon, is a bordered space attached to the picture. Bubbles are intended for speeches of particular characters and visually point to the speaker of the discourse through their tail. 2
The most usual bubbles are speech bubbles. They are used for direct speech. Beside speech bubbles used for expressing the talks there are other kinds of bubbles used in comics to be understood:
Thought bubbles contain words that are not spoken aloud but reveal subjective thoughts. Not only words but also pictures or graphic symbols can appear.
1 BLÁHA, O. Co je to komiks? Bakalářská práce, FF MU Brno, 2006. p. 6 2 BLÁHA, O. Co je to komiks? Bakalářská práce, FF MU Brno, 2006.p. 12 7 Loud sounds, screaming or shouting are expressed through sound bubbles usually coloured, framed with serrated line, in large letters.
The shape of broadcast bubbles is commonly squared, serrated line may also occur. The text used in broadcast bubbles is mostly in italics. Broadcast bubbles indicate the speech coming out of radio, television, computer, or is being produced by a robot.
Whisper bubbles indicate that the speech is being whispered. They are framed with dotted outline. This or gray lettering points to the fact the volume of the speech is lower than the speech printed in black. 3
Captions Captions are the fields mostly of square or rectangle shape, but it is not the rule. Different shapes and colours may appear as well. The captions are used for the text of the narrator to specify the place, time or any other feature that is not pictured. It might contain information that cannot be included in bubbles. 4
Panels Panel is a space in comics for the picture, usually bordered with a frame. Beside the frame and the picture it usually contains also bubbles and captions. The picture expresses a single moment of the story. Framing can differ in form, which can carry the meaning, in size, or they can overlap one another, which expresses the level of importance of particular panels.
The plot is divided into particular pictures through the panels and the narration flows in rhythm. The sequence of panels forms strips or consequently, a whole comic book. 5
3 Wikipedia. Speech bubles (online source) 4 BLÁHA, O. Co je to komiks? Bakalářská práce FF MU, Brno 2006. p.13 5 BLÁHA, O. Co je to komiks? Bakalářská práce FF MU, Brno 2006. p.9 8 1.1 Rise and development of comics Comics have developed in a different way in particular countries. After its rise it become popular and spread all around the world in a short period of time. Nevertheless, as every country has its own history, the development of comics had to have been influenced by the history as well. For the purpose of the thesis development of comics will be represented below.
1.1.1 Czech comics In the Czech Republic, the first comic stripes started to develop at the beginning of the 20th century, between World War I and World War II. The first comics that occurred in the Czech press were mostly based on popular novels and foreign stories of the period. Later the first original comics for children occurred.
In the communistic period, the propaganda and the cultural isolation caused that the comics were refused as bourgeois garbage. Nevertheless, in the period the regime relieved, comics become sought after. One of the most famous comic books of the period was “Rychlé šípy” by authors Jaroslav Foglar and Jan Fisher, printed in the journal “Mladý hlasatel”. In the eighth decade more comic books appeared (“Kometa”, “Modrá rokle” etc.), but soon afterwards, in the 1990s, they extinct. 6 After 1989 the trade was opened and new publishers were established. A hedge flow of foreign, mostly American, comics’ culture flooded the Czech trade, so that above mentioned titles did not survive. Beside mainstream orientated publishers in 1996 arise publishers orientated on comics for adults, CREW. The higher level of these kinds of comic is caused by the deep going subject. Later another publishers (e.g. Motto, Aargh! or BB art) arose to follow this example. 7
Comics for children arise in 1950s in journals “Mateřídouška”, “Sluníčko”, “ABC”etc. The first comic books (“Čtyřlístek”, “Kulihrášek”) were published in 1970s. “Čtyřlístek” has been published till nowadays. However unstable the quality of the
6 ČEŇKOVÁ, Anna et al..: Vývoj literatury pro mládež a její žánrové struktury : adaptace mýtů, pohádek a pověstí, autorská pohádka, poezie, próza a komiks pro děti a mládež. Portál, Praha 2006 p.153 154 7 ČEŇKOVÁ, Anna et.al.: Vývoj literatury pro mládež a její žánrové struktury : adaptace mýtů, pohádek a pověstí, autorská pohádka, poezie, próza a komiks pro děti a mládež . Portál, Praha 2006. p.155 9 comics has been, the book contains other comics series. Some of the comics are on higher level. 8
The trend of popularity of American comics’ culture has lasted and profit orientated publishers produce increasing amount of titles. The strongest publishers of this type is probably Egmont ČR. Children at the age of 9 15 are its target group. The publishers offer several titles of comic books for girls. The most popular of them is probably “W.I.T.C.H.”; very popular are also “Totally Spies” and “Víly”. Boys are offered famous “Spider Man” or “Power Rangers”. Furthermore, classic titles “Tom & Jerry” or “Duck Donald” are being read as well. 9 On the other hand, also original Czech comics are available nowadays as comic books ("Čtyřlístek") or in the magazines ("Sluníčko")
1.1.2 American comics First American comics were printed in Sunday supplements. Later, they became popular and also their form has developed. The first prominent author was Winsor McCay (“Dream of the Rarebit Friend”, “Little Nemo in Summerland”). His comics were made on high technical level but according to Sabin “For all their technical brilliance the ‘Nemo’ stories were often emotionally cold. McCay was obviously more interested in drawing than in his writing, this was a flaw he never really overcomes.” 10 As early as in the first decade of the 20th century he succeeds in broadening the usual one page comics.
McCay’s followers were G. Herriman (“Krazy Kat”), E.C.Segar (“Thimble Theatre Staring Popoye”), A. Spiegelman (comics of crisis; “Arcade”), and others. 11 Another important name in the development of comics in the USA is Stan Lee, the author of famous Spider Man. S. Braatty , R. Greenberger, P. Jimenez and D. Wallace define his contribution by words: “ Stan Lee changed all that. In 1961, when he started writing the adventures of Fantastic Four, Spider Man, Thor and others at Marvel
8 ČEŇKOVÁ, Anna et al.: Vývoj literatury pro mládež a její žánrové struktury : adaptace mýtů, pohádek a pověstí, autorská pohádka, poezie, próza a komiks pro děti a mládež. Portál, Praha 2006.p.154 9 HIBI: Comics.cz: Návrat do pohádkového světa komiksu 2001 (online source) 10 SABIN, R. Comics, Comix and Graphic Novels. Phaidon Press, London 1996 11 CARLIN, J;et al.. Masters of American comics. 2005 10 Comics, he allowed his characters to refer to each other. ... And so the Marvel universe was born.” 12 The further development brought the fame of the American comics all around the world. We could mention stages of comics’ development and more names of famous artists here, but it is not the purpose of the thesis.
There are many comics for children in the USA. Besides classic comic books by publishers as Disney’s “Uncle Scroode”, “Mickey”, “Donald”, there are also Marvel and DC that are providing famous comics of “Batman”, “Spider Man”, “Superman”, “The Hulk”, and others.
