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Why Comics? KS3 Portuguese Lesson Plan 1
Why Comics? Key Stage 3 Portuguese Lesson Plan
Why Comics? Key Stage 3 (age 11-14) Portuguese Lesson Plan: Reading and Writing
Introduction
Looking to engage your students incontemporaryhuman rights and social issues? Based atSOAS University of London,Why Comics?Education Charity bringscontemporary humanitarian and social issues into the classroom(such as racism, conflict, migration, trafficking and climate change) throughinteractive literary comic booksbased onreal-life testimony.
Our free easy-to-use Key Stage 2-5 resourcesbuild empathy and enhance learning for 7-18-year-old students and teachers alike, alongsideUK national-curriculum relevant lesson plansto support multiple subjects.
Each sample UK National Curriculum based Lesson Plan is provided as a Word.doc so you can use it as a building block. Please feel free to adjust the content to suit your teaching style and students needs, all the content is only suggested.
Ourinnovativeresources helpenhance learningtosupport multiple subjects(such asEnglish, ESOL, Personal, Social, Health and Economic[PSHE]education, Citizenship Studies, Art and Design, Media Studies, Business Studies, Information Computing Technology (ICT)andGeography). Our support materials are intended to inspire teachers and enhance teaching practices and different ideas.
Why Comics?resources are embedded witha wealth of age-appropriatecontextual multimedia (such as news articles, maps, videos, infographics and reports) toeducate and inspire pupils across a wide demographic.
Our materialsencourage learners to make connections between their own lives and the lives of othersthroughout the world,promoting critical and reflective thinking on vital global themes. In this way,Why Comics?can helpcombat racism and intolerance in schools.
Already,over 600 schools in 27 countrieshave provided detailed feedback on our free interactive educational resources tooverwhelmingly positive feedback. From September 2017, our materials will be disseminated toover 25,000 schools worldwide.
Why Comics? KS3 Portuguese Lesson Plan
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Please help us by filling out a short anonymous SurveyMonkey questionnaire after you have used our materials for our funders. This helps ensure that our great resources remain free.
Please email [email protected] for more information. Thank you.
Why Comics? Charity number - 1172791
Table of ContentsIntroduction2UK National Curriculum Modern Languages requirements3Why Comics? Portuguese Lesson Plan: Reading about social issues: Learning through literary comics4Aims4Learning Objectives4Lesson plan 14Follow-up Lesson Plan - Descriptive Writing: Learning through literary comics7Aims7Learning Objectives7Lesson plan 28Feedback9Future Plans9Who backs Why Comics? - About PositiveNegatives10
UK National Curriculum Modern Languages requirements:
[Source: UK Gov Key Stage 3 Modern Languages Subject content and assessment objectives]
Through studying a modern language in Key Stage 3, students should develop their ability and desire to communicate confidently and coherently with native speakers in speech and writing. The study of a modern language in Key Stage 3 should also broaden students horizons and encourage them to expand their understanding of other languages and cultures.
Key Stage 3 specifications in a modern language should enable students to:
deepen their knowledge about how the language works from the foundations laid in key stage 2, and enrich their listening, speaking, reading and writing in order for them to increase their independent use and understanding of the language in a wide range of contexts
acquire new knowledge, skills and ways of thinking through their ability to understand and respond to a rich range of authentic spoken and written material, including literary texts
progress in written skills to be able to write creatively to express their own ideas and opinions, and be able to accurately translate short written text into the language and from the language into English
develop awareness and understanding of the culture and identity of the countries and communities where the language is spoken
develop language learning skills to prepare them for further language study and use in school.
Context and Purposes:
students will be expected to understand different types of written language, including relevant personal communication, factual information, and literary texts, appropriate to this level
language contexts will be organised in a specified number of broad themes, addressing relevant matters relating to: identity and culture, lifestyle, values and beliefs; environment; current and future study
literary texts can include poems, letters, songs, stories, and excerpts from adverts, newspapers and magazine articles.
