T abajo Fin de Más e
“The Powe o G aphic No els in EFL
Class oom”
A P oposal Including
MAUS A Su i o ’s Tale
and PBLL in a 4 h Yea o ESO
Au o
Haizea Olaizola Rod iguez
Di ec o
Ma ía Eugenia Ossana
Más e Uni e si a io en P o eso ado de Educación Secunda ia Obliga o ia, Bachille a o,
Especialidad: Lengua Ex anje a Inglés
Facul ad de Educación
Cu so 2019/2020
Table o Con en s
Abs ac 1
1. In oduc ion 2
2. Pu pose and Objec i es 3
3. Jus i ica ion and Theo e ical F amewo k 4
4. Me hodology 13
5. Uni Plan P oposal 16
5.1. Con ibu ion o he Key Compe ences 17
5.2. Objec i es and speci ic con en s 19
5.3. Lesson Sequence 21
5.4. Ma e ials 25
5.5. E alua ion ools and assessmen c i e ia 26
6. Conclusions 27
Wo ks ci ed 30
Appendices 31
Appendix 1. The necessi y de ec ed: wo ks om o he subjec s. 31
Appendix 2. Objec i es and Assessmen C i e ia. 32
Appendix 3. Lesson Sequence 33
Appendix 4. Ma e ials 54
Appendix 5. E alua ion Rub ics 82
Abs ac
[English]
The main aim o his pape is o p opose an inno a ion uni plan ha consis s o he implemen a ion o he
g aphic no el MAUS A Su i o ’s Tale (1996) by A Spiegelman in a 4 h yea ESO ESL class oom as he
main lea ning ool. The eason d’ê e o his pape eme ged wi h he necessi y o demons a e ha li e a u e
is a use ul as well as an appealing lea ning esou ce ha can boos lea ne s’ c i ical hinking and sel -
e lec ion in in he EFL class oom. In o de o suppo his idea, he i s pa o he pape p o ides he
heo e ical backg ound ha sus ains he uni plan: he Communica i e App oach, P ojec -Based Language
Lea ning, in gene al, and he impo ance o li e a u e and he g aphic no el in pa icula . The second pa
p o ides a c i ical analysis on he uni plan by s essing he ele ance o he p oposal in une wi h he
objec i es and he key compe ences p o ided by he LOMCE and Cu iculum o A agon, he con en s
wo ked du ing he lessons, he lea ning objec i es and he ele ance o he di e en asks in connec ion o
coope a i e wo k and a en ion o di e si y.
KEY WORDS: g aphic no el, coope a i e lea ning, p ojec -based language lea ning, communica i e
language app oach
[Español]
El obje i o cen al de es e abajo es diseña una p opues a didác ica inno ado a que implemen e la no ela
g á ica de A Spiegelman MAUS A Su i o ’s Tale (1996) como he amien a pedagógica p incipal en la
asigna u a de inglés como segunda lengua en una clase de 4º de la ESO. La azón de se de es e ensayo
eme ge debido al deseo de demos a que la li e a u a puede llega a se una he amien a pedagógica ú il
que ayude a po encia el pensamien o c í ico y la e lexión pe sonal en las clases de EFL. Pa a demos a
dicha eo ía, la p ime a pa e de es e abajo a a de explica los di e en es pila es eó icos que componen
la unidad didác ica: el En oque Comunica i o, el Ap endizaje po P oyec os y la impo ancia de la li e a u a
y, más conc e amen e, de la no ela g á ica en la enseñanza del inglés. Asimismo, la segunda pa e del
abajo consis e en expone el análisis c í ico de la p opues a didác ica, así como la ele ancia de dicha
p opues a en conco dancia con los obje i os, las compe encias cla es y los con enidos especí icos
es ipulados po el Cu ículo A agonés y la LOMCE. En elación al ma co legisla i o, el abajo busca
expone la ele ancia de las ac i idades p opues as en lo que espec a al abajo coope a i o y la a ención
a la di e sidad.
PALABRAS CLAVE: No ela g á ica, Ap endizaje coope a i o, Ap endizaje del lenguaje po p oyec os,
Ap endizaje comunica i o
2
1. In oduc ion
The pu pose o his disse a ion is o p o ide a lesson plan p oposal ha en ails he use o
he g aphic no el MAUS A Su i o ’s Tale (Spiegelman, 1996) o deal wi h he opic o
he Holocaus and social seg ega ion om a c i ical and a ue- o-li e pe spec i e.
The necessi y o design his inno a i e lesson plan has a isen due o wo main
easons: he lack o use o li e a u e as a ool in o de o each English in seconda y school,
and he second one was pinpoin ed du ing my i s placemen pe iod in he school Agus ín
Ge icó. In his educa ional con ex , du ing my i s p ac icum I had he chance o obse e
di e en ypes o English lessons and I was puzzled by he way in which hey we e
handled in 4 h -yea ESO (Appendix 1). To s a wi h, he lack o exposu e o au hen ic
ma e ial o s uden s o lea n English was qui e no iceable; hey ollowed he book in a
e y sys ema ic way, ocusing on i s con en s. Secondly, s uden s we e gi en li le
oppo uni y o in e ac in a eal, luen -like communica i e con ex . Las ly, he
me hodology o he sessions was eache -cen ed. Simply pu , he lessons ollowed a e y
adi ional me hodology.
In his ein, he uni plan has been designed o be implemen ed in a 4 h -yea ESO
class oom o he school Agus ín Ge icó. The g oup, composed o 25 s uden s, ha e
demons a ed an o e all good le el o English. I had he possibili y o assess ha he
s uden s ha e a an in e media e le el o English wi h espec o language o ms, bu many
o hem end o ac shyly when using English in con e sa ion; owing o he li le
oppo uni y is usually gi en o speaking in e ac ion du ing he English sessions.
The e o e, he uni plan in ends o boos speaking skills and ac i e, spon aneous
pa icipa ion among s uden s. Apa om ha , he lesson plan in ends o wo k c oss
cu icula con en s, such as he Holocaus and he Second Wo ld Wa , by gi ing a
di e en pe spec i e om he con en s p o ided by he His o y Class.
All in all, wha I pe sonally in end wi h his pape is, on he one hand, o make
s uden s e lec on he clou ha g aphic no els cu en ly ha e o ela e ac s by
combining image y and language a he same ime. On he o he hand, I expec o c ea e
a lea ning a mosphe e whe e he g aphic no el is in ended as a way o en ich s uden s’
lea ning pa h while, a he same ime, o os e c i ical unde s anding o human igh s o
coun e ac nega i e social a i udes ha a e applicable on a daily basis.
3
The i s pa o his pape will ocus on he guiding heo y a iables. This sec ion
will p o ide he heo e ical jus i ica ion and he me hodology ha will sus ain he lesson
plan. Fi s , I will explain he impo ance o Communica i e Language Teaching, he
P ojec -based Language Lea ning app oach and Coope a i e Lea ning, based on esea ch
as well as on he LOMCE and he A agonese Cu iculu. This will be u he ela ed o he
impo ance o li e a u e in EFL class oom, mo e p ecisely, o he g aphic no el MAUS A
Su i o ’s Tale by A Spiegelman (1996).
The second pa o his disse a ion will ocus on he implemen a ion o he
didac ic p oposal in ela ion o he legisla i e amewo k ha de ines his uni plan. The
p oposal in ends o p omo e ac i i ies by means o which English is seen as a ool o
communica ion in o de o o e come mechanical and g amma - ocused asks, bo h
indi idually and coope a i ely. The p oposed ac i i ies will p omo e in e ac ion and he
exp ession o pe sonal opinions on he opics discussed by boos ing language use in bo h
w i en and o al discou se. By he same oken, he sugges ed asks will pu sue he use o
isual li e acy as a powe ul complemen o language use.
Un o una ely, due o he COVID-19 si ua ion, he uni plan has no been
implemen ed. Tha is why his pape will be a e lec ion on he expec ed esul s o he
objec i es o a ain.
2. Pu pose and Objec i es
The pu pose o his disse a ion is o examine he use o li e a u e, conc e ely he use o
he g aphic no el, in o de o c ea e a uni plan based on his gen e as he main lea ning
pilla o boos lea ne s’ sel - e lec ion and eamwo k. By so doing, i is in ended ha
lea ne s could deal wi h he opic o he Holocaus linked o human igh s in a c i ical and
a c ea i e way.
Among he subsidia y objec i es his disse a ion e inces, he uni plan will
endea ou o p o ide ano he pe spec i e o a his o ical ac such as he Holocaus . A
he same ime, i will seek o igge s uden s’ cu iosi y owa ds he g aphic no el as an
appealing lea ning ool. Owing o hese ac s, he main objec i e s uden s need o ul il in
his p oposal is o c ea e a comic abou a s o y ha deals wi h social disc imina ion while
in ol ed in coope a i e g oup dynamics. To do so, s uden s will be exposed o di e en
asks and lesson s ages ha would lead hem o he ul ilmen o his inal p oduc such
as he eading o MAUS, he comple ion o a s o y map po olio on he g aphic no el,

4
and di e en pa icipa i e asks ha would encou age hem o demons a e hei abili y
o e lec on he opics o he no el, bo h in w i en and o al asks.
This p ojec will be e alua ed conside ing he linguis ic compe ence, connec ed o he
de elopmen o eamwo k skills and he use o c ea i i y by means o di e en asks and
he use o ICTs. In o he wo ds, his uni plan in ends o ul il he key compe ences o
Linguis ic Communica ion, Digi al Compe ence, Lea ning o Lea n, Social and Ci ic
Compe ences, Sense o Ini ia i e and En ep eneu ship and Cul u al Awa eness and
Exp ession s a ed by he LOMCE. In o de o achie e his, his p oposal seeks o p o ide
di e en oppo uni ies o s uden s o e lec , in e ac and coope a e in a P ojec -based
Language Lea ning en i onmen ha will deal wi h he opic o he Holocaus in
connec ion o o he seg ega ion issues in he con empo a y socie y such as iden i y, ace,
belonging, disc imina ion, among he mos salien .
In his ega d, he lea ne s’ au onomy and awa eness o me acogni ion p ocesses will
be impo an a iables in his uni plan, bo h indi idually and coope a i ely. Thus, hese
aspec s will be in eg a ed in he assessmen dynamics o a g ea ex en . Among o he
signi ican objec i es his lea ning uni pu sues is o assess whe he he unde s anding o
he g aphic no el i sel , and he applica ion o such unde s anding — h ough di e en
discu si e and w i en s a egies— could allow s uden s o exp ess hei opinion abou
opics o social conce n. The e o e, du ing hese sessions, he p ac ice o he ou skills
will be os e ed, pu ing special emphasis on eading comp ehension and he w i en and
o al p oduc ion based on he gen e o he g aphic no el as he main model.
3. Jus i ica ion and Theo e ical F amewo k
The Need o Fos e he Communica i e App oach and P ojec -Based Lea ning in
he EFL Class oom
As H. Douglas B own sugges s, be o e conside ing he echniques as well as he di e en
heo ies i is c ucial o know he si ua ional con ex in which hey could be de eloped, in
his own wo ds, “a p incipled app oach o language eaching encou ages he language
eache o engage ca e ully c a ed p ocess o diagnosis, ea men , and assessmen ”
(2002).