The titles of comics published in the USA, especially the classic, are very similar to the titles published in the Czech Republic. The reason of the similarity might be caused by the power of American trade that infiltrates its products into the Czech trade, where they become very popular, while Czech production is not able to confront this competition.
12 JIMENEZ,Phil et.al.: The DC Comics Encyclopedia: The definitive guide to the characters of the DC universe. DK Publishing, New York 2004 p. 7 11 2 Young learners
At first, it is necessary to answer the question: Who is the young learner? Sarah Philips defines: “Young earners mean children from the first year of formal schooling (five or six years old) to eleven or twelve years of age.” 13 For our purpose we will narrow this range and focus on children at the age of eight to ten, because this is the age when most of the Czech pupils start to learn English as foreign language.
To define the young learner is not easy task. Wendy Scott and Lisbeth Ytreberg brought apposite characteristic of children of the mentioned age: “Their basic concepts are formed. They have very decided views of the world. They can tell the difference between fact and fiction. They ask questions all the time. They rely on spoken word as well as physical word to convey and understand meaning. They are able to make some decisions about their own learning. They have definite views about what they like and don’t like doing. They have developed sense of fairness about what happens in the classroom and begin to question the teacher’s decisions. They are able to work with others and learn from others.” 14
Teaching young learners foreign language is not an easy task. Teachers have to be aware of many things (concentration span of the pupils, their psychical development, individual features and large number of other factors that influence them). However, there are some features young learners have, that help them to learn the foreign language. If the teachers know them, they can use these features to find the way how to help children with learning and what methods it is wise to choose.
Susan Halliwell mentions several interesting abilities that children bring to the classes and that can be basis for teacher to “build on them” 15 :
13 PHILIPS, S. Young learners. Oxford university Press, Oxford 1993. p. 3 14 SCOTT, W; YTREBERG, L. Teaching English to Children. Longman, New York 1990. p. 3 4 15 HALLIVELL,S. Teaching English in the Primary classroom. Longman, London 1992. p.3 12 “Children’s ability to grasp the meaning Children’s creative use of limited language sources Children’s capacity for indirect learning Children’s instinct for role play The role of imagination The instinct for interaction and talk” 16
2.1 Teaching writing to young learners Writing, as well as reading, is based on the use of symbols, or more precisely, graphic symbols. It involves process of encoding for writing, and decoding for reading. For young learners (and sometimes even for many adults), writing is one of the most difficult skills. Byrne explains it by 3 problems that writing brings: Psychological problems Linguistic problems Cognitive problems. 17
To be brief, by the psychological problems the author means “Writing, is essentially a solitary activity ..., without possibility of interaction or the benefit of feedback ... ”18 The linguistic problems contain composition of the text that again lacks features of interaction. Talking about the cognitive problems, the author compares writing to speaking. Speaking skills we learn spontaneously, “... without much conscious effort or thought and generally we talk because we want to...” 19 , whereas writing we learn at school, “...through a process of instructions...” 20
The question for teachers is: How to teach such a difficult skill to young learners? It is clear that it is not good to start with writing with children from the first English lesson or in the time they can not write in their mother tongue yet.
16 HALLIVELL,S. Teaching English in the Primary classroom. Longman, London 1992. p.3 8 17 BYRNE,D: Teaching Writing Skills. Longman, London 1988 p. 4 18 ibid. 19 ibid. 20 BYRNE,D: Teaching Writing Skills. Longman, London 1988 p. 5 13 As English language uses spelling different from Czech language, children have to start with writing particular words. Then they can combine them into sentences, and later, they are bale to use sentences to write the whole text. Before pupils are able to do so, they have a lot to learn.
V. Reilly and J. Reilly deal with 2 possible approaches to teaching writing at the word level: Phonic , focusing on sounds and letters first Whole language , based on recognising whole word shapes 21
Within phonic approach, there are other two other approaches: Synthetic approach, dealing with particular letters and sounds Analytic approach, dealing with whole sounds and consequently with letters as - blends (how they are put together to compile the word) And as - disgraphs (“two letters which together make a new sound , such as sh or aw” 22 )23
It is obvious, that children need many practises to manage writing. There are various exercises and activities. To make the development of writing skills complex, teachers should use many kinds of activities. Otherwise students may happen for example to be able to master fill in exercises, but will not be able to write a letter. In addition, Scott and Ytreberg divided writing activities into two broad categories: controlled writing activities (are based on practising the language) and free writing activities (where pupils use their own thoughts and language)24 . Even at young learners who need a lot of practising both types of exercises should be covered though in low level.
While pupils practise writing, the teacher has important function – to correct the mistakes to prevent pupils for example from learning wrong spelling or grammatical structure. Yet, the teacher has to be very sensible about correcting, because over
21 REILLY, J; REILLY, V: Writing with Children. Oxford university Press, Oxford 2005 p. 11 22 REILLY, J; REILLY, V: Writing with Children. Oxford university Press, Oxford 2005 p. 12 23 according to REILLY, J; REILLY, V: Writing with Children. Oxford university Press, Oxford 2005 p. 11 12 24 SCOTT, W; YTREBERG, L. Teaching English to Children. Longman, New York 1990. p. 69 75 14 correcting may be for pupils discouraging. Mistakes should be corrected while the piece of writing is being written.
As learning writing in English is for children difficult, requires much effort and is long lasting, there is danger they might take dislike against writing. The teacher should encourage them, commend them and provide challenging activities for practising. J. And V. Reilly suggest to use rhymes, descriptions of real worlds or fantastic ones, to play with language or to use different genres as greeting cards, diaries, letters, stories and for example they also mention creating comics strips as useful activity.25 To conclude, everything that pupils might find interesting can be used in English lessons.
25 REILLY, J; REILLY, V: Writing with Children. Oxford university Press, Oxford 2005 p. 7 8 15 II. PRACTICAL PART
3 Analysis of comics in the textbooks
Above we mentioned that comics are often used in pupils’ textbooks, especially in English ones. They offer broad variety of activities based on comics. As we will see below, the activities are mostly used to develop reading skills and reading comprehensive. However, they can also be used to develop other skills, especially writing skills. When focused on writing skills, pupils’ role changes from receiver to producer. For instance, beside the development of reading and writing skills, comics can be used to let pupils discover the mechanisms in the language and compare languages. Activities based on creating comics can develop pupils’ imagination and creativity.
This chapter offers analysis of three chosen textbooks to show whether our statement that English textbooks develop mainly reading skills is based on actuality.
3.1 English Adventure 1 The textbook “English Adventure I” was chosen as the study material of the classes that joined the piloting of the prepared lessons. The authors of the textbook are Anne Worrall and Elizabeth Kilbey. The book was published by Pearson Longman publishers and is the third of six level course of English in Primary school. Its illustrations are based on the films by of the Walt Disney studios. The book provides interactive material for pupils such as flashcards, posters, audio and video records or stickers.