Scope of Study Reading: understand and respond to written language:
understand general and specific details within texts using a wide-range of vocabulary that goes beyond their immediate needs and allows them to give and justify opinions
identify the overall message, key points, details and opinions in a variety of short and longer written passages, and recognising the relationship between past, present and future events
deduce meaning from a variety of short and longer written texts from a range of specified contexts, including authentic sources involving some complex language and unfamiliar material, as well as short narratives and authentic material addressing a wide range of relevant contemporary and cultural themes
demonstrate understanding by being able to scan for particular information, organise and discuss relevant details, summarise, draw inferences in context and recognise implicit meaning.
Please note teaching notes are in purple.
Relevant Resources:
Enrique's Shadow inEnglish(missing people in conflict)
Enrique's Shadow inPortuguese
1 minute animationinEnglish and Spanish (with Portuguese subtitles)
Why Comics? Portuguese Lesson Plan: Reading about social issues
Here is a suggested Portuguese lesson plan which allows students to practice detailed understanding of written material in a foreign language and to develop their discussion skills through group elaboration. Students will learn to examine details about unfamiliar locations and subjects using information provided by Why Comics?, through the personal story outlined in Enriques Shadow. The plan is designed for a 50-minute lesson and it consists of a reading in class, followed by focus group work and an assigned homework. We have included ideas for a follow-up lesson plan too. The class can either read the comic collectively via projector, or at home via the web (www.whycomics.org/comics/).
Aims:
This session will explore the social issues embedded in Enriques Shadow:
Students will examine the general and specific details of the story
Students will reflect on the fluid relationship between past and present
Students will learn about historical/contemporary themes while enriching their vocabulary through unfamiliar material
Students will work in groups to discuss and creatively present the story in a foreign language.
Learning Objectives:
By the end of this session, students will be able to:
Explain the synopsis of Enriques Shadow in detail
Recognise the relationship between past, present and future events
Identify and assess key information and the correct use of past and present tenses
Gain a wider awareness of culture and identity of other countries
Use new vocabulary and discussion skills aptly.
Lesson plan 1:
1. Read through the comic as a group Project the story in class and go through the comic panel by panel. Ask different pupils to read out each page. (20 mins)
2. Divide the class into groups Either print out the comic or keep the story projected. Each group will focus on two consecutive pages of Enriques Shadow. Students will underline new words, orally discuss the given pages and discuss the use of different tenses and the relationship between past and present. (25 mins)
3. Assign the class homework Ask the class to translate a passage from the two pages focused on in class into English. (5 mins)
Teachers Notes [Source: Easy Portuguese - Simple Past and Imperfect tense; Learningportuguese.co.uk]
Introduce/Revise the use of past tenses and their relationship in a phrase, looking for examples in the chosen comic.
The Passado Perfeito (Simple Past) is used to refer to actions that happened or were completed in a recent past. The Simple Past refers to completed actions that had a definite beginning and a definite end.
When conjugating regular verbs in the simple past form, you just have to preserve the root of the verb and substitutear,erorirfor the following bold terminations:
Person
Amar
(to love)
Comer
(to eat)
Abrir
(to open)
Eu
amei
comi
abri
Ele / Ela / Voc A gente
amou
comeu
abriu
Ns
amamos
comemos
abrimos
Eles/ Elas/ Vocs
amaram
comeram
abriram
For verbs ending ingar and car,the first person Eu is conjugated using the terminationgueiand quei. For example:
Chegar (to arrive) Eu cheguei
Marcar (to mark) Eu marquee
Some important irregular verbs in the Simple Past Note that the Simple Past forms of the verbs ser and ir are identical.