5
Fo una ely, in my case, I had he chance o obse e he class o which I will
add ess his lea ning uni du ing my i s p ac icum pe iod. As men ioned in he
in oduc ion, he class oom consis s o 25 4 h yea ESO s uden s ha a end Agus ín
Ge icó School in he neighbou hood o San José in Za agoza. The a e age p o ile o hese
s uden s is ha o he low-middle class, and in ecen yea s, he e has been an inc ease in
he numbe o s uden s who belong o amilies o immig an s. The class oom shows a
a ie y o lea ne s coming om di e en cul u al backg ounds, al hough he p edominan
p o ile is ha o he s uden s who appe ain o local amilies. In he same line, he class
shows an o e all comi y since he s uden s seem show a congenial disposi ion o each
o he . This includes he ew s uden s who a e immig an s, who a e well in eg a ed in he
g oup.
In e ms o language le el and lea ning compe encies, an a e age numbe o
s uden s can be ca ego ized in he “medium achie e ” linguis ic p o ile (Kagan Online
Magazine, 1998). In addi ion, less o hal o he class is composed by he so-called “high
achie e s,” who ha e an excellen compe ence le el in he language, and also a ew o
hem, “slow achie e s,” who ha e ailed he subjec in he second semes e .
Simila ly, i is impo an o highligh ha he me hodology used by he eache ,
b ie ly s a ed, could be desc ibed as adi ional and eache -cen ed. The main aim seems
o be lea ning he g amma ical aspec s o he language and s uden s a e mean o do mos
o he ac i i ies on hei own. Bea ing his adi ional pedagogical me hodology in mind,
i is necessa y o s ess he cu en ly p omo ed Communica i e Teaching App oach
s ipula ed in he cu en legisla i e amewo k and he alues p opounded by he
A agonese Cu iculum: “Todos los elemen os del cu ículo deben es a al se icio del
obje i o úl imo que debe alcanza un es udian e: se capaz de comunica se en inglés en
dis in os con ex os comunica i os y con dis in os ines”1 (A agonese Cu iculum 26 h
May 2016).
As s a ed in he a o emen ioned pa ag aph, he LOMCE pu s o h he idea ha
eaching and lea ning in e ac ion should be implemen ed wi hin he amewo k
p opounded by he Communica i e App oach —which in he las decades has gained
eliabili y and s eng h. In une wi h hese eaching assump ions, I ha e de ised a uni
1
[My ansla ion] “All he elemen s in he cu iculum mus se e o p omo e he las objec i e he
s uden s ha e o ul il: hey need o be able o communica e in English in di e en communica i e
con ex s and wi h di e en pu poses”
6
plan wi hin he Communica i e Language Teaching app oach h ough he g aphic no el
and exploi ed i h ough P ojec -Based Language lea ning. By aking ad an age o
s uden s’ al eady-compe en le el o eading comp ehension, I ha e ocused on his skill
as an oppo uni y o s uden s o in e ac collabo a i ely and de elop hei spoken and
w i en luency on ce ain opics —as I will subsequen ly explain in he sec ion o
Me hodology.
In line wi h he na ional legal amewo k, he A agonese cu iculum complies wi h
by explaining he main ea u es o he communica i e compe ence, which encompasses
many di e en componen s, as i ollows: “La compe encia comunica i a engloba a ios
componen es: el lingüís ico, el sociolingüís ico y el p agmá ico; y cada uno de ellos
comp ende, en conc e o, conocimien os, des ezas y habilidades”2 (A agonese
Cu iculum 26 h May 2016). As such, he communica i e compe ence includes he
mas e y o discou se —cohesion and cohe ence— he acknowledgmen o he di e en
ypes o o ms o ex ual ep esen a ions (which a e nei he necessa ily o al no w i en),
and he di e en p agma ic and li e a y meanings which unde lie a message such as he
me apho s, ul e io mo i es and such subsidia y a iables. In his ein, many a e he
au ho s ha s a e di e en ea u es ha would esul in an e ec i e achie emen o he
Communica i e Compe ence acco ding o Second Language Acquisi ion (SLA) heo ies.
The CLT App oach
Communica i e Language Teaching has been ega ded as one o he mos e ec i e
con empo a y app oaches which con ibu es o he a ainmen o he communica i e
compe ence and ha can simila ly p omo e s uden s’ mo i a ion. In his aspec , Dö nyei
himsel de ends in his a icle CLT in he 21s Cen u y (2009) he componen o he
si ua ional meaning, de ined as “ he concep ion unde lying lea ning wi hin CLT was
con ined o he widesp ead assump ion ha he lea ne s’ communica i e compe ence
de elops au oma ically h ough hei ac i e pa icipa ion in meaning ul communica i e
asks” (34). The e o e, and con a y o assump ions o p e ious me hodologies, CLT
seeks a lea ne -cen e ed pedagogy, wi hin which he goal o he lessons is he
communica i e ou come which seeks o di ec ly engage lea ne s in communica i e, eal-
li e-like in e cou se.
2
[My ansla ion] “The communica i e compe ence encompasses se e al componen s: he linguis ic,
he sociolinguis ic and he p agma ic; and each o hem include, conc e ely, knowledge, abili ies and
skills”
7
In he same line, au ho s like D. H. B own s a e ha he CLT app oach is a
pa adigm composed by di e en me hods and i s ill “p obes he na u e o social, cul u al
and p agma ic ea u es o language.” Repea edly, and agains he eache -cen ed and
e ical eaching pedagogies, B own poin s ou ha “we a e ying o ge ou lea ne s o
de elop linguis ic luency, and no jus he accu acy ha once consumed ou
p edecesso s” (2007: 46).
In his ega d, he aspec s ha CLT has been de ending alongside his decade a e
closely ela ed o he au hen ici y o ma e ials and he communica i e ou come as he
main goal. Jack C. Richa ds no es ha he implica ions o CLT in e ms o me hodology
ha os e s meaning ul and eal communica ion “p o ides a be e oppo uni y o
lea ning ha h ough a g amma -based app oach” (2006: 12). He con inues by s a ing ha
CLT makes “ eal communica ion he ocus o language lea ning” (12). These
communica i e si ua ions a e c ea ed due o he eedom he eache g an s lea ne s o
hem o expe imen wi h language and apply wha hey know in a spon aneous manne .
Hence, hese communica i e si ua ions allow eache s o apply he ou mac o skills
oge he , as i occu s in eal li e. O he salien aspec s o CLT a e he p io i y gi en o
luency o e accu acy by means o which lea ne s’ communica i e success is achie ed
h ough he di e en a emp s o communica e and disco e g amma ules by
hemsel es; ha is, h ough he implemen a ion o ial and e o , “ he lea ne is building
up his o he communica i e compe ence” (Richa ds, 2006: 13).
The P ojec -Based Language Lea ning App oach
Now ha he CLT app oach has been de ined, i is wo h conside ing how o link hese
p emises wi h he ollowing assump ions: how do eache s c ea e a space in which eal
communica ion happens in a eal-li e like manne ? Is i possible o pu sue signi ican
adap a ions in une wi h lea ne s’ compe encies and language le els, wi hou
unde mining hei sel -es eem and mo i a ion owa ds he L2?
Zol an Dö nyei lis s a ange o di e en mo i a ional s a egies in his a icle
Mo i a ion and Mo i a ing in he Fo eign Language Class oom (1994) ha can gene a e
mo i a ion in he EFL class oom. Thus, we can highligh he ones a ec ing he lea ning
si ua ion. This au ho s a es ha lea ning speci ic mo i a ional componen s should os e ,
o s a wi h, a ele an syllabus based on “needs analysis and in ol ing he s uden s in
he ac ual planning o he cou se p og amme” (276). Secondly, he e mus be an inc ease
14
sca olding, by p o iding each s ep wi h di e en asks ha p omo e hei lea ning
p og ess un il hey achie e he ul ima e goal: he unde s anding o he g aphic no el, i s
componen s as well as i s implica ions. E en ually, he s uden s will p oduce hei own
comic s o y. By so doing, s uden s will be encou aged o de elop disco e and explo e
s a egies, which in PBLL a e in ica ely connec ed o Flipped Class oom Lea ning, as
s uden s need o disco e and in es iga e on hei own.
Tha is why indi idual e lec ion will be ca ied ou by using he Flipped
Class oom echnique —s uden s will be asked o wo k and e lec on MAUS by
hemsel es o exp ess hei own opinions and unde s anding on he no el. This kind o
echnique allows s uden s o c ea e hei own space o e lec ion and s uc u e hei ideas
be o e coming o class. In his manne , he eache will acili a e lea ning h ough
empla es ha could help hem demons a e unde s anding o he g aphic no el. Ac i i ies
such as S o y Maps will a ou s uden s’ e lec ion when eading he no el be o e he
sessions and indi idual e lec ion will p ecede subsequen g oup discussion wi h hei
pee s. By so doing, lea ne s will p ac ise w i ing and eading comp ehension in an
inno a i e manne .
By he same oken, he combina ion o indi idual wo k h ough he Flipped
Class oom echnique oge he wi h coope a i e wo k in ends o build a posi i e
in e dependence among pee s. In Kagan’s wo ds, “posi i e in e dependence d i es
coope a ion. I I know you a e doing well and his helps me, I wo k wi h you, helping and
encou aging you” (Kagan Online Magazine, 1999). By c ea ing a lea ning a mosphe e
we e e e y s uden compensa es each o he ’s unde s anding gaps, sca olding will be
ca ied ou in a ho izon al way; ha is be ween lea ne s.
Tha is why i is simila ly impo an o se le an app op ia e sea ing a angemen
ha would a ou hei eam as well as hei pai wo k. Acco ding o Kagan, “we come
o unde s and, app ecia e, and celeb a e ou indi idual di e ences. I he e we e bu one
way o be sma , each pe son would ank below some indi iduals and abo e o he s in
in elligences” (Kagan Online Magazine, 1998). Fo his eason, he i s s ep is o
ecognise he e is no a uni e sal way o add ess lea ne s’ in elligence, and ha he bes
op ion is o c ea e a coope a i e a mosphe e whe e s uden s wi h di e en lea ning
p o iles, high, medium and slow achie e s, a e coope a ing wi h each o he ,
compensa ing each o he ’s lea ning and unde s anding gaps, a he same ime hey acqui e
social skills, imp o e hei social ela ions and eel be e abou hemsel es. To boos his

15
dynamic, he Jigsaw echnique p oposed by Kagan will be implemen ed (Appendix 4)
and will be u he jus i ied in he second pa o he pape .
As a as assessmen is conce ned, o ma i e and summa i e e alua ion will be
implemen ed h ough di e en hinking ou ines and ac i i ies ia obse a ion cha s.
These asks will also help lea ne s make hei lea ning p ocess isible and will p o ide
hem wi h di e en s eps o e lec in o de o achie e he inal goal a he end o he uni ;
ha is, a coope a i e inal ask ha consis s o a comic as he main na a i e o ela e a
s o y o he lea ne s’ choice.