The book consists of 71 pages. 38 pages from the whole number contain elements used in comic speech bubbles. There are comics of 3 6 panels on pages 6, 10, 12, 16, 20, 24, 26, 30, 34, 40, 44, 48, 52, 54, 58. The comics are simple and they contain mostly speech bubbles, occasionally thought bubbles; scream bubbles and captions are missing. Each unit is introduced through one comic, inspired by one of the Disney’s film. At the second half of each unit there is another comic about four children (below only ‘comic with children’).
16 Activities connected with the comics are always listening and reading the comics. The teacher’s book recommends acting each ‘comic with children’. In the first 3 units, pupils are supposed to repeat the sentences written in the bubbles. Usually there are follow up activities and practising exercises based on the language introduced by comics. It is mostly a dialogue to practise new language, popular game ‘Simon Says’ or various listen and do activities. With regard to skills, activities linked with comics (described above) are orientated on reading and speaking skills.
3.2 New English for you 1 This textbook was written by Czech author Zdeňka Kociánová and was published by EDUCI publishers. The book was chosen for the analysis because it is also being used on the school that was chosen for the piloting of the prepared lessons. The book is being used in the 4 th – 7th grades. The school planned that this is the last year the textbook is being used, as the book does provide satisfying material neither for pupils, nor for teachers. Although the book is not conceived for interactive way of learning, it seems to be still used by great number of schools, as we have met with it at several schools we had visited.
The book does not contain any comics as such. Nevertheless, authors use speech bubbles to represent the communication between protagonists of the textbook and between protagonists and a reader. Each unit is introduced by a text, supplied with audio record of the text. In the first five units the textual part is represented by elements of comic (speech bubbles). In one case, its function is to represent a chain exercise. In other cases, the text is supposed to be read and probably translated. Neither the student’s book, nor the teacher’s book gives any suggestion how to work with the text. Only aid is an audio record of each text. It is up to the teacher how he or she will dispose of the material.
Owning to the fact the comics in the textbook are not followed by any activity, it is obvious that only reading and listening skills and marginally speaking skills are developed.
17 3.3 ChitChat: Class Book 1 The textbook “ChitChat, Class Book 1” was written by Paul Shipton and was published by Oxford University Press. It was written for pupils of Primary school beginning in the 3 rd 4th grade as well as the other two books. The textbook was chosen because we have worked with it several times at private tutor classes. Therefore we consider it to be frequently used at Czech schools and can be representative material for our purpose.
The textbook from our point of view is interesting, because it contains comics as such at the end of every unit. More importantly, since particular parts make the complex comics, the textbook can be focused as the comic book divided into particular units. The title of the adventurous comics is “My friend is a monster”. Its placing at the end of the units is highly smart. Pupils enjoy the comics and look forward new chapter that is at the end of the next lesson. Not only the comics are attractive for pupils, but also they sum up the grammar and vocabulary of the whole lesson. Nevertheless, the comics again offer only development of reading skills.
To sum up, all of the three chosen textbooks use comics or their features. Some of them (English Adventure, ChitChat) use comics as such. The books offer of activities based on comics, but most of them develop especially reading skills and some of them marginally also speaking and listening skills. To sum up, the analysis confirmed our claim, that chosen textbooks do not provide enough activities for developing writing skills. In the following part of thesis we will focus on the problem and possibilities how to deal with it and how to add such activities into the education of young learners.
18 4 Characterization of the chosen school
ZŠ Masarykova, Zemědělská 29, offers standard education according to the national education program Základní škola (Basic school) and since 2006 also School Education Program “Od hraní k učení” (From playing to learning).
The school specializes in sports and languages. A new project in environmental education is being prepared as well. Three years ago, the school entered another project which allows the school to start with English lessons at first graders. The allocation of time at the first and the second grade is two hours per week. There is a possibility for pupils to attend optional English lessons.
The school was chosen for several reasons. The most important for the choice was the fact that pupils start with English earlier. Another advantage was the opportunity to work with pupils before the piloting prepared lessons would start, so that the teacher had the opportunity to acquaint with pupils, class atmosphere and the specifics of the collective. The prepared lessons will be piloted two times in two classes. The chosen classes 3.A and 4.A, beside the age of pupils, differ in one very significant point. The class 3.A started with English in the first grade, whereas 4.A started in the third grade. Now they are on the same level according to the used textbook (English Adventure 1). This provides us to compare the work of the two classes. Nevertheless, the comparison is merely marginal for the thesis.
4.1 Class I. 3.A 3. A is a class of 24 pupils. Pupils are able to concentrate on their work, cooperate in pairs as well as in groups and they are learned to listen to one another. For the English lessons of foreign language the classes are divided into two groups. The division is not based on the skills but is random (according to the alphabet – the initial letters of their surnames).
There are 15 pupils in the group we worked with. Within the group are pupils with specific needs: dyslexia, dysgraphia, lateral neutrality. These pupils need special care. Their handwriting is not evaluated and tasks requiring too much writing are being
19 shortened (dysgraphia). Tests are evaluated with regard to particular need. Individual approach is applied as well. The lessons take place in the home classroom. The desks are in U shape and there is a carpet in the middle of the classroom. A CD recorder and a blackboard are also available for the lessons. The classroom can be seen in the photograph Appendix 5A.
4.2 Class II. 4.A 4. A is a class of 26 pupils. Since December the class has had new class master who works on developing the class atmosphere, as there was not very pleasant class atmosphere before the teacher begun to act at the school; pupils were not disciplined and their relationships were problematic as well. The most obvious problem is that pupils are not able to listen to each other and often many of them speak together unless the teacher asked them. Nevertheless, many pupils in the class are is very creative, and are interested in particular subjects (especially history and science). Although the work with the pupils is not easy they are able to surprise the teacher with their wit, creativity and new ideas.
The class started with English in the third grade and for the English lessons is divided into two groups. The division is based on the level of English language the pupils have achieved. Number of six pupils is leaving the class into more skilful group (joins the group that started in the first grade). These students started with English earlier privately, lived in foreign countries or came from another school and therefore they are on the higher level of the language.
The lessons take place in the home class. The desks are in orderly rows and there is not any carpet in the class and neither much free space for it. However, this problem was solved with small mats, which can be used for sitting on. The equipment of the class is the same as in 3.A. The classroom environment can be seen in the photograph Appendix 5B F.
20 5 Lesson plans and their feedback
There are 5 lessons based on the use of comics as a tool for development in writing skills and also development in key competences according to the Framework Education Programme for Basic Education. The lessons were prepared for pupils of the 3rd and 4 th grades and piloted in the classes described above.
Particular lesson plans are not separable. They are interconnected and ordered according to the level on one hand, and consequence of subject matter on the other hand. Every lesson is an imaginary step towards the final product – comics made by pupils themselves. Each stage of the lessons states timing. The timing is added only for general idea.
In the first lesson, pupils learn how to use speech bubbles. The next lesson deals with expressing sounds. In the following lesson, pupils work with the structure of comics and consequence of its parts. Finally they make their own comics and than they evaluate their work in the very last lesson. For instance, Appendices 1 4 contain chosen products made by pupils.
