Research Best Practices Instrumental Language and ICT Resources Content and Language Integrated Learning RESEARCH BEST PRACTICES INSTRUMENTAL LANGUAGE AND ICT RESOURCES FOR CONTENT AND INTEGRATED LANGUAGE LEARNING An Educational Proposal by María Cuquerella CONTENT Language and Literature LEVEL Secondary Research Best Practices CLIL and ICT Group http://www.uv.es/clil University of Valencia Copyleft, 2016 – María Cuquerella Table of content BASIC DESCRIPTORS ............................................................................................................... i UNIT DESCRIPTORS ......................................................................................................................... i LESSON DESCRIPTORS ................................................................................................................... ii ABSTRACT ................................................................................................................................ ii CONTENT ................................................................................................................................... 1 GLOSSARY (A – Z) .................................................................................................................... 2 INDEX .......................................................................................................................................... 4 SELF-ASSESSMENT.................................................................................................................. 4 DOUBLE BLIND PEER REVIEW ........................................................................................... 6 FIRST REVIEWER ............................................................................................................................. 6 SECOND REVIEWER ......................................................................................................................... 6 BASIC DESCRIPTORS UNIT DESCRIPTORS Educational Level(s) 1st of ESO Area(s) 000 Language and Litetarure Unit(s) 000 The narrative structure: comic flipped lesson Number of Lesson(s) 000 1 Student Learning Outcomes (4Cs Framework) Content Components of the comics and their function. Definition of narrative text. The narrative structure: traditional texts and graphic ones. Kinds of comics. Equal distribution of different tasks in groups. Co-operating in groups. Definition of comic and graphic storytelling. Narrative resources. Cognition Components of the comics and their function. Definition of narrative text. The narrative structure: traditional texts and graphic ones. Kinds of comics. Equal distribution of different tasks in groups. Co-operating in groups. Definition of comic and graphic storytelling. Narrative resources. Culture Actualizing traditional tales to society’s necessities. Developing different tasks (cartoonist, writer, artist, penciller, colourist, letterer,) in the creation of graphic stories. Exploring basic digital graphic design options. Telling short stories with visual resources. Adapting written plots and dialogues to graphic resources. Communication Language for the Topic AND for Interaction Content Components of the narrative structure and resources: Of (What) Introductions, development, conclusion, in media res, actions, descriptions, characters, plot... Comic terminology: cartoon, sketch, panel/vignette, colours, kinetic lines, movement, gutter, tier, spread, speech bubble, caption, sound effects/onomatopoeia, closure, encapsulation... Tasks (cartoonist, writer, artist, penciller, colourist, letterer) Kinds of comics: comic strips, superhero’s saga, manga, webcomics, comic book, graphic novel... Onomatopoeias. Meta-cognition & Descriptive textual sequences: using the past simple, Grammar System adjectives and comparisons. For (How to) Narrative sequences: present simple, past simple, present perfect and past perfect. Narrative formulas and connectors: once upon a time, later on, afterwards, that day, happy ever after... Dialogues: present simple. Onomatopoeias: zzz, boom! zip! Mew! Cognition “Can you repeat, please?” Through (Why) “What’s the meaning of...” “How do you spell it?” “How can I say this in English?” “Can I go to...?” “I agree / I don’t agree...” “I think/ in my opinion...” “I don’t understand” Key competences (Knowledge, Skills and Attitudes) for Lifelong Learning (EU Act) 01 ✔ Communication in the mother tongue 02 Communication in foreign languages 03 ✔ Mathematical competence and basic competences in science and technology 04 Digital competence 05 Learning to learn 06 Social and civic competences 07 ✔ Sense of initiative and entrepreneurship 08 Cultural awareness and expression Teaching Objectives To make learners understand that the content can be acquired in a L2. To use comics to identify their narrative structures and compare them with other traditional texts. To learn specific English vocabulary about comics such as their techniques, their components and types. To improve student’s team working abilities and enhance their creative skills. To use written and oral English for different purposes and situations. To learn how to use new digital tools. Assessment Criteria Hetero Explain the comic with specific vocabulary. Show interest in learning new narrative structures and media as the graphic one. The comic story is well constructed, coherent, the language is apropiate, accurate and the use comic resources is correct. Initial Identify the components of comics. Classify comics according to different criteria: length, characters, function, origin... Interpret visual and written information on comics. Continuous Read and understand short English dialogues with graphic support. Reflect on the learning process and the benefits of studying content in a L2. Activate imagination and creative process. Final Write short plots and dialogues in English. Participate in the creation of a comic strip in groups. Use graphic resources and components correctly. Self-Assessment Understand the structure of narrative texts. Use the narrative traditional structure to create a comic. Take part of brief presentations of their comic strip in an active way. Participate in all the activities and are polite with their classmates Materials Primary Comic strips without dialogues. Paper balloons with the comic dialogues. Worksheets with narrative structure scheme to make up the plot. Worksheets with specific vocabulary: tasks and components Secondary Questionnaire on Kahoot! Interactive assessment PDF Others Resources Primary Traditional tales list. Secondary Computers with the CeltX program. Videos about creating comics and resources. Others Final Task(s) CREATING A COMIC: After investigating about the narrative structure of traditional tales, students have to make up their own a comic with digital tools by adapting a traditional tale to the current times. LESSON DESCRIPTORS Unit 000 the narrative structure: comic flipped lesson Lesson 000 1 Learning Outcomes (4Cs Framework) Content Components of the comics and their function. Definition of narrative text. The narrative structure: traditional texts and graphic ones. Kinds of comics. Equal distribution of different tasks in groups. Co-operating in groups. Definition of comic and graphic storytelling. Narrative resources. Communication Components of the narrative structure and resources: Introductions, development, conclusion, in media res, actions, descriptions, characters, plot... Comic terminology: cartoon, sketch, panel/vignette, colours, kinetic lines, movement, gutter, tier, spread, speech bubble, caption, sound effects/onomatopoeia, closure, encapsulation... Tasks (cartoonist, writer, artist, penciller, colourist, letterer) Kinds of comics: comic strips, superhero’s saga, manga, webcomics, comic book, graphic novel... Onomatopoeias. Descriptive textual sequences: using the past simple, adjectives and comparisons. Narrative textual sequences: present simple, past simple, present perfect and past perfect. Narrative formulas and connectors: once upon a time, later on, afterwards, that day, happy ever after... Dialogues: present simple. Onomatopoeias: zzz, boom! zip! Mew! Cognition Components of the comics and their function. Definition of narrative text. The narrative structure: traditional texts and graphic ones. Kinds of comics. Equal distribution of different tasks in groups. Co-operating in groups. Definition of comic and graphic storytelling. Narrative resources. Culture Actualizing traditional tales to society’s necessities. Developing different tasks (cartoonist, writer, artist, penciller, colourist, letterer,) in the creation of graphic stories. Exploring basic digital graphic design options. Telling short stories with visual resources. Adapting written plots and dialogues to graphic resources. Introduction As it is a flipped lesson, students will do the revision activities at home. Then in class they will prepare their comic. Activities Revision AT HOME: Half of the class is going to watch a video about the components of the comics. Afterwards they will fill in the definition of different terms (cartoon, sketch, panel/vignette, colours, kinetic lines, movement, gutter, tier, spread, speech bubble, caption, sound effects/onomatopoeia, closure, encapsulation) while the others watch another video. Video link: https://www.youtube.com/watch?v=DTkfcL8iPtc&feature=youtu.be The other half of the class have to try to discover the meaning