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5. Uni Plan P oposal
A e in oducing he li e a u e on which his didac ic uni is based, his second pa o he
disse a ion aims a p o iding a c i ical analysis o he p oposal. The main aim o his is
o c ea e a space o in e ac ion and communica ion in English whe e s uden s ha e he
chance o exp ess hei opinions and ideas abou li e a u e using he o ma o he g aphic
no el, social issues and empa hy by using hei c i ical and c ea i e skills. In o de o do
so, he g aphic no el MAUS has been he ool chosen as he ocal poin o de elop he
di e en con en s o deal wi h h oughou he lessons, whe eas PBLL oge he wi h
coope a i e lea ning ha e guided he whole lea ning p ocess o he s uden s.
The ac ha lea ne s a e mean o c ea e a comic in coope a i e g oups gi es hem
he chance o boos hei eam spi i , by c ea ing a posi i e in e dependence among hem.
As men ioned in he heo e ical amewo k, Kagan’s coope a i e sea ing a angemen ,
he so-called Jigsaw a angemen , deals wi h he di e en lea ning pace ha each s uden
is equi ed. Simply pu , hese g oups should be o med by one “High Achie e ,” wo
“Medium Achie e s” and one “Slow Achie e ” (see Appendix 2).
This does no mean ha s uden s will be wo king in g oups all he ime, bu
coope a i e dynamics will hope ully p omo e lea ning and de elop in e ac i e skills. This
sea ing a angemen acili a es pai wo k oo, since s uden s can wo k wi h hei pee , he
so-called “shoulde -pa ne .” In addi ion, s uden s can also wo k indi idually i he asks
so equi e. Fo a posi i e in e dependence o de elop, and o s uden s o p o ide mu ual
sca olding, he uni plan has been designed o c ea e ins ances o indi idual e lec ion.
Fo example, one o he mos ele an spaces o indi idual in ospec ion in his uni plan
is he one dedica ed o he while- eading s age o MAUS, which will be u he explained
in he Lesson Sequence sec ion.
In his manne , his p oposal seeks o add ess di e en lea ning hy hms and o
imp in con idence in such a class, wi h he e ogeneous le els, while os e ing he
acquisi ion o he communica i e skills equi ed by he A agonese cu iculum. By he
same oken, s uden s will be led o e lec on di e en social issues such as disc imina ion,
empa hy, social ac ion, and new li e a y ep esen a ions like he comic.
17
5.1. Con ibu ion o he Key Compe ences
Ha ing in oduced he aison d’ê e o he lesson plan, i is necessa y o demons a e how
i con ibu es o he ul ilmen o he key compe ences s a ed in he LOMCE cu iculum.
Compe ence in linguis ic communica ion (CLC). As s a ed in p e ious sec ions,
in he English subjec and p ecisely h ough his lea ning uni we in end o c ea e he need
o communica ion. In o he wo ds, he goal o his uni is no o use English as such, bu
by p esen ing he challenges, which a e, on he one hand, o ead MAUS and o c ea e a
comic in coope a i e g oups based on he eading comp ehension ask, on he o he . Thus,
he lea ning uni pu sues he use o he communica i e compe ence as he necessa y as
well as he unique way o s uden s o achie e all he ou comes p esen ed. As such, he e
a e some ins ances whe e s uden s a e encou aged o be pa o o al deba es such as in
Lesson 1, o in he las session once hey all publish hei comics.
In he same line, he uni encou ages he c ea ion o a mosphe es o au hen ic
deba es, wi hin which s uden s can communica e hei hough s abou he no el o p o ide
o he coope a i e eams eedback on hei comics. Finally, and e e ing back o he ac
ha he communica i e compe ence in his uni is closely ela ed o he comp ehension
and he analysis o he g aphic no el pe se, i is wo h no ing he main communica i e
pu pose o which his uni plan has been designed: o make s uden s awa e o he
communica i e s eng h o he combina ion o image and wo ds ia he WAGOLL model
p o ided, MAUS. By eading and analysing his g aphic no el, s uden s a e exposed o
new o ms o exp ession and can ge acquain ed wi h new opics ela ed o, say,
disc imina ion, in o de o hem o be able o apply examples o such opics and when
c ea ing hei own comic.
Digi al compe ence (DC). This compe ence is de eloped h ough he di e en
echnological esou ces s uden s will be using as a ool o c ea ion, e lec ion and
assessmen . Di e en digi al sou ces such as Google D i e, Men ime e , YouTube o
Pix on a e expec ed o con ibu e o s uden s’ insigh on he app op ia e, au onomous and
esponsible use o he ICTs. On he one hand, he ICTs will con ibu e posi i ely in he
while- eading s age, since s uden s a e mean o do hese asks om hei homes ia a
Google D i e po olio called S o y-Map (see Appendix 4, Homewo k), which will allow
hem o ha e an online in e ac ion wi h he eache while hey a e eading MAUS. In
18
ins ances such as his one, he ICTs a e a ema kably in e es ing op ion o os e online
eache -s uden in e ac ion.
Apa om his, o he use ul ools such as Men ime e (see Appendix 4, Lesson 3)
ha e con ibu ed o al e na i e manne s in which s uden s can in e ac wi h one ano he
inside he class oom. P ecisely, in lesson 3 Men ime e gene a es a class o um, whe e
s uden s can publish di e en s a emen s simul aneously using hei mobile phones. Mo e
impo an ly, he use o ICTs is g ea ly os e ed du ing he c ea i e s age o he comics
(see Appendix 3, Lesson 6). This lesson p o ides s uden s wi h he chance o make use
o online dic iona ies and edi o s o co ec hei language and o use comic design ools
such as Pix on, o pho o edi o s like Google Pho os. Ne e heless, i is wo h poin ing ou
ha he use o hese design ools has been o e ed o lea ne s as a possibili y, and no as
an obliga ion. One o he ideas de ended a he c ea i e s age —and ha s ongly i s wi h
he idea o “ esponsible use o ICTs”— is ha s uden s should conside new echnologies
as he ools ha could ensu e hem o achie e be e esul s. Tha is why, he possibili y
o c ea e he comics h ough hei own pho os, o e en hand-made d awings will be
equally welcomed.
Lea ning o lea n (LL). The s uc u e o he didac ic p oposal will os e s uden s’
acquisi ion o wo king habi s and he abili y o o ganise ideas. He e, we can highligh
ac i i ies such as he S o y Map (see Appendix 4, Homewo k), he S o y Cha (see
Appendix 4, Lesson 2) o he Comic Plo Ou line (see Appendix 4, Lesson 5), all o which
a e designed o s uden s o make hei ideas isible and well-s uc u ed. By he same
oken, ac i i ies such as Keys o Think (see Appendix 4, Lesson 5) con ibu e o s uden s’
decision making since hey o e di e en ques ions o be answe ed, and guide hem on
he opic hey wan o w i e he comic abou . As such, hese kinds o ac i i ies p o ide
consis en sca olding and help hem o unlock c i ical and c ea i e hinking skills ha all
s uden s ha e.
Social and ci ic compe ences (SC). This uni plan c ea es a space o e lec ion
abou he pas as well as he p esen si ua ions on social disc imina ion. By e lec ing on
MAUS, lea ne s will be exposed o opics such as amily, belonging, ace, iden i y, and
social uni y e sus disc imina ion, among o he s. This is mos ly done in lessons 3 and 4,
du ing which s uden s a e mean o deepen and hypo hesize abou he di e en
con empo a y ins ances o social disc imina ion (see Appendix 3). In bo h sessions, he e
a e asks ha encou age s uden s’ ex apola ion o ideas om MAUS and seek o e lec
19
on di e en assump ions abou how abuse and disc imina ion is ca ied ou nowadays.
The e o e, he uni pu sues o spa k s uden s’ awa eness o he di e en mul icul u al
backg ounds and he social eali y in which hey li e. In his ega d, i can be said ha he
uni plan, o e all, especially h ough hese lessons, encou ages s uden s hink o
con empo a y social issues abou he a o emen ioned hemes, wi h he objec i e o boos
s uden s c i ical hinking and sense o social ac i ism.
Sense o ini ia i e and en ep eneu ship (SIE). This lea ning uni pu sues he
sense o ini ia i e and en ep eneu ship by os e ing lea ne s’ ac i e pa icipa ion in hei
own lea ning p ocess. Fo example, he c ea ion o he comic con ains an impo an
mo i a ional componen , which is he publica ion o i and he awa ds o be ecei ed (see
Appendix 4, Lesson 2). In his way, he challenge engages s uden s in an au hen ic p ojec
con ex , whe e hey a e esponsible o choosing he opics o hei comics, and he way
in which hey wan o ca y ou he c ea i e p ocess. Apa om his, he uni plan has
pu sued he idea o engaging s uden s in he lea ning p ocess in a signi ican manne as i
can be seen in Lesson 7 wi h he sel and pee assessmen ques ionnai e (see Appendix
4). Thus, lea ne s a e mean o e lec on hei own as well as on hei pee s’ a i ude
alongside he uni , o p o ide di e en sugges ions o imp o e he uni and o ank he
comics in e ms o language, o iginali y, and design.
Cul u al awa eness and exp ession (CAE). By means o he g aphic no el, his
uni plan in ends o demons a e he app ecia ion o li e a u e in he o m o he g aphic
no el, as an appealing way o ge in o med and inspi ed. In o de o achie e his
compe ence, eache alk plays an impo an ole; o example, by making s uden s e lec
on he co e o he epig aph in Lesson 1, o by explaining he way in which images and
wo ds a e a powe ul way o con ey meaning in Lesson 5 (see Appendix 3).
5.2. Objec i es and speci ic con en s
This uni plan pu sues he a ainmen o wo main skills: o unde s and he g aphic no el
and sc u inize i in e ms o con en and s uc u e in o de o hem o be able o assimila e
he inpu and po ay i h ough hei own comics —using simila hemes and simila
componen s based on he model p o ided. The e o e, he lea ning objec i es and speci ic
con en s aken in o conside a ion a e, on he one hand, hose ela ed o he comp ehension
o he g aphic no el and he demons a ion o ha unde s anding ia w i en and o al

20
p oduc ion; and, on he o he hand, he abili y o s uden s o imi a e he eading model
and o c ea e hei own w i ing p oduc .
In his ein, he selec ion o bo h he con en s and he objec i es o be achie ed
ollow a p ocedu al syllabus c i e ion. As he name indica es, one o he aims o his uni
is o assess he di e en p ocedu es needed o be ca ied ou h oughou he di e en
s ages un il he p ojec ul ilmen . Owing o his, he main lea ning objec i es o his uni
ha e been o mula ed by making an incise on wo main mac o skills: Comp ehension o
W i en Tex s [Block 3], and he P oduc ion o W i en Tex s [Block 4].
The Comp ehension o W i en Tex s is ca ied ou in he homewo k ask h ough
he S o y Map, in Lesson 2 whe e s uden s iden i y and decide on he ideas o he g aphic
no el coope a i ely hough a S o y Cha and in Lesson 3 —s uden s a e mean o go
deepe in o he s uc u e o he con en o MAUS and demons a e unde s anding on how
images and wo ds pu oge he a e able o con ey meaning. The e o e, he main objec i e
is ha s uden s a e able o ex ac gene al and speci ic in o ma ion om he g aphic no el
in e ms o i s cha ac e s, se ing, opics and ele an e en s indi idually; and he ul ima e
demons a ion o hei knowledge will be assessed ia he S o y-Map.