21 5.1 Lesson 1 – Add bubbles to the pictures Aim: Pupils use the learned language of the level they have learned to give new meaning to the pictures they choose. Time: 90 minutes. Patterns of interaction: Whole class, pair works. Materials/Equipment: Bubble blower; variety of pictures; blank sheet of paper A4; glue, scissors for each pair; writing material including felt tip pens. Learner training Revised language – depends on choice of pupils New language – bubble, bubble blower, blow, burst Receptive language speech bubbles, thought bubbles, shout bubbles Procedure Stage 1 Warm up activity (up to 5 minutes) Teacher shows a bubble blower and asks pupils “What’s this?” than he or she answers “It’s a bubble blower.” and makes children to repeat. Than he or she blows the bubbles and asks pupils the same question about the bubbles. Than the teacher asks pupils to stand up and burst the bubbles. After all the bubbles he produced disappear, children go back to their desks.
Stage 2 Preparation part (10 minutes)
The teacher asks where the bubbles can be seen (e.g. in the kitchen, in the bath, you can make them from the chewing gum). The teacher draws a comic speech bubble on the board and asks pupils where they can see this kind of bubbles. Pupils will probably answer they know them in comics. If so, teacher opens the discussion what comics they know and which are Czech, which are foreign and which is pupil’s favourite comics. Pupils are asked to try to find comics in their English text books and point to the speech bubbles; teacher observes the class. The teacher draws a thought bubble and a scream bubble on the board and he or she asks what are these bubbles used for and the pupils again try to find any example of the bubbles in their text books.
22 Stage 3 Creating the first comic panel (30 minutes)
Pupils, after they make pairs, are offered variety of pictures (cut out of the children’s magazines, advertisements, posters etc.) In pairs, they choose one, stick it on a sheet of paper and attach any kind of bubbles to describe the idea of the picture. Besides their knowledge they can use their text book, dictionary or ask the teacher for help (who advises where to find the answer).
Stage 4 – Evaluation (2 3 minutes for each pair + 10 minutes)
The final comic stripes are placed around the classroom so that pupils can go and see all the pictures. After pupils take a view of the pictures, each pair is asked to say something about their picture (in their mother tongue), introduce the topic, explain what and whose are the ideas, how they worked and. Authors can also add some more interesting information about it. Every picture is being evaluated by points. Every time the pupils close their eyes and show the number on their fingers 1 5 points. The teacher writes the notes to the table on the board. Each pair counts their amount of points and the winner gets an award (“WELL DONE” card that they collect the whole term).
Piloted: March 2 nd 2009 (3.A 1st lesson; 4.A 2nd lesson); March 4 th 2009 (3.A – 2nd lesson; 4.A – 5th lesson)
Evaluation Both classes enjoyed the first lesson. All the pupils from both classic worked actively and seemed to be interested in the topic. Chosen works are in Appendix 1
The warm up activity woke pupils’ interest. They especially enjoyed bursting the bubbles. Although the activity caused that they became quite animated, in the following discussion pupils managed to calm down, pay attention and take part in the following discussion.
The first problems occurred by the stage 3. Pupils were to use the language they learned. As the particular grammatical phrase is being learned in specific field, it is difficult for pupils to use it in different context. Other difficulties occurred when pupils
23 started to use dictionary. They did not realize that declination in Czech language does not exist in English. After they were shown a few examples, they realized what to look for in the dictionary.
When compare the work in particular classes, it is obvious that there is a large gap between the classes. Problems described above were more frequent at the class 3.A. But after the pupils managed to deal with the difficulties, they worked in pairs more independently on the teacher than pupils from the other class.
Pupils cooperated in pairs very well. Within the lesson they in most cases independently managed to distribute the work and to discuss the ideas and make the agreement.
In comparison with 3.A, pupils in the 4.A dealt with their problems better. The group of about 5 pupils worked independently, did not find it difficult to deal with the changed context (described above). Pupils were able to find out the clue in the textbook and work with the dictionary. On the other hand, some of pupils had problems to express themselves and tend to do so through wrong phrases and thus they did not manage themselves to make the meaning understandable.
The pair work in 4.A class did not continue as well as in 3.A although the pupils are older. The first problem occurred when pupils that are not friends were not able to work with each other. They even refused to make a pair. This problem might be explained by the coming of the puberty or the unsatisfactory leadership of the previous class master.
The lesson may be evaluated as effective in sense of giving the pupils new extension of usage of the language. Although their knowledge of the language is more or less fixed on particular context, most of them managed to overlap this borders and succeed in finding out the ways how to formulate the meaning.
24 5.2 Lesson 2 Sounds in bubbles Aim: Pupils compare the spelling and the pronunciation, find out the differences in Czech and English spelling (sh, th, ch, oo, ee, aa, etc.) Time: 45 min. Patterns of interaction: Whole class, individually Materials/Equipment: Cards with sounds (Appendix 7); blank sheets of paper A4; glue for every pair; writing material including felt tip pens; crayons. Learner training: Revised language – pronunciation: sh, ch, th New language – vocabulary: sound; pronunciation: oo, aa, ee Receptive language – particular sounds
Procedure: Stage 1 Warm up activity (10 15 minutes) Pupils are supposed to choose one card with word expressing particular sound and try to recognise its pronunciation. After it he or she can come to the teacher who acts “a sound machine” and put the card in the teacher’s hands. Teacher produces the sound. When all the pupils learn the pronunciation, the teacher will show the example how to act the sound out. Pupils try to do the same afterwards one after another.
Stage 2 – Creating the panel containing a sound bubble (30 – 35 minutes) Pupils at the desks stick the card they have chosen (the one they acted out or they can choose a different one; the teacher represents “the sound machine” as long as pupils need to) on the sheet of paper. Than they create the bubble around it to express the sound visually. Next step is to draw a picture. Pupils can add more sounds to make the panel more interesting. Because of the lack of time pupils are supposed to finish the drawing at home if they did not manage to finish it during the lesson.
Piloted: March 5 th 2009 (3.A – 4th lesson; 4.A – 5th lesson)
25
Evaluation: Pupils were again very enthusiastic about both activities of the lesson. Other differences between the classes were recognised. Most importantly it was their approach to the role play and also to individual work.
Pupils in 3.A did not seem to be used to doing drama activities. However interested they were in the role play activity, they did not seem to be relaxed when acting their ideas out. Although some of the most skilful pupils did well, most of them tend to be stiff and nervous. Pupils of the class 4. A were more spontaneous during the role play activity and also their invention was more creative.
Another point was their uncertainty when pupils of 3.A. were told to work individually. Generally, pupils in this class prefer to work in pairs or in groups and they do well this way. When they were told to work individually, they asked whether they could work in pairs.
Another problem occurred in 4.A. Pupils do not listen each other and they show little interest about what their classmates do and say. On the other hand, they often inform the teacher on what their classmates do wrong or when somebody breaks the rules. When we get back to Scot and Ytreberg’s characteristics of young learner, we can see this phenomenon is normal, as pupils are sensitive about “fairness about what happens in the classroom” 26 . The ‘food for though’ for teacher should not be how to prevent pupils from ‘peaching upon’ each other, but how to develop their communication and reinforce their relationships.