Person
Fazer
(to make / to do)
Querer
(to want)
Ir
(to go)
Ser
(to be)
Ter
(to have)
Eu
fiz
quis
fui
fui
tive
Ele / Ela / Voc / A gente
fez
quis
foi
foi
teve
Ns
fizemos
quisemos
fomos
fomos
tivemos
Eles/ Elas/ Vocs
fizeram
quiseram
foram
foram
tiveram
The Passado Imperfeito (Imperfect tense) is used to refer to past actions that are not seen as completed, actions that were in progress without a definite beginning or end, or actions that were in progress when another event occurred. A good translation for this kind of sentences is the progressive form (e.g.: I was doing something). Observe that you can use a compound tense, using the verb estar (to be) conjugated in the Imperfect tense along with the main verb in the gerund form or a simple tense. Compare the examples below:
(compound tense) Eu estava cozinhandoquando meu irmo me chamou. Iwas cookingwhen my brother called.
(simple tense) Eu cozinhavaquando meu irmo me chamou. Iwas cookingwhen my brother called.
The imperfect indicates a habit that a person used to have. A habit is a group of actions that were repeated many times, habitually.
E.g.: Meu paifumavamuito. My fatherused to smokea lot.
Finally, the Imperfect is also used to describe people, places, things, conditions of the past. See the examples:
A cidadetinhamuitos museus. The cityhadmany museums.
Eu tinha15 anos quando fui a Europa. Iwas15 when I went to Europe.
To form the Imperfect, preserve the root of the verb and substitute the terminationsar,erorirfor the following bold terminations:
Person
Amar
(to love)
Comer
(to eat)
Abrir
(to open)
Eu
amava
comia
abria
Ele / Ela / Voc /
A gente
amava
comia
abria
Ns
amvamos
comamos
abramos
Eles/ Elas/ Vocs
amavam
comiam
abriam
Some important Irregular Verbs:
Person
Ser
(to be)
Ir
(to go)
Ter
(to have)
Eu
era
ia
tinha
Ele / Ela / Voc / A gente
era
ia
tinha
Ns
ramos
amos
tnhamos
Eles/ Elas/ Vocs
eram
iam
tinham
Please help us by filling out a short anonymous SurveyMonkey questionnaire after you have used our materials for our funders. This helps ensure that our great resources remain free.
Please email [email protected] for more information. Thank you.
Follow-up Lesson PlanDescriptive Writing: Learning through literary comics
Aims:
This session will focus on lifestyle. Students will practice creative descriptive writing using the information from Enriques Shadow.
Students will think of the living conditions of Enriques family
Students will discuss the differences to their own families
Students will make a plan to write a descriptive piece
Students will write a descriptive piece about the lifestyle found in the comic.
Learning Objectives:
By the end of this session, students will be able to:
Understand different living conditions in geographically distant places
Explain the difference between different lifestyles in a foreign language
Understand how to plan and structure a descriptive piece of writing
Write a creative account of the characters lifestyle.
Lesson plan 2:
1. Summarise the previous lesson: recap on Enriques Shadow and on what the class discussed. Use some of the interactive resources tabs on each digital comic page to provide the class with contextual facts and further information on your chosen comic. (20 mins)
2. Classroom Discussion: Ask the class to discuss the difference between the students lifestyle and the characters lifestyle using the present and past tense. Briefly introduce relevant vocabulary and explain how to structure a written description. (25 mins)
3. Homework Individual writing: Every student will write their own brief description of the lifestyle embedded in the story. (5 mins)
Teachers Notes[Source: OCR Portuguese Teacher's Handbook (Pdf)]
Here is a list of questions you can use to help discussion about lifestyle in class:
What do you do (to help) at home? (Do you do the hoovering / the washing up / help grandparents?)
Describe your daily routine at home. (Morning / evening / weekend) (What time do you get up / get home / have lunch?)
What do you like / dislike about your home / bedroom? Why? (What colour are the walls? Do you like them? Why (not)?)
Who does the cooking at home? Opinions about food / meals / kitchen. (Does your mother / father cook the dinner? What do you like cooking?)
Tell me about your home town / village / region. Industrial? Touristy? (Where do you live? Do you like living in ?)
What is there in the area for young people (to do)? (Is there a cinema? Are there lots of clubs nearby?)
What is there in the area for tourists (to do)? (Have you visited castle / museum / park? Tell me about it.)
