Why Comics? KS3 Spanish Lesson Plan

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Why Comics? KS3 Spanish Lesson Plan

Why Comics? Key Stage 3 (age 11-14) Spanish 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 and Design, Media Studies, Business Studies, Information Computing Technology (ICT) 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.

Already, over 600 schools in 27 countries have provided detailed feedback on our free interactive educational resources to overwhelmingly positive feedback. From September 2017, our materials will be disseminated to over 25,000 schools worldwide.

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? KS3 Spanish Lesson Plan

Why Comics? Charity number – 1172791

Table of ContentsIntroduction.....................................................................................................................................................2

UK National Curriculum Modern Languages requirements............................................................................3

Why Comics? Spanish Lesson Plan..................................................................................................................5

Aims.............................................................................................................................................................5

Learning Objectives......................................................................................................................................5

Lesson plan 1................................................................................................................................................6

Follow-up Lesson.............................................................................................................................................7

Aims.............................................................................................................................................................7

Learning Objectives......................................................................................................................................7

Lesson plan 2................................................................................................................................................8

Feedback..........................................................................................................................................................8

Future Plans.....................................................................................................................................................9

Who backs Why Comics? - About PositiveNegatives..................................................................................9

UK National Curriculum Modern Languages requirements:[Source: UK Gov Key Stage 3 Modern Languages Subject content and assessment objectives]

Purpose of study

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Aims

The national curriculum for languages aims to ensure that all pupils:

understand and respond to spoken and written language from a variety of authentic sources

speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation

can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt

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Why Comics? KS3 Spanish Lesson Plan

discover and develop an appreciation of a range of writing in the language studied.

Subject content

Teaching may be of any modern foreign language and should build on the foundations of language learning laid at key stage 2, whether pupils continue with the same language or take up a new one. Teaching should focus on developing the breadth and depth of pupils’ competence in listening, speaking, reading and writing, based on a sound foundation of core grammar and vocabulary. It should enable pupils to understand and communicate personal and factual information that goes beyond their immediate needs and interests, developing and justifying points of view in speech and writing, with increased spontaneity, independence and accuracy. It should provide suitable preparation for further study.

Pupils should be taught to:

Grammar and vocabulary

identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied

use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate

develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues

use accurate grammar, spelling and punctuation.

Linguistic competence

listen to a variety of forms of spoken language to obtain information and respond appropriately

transcribe words and short sentences that they hear with increasing accuracy

initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address

express and develop ideas clearly and with increasing accuracy, both orally and in writing

speak coherently and confidently, with increasingly accurate pronunciation and intonation

read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material

read literary texts in the language [such as stories, songs, poems and letters], to stimulate ideas, develop creative expression and expand understanding of the language and culture

write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.

Please note teaching notes are in purple.

Relevant Resources4

Why Comics? KS3 Spanish Lesson Plan

Enrique's Shadow in English (missing people in conflict)Enrique's Shadow in Spanish1 minute animation in English and Spanish.

Why Comics? Spanish Lesson Plan: Reading about social issues: Learning through literary comics

Here is a suggested Spanish lesson plan which allows students to practice detailed understanding of written material in a foreign language and to develop their discussion skills through group elaboration. Students will learn to examine details about unfamiliar locations and subjects using information provided by Why Comics?, through the personal story outlined in Enrique’s Shadow. The plan is designed for a 50-mins lesson and it consists of a reading in class, followed by focus group work and an assigned homework. We have also included ideas for a follow-up lesson. The class can either read the comic collectively via projector, or at home via the web (www.whycomics.org/comics).

Aims:

This session will explore the social issues embedded in Enrique’s Shadow:

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

through unfamiliar material Students will work in groups to discuss and creatively present the story in a foreign

language.

Learning Objectives:

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

Explain the synopsis of Enrique’s Shadow 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 other countries Use a new vocabulary and discussion skills aptly.

Lesson plan 1:

1. Read through the 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 – Either print out the comic or keep the story projected. Each group will focus on two consecutive pages of Enrique’s Shadow. Students will underline new words, orally discuss the given pages and discuss the use of different tenses and the relationship between past and present. (25 mins)

3. Assign the class homework – Ask the class to translate a passage from the two pages focused on in class into English. (5 mins)

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Why Comics? KS3 Spanish Lesson Plan

Teacher’s notes [Source: espanol-ingles.com - Preterite and Imperfect ]

Explain the different tenses used in the chosen comics, for example:

the preterite focusses on the completion or endpoint of an event/state;

the imperfect focusses on the start or middle of an event/state.

The term preterite is sometimes used to refer to 'simple past' verb forms, such as English took, stole, ran, arrived etc.

To form the preterite of -ar verbs, replace the final -ar with the following endings: -é; -aste; -ó; -amos; -asteis; -aron.

When you remove the -ar from a verb ending in -gar, -car and –zar, such as llegar, jugar, you end up with a stem (lleg-, jug-) ending in g. As you might expect, when -é is added to this stem, an extra u is inserted in the spelling: llegué, jugué. (Recall that a g before a e or i normally represents the same sound as j in Spanish.)Similarly, to preserve its sound, the c of verbs such as buscar changes to qu before the preterite ending -é: (yo) busqué.In verbs ending in -zar such as empezar, the z also changes to c before the -é ending ((yo) empecé).

The forms of the imperfect tense in Spanish fall into one of two patterns:

• -ar verbs have imperfect tense forms ending in -aba (plus a person ending);• -er and –ir verbs have imperfect tense forms ending in -ía (plus a person ending).

The imperfect tense of practically all Spanish verbs conforms to the 'regular' -ar and -er/-ir patterns: even verbs which are irregular in other tenses generally fall into these patterns. Only three Spanish verbs have irregular imperfect tense forms. These verbs, and their imperfect tense forms, are:

Verb: Imperfect tense forms:

irSingular: iba(s)Plural: íbamos, ibais, iban

serSingular: era(s)Plural: éramos, erais, eran

verSingular: veía(s)Plural: veíamos, veíais, veían

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.

Why Comics? Charity number - 1172791

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Why Comics? KS3 Spanish Lesson Plan

Follow-up Lesson Descriptive Writing: Learning through literary comics

Aims:

This session will focus on lifestyle. Students will practice creative descriptive writing using the information from Enrique’s Shadow.

Students will think of the living conditions of Enrique’s family Students will discuss the differences to their own families 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 this session, students will be able to:

Understand different living conditions in geographically distant places 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 Enrique’s Shadow and on what the class discussed. (10 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. Briefly introduce relevant vocabulary and explain how to structure a written description. (20 mins)

4. Homework – Individual writing: Students will write their own brief description of the lifestyle embedded in the story. (5 mins)

Teacher’s Notes[Source: BBC Bitesize Personal Details ]

Spanish English

tengo...años I´m...years old

mi cumpleaños es... my birthday is...

de talla media of medium height

el pelo corto/rubio/marrón short/fair/brown hair

preferido favourite

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Why Comics? KS3 Spanish Lesson Plan

Spanish English

practicar atletismo to do athletics

galés/esa Welsh

bajo/a short/small

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.

Future Plans

Over 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

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Why Comics? KS3 Spanish Lesson Plan

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 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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