The efficiency of the lesson was supported by the previous work with spelling and pronunciation of sounds different from Czech language (j, sh, ch, ee). At the end of the lesson pupils were able to read the sounds they chose and some of them could even read the most of the sounds.
For insight see Appendices 2, 5A.
26 SCOTT, W; YTREBERG, L. Teaching English to Children. Longman, New York 1990. p. 4
26
5.3 Lesson 3 – Tongue twister comic Aim: Pupils divide the well known song, rhyme, chant or tongue twister into parts and create a comic from these parts. Time: 45 min. Patterns of interaction: Whole class, pair work /individual work Materials/Equipment: Blank sheets of paper A4; glue for every pair; writing material including felt tip pens; crayons. Learner training: Revised language – depends on choice of pupils and the text of chosen text New language –vocabulary found in the dictionary – depends on the individual or pair work Receptive language panel; caption;
Procedure: Stage 1 Warm up activity (5 minutes) Pupils are asked to remember any tongue twister they know (either Czech or English). If they do not know any or can not remember, they can find it out in the textbook. They try to repeat the chosen tongue twister as fast as they can.
Stage 2 – Introduction of a tongue twister as a comic (10 minutes) After reading the new tongue twister (Appendix 6) the teacher explains the meaning and pupils try it in pairs. Teacher asks pupils if they have an idea how to put the tongue twister into comics. Then the teacher starts to draw it on the board. The first decision to make is how many panels we need. This stage should be emphasized and if pupils do not understand, teacher can practise it on more examples (on familiar fairy tales or jokes). The second thought is about the language – is anybody saying or thinking something? And the final thought is how to draw it.
27 Teacher gives one more example of a tongue twister and while drawing he or she tries to make pupils think about it along.
Stage 3 – Pupils create their own comics (30 minutes) Pupils have the same task – to choose their own song, tongue twister, rhyme or chant and put it into the comics. Pupils can use their textbook and dictionary and they can create the matter they have chosen. Again, the teacher is around to help pupils when needed. The direction to be followed is given by the questions written on the board: How many panels do I need? What is the language – what is in bubbles, what is in captions? What is in the pictures? Similarly to the previous lesson, pupils are asked to finish the work at home in case they did not manage to finish it at school.
Piloted: March 9th 2009 (3.A 1st lesson; 4.A 2nd lesson)
Evaluation: This lesson was more difficult as pupils had to deal with more problems at once. They used items they have learned in the previous lessons (bubbles, sound and symbols), in combination with new item to learn – caption. Moreover, pupils have to divide the story into parts and consequently put the parts into panels that follow one another. The consequence of the panels must be understandable and meaningful.
Both classes dealt with their tasks very well. Mostly they worked with songs and rhymes from their textbook. Although not all of the chosen texts were likely to work with this way, pupils surprisingly managed to analyze the main idea change it to create the comic from it their own way.
Pupils in the 3.A chose in all cases songs, mostly from textbooks (see Appendix 3B). They did not find it difficult to work with the language of the songs as they are understandable enough for them to work with. Additionally, a few pupils who worked with the songs they knew from somewhere else (e.g. “Are you sleeping” – see Appendix
28 3A). They did not find it difficult at all to divide the song into comic panels. The only problem that appeared was again the language itself; nevertheless, as they worked with the text they knew well they managed to solve the problem soon.
In 4.A pupils in 6 cases asked not to work in pairs as they did not make an agreement with their partner about the text. Hence less than a half of the class worked in pairs. Nevertheless, this fact did not influence the result of the work. In 2 cases pupils chose the tongue twister shown by teacher to create it their own way (pupils put another dialogues, add sound bubbles and captions and also the pictures bring new ideas, e.g. bar on the sea coast), which was very inspiring not only for other pupils but also for the teacher.
The expectation of the lesson was different from the real result. Pupils were expected to find it problematic to divide the meaning of the chosen text into comic panels. Amazingly, they did not find it difficult at all. They worked with text; they creatively changed it, enlarged it and put it into new context. More problematic was again the work with the language itself. Due to their imagination, pupils wanted to insert new meanings and therefore they needed new language. Often they succeeded in finding it in the textbook by them and did not ask teacher for help as much as in the previous lessons.
They found out what they have to learn and improve, which brought them valuable feedback.
29 5.4 Lesson 4 Pupil’s comics Aim: Pupils use the language of their level to create their own comics based on their own story or the story chosen by them as suitable for this purpose. The comics contain all the items that are needed to make it understandable for the reader. Time: 45 min Patterns of interaction: Whole class, individual work Materials/Equipment: Blank sheets of paper A4; writing material including felt tip pens; crayons. Learner training: New language –vocabulary found in the dictionary – depends on the individual work Receptive language speech bubbles; thought bubbles; shout bubbles; panel; caption;
Procedure: Stage 1 Warm up activity (5 – 10 minutes) Pupils are to remember a story to tell in one minute and a few (up to five) volunteers are asked to narrate the story to the whole class.
Stage 2 Searching for a stories (5 minutes) Teacher asks pupils where they know their stories from. Pupils try to remember and find out where the stories could be from (TV films, plays in theatre, in songs, in books, in comics, in people’s life, in jokes, etc.). Pupils are to choose one story that they are able to narrate as a comic. Teacher asks: “What’s your story?” and challenges pupils to answer: “My story is (foe example Sleeping beauty).”
Stage 3 Creating the own comic (30 35 minutes) Pupils work on their own to create the comic. Again they are allowed to use their textbook and also the dictionaries are prepared for them to help them. They can also ask the teacher for help. Pupils are given a blank sheet of paper and it is up to them how they will interpret their ideas.
Piloted: March 11 th 2009 (3.A – 2nd lesson; 4.A – 5th lesson)
30 Evaluation: At the beginning of the lesson the pupils were told they will do their own comics that lesson. Pupils of both classes were excited and surprisingly, in 3.A they immediately started to pick out the suitable story for their comics. Consequently, the prepared whole class activity was reduced and pupils were only given minimal instruction for their work. They worked independently and they needed the teacher’s aid rarely.
In the other class the whole class activity was done as it was prepared, nevertheless, pupils were not less enthusiastic about creating their own comics. They made many interesting works (Appendix 4) although the activity lasted for long time and most of them had to finish it at home, pupils were zealous about the work and all of them brought their works the next day finished.
31 5.5 Lesson 5 – the final lesson Exhibition Aim: Pupils chose the place in the space and creatively fix their works. Pupils orally express evaluation of their own work and also express their opinion of their class mates’ works. Time: 45 min. Patterns of interaction: Individual and pair work, whole class discussion. Materials/Equipment: writing material including felt tip pens; crayons, adhesive tape or glue. Learner training: Revised language – speech bubbles; thought bubbles; shout bubbles; panel; caption Receptive language – exhibition, to install. Procedure: Stage 1 Finishing the works (10 minutes) Pupils will have about 10 minutes to finish their works, to check, whether they signed their names and whether everything is prepared for exhibition.
