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Why Comics? Entry Level 3 ESOL Lesson Plan

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Why Comics? Entry Level 3 ESOL Lesson Plan

Why Comics? Entry Level 3 ESOL Lesson Plan: A busy life – Meet the Somalis

IntroductionLooking to engage your students in contemporary human rights and social issues? Based at SOAS University of London, Why Comics? Education Charity brings contemporary humanitarian and social issues into the classroom (such as racism, conflict, migration, trafficking and climate change) through interactive literary comic books based on real-life testimony.

Our free easy-to-use Key Stage 2-5 resources build empathy and enhance learning for 7-18-year-old students and teachers alike, alongside UK national-curriculum relevant lesson plans to support multiple subjects.

Each sample UK National Curriculum based Lesson Plan is provided as a Word.doc – so you can use it as a building block. Please feel free to adjust the content to suit your teaching style and students’ needs, all the content is only suggested.

Our innovative resources help enhance learning to support multiple subjects (such as English, ESOL, Personal, Social, Health and Economic [PSHE] education, Citizenship Studies, Art, Media Studies and Geography). Our support materials are intended to inspire teachers and enhance teaching practices and different ideas.

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

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

Already, over 600 schools in 27 countries have provided detailed feedback on our free interactive educational resources to overwhelmingly positive feedback. From September 2017, our materials will be disseminated to over 25,000 schools worldwide.

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

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Why Comics? Entry Level 3 ESOL Lesson Plan

Table of ContentsIntroduction.....................................................................................................................................................2

ESOL Skills for Life Core Requirements:..........................................................................................................3

Why Comics? Entry Level 3 ESOL Lesson Plan: A busy life..............................................................................5

Aims:............................................................................................................................................................5

Learning Objectives:....................................................................................................................................5

Lesson plan 1:...............................................................................................................................................5

Ex. 1..................................................................................................................................................................6

Ex. 2..................................................................................................................................................................6

Ex. 3..................................................................................................................................................................7

Teacher’s Notes [Source for words meaning: learnersdictionary.com]......................................................7

Additional Follow on Lesson Your daily routine...............................................................................................8

Aims:............................................................................................................................................................8

Learning Objectives:....................................................................................................................................8

Lesson plan 2:...............................................................................................................................................8

Teacher’s Notes [Source: myenglishpages.com].........................................................................................8

Feedback........................................................................................................................................................10

Future Plans...................................................................................................................................................10

Who backs Why Comics? - About PositiveNegatives................................................................................10

ESOL Skills for Life Core Requirements:[Source: Pearsons ESOL qualifications specification and Excellencegateway.org.uk]

Entry, Level 1 and Level 2 ESOL Skills for Life qualifications are designed for full-time or part-time learners who are 16-19 or adult learners whose native language is not English and who live in the UK. They typically include refugees, asylum seekers, those from settled communities and partners or spouses of people settled in the UK. These learners have different language needs arising from their diverse language, educational and professional/employment backgrounds. Some learners may have no previous education or employment; others may be highly educated professionals or speak several languages. ESOL Skills for Life (QCF) qualifications give learners some of the knowledge, understanding and skills they need to prepare for life and employment. The qualifications support career development opportunities for those already in work by providing skills such as reading, writing, speaking and listening. These qualifications can be taught as full-time or part-time courses in schools, colleges and training centres; employers may also offer these qualifications.

Reading specifications. Learners will be expected to:

Trace and understand the main events of chronological, continuous descriptive and explanatory texts of more than one paragraph. In particular, learners will understand and identify how meaning

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Why Comics? Entry Level 3 ESOL Lesson Plan

is built up in chronological, continuous descriptive and explanatory texts of more than one paragraph – use a range of strategies to understand how meaning is built up in paragraphed text, e.g. use of context, knowledge of the subject, cultural understanding and knowledge of own world to help get meaning from text.

Recognise the different purposes of texts at this level, and in particular:1. identify the purpose, e.g. to inform, to sell something, to request action, to tell a story, to

instruct, to persuade, to make contact2. be aware that similar types of text can have different purposes, audience, and intended

outcome and that this may be indicated by features of register, e.g. use of third person and formulaic language in formal letters, colloquial expressions in posters and advertisements

3. understand that information or purpose may not always be stated overtly and that the reader needs to make the connections

4. understand that the organisation and ordering of information may vary in different cultures, and that this may affect understanding of purpose, e.g. in some cultures it would be considered rude to state the purpose of writing at the beginning of a formal letter.

Recognise and understand the organisational features and typical language of instructional texts, e.g. use of imperatives and second person.

Identify the main points and ideas, and predict words from context, and in particular:1. understand that some parts of texts may be more important to overall meaning than

others2. recognise use of modals to express opinion and judgement3. develop awareness of how clichés and metaphoric language express opinion and ideas.

Skim read title, headings and illustrations to decide if material is of interest. Scan texts to locate information*. Obtain specific information through detailed reading. Relate an image to print and use it to obtain meaning. Use a dictionary to find the meaning of unfamiliar words* Recognise the generic features of language of instructional texts, and in particular:

1. develop awareness of linguistic features of texts to work out meaning and confirm understanding, e.g. verb grammar, use of imperative and negative imperative, short sentences (for directness), key discourse markers in instructional texts

2. know the names and understand the use of key grammatical forms, such as tenses, conjunctions, articles, adverbs, adjectives, negative, pronoun, phrase at this level, and how they carry meaning

3. prediction and aid understanding, e.g. in Although you have worked hard this term, you need to read more widely – although indicates the first clause will be followed by a contrasting one

4. be aware the sentence grammar in poetry – in particular, word order – may be different from that of prose.

