MY AICLE COURSE PORTFOLIO
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CREATING A COMIC STRIP
COURSE: This unit is for children of third Cycle of Primary Education.
SUBJECT: Arts & Crafts
LEARNING OUTCOMES: Through it children will learn:
- The different linguistic codes found in a comic book.
- Some techniques to design and draw their characters.
- To create their own original comic strip.
In creating their comic strip they will be able to apply all the different aspects they have been learning through the unit.
SUBJECT CONTENT:
Procedures:
- To distinguish different comic genres.
- To use different types of lettering.
- To know different characters in comic books
- To draw different face expressions.
- To create a character or some characters for a comic strip.
- To learn how to draw people in movement.
- To know how do characters speak in a comic book.
- To know the use of different shots and angles in a comic book.
- To know how to convey sounds in a comic book.
- To create a comic strip
TASKS, ACTIVITIES AND CLASS ORGANIZATION: A variety of tasks will be provided taking into account the learning purpose and learner styles and preferences.
– Make a list of the comic books children have read: They have to write the title, author, genre, publisher and opinion of the comic books they have read. They underline their favourite comic book from the list. Pupils walk around the classroom asking their classmates what their favourite comic books are.
Class distribution: individual activity / Timing: 30’
– Identify some comic book genres: Teacher hands out a comic book to each student in the class. Teacher asks the pupils to find two classmates having a similar comic book. In groups of threes teacher ask them to show the rest of the class their comic books. Children complete a bubble-map about the following types of genre.
Class distribution: groups of threes activity / Timing: 30’
– Observe different logos:Teacher hands out two different logos to every student. These logos are from comic book titles, TV logos, video games titles and everyday products. Children have a look at the logos and analyse the differences. Pupils are asked to decide from the different logos which one they like best and which one they think is older or newer from their lettering.
Class distribution: whole class activity / Timing: 30’
– Create different ways of lettering: The teacher shows different types of lettering. Children draw the word comic using different lettering in a draft paper. They will do a display to show the different ways of drawing the word comic
Class distribution: They can group in pairs or small groups / Timing: 60’
– Identify the genre of different comic books: The teacher shows the pupils some covers from different comic books. They have to guess what is the genre/s they belong to and give reasons for their choice.
Class distribution: whole class activity / Timing: 15’
– Classify characters in comic books according to different criterions: Pupils get in groups. The teacher gives each group an envelope with medium size flashcards of different characters from comic books and ask them to classify the characters following their own criteria.
Class distribution: groups of threes activity / Timing: 30’
– Draw some basic and secondary face expressions: We use a PowerPoint to show different facial expressions. Children compare them. Pupils have to draw other facial expressions or feelings they want from photographs or pictures in comic books. The aim is not to copy but to be able to draw the feeling in a simplified way so they can develop their particular style.
Class distribution: individual work / Timing: 60’
– Write a description about their character:Pupils complete a profile about their character. Pupils go around the classroom. When they meet someone they introduce their comic book characters to each other. When they finish introducing them, they look for another classmate and do the same.
Class distribution: individual work – Pair work /Timing: 45’ – 15’
– Draw some characters in movement: The teacher shows the pupils a wooden model. The teacher teaches them how to use it to draw an action. In groups of 4 they draw some characters doing different movements. They write a sentence to describe what they are doing.
Class distribution: whole class activity – Small group work / Timing: 15’ – 45’
– Find out the use of different types of balloons: Some flashcards with examples of balloons will be provided. In pairs pupils have to match the different types of balloons with the short texts below.
Class distribution: whole class activity – Pair work / Timing: 30’ – 15’
– Introduce different types of shots and angles: We use a PowerPoint to show different types of shots and angles. Children compare them.
Class distribution: whole class activity / Timing: 30’
– Introduce the students with the concept of onomatopoeia: The teacher asks some of pupils to reproduce the sound of a cat and an ambulance car. If there are pupils from different parts of the world comment the differences.
Class distribution: whole class activity / Timing: 30’
– Identify some onomatopoeias with the sounds they represent: Give the pupils and envelope with some cards with pictures and some cards with onomatopoeias. They have to match them. Then we give them an envelope with some onomatopoeias and a grid to classify. They have to identify the onomatopoeias with the different sounds and then to think if they are in Catalan, Spanish, English or Japanese. They can invent new onomatopoeias.
Class distribution: pair work / Timing: 60’
– Create a comic strip by using some of the elements introduced during the workshop: Show the pupils different templates to draw comic strips. Pupils start sketching their comic strip. They use a comic creator to make their comic strip.
Class distribution: whole class activity – Individual activity / Timing: 15’ – 60’ (x2)
AN EXAMPLE OF A CLIL DIDACTIC UNIT
To improve the use of English in my school it would be interestring to introduce CLIL units in the area of “Arts & Crafts”.
A CLIL unit called “Creating a comic strip” would be an example of how to do it.
Some of the basic principles of that CLIL unit are that in the CLIL classroom:
- Language is used to learn as well as to communicate
- It is the subject matter which determines the language needed to learn.
A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:
- Content – Progression in knowledge, skills and understanding related to specific elements of a defined curriculum
- Communication – Using language to learn whilst learning to use language
- Cognition – Developing thinking skills which link concept formation (abstract and concrete), understanding and language
- Culture – Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.
Objetivos de uso de los recursos educativos
CLIL AND COMICS: A NEW WEBMIX
Here is my first webmix created and shared in Symbaloo:
https://edu.symbaloo.com/mix/clilcomics
This webmix is a collection of links to varied CLIL resources and Comic Websites. It is my intention to add useful links for my lessons and school projects in the near future.
Comics are awesome, right? Children and adults love them and they can be very useful in the English class. As I would like to start CLIL lessons in the Third Cycle at Arts and Crafts creating a comic strip I have looked for some webpages that can be useful to do that.
CLIL ESSENTIALS
CLIL is a dual-focused teaching and learning approach in which the L1 and an additional language or two are used for promoting both content mastery and language acquisition to pre-defined levels. This can be done by the English teacher using cross-curricular content or the subject teacher using English as the language of instruction.
According to Mehisto&Lucietto, CLIL essentials are:
– Manage the effective side
– Make learning visible
– Make academic language visible
-Take time for make learning meaningful
– Promote cooperative learning
– Foster learner autonomy
– Use Scaffolding content
– Use scaffolding language
For those who want to know more have a view at “CLIL ESSENTIALS” by Mehisto & Lucietto:
WELCOME!
I have never worked in CLIL before but I want to. The first step is the motivation so I decided to learn more about it. Now I am coursing an AICLE course and I will share my learnings in that blog.
In the recent years we have seen that many schools have opted to include English in subjects such as mathematics, art or PE, which has been effective in improving the competence of students in that areas. Nevertheless, it is said that when CLIL works, it works well, but it is hard to do well. Hopefully this course will help me to avoid some of the pitfalls – spending too much time looking for materials and designing. I’m sure I’ll enjoy the rewarding experience of being a CLIL learner.
To start with, let me introduce myself
https://www.powtoon.com/online-presentation/ev8qAGIqyaB/who-is-nuria/