Stage 2 – Exhibition (5 minutes installation + 10 minutes exhibition) After finishing, pupils will install all their works around the classroom for an exhibition . The whole class is changed into a gallery and pupils are welcomed by its owner (teacher in role) and an interpreter (chosen pupil in the role, who will translate everything into mother tongue). The visitors can go around and read the comics.
Stage 3 – Evaluation (1 minute for each pupil + 3 5 minutes) After pupils enjoy the comics, everyone will choose the best one and sit into the circle. Every pupil will explain why does he or she consider the chosen work as the best how did he or she work and how would he or she evaluate the chosen work (evaluation is in pupils’ mother tongue), what he or she learned how did he or she enjoy the “comic lessons” – what was the best part of it
Piloted: March 12 th 2009 (3.A – 4th lesson; 4.A – 5th lesson)
32 Evaluation: Pupils spent a lot of time preparing the exhibition. In both classes they had to deal with the environment of the classroom. They had to fix their works as in the gallery. In 3.A pupils at first argued about the best places. The argument finally did not last for long. They did not hesitate to remove class furniture (desks and chairs) to fix their works at the most prominent place (see Appendix 5B D). During the exhibition they gathered into groups in front of single pictures and discussed and compared their works. In 4.A pupils the grouping was even more intensive (see Appendix 5F). Except two pupils who viewed the pictures by themselves, the whole class passed in one large group one work after another. After they read the comics, pupils commented the works. It did not happen that somebody would lose an interest and hang about.
The final discussion was more valuable in the 3.A, because more time left for it and therefore it was more relaxed and pupils also were not tired yet. The lesson in 4.A was the last one before lunch and certain tenseness caused by it influenced the final evaluation. Though each pupil expressed his or her idea, they did not concentrate on it much. To conclude, pupils enjoyed the ‘comics education’ they learned and also relationship between the teacher and pupils even improved.
33 6 Development of the key competences
The Framework Educational Programme for Basic Education (further only FEP) is a curricular document that defines educational norms for basic education on a national level. It is being integrated into the Czech education system since 2007/2008. One of its principles of the FEP is to specify “the level of key competencies that the pupils should have attained when finishing their basic education”27 . The orientation of the FEP is based on “values that are generally accepted by society and on generally shared ideas as to which competencies of the individual contribute to his or her education, welfare and success in life and to a strengthening of the functions of civil society”28 .
Key competencies defined in the FEP are: learning competencies; problem solving competencies; communication competencies; social and personal competencies; civil competencies; working competencies. In the further text the lessons are focused from the perspective of how they developed three fields of key competencies: learning competencies, problem solving competencies and communication competencies. The evidence will be showed at particular examples. An extract from FEP dealing with the key competencies is placed in the Appendix 8.
6.1 Learning competencies Development of learning competences enables people to efficiently work with information and to manage his or her life long learning process. According to the FEP pupils learn how to “work with commonly used terms, signs and symbols; interlink things with respect to their context; set knowledge from different educational areas within a wider context.” 29
Learning competences were developed by the piloted lessons mainly through playing with meanings, through working with sources of information (dictionaries, textbooks). Pupils attached the English text to the pictures and vice versa. Further more,
27 Framework Educational Programme for Basic Education. Praha: Research Institute of Education in Prague – VÚP, 2007. p.7 28 Framework Educational Programme for Basic Education . Praha: Research Institute of Education in Prague – VÚP, 2007. p. 12 29 Framework Educational Programme for Basic Education . Praha: Research Institute of Education in Prague – VÚP, 2007. p. 12
34 they had to create the meaning according to the level of their language. It contains comparing the both languages to reach the required meaning they had to match the grammatical structure and the particular vocabulary. Pupils often use the dictionary or the text book as the source of information about the grammar or spelling of vocabulary. At first, they had to learn how to do so. Through the results of the work pupils could evaluate their writing skills, the level of the use of their second language, their ability to express their ideas and also compare their work with other classmates.
The most important activities for the development were: attaching the bubbles to the pictures (lesson 1) dividing the story into the parts (lesson 3) creating independently a new comics (lesson 4)
6.2 Problem solving competencies People solve different problems every day. It is important to learn since childhood how to recognise and analyse the problem, how to find the solution and finally to deal with problem. . According to FEP Pupil, at the end of his or her basic education, among othersshould be able to “seek for information suitable for solving problems; identifies identical, similar and different features of pieces of information; makes use of acquired knowledge to discover/identify various ways to solve problems; is not discouraged by any failure and persistently seeks the best solution to the problem.” 30 Pupils should practise solving problems in various activities in the lesson as well as in the school life and consequently critically evaluate their outcomes. The reason is that solving problems require much effort and the person who is not able to deal with problems expose himself or herself to danger he or she will never reach the success in his of her life.
In the 5 lessons, the most important problem to be sold for finishing the work was to compare the spelling of the languages – Czech and English. In the first lesson, pupils firstly had to discover their own point of view, and then, use their imagination as well as their knowledge. The main point in the third lesson was the imagination and visual interpretation. The rest of the lessons were not based on particular problems.
30 Framework Educational Programme for Basic Education . Praha: Research Institute of Education in Prague – VÚP, 2007. p. 13
35 Pupils had to solve all problems that they solved previous lessons together, because the final product should be done as a whole. At the final lesson pupils compared all their products and also products of other pupils to compare how their class mates solved the similar problem. Problem solving competencies were developed mainly through: finding out the meaning of the picture and consequent expressing the meaning in the foreign language (viz. lesson 1) division the story into the parts (viz.lesson 3) comparing the difference between the languages (viz. lessons 1, 3, 4)
6.3 Communication competencies
Communication through media has its specifics. Comics as a mean of media in sense of communication are in receptive field understandable for children. Beside the language it also uses visual means, textual expressions of the sounds, which helps the understanding.
During the lessons pupils have the chance to work with the communicative means of the comics and use them to express themselves, their ideas and thoughts. The final activity (the exhibition) allowed the pupils to evaluate abilities to express the meaning understandably through the oral feedback of class mates.
Communication competencies were developed mainly through: working with basic types of bubbles, their function and expressing the meaning
through them (viz. lesson 1 – 5)
working with sounds and their graphic recording (viz. lesson 2)
expressing the meaning through different means – visual, graphic, textual
(viz. lesson 1 – 5)
36 7 Possible follow up activities
We have offered 5 lessons based on comics. Pupils developed their writing skills in English through comics, and furthermore, they were delighted at such activities. Comic as a topic is very broad. Hence, it is possible to create many other activities to develop particular skills (above all, reading and writing skills are not far to seek). In this chapter we would like to propose several follow up activities.
A comic book Pupils create their own comic book that can contain works made by single person, a pair of pupils or whole class. They can put all the comics they made into the comic book. Teacher can also use prepared comics strips available in the internet.
