Why Comics? GCSE Spanish Lesson Plan

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Why Comics? GCSE Spanish Lesson Plan

Why Comics? GCSE (age 14-16) 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, Media Studies and Geography). Our support materials are intended to inspire teachers and enhance teaching practices and different ideas.

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

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

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.

Meet Our Patrons Our interactive resources are used all over the world

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

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

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Why Comics? GCSE Spanish Lesson Plan

Why Comics? Charity number - 1172791

Table of Contents

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

WHY COMICS? SPANISH LESSON PLAN: READING ABOUT SOCIAL ISSUES WITHIN AN UNFAMILIAR SETTING.......4AIMS:........................................................................................................................................................................4LEARNING OBJECTIVES:..................................................................................................................................................5

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

FOLLOW-UP LESSON PLAN...................................................................................................................................6AIMS:........................................................................................................................................................................6LEARNING OBJECTIVES:..................................................................................................................................................6

LESSON PLAN 2:...................................................................................................................................................6

FEEDBACK...........................................................................................................................................................7

FUTURE PLANS....................................................................................................................................................7WHO BACKS WHY COMICS? - ABOUT POSITIVENEGATIVES................................................................................................7

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

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

GCSE specifications in a modern language should enable students to:

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

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

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

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

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

Context and Purposes:

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

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Why Comics? GCSE Spanish Lesson Plan

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

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

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

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

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

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

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

Please note teaching notes are in purple.

Relevant Resources

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

Why Comics? Spanish Lesson Plan: Reading about social issues within an unfamiliar setting

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

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

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

Aims:

This session will explore the social issues embedded in the chosen comic and

Students will examine the general and specific details of the story

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Why Comics? GCSE Spanish Lesson Plan

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 summarise and creatively present the story in a foreign language.

Learning objectives:

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

Explain a written piece in detail Identify and assess key information and the correct use of past and present tenses Gain a wider awareness of culture and identity of the countries were the language is spoken Use new vocabulary and summarising skills aptly

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

panel by panel. Ask different pupils to read out each page. (20 mins)2. Divide the class into groups. Each group will focus on two consecutive pages of the chosen

comic. Students will underline new words, orally summarise the given pages and discuss the use of different tenses and the relationship between past and present. (25 mins)

3. Assign the class a homework: Ask the class to summarise the comic in 200 words using present and past tenses accordingly. (5 mins)

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:

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Why Comics? GCSE Spanish Lesson Plan

Verb: Imperfect tense forms:

ir Singular: iba(s)Plural: íbamos, ibais, iban

ser Singular: era(s)Plural: éramos, erais, eran

ver Singular: 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.

Follow-up Lesson Plan

Descriptively Writing: Learning through literary comicsAims:

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

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

Learning objectives:

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

Lesson Plan 2:

1. Summarise the previous lesson: recap on the comic and what the class discussed. This time use the tabs around the comic to provide the class with facts and further information on your chosen comic (15 mins)

2. Classroom Discussion: Ask the class to discuss the difference between the students’ lifestyle and the characters’ one. Briefly introduce relevant vocabulary and explain how to structure a written description. (20 mins)

3. Individual writing: Every student will write their own brief description of the lifestyle embedded in the story (15 mins)

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Why Comics? GCSE Spanish Lesson Plan

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

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

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

With very best wishes,

Dr Benjamin Dix

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

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

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

Who backs Why Comics? - About PositiveNegatives The award-winning non-profit PositiveNegatives produce literary comics, animations and podcasts about contemporary social and human rights issues. We combine ethnographic research with illustration and photography, adapting personal testimonies into art, education and advocacy materials. Since 2012, PositiveNegatives has worked extensively for over four years for an array of international organisations such as United Nations (UN), Overseas Development Institute (ODI), Open Society Foundations (OSF), The Nobel Peace Centre, The Guardian, BBC, and with leading academic institutions such as; Harvard South Asia Centre, SOAS University of London and University of Sussex. Our work endeavours to combine literature, journalism and education. Visual story-telling engages audiences of all ages, backgrounds and levels of literacy. Approaching subjects like conflict and forced migration through the prism of personal narratives emotionally engages general readers and students alike. We have developed comics from research, policy papers and first hand testimonies for organisations such as these and many more. Each comic has

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Why Comics? GCSE Spanish Lesson Plan

reached millions of viewers, and many have been translated into multiple languages reaching diverse international stakeholders.

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