In his pa icula ins ance, con en s e ol e a ound skills and s a egies ela ed o
eading comp ehension in connec ion o he unde s anding o gene al and speci ic
in o ma ion in MAUS and he abili y o in e p e messages by de ec ing di e en
sequences wi hin he plo . This en ails he iden i ica ion o ele an opics and sub- opics
and he dis inc ion be ween wha he plo is abou and hei pe sonal iew abou he
g aphic no el. All hese con en s will, in u n, be epea ed anew in Lesson 2, whe e
s uden s a e equi ed o ill in a S o y Cha by pu ing ideas oge he in coope a i e
g oups. In Lesson 3, howe e , comp ehension o w i en ex s is ex apola ed in ha
s uden s a e no only equi ed o unde s and gene al and speci ic in o ma ion abou
MAUS; bu also, a he end o he lesson, s uden s will hope ully be able o in e p e he
message, and collec speci ic e idence o how images may con ey language meaning ia
a Visible Thinking cha . In his session, he p oduc ion o w i en ex s is conside ed o
be a sub-skill since i equi es s uden s o make use o comic e ms and ocabula y o he
Holocaus as well as comic s uc u es o commen on di e en images o he comic (see
Appendix 3, Lesson 3).
21
The mac o-skill ha co esponds o he p oduc ion o w i en ex s is mainly
ca ied ou in Lesson 4, Lesson 5 and Lesson 6. In Lesson 4, s uden s begin o ex apola e
he opics ound in MAUS and apply hem o di e en ins ances ha a ec con empo a y
socie y. Hence, s uden s will begin o gene a e hei own ideas inspi ed by he no el,
c ea e a sho ex on opical issues such as disc imina ion, acism, iden i y, and such like
ma e s. On accoun o his, s uden s will be asked o de elop con en s such as he
desc ip ion o di e se expe iences o con ex s ega ding disc imina ion, by using he
condi ional ense (see Appendix 3, Lesson 4). Indeed, by doing his w i ing ask, s uden s
will be encou aged o de elop sociocul u al skills, hey a e expec ed o de elop c i ical
hinking owa ds p e-es ablished social pa e ns and s e eo ypes and o espec o he ways
o hinking. Wha is mo e, he session will es on o al p oduc ion as ano he sub-skill, as
s uden s a e mean o be able o sha e hei w i en ideas in a pai con e sa ion.
In Lessons 5 and 6, s uden s a e mean o be able o use hei knowledge on he
comic s uc u e, i s by planning he plo ou line h ough he Comic Plo ac i i y in
Lesson 5, and a e wa ds, by p oducing he inal comic in Lesson 6. In bo h lessons
w i en p oduc ion is he main skill o be de eloped. In Lesson 5, w i en p oduc ion is
mo e a uned o planning s a egies —in which s uden s could ac i a e and coo dina e
communica i e compe encies wi h he aim o ul illing he inal comic e icien ly h ough
he Comic Plo ac i i y o he Task Planne (see Appendix 3, Lesson 5). Finally, Lesson
6 add esses he so-called inal p ojec , h ough which s uden s a e mean o p oduce hei
own comic —by ac i a ing he di e en skills de eloped alongside he lea ning uni . In
his ega d, s uden s will be bound o ake ad an age o he p e ious ideas discussed in
class, hey will make use o he Comic Plo Ou line and he Task Planne , hey will
de elop speaking in e ac ion skills in o de o exchange ideas and hough s wi h hei
pee s. Thus, hey will be able o c ea e hei own ex by adjus ing o he WAGOLL model
p o ided in he eading sessions; ha is, MAUS.
5.3. Lesson Sequence
As a as he lesson sequencing is conce ned, and as s a ed in he sec ion Me hodology,
he lesson plan has been designed in o de o ul il he se en s eps o P ojec -Based
Language Lea ning: ac i a ion, disco e y, deepening, planning, c ea ion, publishing and
e lec ion. These se en s eps a e mean o be implemen ed o p o ide g adual au hen ic
inpu . Thus, he lessons a e mean o un old in an en i onmen ha p omo es sel -
con idence in which key knowledge on he opic, unde s anding and success skills a e
22
pa amoun o lea ne s o comple e hei lea ning p ocess. Allegedly, his inpu will be
e idenced h ough he p oduc ion o a inal p oduc since s uden s a e mean o c ea e
hei own comic ha includes he componen s o he g aphic no el. Fo a mo e de ailed
explana ion o each session, see Appendix 3.
A he s age o ac i a ion, s uden s will be exposed o di e en ac i i ies ha will
s imula e p e-exis ing schema a o in oduce he eading challenge. As such, one can
conside his s age as a p e- eading ask. In his sense, he i s lesson o he uni
in oduces di e en ocabula y i ems ha s uden s will be p ocessing while eading
MAUS —mos o hem connec ed wi h con en lea ne s al eady know. Hence, hey will
e ise wha hey ha e al eady s udied abou Holocaus in he His o y class. This is an
ad an age o hem because hey will ha e he chance o e ise hose concep s in hei L1
i s , and hence, i will become easie o hem o associa e he e ms in English. The
eading challenge is p esen ed h ough he co e and he epig aph o MAUS. By posing
di e en ques ions on wha hey obse e in he g aphic no el co e and wha hei
assump ions a e in connec ion o i s epig aph, hei cu iosi y will likely o be spa ked in
ela ion o MAUS. Fo s uden s’ e lec ion o be mo e e ec i e, hey will in e ac in pai s
whe eas he eache will supe ise he asks and cla i y doub s.
The while- eading eading s age is necessa y o s uden s o s uc u e he di e en
ideas ha can eme ge when hey begin o ead indi idually. This e lec ion will be ca ied
ou using he Flipped Lea ning echnique. Fi s , s uden s will e lec on MAUS on hei
own be o e hey begin o sha e and nego ia e hei indi idual hough s oge he wi h o he
poin s o iew in he upcoming sessions. These ideas will be s uc u ed ia an indi idual
S o y Map whe e s uden s will be asked o s uc u e di e en a iables abou each
chap e . Al hough his ask is designed o be done a home, lea ne s will ind hemsel es
accompanied du ing he eading s age h ough he commen s he eache will lea e online
while hey comple e his online po olio. This will allow a mo e pe sonal way o
p o iding eedback and i can be bene icial o hem o ein o ce hei unde s anding o
he no el. Simila ly, by using he Flipped Class oom echnique, lea ne s will be gi en he
chance o do hei own indi idual esea ch o gene a e hei own ideas be o e hey begin
o wo k in coope a i e g oups.
By he ime s uden s ge o he nex ace- o- ace session (Lesson 2), hey will
al eady ha e he chance o s uc u e he chap e s h ough he main hemes, cha ac e s,
se ings and hei opinion abou he di e en chap e s h ough hei own S o y Maps. In
23
his ega d, he pos - eading ask becomes, in e ms o PBLL app oach, he s age o
Disco e y. A his junc u e, s uden s a e mean o demons a e unde s anding o MAUS
by comple ing a S o y Cha in hei coope a i e g oups. Tha is why om his session
onwa ds, s uden s will be si ing in coope a i e g oups a anged ia Kagan's Jigsaw
echnique (Appendix 1). In his session, s uden s will be gi en coope a i e oles wi h
di e en esponsibili ies o he ul ilmen o he S o y Cha Task. The oles assigned
will be he summa ize , he cha ac e connec o , he s ip selec o and he speake and
ime con olle (Appendix 4, Lesson 2). The eache will need o assign hese oles o he
low achie e s since i is impo an o gi e hem a ole ha hey could be esponsible o .
Rega dless o his, he use o oles in his kind o ask helps lea ne s o o ien hei
esponsibili ies owa ds he e ec i e ul ilmen o he S o y Cha . A he same ime, i
can boos lea ne s’ sel -es eem and hei sense o ini ia i e since hey a e ac i e pa o
he dynamics ca ied ou in he lesson. In his ein, he class becomes a elaxed con ex
o s uden s o in e ac , while he eache will eme ge as he acili a o o ideas o guide
s uden s h ough he lea ning.
Apa om ha , a he disco e y s age, once s uden s ha e go en deepe in o he
g aphic no el and sha ed hei ideas wi hin hei eams, i is impo an o p esen he
challenge ha would sus ain he in e es in he upcoming sessions. Al hough he challenge
is no mally p esen ed in he ac i a ion s age, in his case, i has no been implemen ed in
his way o a oid con usion and unnecessa y s ess be o e lea ne s ge o ead he g aphic
no el. I is impo an o in oduce he eading challenge once s uden s a e con iden wi h
wha hey ha e ead. The hu dle will show hem he eason why hey needed o ead and
unde s and he no el.
In his manne , he deepening s age —ca ied ou in Lesson 3 and 4— will be
di ec ed o c ea e a space o an in-dep h analysis o some a iables in MAUS. A he
same ime, he s uden s migh begin o ex apola e ideas and hemes om he no el ha
can be applicable o e e y-day li e and can la e po ay in hei own comics. Du ing his
s age, he eache alk is especially impo an , as she will p o ide key explana ions on
how he s uc u e o images in combina ion wi h language a e able o con ey meaning.
Simila ly, i is impo an o s uden s’ in e ac ion and class deba e. All in all, he
deepening s age gi es s uden s he chance o enligh en hei hinking and ge inspi ed by
he hemes depic ed in MAUS h ough communica ion and collec i e hinking — h ough
which hey can gene a e new ideas and hypo hesize abou hem.
30
Wo ks ci ed
DÖRNYEI, Z. 1994. “Mo i a ion and Mo i a ing in he Fo eign Language Class oom”.
The Mode n Language Jou nal 78.3: 273-284.
DÖRNYEI, Z. 2009. “Communica i e language eaching in he 21s cen u y: The
‘P incipled communica i e app oach’ in Pe spec i es, 36(2), 33-43. Camb idge:
Camb idge Uni e si y P ess.
BROWN, H. D. 2002. “English Language Teaching in he “Pos -Me hod” E a: Towa d
Be e Diagnosis, T ea men , and Assessmen ”. In Richa ds & Denandya.
Me hodology in Language Teaching. Camb idge: Camb idge Uni e si y P ess.
BROWN, D. H. 2007. “The Pos me hod E a: Towa ds In o med App oaches”, in
Teaching by P inciples: An In e ac i e App oach o Language Pedagogy. New
Yo k: Pea son Longman, 40-61.
Cu ículo LOMCE pa a A agón: O den ECD/2016 de 26 de mayo.
KAGAN, S. (1999). “Posi i e In e dependence”. Kagan Online Magazine. Re ie ed
May 2, 2020, om
h ps://www.kaganonline.com/ ee_a icles/d _spence _kagan/286/Posi i e-
In e dependence
KAGAN, S. (1998) “Coope a i e Lea ning and Mul iple In elligences. Wha A e he
Connec ions?”. Kagan Online Magazine. Re ie ed May 8, 2020, om
h ps://www.kaganonline.com/ ee_a icles/d _spence _kagan/260/Coope a i e-
Lea ning-and-Mul iple-In elligences-Wha -a e- he-Connec ions?