Dramatization Next step can be a dramatization. After pupils choose the best comic and they can, in groups, enter the role of comic’s characters and act the story out. Further more, pupils can prepare a dramatic performance for some school events this way. Another similar possibility of the dramatization is to make a real film. This activity, however long lasting it may be, is usually popular among pupils and at the same time it brings them strong feed back, because they at once can see themselves act and hear themselves speak. Naturally, one of disadvantages for making the film is that teacher needs equipment (such as camera, PC with appropriate software, etc.) that not every school is able to provide.
37 CONCLUSION
The theoretical part opened the main topic comics to define its basic items to be used for the further elaboration. It continued with a brief outline of rise and development of the comics in the field of Czech and American surroundings, with regard to comics for children, follows. Chapters dealing with conception of young learner and writing skills closed the theoretical part.
The practical part begins with analysis of chosen textbooks to support the claim that the English textbooks are conceived to develop mainly reading skills. Through analysis we learned that actually most activities develop mostly reading skills and rarely speaking and listening skills. The set of 5 lessons was planned on the bases of this survey. The introduction of the school and both classes precedes 5 prepared lesson plans containing their evaluation. The next chapter reflects the lessons according to development of key competencies defined in Framework Education Programme. The last issue of the practical part before the final conclusion is a proposal for possible follow up activities.
The main aim of the thesis was to find out how to use comics for development of writing skills, to compile activities into several lessons and to pilot the prepared lessons at chosen school. We managed to compile 5 lessons and pilot them two times. The piloting brought us much experience and new pieces of knowledge especially how children perceived the foreign language. In case of the development of writing skills, the lessons provided activities categorized as free writing activities. During them pupils were to express their own ideas, work with text, transform it and use different means of written expression.
The benefit of the thesis is the offer of activities for teachers who are interested in creative work with comics in English lessons. For the author was benefiting to learn how pupils thing and work with their ideas, and she learned how to hold pupils’ interest. Pupils learn how to use the language they learned to express their thoughts.
38
SUMMARY The aim of the thesis was to find the way how to develop writing skills at young learners in English as their foreign language through comics. For this purpose basic terms of comics were defined in the theoretical part. Other issues to deal with in this part were young learner and writing skills. In the practical part, there are 5 lessons based on development of the writing skills through the use of comics.
39
BIBLIOGRAPHY
BLÁHA, Ondřej. Co je to comics?o: diplomová práce . Brno: Masarykova univerzita, Fakulta filozofická, Ústav české literatury a knihovnictví: 2006. 41s. Vedoucí diplomové práce Jan Tlustý.
BYRNE,Donn. Teaching Writing Skills. London: Longman, 1988. 154s. ISBN 0 582 74651 5.
CARLIN, John; CROUCH, Stanley; KARASIK, Paul; WALKER, Brian. Masters of American comics. Los Angeles :Hammer Museum and The Museum of Contemporary Art, 2005. 316s. ISBN 0 300 11317 X.
ČEŇKOVÁ, Anna et al.: Vývoj literatury pro mládež a její žánrové struktury : adaptace mýtů, pohádek a pověstí, autorská pohádka, poezie, próza a komiks pro děti a mládež . Praha: Portál 2006. 171s. ISBN 80 7367 095 X.
HALLIWELL, Susan: Teaching English in the Primary classroom. London: Longman 1992. 169s. ISBN 0 582 07109 7.
JIMENEZ, Phil et.al. The DC Comics Encyclopedia: The definitive guide to the characters of the DC universe. New York: DK Publishing 2004. 351s. ISBN 0 7566 0592 X.
PHILIPS, Sarah. Young learners. Oxford: Oxford university Press 1993.176s. ISBN 0 19 437195 6.
REILLY, Jackie; REILLY, Vanessa. Writing with Children. Oxford: Oxford university Press 2005. 159s. ISBN 0 19 437599 4
SABIN, Rodger. Comics, Comics & Graphic Novels. London. Phaidon Press 1996. ISBN 0 7148 3993 0.
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SCOTT, Wendy A; YTREBERG, Lisbeth H. Teaching English to Children. New York:Longman 1990. 115s. ISBN 0 582 74606 X.
SHIPTON, Paul; HURTOVÁ, Dana; HARTINGEROVÁ, Zdena; BRADSHAW, Coralyn. Chit chat. 1, Metodická příručka. Oxford: Oxford University Press, 2002.135 s. ISBN 0194378330.
STRANGE, Derek. Chatterbox : teacher’s book. 1. Oxford University Press, Oxrord 1989. 64s. ISBN 0 19 432433 8.
WORRALL, Anne; KILBEY, Elizabeth. English Adventure 1 Teacher’s book . Longman 2005. 98s.ISBN 9 780582 828841.
Framework Education Programme for Basic Education. Praha: Research Institute of Education in Prague – VÚP, 2007.
INTERNET SOURCES
ALBERT, Aaron. About.com: Comics.cz : Top 20 Children's comics [online]. 30.06.2008 [cit. 2009 03 20]. Dostupný z WWW:
ČEPELÁK, Vojtěch: V prvním čtvrtletí vyšlo v Česku téměř 40 nových komiksů. [online]. c. 6. 4. 2008 10:35 [cit.27. 2.2009]Dostupný z WWW:
HIBI: Návrat do pohádkového světa komiksu [online]. 04.12.2001[cit. 14.3.2009]Dostupný z WWW: http://www.komiks.cz/clanek.php?id=153
Wikipedia: Speech baloon [online]. 21 March 2009 [cit. 2009 03 30]. Dostupný z WWW:
41
APPENDICES
1. Pupils’s works Lesson 1 – Add bubbles to the pictures. Authors: A: David, Míša; B: Jiří, Vojtěch 2. Pupils’s works Lesson 2 – Sounds in bubbles. Authors: A:Denisa; B: Oskar 3. Pupils’s works Lesson 3 – Tongue twister comic. Authors: A: Marian, David (song”Are you sleeping); B: Míša, Jana (song “My toys”) 4. Pupils’s works Lesson 4 – Pupils’ comics. Authors: A: Mariola; B: Jiří 5. Photoes Lesson 2 – Sounds in bubbles A (3.A), Lesson 5 Exhibition B F (4.A) 6. Tongue twisters 7. Sounds 8. Key comperencies cut out of the Framework Education Programme; source: Framework Education Programme for Basic Education Praha: . Praha: Research Institute of Education in Prague – VÚP, 2007.
42 Appendix 1 A
Appendix 1B
43 Appendix 2 A
Appendix 2B
44 Appendix 3A
45 Appendix 3B
Appendix 4A
46 Appendix 4B
Appendix 5 A
47
Appendix 5B Appendix 5C
Appendix 5D Appendix 5E
48
Appendix 5 F
Appendix 6
Swan swam over the sea, Swim, Swan, swim! Swan swam back again, Well swum, Swan!
