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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. 16 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. 31 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