FAROUC, I. (2016). “A P ojec -Based Language Lea ning Model o Imp o ing he
Willingness o Communica e o EFL S uden s”. In SYSTEMICS, CYBERNETICS
AND INFORMATICS. Vol. 14, No. 2. Japan: O a u Uni e si y o Comme ce.
LAZAR, G. (1993). Li e a u e and language eaching: a guide o eache s and aine s.
Camb idge: Camb idge Uni e si y P ess.
MCCLOUD, S. (1994). Unde s anding Comics: The in isible A . New Yo k.
Ha pe Collins Publishe s.
ORTELLS, E. (2013) Teaching English as a o eign language in Spanish seconda y
schools: The alue o li e a u e. English Teaching: P ac ice and C i ique,12 (1),
91-10.
PELLICER-ORTÍN, S. and ROMO-MAYOR, P. 2020. Using Li e a u e in he EFL
Class oom: Guide o Seconda y Educa ion Teache s. Za agoza: P ensas de la
Uni e sidad de Za agoza.
RICHARDS. J.C. 2006. Communica i e Language Teaching Today. Camb idge:
Camb idge Uni e si y P ess.
SPIEGELMAN, A. (1996). The Comple e MAUS: A Su i o ’s Tale My Fa he ’s Bleed
S o y and He e My T oubles Began. New Yo k: Pan heon Books.

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Appendices
All he Appendices excep o he Rub ic o The Comic E alua ion, a e pieces o
own au ho ship. The Rub ic o he Final Comic E alua ion has been an adap a ion o
he Camb idge Rub ics o W i ing Assessmen aken om
h ps://www.camb idgeenglish.o g/images/231794-camb idge-english-assessing-
w i ing-pe o mance-a -le el-b1.pd .
Appendix 1. The necessi y de ec ed: wo ks om o he subjec s.
1. P ac icum 1 Po olio: Memo ia del p ác icum I:
Link o he PDF documen :
h ps://d i e.google.com/ ile/d/1a4qTpEuXuiWpCkXLhYCKhnNsnYZAMiu1/ iew?usp=sha ing
This po olio p o ides, in he shape o a dia y, a b ie desc ip ion o he di e en
si ua ions I had he chance o obse e alongside my i s placemen pe iod a he
Agus ín Ge ico. Among hose desc ip ions, we can ind he e lec ion abou he day
I had he chance o obse e he 4 h yea ESO class oom.
2. PBLL Uni Plan Can a: Teaching W i ing Th ough PBLL
Link o he PDF documen :
h ps://d i e.google.com/ ile/d/1 RjM Lq-x7V46ZDKTGkJynLKNOKXSnjU/ iew?usp=sha ing
This wo k explains he di e en s eps ca ied ou o he ul ilmen o a uni plan
based on he p inciples o P ojec -Based Language Lea ning. This wo k has been
aken as a e e ence o design his Uni Plan, by aking i s alues, ideas o c ea e he
lea ning ma e ials. Also, a simila lesson sequence has been ollowed.
32
Appendix 2. Speci ic E alua ion C i e ia
The c i e ia below ollow he Cu iculum speci ica ions o se objec i es o he uni plan and e alua e he s uden s. A he end o his uni , s uden s
will be able o:
OBJECTIVE
CRITERIA
COMPETENCES
STANDARD
• O ganize in o ma ion abou he plo o he g aphic no el MAUS guided by he S o y Map
po olio, as a s a egy o unde s and i s plo in e ms o cha ac e s, he se ings and he ele an
e en s in each o he chap e s.
C i .IN.3.1
CLC-DC-LL-SC-CAE
Es .IN.3.1.1.
• Read he g aphic no el MAUS au onomously, demons a ing i s comp ehension In he S o y
Map po olio.
C i .IN.3.1
CLC-DC-LL-SC-CAE
Es .IN.3.1.2.
• Desc ibe he abs ac and he conc e e ea u es o he plo , he cha ac e s and speci ic s ips in
MAUS, guided by he S o y Cha , by b ie ly jus i ying hei opinion, desc ibe hei imp essions
and eelings and by poin ing a aspec s hey conside ele an .
C i .IN.4.1.
CLC-LL-SC-SIE-
CAE
Es .IN.4.1.2.
• In e p e in o ma ion o speci ic comic igne es aken om he g aphic no el MAUS, by
comple ing a Visible Thinking Cha as a ool o classi y he isual in o ma ion, he o e all
in e p e a ion o each igne e and i s possible implica ions.
C i .IN.3.1.
CLC-LL-SC-SIE-CAE
Es .IN.3.1.1.
• W i e a simple, sho pa ag aph by means o he app op ia e use o he second condi ional o
exp ess hei opinion abou social seg ega ion ma e s.
C i .IN.4.1.
CLC-LL-SC-SIE-CAE
Es .IN.4.1.1
• P oduce o al ex s wi h an adequa e egis e and co ec language s uc u es in o de o make
ques ions and p o ide cons uc i e eedback o o he classma es.
C i .IN.2.1.
CLC-LL-SC-SIE-CAE
Es .IN.2.1.2.
• W i e and design om 5 o 7 comic s ips abou s o ies on social seg ega ion, by using w i ing
p ocess planning guided by he Comic Plo Ou line, and by u ilizing he ea u es o he g aphic
no el analyzed p e iously in class.
C i . IN. 4.2.
CLC-DC-LL-SC-SIE-
CAE
Es .IN.4.2.1
33
Appendix 3. Lesson Sequence
LESSON 1: A P ac ical Guide o Unde s and he Holocaus
Lea ning Objec i es
A he end o he lesson, s uden s should...
• Classi y ocabula y on he Holocaus wi h hei co esponding de ini ion.
• Recognize ocabula y concep s wo ked in he His o y Class on he opic o WWII in he English Language.
• Use ocabula y on he Holocaus o po ay hei hough s abou he co e o he g aphic no el MAUS.
Success C i e ia
A he end o he lesson, s uden s can...
• Use Talking Donu s o p oduce di e en imp essions abou he co e and he epig aph o MAUS, by using speci ic s uc u es o opinion and
ocabula y abou he Holocaus .
Skills
S uden s can...
• Iden i y de ini ions abou he Holocaus e ms in a YouTube ideo. / Exchange in o ma ion wi h he eache and hei classma es. [Lis ening]
• Associa e de ini ions abou Holocaus e ms. [Reading]
• Talk abou he i s imp ession o MAUS conce ning he co e and he epig aph. [Speaking]
Cu icula Con en s
Skills and s a egies o o al comp ehension:
• Unde s anding o gene al and speci ic in o ma ion ansmi ed ia communica i e sou ces (You ube).
Use o comp ehension s a egies:
• Ac i a ion o p e ious knowledge abou he Holocaus .
Skills and s a egies o o al p oduc ion:
Syn ax and discou se s uc u es:
• Vocabula y: he Holocaus .
• Discou se s uc u es: s uc u es o exp ess opinion (I see, I hink, I wonde , I belie e, I hink).
• Ve b enses: p esen simple, p esen con inuous, u u e ense.
C oss-cu icula Con en
[Bloque 5] – His o ia y Geog a ía “La época de “En egue as” (1919-1945) - El nazismo alemán.
Lesson objec i es
Ac i i y desc ip ion
Time
In e ac ion pa e n
Key Compe ences
1.To ac i a e he opic h ough
ocabula y e ms.
- The eache will show a ange o lashca ds ha
depic e minology ela ed o he Holocaus (Appendix 4,
Lesson 1).
- The eache plays he ideo abou he Holocaus .
S uden s e lec on he ideo and ela e he e minology
shown in he lashca ds.
25’
In pai s
CCL-CMCT-CD-CAA-CSC-CCEC
34
- S uden s will be gi en he di e en de ini ions abou he
concep s shown in he sc een (Appendix 4, Lesson 1).
* TEACHER TALK: “Now ha you’ e wa ched he ideo, I
gi e o each pai a de ini ion. Each o he de ini ions
co esponds o one o he images I showed you a he
beginning. So, i you hink you de ini ion ma ches he
image ha appea s in he p ojec o hen you ha e o
s and up”.
2.To classi y he i s ideas on MAUS
A Su i o ’s Tale
- The eache shows he co e o he g aphic no el MAUS
and makes ques ions abou i s con en o ac i a e
s uden s’ p e ious knowledge.
* TEACHER TALK:
“Now ha we know a bi mo e abou his in
English... Wha is he symbol ha appea s in he co e ?”
“Wha animals appea in he co e ?” “Why does he
illus a o has hough o ca and mouse/mice?”
“Wha is he symbol ha appea s wi h he ca , igh
behind he wo mice?”;”Wha does i ep esen ?”
- The eache may spa k he deba e by showing Hi le ’s
s a emen in he g aphic no el. (Appendix 4, Lesson 1)
* TEACHER TALK:
“Who was Hi le ?” “Wha do you hink Hi le would be in
he s o y, a ca o a mouse? Why?”
- Talking Donu s (Appendix 4, Lesson 1) will be used o
encou age s uden s b ains o m abou he ideas hey ha e
abou he g aphic no el a i s glance.
20’
Teache -S uden s
in pai s
S uden s in pai s-
Teache
3.To p esen he eading challenge
- TEACHER TALK:
“You will be eading MAUS du ing he Eas e Holidays. I will
p o ide you wi h a empla e ia email ha you will need o
10’
Teache -s uden
35
ill in whene e you inish a chap e ; I will keep a ack o i
and add commen s meanwhile”.
- The eache shows he s o y map (Appendix 4,
Homewo k) empla e and answe s s uden s doub s in he
L1.
Ma e ials and esou ces
• Images & Concep s Flashca ds (Appendix 4, Lesson 1)
• You ube ideo: h ps://www.you ube.com/wa ch? =EoyUSYymLxo
• Co e & Epig aph o MAUS A Su i o ’s Tale (Appendix 4, Lesson 1)
• Talking Donu s (Appendix 4, Lesson 1)
Homewo k
• Reading on MAUS A Su i o ’s Tale; ill in he S o y Map. (Appendix 4, Homewo k)
Sca olding/a en ion o di e si y
• Pai ac i i ies p omo e ho izon al sca olding.
• Teache alk may spa k s uden s’ in e es owa ds he opics, by making ques ions ha would push hei c i ical
hinking.
• Talking Donu s p omo e in e ac ion and in ends o mo i a e s uden s, as he pu pose is o spend as many alking
donu s as possible by sco ing poin s a he end o he ac i i y (i bene i s bo h hei in insic as well as hei in insic
mo i a ion).
• I gi es s uden s opinion chunks ha allow hem o ollow a semi- luen deba e, he mo e complica ed he
sen ence hey choose o p oduce, he mo e poin s hey ge when hey speak.
• Simila ly, hey p ac ice spoken communica ion, ocabula y o he Holocaus , and ac i a e hei hinking
be o e hey begin o ead MAUS.