A flea and a fly flew up in a flue. Said the flea, "Let us fly!" Said the fly, "Let us flee!" So they flew through a flaw in the flue.
49
Appendix 7 WHOOOM! UNTZ...UNTZ...UNTZ... SPLOUK!!! AEE!EEEEE!EEEE!!!!! TETETEEETE EEEEEEEHEEEHEEEHEEEEE!!!!EEE!!!! BLAM BLAM BLAM !!! SLISHHHHHH!!!!! SLAMSLAMMMM!MMM! SNAP! BOOOM!!! SPUNK TWAP! HURK ZAP! KRUNCHKRUNCH!!!!!!!!!!!! BIF SQUINCHSQUINCH!!!! PPPOPOOOOOF!OOF! POKPOK!!!! SNIKT! POW! SPLASH!!! BIFF!!! KRAK !!!!!!!!! POKPOK!!!! SPLUSH! WUNKWUNK!!!!
50
Appendix 8
Key Competencies
Key competencies represent the system of knowledge, skills, abilities, attitudes and values that are important to the individual’s personal development and to the individual’s role in society. The selection and concept of key competencies are based on values that are generally accepted by society and on generally shared ideas as to which competencies of the individual contribute to his or her education, welfare and success in life and to a strengthening of the functions of civil society. The purpose and aim of education are to equip all pupils with a set of key competencies at a level they are able to attain, and in this manner to prepare them for their further education and their role in society. Acquiring key competencies is a long lasting and complex process which starts during pre school education, continues during basic and secondary education and takes its definite shape during subsequent life. While the level of key competencies that the pupils have attained when finishing their basic education should not be regarded as the final level, the key competencies acquired form an important basis for the pupil’s life long learning and his or her start in life and the work process. Key competencies are not isolated phenomena, they are mutually linked and intertwined, multifunctional, have an interdisciplinary nature and can only be acquired as a result of a comprehensive education process. Therefore, their forming, shaping and development must be the ultimate aim of the entire educational content and of all of the activities taking place at school . The content of the FEP BE conceives the subject matter as a means to master activity oriented expected outcomes which are gradually combined and create preconditions for an effective and comprehensive use of acquired abilities and skills at the level of key competencies. The following competencies are regarded as key competencies at the basic education stage: learning competencies; problem solving competencies; communication competencies; social and personal competencies; civil competencies; working competencies.
The following are descriptions of what a pupil should be able to do in terms of the competencies in question by the end of his/her elementary education.
Learning competencies
By the end of his or her basic education, the pupil: selects and uses suitable procedures, methods and strategies for efficient learning; plans, organizes and manages his or her own learning process; is willing to devote his or her time and efforts to additional study and life long learning; searches for and classifies information, and based on their understanding, interlinking and systemization, uses them efficiently within the learning process in creative activities and real life; works with commonly used terms, signs and symbols; interlinks things with respect to their context; sets knowledge from different educational areas within a wider context, and based on this, forms a comprehensive view of mathematical, scientific, social and cultural phenomena; makes independent observations and experiments; compares the pieces of knowledge so gained, assesses them critically and draws conclusions from them for future use; recognizes the meaning and goal of learning; has a positive attitude towards learning; assesses his or her own progress and identifies obstacles or problems hindering his or her learning progress; makes plans as to how to improve his or her learning; makes a critical assessment of his or her own learning results and discusses them.
Problem solving competencies
By the end of his or her basic education, the pupil: perceives the most diverse problem situations in school and out of school; recognizes and understands problems; considers discrepancies and their causes; considers and plans ways to address/solve problems based on his or her own reasoning and experience; seeks for information suitable for solving problems; identifies identical, similar and different features of pieces of information; makes use of acquired knowledge to discover/identify various ways to solve problems; is not discouraged by any failure and persistently seeks the best solution to the problem; addresses problems independently; chooses suitable ways to solve problems; uses logical, mathematical and empirical methods to address/solve problems; tests practically the adequacy of approaches to problem solving and applies proven methods when addressing similar or new problems; monitors his or her own progress in tackling problems; thinks critically; makes prudent decisions and is able to defend them; is aware of the responsibility for his or her own decisions; evaluates the outcomes of his or her decisions.
Communication competencies
By the end of his or her basic education, the pupil: formulates and expresses his or her ideas and opinions in a logical sequence; his or her oral or written expression is apt, coherent and cultivated; listens to other people’s utterances; understands then and responds to them adequately; participates effectively in debates; defends his or her opinion and uses appropriate arguments; comprehends various types of text, record, visual material, commonly used gestures, sounds and other information and means of communication, considers them, responds to them and makes creative use of them for his or her own development and active engagement in social events; uses information and means of communication and technologies for high quality efficient communication with the outside world;
52 uses his or her acquired communication skills to form relations necessary for full fledged coexistence and quality cooperation with others.
Social and personal competencies
By the end of his or her basic education, the pupil: cooperates efficiently with other members of his or her group; participates − together with teachers − in setting up the rules of team work; helps teamwork to succeed based on recognising and accepting new roles in activities; contributes to the creation of a friendly atmosphere in the team; contributes to a strengthening of interpersonal relations based on his or her consideration for others and respect for others; offers help or asks for help when needed; contributes to discussions within a small group as well as to debate in the classroom; understands the need to efficiently cooperate with others when addressing a task; appreciates experience acquired by others; respects different opinions and learns from what other people think, say and do; thinks of himself or herself in a positive way, thereby promoting his or her self confidence and individual development; controls his or her behaviour so as to achieve a feeling of self satisfaction and self respect.
Civil competencies
By the end of his or her basic education, the pupil: respects the beliefs of others; has respects for personal values of others; is able to empathize; opposes oppression and any rude behaviour; is aware of his or her obligation to stand up against any physical or psychological violence; understands the underlying basic principles of law and community standards; is aware of his or her rights and obligations in school and out of school; makes responsible decisions based on the actual situation; offers adequate efficient help when needed; acts responsibly in critical situations, including situations threatening the lives and/or health of others; respects, protects and appreciates national traditions and the country’s cultural and historical heritage; has a positive attitude to works of art; has a sense of culture and creativity, gets actively involved in cultural and sporting activities; understands basic environmental issues and relationships; respects requirements for a good quality environment; in his or her decisions takes into account the need to support and protect the health and sustainable development of society.
Working competencies
53 By the end of his or her basic education, the pupil: is able to safely and efficiently work with materials, tools and equipment; in his or her activities, complies with guidelines and rules; meets his or her obligations and commitments; adapts to changed or new working conditions; takes into account, in addition to the aspects of quality of work, performance, cost, and importance for the community, the aspects of protection of his or her own health and the health of others, environmental protection and preservation of cultural and social values; uses his or her knowledge acquired in the various educational areas for the benefit of his or her own development and preparation for the future; makes well founded decisions regarding his or her future studies and/or profession; has a notion of the basic activities needed to set up and implement a business plan; understands what it means to be an entrepreneur, what goals an entrepreneur pursues and which risks he or she faces; develops his or her entrepreneurial thinking.
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