What do you think about your town / village / region? Why? (What do you not like about ? transport / entertainment?)
What are the (dis)advantages of living in the town or the country? (Do you like living in ? Why? Would you rather live elsewhere?)
What do you normally eat (for breakfast / lunch / evening meal)? Do you eat healthily? What constitutes a healthy diet (in your opinion)? (How often do you eat vegetables / fruit / chocolate etc?)
Tell me about your hobbies. What do you do at the weekend / in the evenings? (Do you play sport? Do you like music? What sort? When? Who with?)
What do you do in your free time? Last weekend? (Do you go shopping / watch football / go to worship at the weekend?)
Who do you spend free time with? Opinions about friends / family. (Do you watch TV with your family? Do you go out with your friends?)
Describe the Christmas / Eid / Diwali holidays. Celebrations / parties / visits / meals.
What do you (dis)like about holidays? Why? Do you go away / stay at home? (What do you do at home in the holidays? Do you like it? Why (not)?)
What are the most important social issues for young people these days? (What do you think about smoking / drinking / violence / crime?)
Is there a problem with drinking / drugs / violence in your local area? How could it be improved? Why do you think some people take drugs / get involved with crime?
Describe your daily routine at school / break / morning / afternoon routine. (What time do / did you arrive at school / have lunch / go home?)
What do you like / dislike about school / lessons / sports? Why? (What do you do at break / lunchtime? Who with?)
Feedback
Please help us by filling out a short anonymous SurveyMonkey questionnaire for our funders. This will help keep our great resources free. We will be happy to hear about how it works in the classroom, and are keen to receive any comments or feedback.
We are particularly interested if you would like to receive more resources like this. If so please include on the SurveyMonkey questionnaire which topics you would like us to cover (e.g. Divorce, Migration, Racism/Prejudice, Cyber/Bullying, Identity, Memory, Racism, Conflict, Natural Disasters, Human Trafficking/Slavery, Asylum/Refugees, Homelessness, Climate Change,Remittances & Migrant Workers, and Drug Trafficking & Addiction).
We are also interested to have feedback from pupils so if it is possible, please pass on the SurveyMonkey questionnaire link to them as well. Many thanks again, your help is most appreciated.
Future Plans
Over the coming year, were intending to expand our bank of database for KS2 (age 7-11) and KS3 (age 11-14) and KS4-5 (age 14-18) and their teachers, and produce national curriculum based accompanying lesson plans for multiple subjects. You can view all our resources on our Teachers Resources page.
We will continue to design and test our resources to ensure that they are made by teachers for teachers.
If you would like any more information or would like to be involved further, please contact [email protected]. Thank you.
With very best wishes,
Dr Benjamin Dix
Director: Why Comics? Education Charity
Senior Fellow: SOAS University of London
Web: http://www.whycomics.org/
Email: [email protected]
Twitter and Instagram: @WhyComicsOrg
Facebook: Why Comics? Education Charity
Why Comics? Education Charity is based at the Faber Building, SOAS University of London.
Why Comics? Charity number - 1172791
Who backs Why Comics? - About PositiveNegatives
The award-winning non-profit PositiveNegatives produce literary comics, animations and podcasts about contemporary social and human rights issues. We combine ethnographic research with illustration and photography, adapting personal testimonies into art, education and advocacy materials. Since 2012, PositiveNegatives has worked extensively for an array of international organisations such asUnited Nations (UN),Overseas Development Institute (ODI),Open Society Foundations (OSF), The Nobel Peace Centre,The Guardian,BBC,and with leading academic institutions such as; Harvard South Asia Centre, SOAS University of London and University of Sussex.
Our work endeavours to combine literature, journalism and education. Visual story-telling engages audiences of all ages, backgrounds and levels of literacy. Approaching subjects like conflict and forced migration through the prism of personal narratives emotionally engages general readers and students alike. We have developed comics from research, policy papers and first hand testimonies for organisations such as these and many more. Each comic has reached millions of viewers, and many have been translated into multiple languages reaching diverse international stakeholders.
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