36
HOMEWORK: While-Reading MAUS
Lea ning Objec i es
A he end o he eading, s uden s should...
• Lis he di e en cha ac e s in each chap e o MAUS.
• Lis he di e en places whe e ha appea in each chap e o MAUS.
• Explain he plo & hemes in MAUS h ough sho sen ences in p esen enses.
• Apply ocabula y ela ed o he Holocaus and he g aphic no el (bubbles, panels) o exp ess opinion o explana ions.
• C i ique he chap e s in MAUS h ough sho sen ences by using “I like i because” / “I don’ like i because”.
Success C i e ia
A he end o he eading, s uden s can
• Comple e a S o y Map abou he g aphic no el.
Skills
S uden s can...
• Analyse he plo o MAUS. [Reading]
• Fill in he S o y Map on by p o iding in o ma ion abou he di e en cha ac e s, places, impo an e en s and hei own opinions abou each
chap e in MAUS. [W i ing]
Cu icula Con en s
Skills and s a egies o eading comp ehension:
• Unde s anding o gene al and speci ic in o ma ion in au hen ic ex s: MAUS A Su i o ’s Tale.
• Message in e p e a ion: di e en sequences wi hin he plo , he main opic and he sub-
opics, he dis inci ion be ween he plo and hei pe sonal opinion.
Use o comp ehension s a egies:
• P edic ion o meaning h ough lingüis ic and non-lingüis ic elemen s: Image y as a complemen o lingüis ic in o ma ion in comics.
C oss-cu icula Con en s
[Bloque 5] – His o ia y Geog a ía “La época de “En egue as” (1919-1945) - El nazismo alemán.
Lesson objec i es
Ac i i y desc ip ion
Time
In e ac ion pa e n
E alua ion C i e ia & Key Compe ences
1.To ill-in a S o y Map
S uden s ead a hei homes and ill-in an
online po olio (S o y-Map, Appendix 4,
Homewo k)
The eache p o ides hem commen s and
eedback o cla i y hei doub s abou he
no el.
Flipped Class oom
Indi idually
Teache -S uden
(online commen s)
CCL-CMCT-CD-CAA-CSC-CIEE-CCEC
37
Ma e ials and esou ces
• G aphic no el MAUS A Su i o ’s Tale
• S o y-Map po olio (OneD i e) (Appendix 4, Homewo k)
Sca olding/a en ion o di e si y
- Each o he sec ions ha s uden s need o e lec abou (cha ac e s/se ing/impo an e en s/opinion) ha e an
example as a e e ence o hem o know wha hey need o w i e in each pa .
- The ac ha hey can access his ma e ial h ough OneD i e allows he eache o keep ack o each s uden s’
eading p ocess, and he eache can add eedback on hei s o y maps. Plus, s uden s can ha e access he
documen a any momen e en h ough hei mobile phones.
38
LESSON 2: Why MAUS? Disco e ing he comic
Lea ning Objec i es
A he end o he lesson, s uden s should...
• Demons a e unde s anding on he plo o MAUS bo h o ally and w i en.
• Discuss abou he di e en aspec s ega ding he plo o MAUS bo h o ally and w i en.
Success C i e ia
A he end o he lesson, s uden s can
• C ea e a s o y-cha abou he g aphic no el.
Skills
S uden s can...
• Exchange in o ma ion wi h he eache and he classma es. [lis ening]
• Fill in he s o y-cha ollowing he ins uc ions. [ eading]
• Fill in he s o y-cha on he summa y o he g aphic no el, he explana ion o he cha ac e s and he explana ion o an impo an passage ha
hey choose. [w i ing]
• Exchange in o ma ion wi h he eache and he classma es. [speaking]
Cu icula Con en s
Skills and s a egies o o al p oduc ion:
• Spon aneous pa icipa ion in class oom communica i e si ua ions, by answe ing ques ions ega ding he ac i i ies done in class.
• To e lec and o apply s a egies o au o-co ec ion and au o-assessmen in o de o imp o e he o al exp ession; acknowledge he e o as a
pa o he lea ning p ocess.
• Ask o help, cla i ica ion, communica e coope a i ely.
Skills and s a egies o w i en p oduc ion:
Syn ac ic and discu si e s uc u es:
• Vocabula y: adjec i es (gene ous, ha d-wo king, hones , kind, mean, nice, ne ous, poli e, quie , ude, sel ish, se ious, sma ,
s upid, b ea h aking, mo ing, in e es ing, e c).
• Time (when, as, while, un il, a e , be o e, since, as soon as)
• Place (whe e, whe e e ; e.g. You can go whe e e you like.)
• Reason o cause (because, as, since)
• Ve bs: Tense e iew: p esen simple/p esen con inuous; pas simple/pas con inuous; will, be going o; p esen simple and con inuous wi h
u u e meaning; used o; p esen pe ec simple; pas pe ec simple.
39
Lesson objec i es
Ac i i y desc ip ion
Time
In e ac ion pa e n
Key Compe ences
1.To c ea e coope a i e g oups (G oups
o 4 s uden s)
- G ouping will be done acco ding o he Jigsaw echnique
(Appendix 1)
The eache will p o ide lashca ds wi h oles o
s uden s: summa ize , cha ac e connec o , s ip selec o ,
speake and ime con olle (Appendix 4, Lesson 2).
- S uden s di ide he oles among he membe s and
nego ia e a name on hei g oup.
10’
S uden -S uden
Coop. G oups
CCL-CMCT-CD-CAA-CSC-CIEE-CCEC
2.To ill-in a mind-map on he g aphic
no el in coope a i e g oups
- The eache will p o ide s uden s wi h a S o y-
Cha (Appendix 4, Lesson 2) hey need o ill in du ing he
ac i i y:
* TEACHER TALK
“Each g oup has a mind map ha you’ll need o ill in, each
pe son in he g oup is in cha ge o some hing. Each pe son
in he g oup mus pa icipa e, so: when he summa ize is
doing his/he pa , he pe son on his/he le needs o w i e
down wha she/he is saying. To ensu e e e ybody w o e
some hing down, you’ll be using di e en colou pens; each
pe son has 5-7 minu es o inish his/he pa ! So, speake
& ime keepe , you ha e o con ol ha p ope ly, when he
clock has s a e i has been a ound 20 minu es, I will ask he
speake s in each g oup abou wha you ha e pu ”.
- A e he ac i i y, speake s in each g oup sha e hei
g oups’ ideas wi h he whole class.
-The eache collec s he s o y maps.
30’
S uden -s uden
Round Table
echnique
4.To p esen he challenge:
ad e isemen on comic exposi ion and
con es
- The eache shows s uden s an ad e isemen o a comic
exposi ion (Appendix 4, Lesson 2):
*TEACHER TALK:
“A he end o his uni he e will be a comic exposi ion,
whe e each g oup will need o c ea e hei own s o y; he e
10’
Teache -S uden
S uden -Teache
46
• Keys o Think (Appendix 4, Lesson 4)
Homewo k
None
Sca olding/a en ion o di e si y
• In he w i ing ask, he in oduc o y sen ence w i en in he whi eboa d will de e mina e he g amma o m. This will
p o ide a deduc i e echnique o g amma ical explana ion; s uden s will acciden ally use he o m ia he sen ences
p o ided by he eache and his will make hem use he g amma ical o m while hey e lec on he ques ion i sel .
• In he o al ac i i y, s uden s will be gi en a Chea Shee o hem o ollow some chunks o a semi- luen
con e sa ion. This ac i i y will be done in pai s. Kagan’s ound obin echnique will be used o e e y s uden o he eam
o pa icipa e in he con e sa ion. Al hough a bi o ced, his will os e s uden s’ in e ac ion as i in eal li e.

47
LESSON 5: Time o ge down o business: ge ing eady o c ea e he comics.
Lea ning Objec i es
A he end o he lesson, s uden s should...
• Ske ch he main ideas o hei comic.
• Schedule he esponsibili ies wi hin hei coope a i e eam h ough a p ojec planne .
• Demons a e knowledge wi h ICT ools such as GoogleDocs, Google D i e, In e ne b owse s, Pix on, Pain and Google Pho os.
Success C i e ia
A he end o he lesson, s uden s can
• Fill in a Comic Plo Ou line.
• Fill in a P ojec Planne .
• Demons a e o e all knowledge wi h he ICT ools used o c ea e he p ojec .
Skills
S uden s can...
• Exchange in o ma ion wi h he eache and he classma es. [Lis ening & Speaking]
• Unde s and he in o ma ion p o ided in he asks as well as in he ICT ools p o ided. [Reading]
• W i e he d a abou hei p ojec and ill in a p ojec o ganize . [W i ing]
Con en s
Skills and s a egies o w i en p oduc ion
• C ea ion o c ea i e sho ex s on opical issues (di e en examples o social disc imina ion).
• Plani ica ion: o ac i a e and coo dina e he gene al and communica i e compe encies wi h he aim o ul illing he ask e icien ly ( e iew
wha hey know abou he opic, b ains o ming, o ganizing pa ag aphs, planning he asks, e c).
Pe o mance:
• To ake ad an age o p e ious knowledge wo ked in class.
• To w i e ex s ia models and guided ac i i ies.
• In e es o look a e he p esen a ion and appea ance o he w i en ex .
• To e lec and o apply s a egies o au o-co ec ion and au o-assessmen in o de o imp o e he o al exp ession; acknowledge he e o as a
pa o he lea ning p ocess.
Sociocul u al and sociolinguis ic aspec s:
• To alue cul u es, a i udes and belie s; o de elop c i ical a i ude owa ds p e-es ablishmen s and s e eo ypes; o espec o he ways o
hinking.
Syn ac ic and discu si e s uc u es:
Ve bs:
• Tense e iew: p esen simple/p esen con inuous; pas simple/pas con inuous; will, be going o; p esen simple and con inuous wi h u u e
meaning; used o; p esen pe ec simple; pas pe ec simple
• Aspec : p og essi e (was w i ing), pe ec i e (ha e w i en)
48
• Modali y: Abili y (can, be able o, could); possibili y (could, may, migh ); p edic ion (will), posi i e deduc ion (mus ); nega i e deduc ion (can’ );
obliga ion (mus , ha e o); no obliga ion/no necessi y (needn’ , don’ need o, don’ ha e o); p ohibi ion (mus n’ , can’ ); ad ice (should);
pe mission/ eques (can, could, may)
• Voice: Passi e (p esen , pas and u u e); passi e ques ions
• Ve bs + p eposi ion (e.g. all in lo e wi h, d eam abou , hink o , ge ma ied o)
• Time ela ions: Time when (a , on, in); du a ion ( om … o, o , since); p ep. + noun (e.g. a /a e /un il/be o e midnigh )
• Suppo , opposi ion ( o , agains )
Vocabula y:
• Vocabula y o common use; use o ocabula y wo ked in p e ious lec u es.
Use o speci ic signs and con en ions:
• Use o digi al edi o s and dic iona ies o sol e o ho- ypog aphic doub s.
Lesson objec i es
Ac i i y desc ip ion
Time
In e ac ion pa e n
Key Compe ences
1.To c ea e a d a o he plo .
The eache hands in he Comic Plo Ou line (Appendix 4,
Lesson 5) o he d a . Coope a i e g oups will ill his in
using he Round Table echnique used in o he
sessions: each membe o he g oup will be in cha ge o
w i ing down he whole g oups’ ideas in each o he
sec ions; whe eas he ou h membe ( he speake , chosen
by he g oup and no necessa ily he same one as in
p e ious sessions) acks he ime and speaks o he
eache wi h he main ideas when she app oaches.
TEACHER TALK:
“Remembe o example ha in MAUS he au ho makes
use o animals o ep esen humans. You can do he same
by using di e en animals o objec s”.
“As in MAUS, you can use di e en pic u es o show
di e en hings, such as black and whi e il e s, o mo e
colou ul il e s o depic happiness”.
The eache walks a ound he coope a i e g oups and
helps s uden s and cla i ies doub s/she p o ides in
si u eedback and allows s uden s keep he empla e as a
model o ollow when hey begin c ea ing he plo .
20’
S uden -S uden
Round Table
echnique
Teache -s uden
S uden - eache
CCL-CMCT-CD-CAA-CSC-CIEE-CCEC
49
2.To o ganize he esposibili ies in
each coope a i e g oup.
S uden s will be gi en a P ojec O ganize
(Appendix 14). S uden s a e equi ed o lis he di e en
so s o esponsibili ies in o de o ul il he comic and o
name each membe o he g oup in one o he asks.
The eache walks a ound and supe ises he g oups. She
collec s he P ojec O ganize o e iew who
will o e see wha .
10’
2.To s a c ea ing he comic
Each s uden will s a de eloping hei asks acco ding o
he planne hey handed in. S uden s will make use o he
ICTs in o de o de elop he di e en esponsibili ies o
ul il he p ojec .
20’
Ma e ials and esou ces
• Comic Plo Ou line (Appendix 4, Lesson 5)
• P ojec O ganize (Appendix 4, Lesson 5)
• Online sou ces: Google D i e, B owse s, Pix on, Pain , Google Pho os, Online Dic iona ies
(Camb idge/Wo d e e ence/Linguee).
Homewo k
None
Sca olding/a en ion o di e si y
• Teache alk will spa k s uden s’ inspi a ion, by p o iding ideas ela ed o MAUS.
• In o de o guide s uden s wi h he di e en esponsibili ies o be ca ied ou o he p ojec , he eache p o ides a
lis o di e en hings ha need o be done (w i e he sc ip , choose images and so on). A e , s uden s will ha e he choice
o pick how hey a e going o ca y ou each esponsibili y and which membe will o e see each o he asks.
LESSON 6: Teamwo k c ea ion
Lea ning Objec i es
A he end o he lesson, s uden s should...
• Fo mula e di e en sen ences o be included in a con e sa ion bubble.
• In es iga e abou he opic o he s o y hey wan o w i e abou .
• Design a s o y sequence by means o comic s ips.
• C ea e di e en comic s ips ha con ibu e o he meaning o hei s o y.
Success C i e ia
A he end o he lesson, s uden s can
• Design a comic abou a s o y on social mino i ies in dange o disc imina ion.
50
Skills
S uden s can…
• Exchange in o ma ion wi h he eache and he classma es. [Lis ening & Speaking]
• Read ins uc ions and in o ma ion ia di e en online sou ces. [Reading]
• C ea e di e en w i en con en o hei own comics. [W i ing]
Con en s
Skills and s a egies o w i en p oduc ion
• C ea ion o c ea i e sho ex s on opical issues (di e en sen ences o a con e sa ion).
• Plani ica ion: o ac i a e and coo dina e he gene al and communica i e compe encies wi h he aim o ul illing he ask e icien ly ( e iew
wha hey know abou he opic, b ains o ming, o ganizing pa ag aphs, planning he asks, e ise he d a , e c).
Pe o mance:
• To ake ad an age o p e ious knowledge wo ked in class.
• To w i e ex s wi h cla i y, adjus ing o he model ( he g aphic no el).
• In e es o look a e he p esen a ion and appea ance o he w i en ex .
• To e lec and o apply s a egies o au o-co ec ion and au o-assessmen in o de o imp o e he o al exp ession; acknowledge he e o as a
pa o he lea ning p ocess.
Sociocul u al and sociolinguis ic aspec s:
• To alue cul u es, a i udes and belie s; o de elop c i ical a i ude owa ds p e-es ablishmen s and s e eo ypes; o espec o he ways o
hinking.
Syn ac ic and discu si e s uc u es:
Ve bs:
• Tense e iew: p esen simple/p esen con inuous; pas simple/pas con inuous; will, be going o; p esen simple and con inuous wi h u u e
meaning; used o; p esen pe ec simple; pas pe ec simple
• Aspec : p og essi e (was w i ing), pe ec i e (ha e w i en)
• Modali y: Abili y (can, be able o, could); possibili y (could, may, migh ); p edic ion (will), posi i e deduc ion (mus ); nega i e deduc ion
(can’ ); obliga ion (mus , ha e o); no obliga ion/no necessi y (needn’ , don’ need o, don’ ha e o); p ohibi ion (mus n’ , can’ ); ad ice (should);
pe mission/ eques (can, could, may)
• Voice: Passi e (p esen , pas and u u e); passi e ques ions
• Ve bs + p eposi ion (e.g. all in lo e wi h, d eam abou , hink o , ge ma ied o)
• Time ela ions: Time when (a , on, in); du a ion ( om … o, o , since); p ep. + noun (e.g. a /a e /un il/be o e midnigh )
• Suppo , opposi ion ( o , agains )
Vocabula y:
• Vocabula y o common use; use o ocabula y wo ked in p e ious lec u es.
Use o punc ual signs and con en ions:
• Use o digi al edi o s and dic iona ies o sol e o ho- ypog aphic doub s.
51
Lesson objec i es
Ac i i y desc ip ion
Time
In e ac ion pa e n
Key Compe ences
To c ea e he comic.
- A whole session will be add essed o s uden s o enjoy
he c ea i e p ocess.
- The ole o he eache will be o supe ise s uden s’
wo k and o help hem whene e hey need so. He e
s uden s will be conside ed as he ‘p o essionals’ who do
hei job whe eas he eache s’ ole will be ha o he
acili a o o knowledge.
*TEACHER TALK:
“Today you will ha e he whole session o c ea e you
p ojec s. Remembe who is in cha ge o doing wha and
use you compu e s o do you ask wi hin he
eam. Remembe ha e e yone is esponsible o
some hing, bu you can help each o he in case you a e
ee o ha e some cool idea ha can posi i ely con ibu e
o he comic, I will be he e walking a ound and supe ising
you p og ess. A he end o he lesson you will ha e o
send me he comic inished and we will p in i o
omo ow’s exposi ion”.
50’
S uden -S uden
S uden -Teache
CCL-CMCT-CD-CAA-CSC-CIEE-CCEC
Ma e ials and esou ces
• Online sou ces: Google D i e, B owse s, Pix on (Appendix 4, Lesson 6), Pain , Google Pho os, Online Dic iona ies
(Camb idge/Wo d e e ence/Linguee).
• Comic d a : comic plo ou line om he p e ious lesson.
Homewo k
None
Sca olding/a en ion o di e si y
By p o iding a whole session o s uden s o be “ ee” o c ea e will make hem eel au onomous and he only esponsible o
hei p ojec . The eache he e plays an impo an ole as she will be guiding hem in case o doub s o need o
ideas. In e ac ion would be ee, i is usual ha s uden s may use he L1, especially when he eache pu s he sel aside.
Howe e , he eache will use silen o eac i e eedback in case she needs o co ec s uden s’ language mis akes o needs o
make emphasis on he use o English.

52
LESSON 7: Publishing ou comics, exposi ion, and awa ds
Lea ning Objec i es
A he end o he lesson, s uden s should...
• E alua e hei job wi hin hei coope a i e eams.
• E alua e hei pee s’ job wi hin hei coope a i e eams.
• Fo mula e ques ions o o he eams ega ding hei comics.
• C i ique o he s’ comics in a posi i e way.
Success C i e ia
A he end o he lesson, s uden s can
• P esen hei comics in on o he class.
• Use alking chips o make ques ions/gi e opinion abou o he eams’ comics.
• Comple e he Google Fo ms ques ionnai e.
Skills
S uden s can...
• P esen hei comics in on o he class and answe o di e en ques ions o mula ed by hei classma es. [Lis ening & Speaking]
• Comple e he Google Fo ms ques ionnai e. [Reading & W i ing]
Con en s
Skills and s a egies o o al p oduc ion:
• Desc ip ion and opinion abou expe iences and di e se con en s: social disc imina ion.
• Spon aneous pa icipa ion in communica i e si ua ions wi hin he class oom: use o con en ional language o ms (make ques ions, ask o
cla i ica ions).
Pe o mance
• To d aw upon p e ious knowledge: ex ac ideas aken om p e ious asks and he g aphic no el.
• To e lec and o apply s a egies o au o-co ec ion and au o-assessmen in o de o imp o e he o al exp ession; acknowledge he e o as a
pa o he lea ning p ocess.
• To compensa e linguis ic lacks h ough linguis ic p ocesses such as chunks o alking chips o a semi- luen communica ion.
Lesson name:
Publishing & Re lec ion: P esen ing he Exposi ion and Re lec ing on he p ojec
Lesson objec i es
Ac i i y desc ip ion
Time
In e ac ion pa e n
Key Compe ences
1.To p esen he comics.
The speake chosen o each eam will p esen he comic
b ie ly.
15’
S uden -S uden
CCL-CMCT-CD-CAA-CSC-CIEE-CCEC
2.To expose hei wo ks.
Each eam p esen s hei comics ha will be pu all
h oughou he class oom, whe eas he es o he class
would ha e he chance o make ques ions ega ding he
comics. The e will be alking chips o ex a pa icipa ion.
25’
S uden -S uden
53
3. To e lec on he p ojec .
The eache will make a b ie commen on hei wo k
alongside he sessions and p o ide hem wi h he link o
do he Google Fo ms (Appendix 4, Lesson 7)
This ques ionnai e will con ain di e en ques ions
ega ding s uden s’ opinion abou he p ojec , he opic
and hei ole wi hin hei eams. Also, hey will be asked
o choose wo o he comics done by o he eams o he
awa ds.
A e , he eache will p oclaim he awa ds/diplomas o
he be e sho ilms.
10’
Teache -S uden
Ma e ials and esou ces
• S uden s’ p in ed comics
• Talking chips (Appendix 4, Lesson 7)
• Google Fo ms ques ionnai e (Appendix 4, Lesson 7)
h ps://docs.google.com/ o ms/d/e/1FAIpQLScjRzcI YEXZMOmJI8D0 YQXLL wmmPyG86SUWaUUzZWJ37A/ iew o m
Homewo k
None
Sca olding/a en ion o di e si y
• Talking chips is ad isable o os e s uden s’ spoken in e ac ion and pa icipa ion.
• The anking will no a ec hei ma ks. The e will be di e en ways o ank each o he g oups (such as aes he ics, he language used,
o iginali y...) e e y s uden will ha e o choose 2 ilms o p omo e di e si y and ha a leas , e e y sho is chosen by some s uden ( his
inc eases he chances). This could show hem ha he e a e many c i e ia o assessmen . And ha language compe ence is no he only
c i e ion o success.
• The e alua ion will allow he s uden s o e lec on hei wo ks and a i udes alongside he lea ning uni . In his way, his would be a
good s a ing poin o he eache o be awa e o he ea u es s uden s liked o disliked o u he imp o emen s in ollowing lea ning
p ojec s. Wha is mo e, his way s uden s will see hemsel es in ol ed in he assessmen a he same ime hey e lec on hei pee s and
hei own wo k du ing he p ocess o he p ojec . Also, his ques ionnai e will se e o he eache o see i he e a e hings o imp o e o
u u e p ojec s.
54
Appendix 4. Ma e ials
SEATING ARRANGEMENT: Jigsaw echnique (Kagan)
BLACKBOARD AND PROJECTOR AREA
TEACHER’S DESK
G oup 1
High achie e
Medium achie e
Medium achie e
Slow achie e
G oup 2
High achie e
Medium achie e
Medium achie e
Slow achie e
G oup 3
High achie e
Medium achie e
Medium achie e
Slow achie e
G oup 4
High Achie e
Medium Achie e
Medium achie e
Slow Achie e
G oup 5
High achie e
Medium achie e
Medium achie e
Slow achie e
G oup 6
Slow achie e
High achie e
Medium achie e
Medium achie e
Slow achie e
55
LESSON 1: Flashca ds & De ini ions on he Holocaus
*De ini ions a e mean o be cu and andomly dis ibu ed among he shoulde pa ne s in
class.
THE JEWS
Membe s o he people and cul u al communi y whose adi ional eligion is Judaism and
who o igina ed om he Heb ew people o Is ael. These we e he mos a ec ed ic ims in
he Wo ld Wa II; a o al o 6 million Jews we e killed du ing he wa .
ANTISEMITISM
P ejudice owa ds, o disc imina ion agains , Jews. An isemi ism was no new o
Nazi Ge many o Eu ope; eelings o ha ed and dis us o Jews had exis ed he e o
cen u ies. Howe e , i was jus be o e he Wo ld Wa II whe e he massi e ha e owa ds
he Jews began, h ough ake news and p opaganda abou hem.
62
DEHUMANIZATION
The in en ion o change how a pe son o g oup o people a e seen in he
socie y. Dehumaniza ion humilia es ha pe son o ha g oup o objec s o animals in a
nega i e way, making socie y belie e hey a e no longe human and wo hy o human
igh s o digni y. This was done by iden i ying people by numbe s in place o hei names,
o as animals like “pigs” o “ a s”.

63
DISCRIMINATION
An ac ion ha s ems om p ejudicial hinking ha denies jus ice and ai ea men in
employmen , educa ion, housing, o legal and ci il igh s.
64
LESSON 1: Talking Donu s o he p e- eading deba e
Cu he donu s and use hem o speak in class! The mo e donu s you spend, he
mo e poin s you will sco e a he end o he ac i i y.
MY OPINION IS...
1 poin
I THINK THAT...
1 poin
MY OPINION
IS ….....
BECAUSE.......
2 poin s
I THINK THAT....
MY REASON IS....
2 poin s
I BELIEVE...
1 poin
IN MY VIEW...
1 poin
I THINK …...
DO YOU AGREE?
2 poin s
I DON’T AGREE WITH THAT...
I BELIEVE THAT...
2 poin s
65
HOMEWORK: S o y-Map Powe Poin Po olio
Link o he whole PWP:
h ps://uniza es-my.sha epoin .com/:b:/g/pe sonal/803790_uniza _es/EUYCjq 5PXJLs4UFqOKnIlYBbowsB59HHgqLFo201LIMnA?e=cMZEci
66
LESSON 2: Coope a i e Roles Flashca ds
67
LESSON 2: S o y Cha
Fill-in he ollowing s o y-cha in coope a i e eams. Remembe : you ha e o w i e he hough s o you
classma e who si s on you le , in he sec ion ha co esponds o you ole. Speake & Time-Keepe :
Please! Make su e o he iming! Each membe has 5 minu es o w i e his/he pa !
Ti le:
Au ho :
Summa y:
MAUS ells he s o y o __________________________ who li ed in ___________________.
Vladek ells A ie abou his li e in _____________________________ whe e he expe ienced
___________________________________.
(W i e h ee mo e sen ences o you choice o summa ize he no el).
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
_____
Cha ac e s: w i e a sen ence desc ibing he main cha ac e s o he s o y.
You can desc ibe he cha ac e s wi h many adjec i es like:
b a e, simple, e il, cle e , cowa d, iendly, unny, gene ous, ha d-wo king, hones , kind, mean, nice, ne ous,
poli e, quie , ude, sel ish, se ious, sma , s upid, unlucky, wise.
Fo example:
1.Vladek is a b a e cha ac e because...
S ip selec ion: he g oup chooses a pa in he comic and he s ip selec o w i es down he ideas on he page.
• Pages: The s ips we choose a e in pages _________________
• Wha happens in he s ips? B ie ly desc ibe wha is happening.
The e is/ he e a e...
________________________________________________________________________________.
We can see in he s ips
ha ... ______________________________________________________________________________________________
__________________________________________________________________.

68
The cha ac e s a e doing/ alking/cha ing/playing/ igh ing,e c. ___________________ because hey
_______________________________________________________.
(Add one mo e sen ence o you choice o desc ibe he s ips)
________________________________________________________________________________
________________________________________________________________________________
Why do you hink hese s ips a e impo an in he no el?
We hink he s ips show/exp ess...
________________________________________________________________________________.
In ou opinion hese s ips a e in e es ing/b ea h aking/mo ing/sad/da k/ ough because...
________________________________________________________________________________.
69
LESSON 2: Comic Exposi ion Ad e isemen (P esen a ion o he
Challenge)
70
LESSON 3: Vigne es om MAUS
PICTURE 1
PICTURE 2
PICTURE 3
PICTURE 4
PICTURE 5:
71
LESSON 3: Collec i e Visible Thinking Cha
Use pens wi h di e en colou s. Each membe mus commen 1 pic u e.
I SEE 👀...
Desc ibe he pic u e
I THINK 💬 ...
Wha do you hink is going on?
I WONDER 💭...
Wha does i make you wonde ?
1.
2.
3.
4.
5.
78

79
LESSON 7: Talking Chips o deba e
CLARIFY WHAT YOU MEAN BY...
CAN YOU PLEASE EXPLAIN …
I REALLY LIKED HOW...
I HAVE A QUESTION REGARDING …
LESSON 7: Google Fo ms
Link o he ques ionnai e: h ps:// o ms.gle/K73JjGKu2m 3qRe46
80
81
82
Appendix 5. E alua ion Rub ics
RUBRIC 1. STORY MAP
S o y-map e alua ion ub ic (30%)
4 – excellen , 3 – sa is ac o y, 2 – below a e age, 1 – unsa is ac o y.
Aspec s
G ade
Commen s
1. Cha ac e s:
Demons a es knowledge abou he cha ac e s ha
appea in he g aphic no el.
2. Se ings:
Demons a es knowledge abou he di e en se ings
ha appea in he g aphic no el.
3. Rele an e en s:
Can iden i y ele an e en s in he g aphic no el by
connec ing he cha ac e s and he se ings.
4. Opinion:
Can p o ide a c i ical opinion abou he g aphic
no el.
5. Language:
• Makes use o ocabula y (holocaus ) and
g amma (pas enses) in con ex o alk abou he
plo .
• Makes use o ocabula y (holocaus , comic
e minology, opinion linke s) and g amma (p esen
enses) o exp ess opinion.
83
RUBRIC 2. Pa icipa ion Checklis
S uden ’s name: ___________________ G oup: ____________________
Pa icipa ion: 4 – excellen , 3- sa is ac o y, 2 – Below a e age, 1 – unsa is ac o y
*Coope a i e asks will be g aded as a g oup, unless he e is some e idence ha p o es some membe ’s
lack o pa icipa ion o sense o ini ia i e. This can be p o ed as s uden s a e equi ed o w i e wi h
di e en pens in he same shee o pape o ensu e hei pa icipa ion.
Lesson
Ac i i y
✓ /
X
Pa icipa ion
(1-4)
Commen s
2
Coope a i e: S o y Cha
3
Coope a i e: Thinking Cha
4
Indi idual: W i ing Task “How
would you ac i ...”
4
Pai s: Con e sa ion
Task “How would you ac
i ...”
5
Coope a i e: Plo Ou line
7
Indi idual Talking Chips:
Ask ques ions / commen o he
g oups’ wo k

84
RUBRIC 3. The inal p ojec : Comic
Final ask e alua ion ub ic: Comic (40%)
G oup:
Membe s:
Below
S anda d
1
App oaching S anda d
2
Mee ing
S anda d
3
Exceeding
S anda d
4
In oduc i
on -
p esen a i
on o he
comic
Does no in oduce he opic in
any way.
Does no in oduce he opic
accu a ely. Explana ions a e e y
ague.
In oduces he opic bu does no make
e y clea wha kind o s o y hey a e
going o p esen .
In oduces he opic in a clea and accu a e way,
explaining wha exac ly he comic is going o
alk abou .
O ganiza i
on/ S uc
u e
Comic is no s uc u ed no
connec ed h ough he s ips.
The e is no a sequence in he
s o y o be ollowed.
Comic is aguely connec ed. Many
ideas a e epea ed alongside he s ips.
Comic is connec ed and cohe en , s ips
a e in e dependen , and he plo can be
ollowed.
Comic is well o ganised and cohe en ; he plo
can be easily ollowed and he e is an e ec i e
use o s ip di isions and ocabula y ha
conno e ansi ion in he s o y.
Con en
Con en is o ally i ele an .
Ta ge eade is no in o med.
I ele ances and misin e p e a ion o
ask may be p esen .
Ta ge eade is minimally in o med.
Mino i ele ancies mos ly ocused on he
main opic. The a ge eade is o e all
in o med.
All con en is ele an o he opic. The a ge
eade is ully in o med abou he s o y.
Language
used
Uses basic ocabula y.
Uses g amma ical o ms wi h
mis akes. E o s may impede
meaning.
Uses basic ocabula y easonably app
op ia ely. Uses
simple g amma ical o ms wi h some d
eg ee o con ol. E o s may impede m
eaning a imes.
Uses e e yday ocabula y gene ally app
op ia ely, while occasionally o e using ce
ain lexis. Uses
simple g amma ical o ms wi h a good de
g ee o con ol.
Uses a ange o simple
and some complex g amma ical o ms wi h a go
od deg ee o con ol. E o s do no impede com
munica ion.
P esen a i
on/aes he i
cs
Does no ake ca e o he
aes he ic p esen a ion. Basic
images and plain aes he ic
pu pose.
Appealing design s ill images lack an
aes he ic pu pose.
The comic shows he e has been an
o e all e o o c ea e some hing
aes he ically pleasan .
The comic is aes he ically c ea i e and o iginal.
I shows he e has been an e o o c ea e
some hing aes he ically pleasan .
85