Recognise the function of certain punctuation to aid understanding.

Please note teaching notes are in purple.

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Why Comics? Entry Level 3 ESOL Lesson Plan

Why Comics? Entry Level 3 ESOL Lesson Plan: A busy life

Here is a suggested Entry 3 ESOL lesson plan about the busyness of everyday life designed to be used in conjunction with our comic Shamso from the Meet the Somalis series. The lesson can be organised in two sessions. Both session are 60 mins long, consisting of a reading in class, followed by classroom activities and an assigned homework. You can either print out copies of the comic for the students, of project the comic in class from our website (www.whycomics.org).

Aims:

This session will focus on Shamso and her family, and the busy life she leads in Leicester, UK. Students will:

Read a short comic addressing daily life routine Learn how language is used for different purposes, for example to instruct, explain, inform,

describe, persuade Obtain specific information through detailed reading Develop understanding of relevant words and phrases Gain knowledge of how grammar and punctuation is used in comics to help their

understanding of written text Try to infer the meaning of new words from the context Make use of a dictionary to find new words.

Learning Objectives:

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

Relate an image to print and use it to obtain information Gain meaning from text and distinguish the purpose of text Obtain detailed information from a short text Understand how grammar and punctuation is used in comics Infer the meaning of new words by looking at the context Explain the meaning of and use new words and phrases.

Lesson plan 1:

1. Read through the comic as a group – Project the story in class and go through the comic panel by panel. If possible, give each student a copy of the chosen comic. Ask students to underline/note down in their notebooks all new words and let them try to infer their meaning from the context. (20 mins)

2. Classroom Activity – Print out or project the exercises you will find on pages 5 and 6 of this document and ask the students to complete them independently, then correct the exercises collectively (N.B.: the answer sheet is on page 7 of this document). (35 mins)

3. Homework – Each student will look up all new words in a dictionary (it can be either a physical dictionary or an online dictionary) and will use the words to form at least five original sentences relating to their own daily routine. (5 mins)

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Why Comics? Entry Level 3 ESOL Lesson Plan

Ex. 1 True or False?

No. Sentence Answer1 Shamso has two husbands. TRUE FALSE2 Shamso has four kids. TRUE FALSE3 Shamso is the only person taking care of her family. TRUE FALSE4 Shamso is a religious person. TRUE FALSE5 Shamso’s kids aren’t very quiet. TRUE FALSE6 Shamso’s favourite time of the day is the evening. TRUE FALSE7 Mrs Khan is Shamso’s neighbour. TRUE FALSE8 Shamso is a shepherdess. TRUE FALSE9 Shamso doesn’t like samosas. TRUE FALSE

10 Shamso wants her kids to learn about Somali culture. TRUE FALSE11 Shamso volunteers with elderly people during the week. TRUE FALSE12 Shamso’s life is relaxed TRUE FALSE

Ex. 2 Read the following sentences regarding Shamso’s life. For each sentence, tick the correct ending (there is just one right answer).

1. Shamso used to be married but she has divorced twice. As a consequence, she is a

A. Single parent C. Lonely parent

B. Only parent D. One parent

2. Shamso leads a busy life, which means

A. She doesn’t have time to sleep C. She never sees her children

B. She has a lot of free time D. She has a lot of work to do

3. Shamso’s kids are always ‘talking and dawdling’ in the morning, which means

A. They chat and hurry to school C. They talk to their friends

B. They chat and move slowly D. They argue with each other

4. Shamso works in her café during the day. Her main responsibility is

A. To serve black coffee to the customers

C. To prepare delicious samosas

B. To keep company to elderly people

D. To clean and prepare the café for the day after

5. In the future, Shamso wants to

A. Come back to Somalia C. Get married again6

Why Comics? Entry Level 3 ESOL Lesson Plan

B. Buy a bigger house for her family D. Learn about Somali culture and religion

Ex. 3 Link the words to their meaning

1. on one’s own (expression) A. full of activity or work

2. to hurry (verb) B. to be unite

3. whimper (noun) C. to organise

4. brat (noun) D. to move or act too slowly

5. to bump into someone (verb) E. a lazy person

6. cramped (adjective) F. a person who has had too much alcohol

7. to behold (verb) G. a person who tends and rears sheep

8. to sort out (verb) H. to arrive after the usual, expected, or desired time

9. busy (adjective) I. to meet someone by chance

10. to dawdle (verb) J. a child who behaves very badly

11. layabout (noun) K. alone, by one’s self

12. to pull together (verb) L. to see (literary)

13. to run late (verb) M. too small and full of people/objects

14. drunk (adjective) N. a quiet crying sound

15. shepherd – female: shepherdess (noun) O. to move, act, or go quickly

Teacher’s Notes[Source for words meaning: learnersdictionary.com]

Answers:

Ex. 1: 1 F; 2 F; 3 T; 4 T; 5 T; 6 F; 7 T; 8 F; 9 F; 10 T; 11 F; 12 F.

Ex. 2: 1 A; 2 D; 3 B; 4 C; 5 B.

Ex. 3: 1 K; 2 O; 3 N; 4 J; 5 I; 6 M; 7 L; 8 C; 9 A; 10 D; 11 E; 12 B; 13 H; 14 F; 15 G.

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.

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Why Comics? Entry Level 3 ESOL Lesson Plan

Please email [email protected] for more information. Thank you.

Additional Follow on LessonYour daily routine

Aims: In this session, students will practice talking about themselves and their daily routine. Students will:

Refer to Shamso’s routine to draw a comparison with their own Improve their vocabulary with key conjunctions and words regarding daily life Practice informal conversation about themselves, their family and their daily life.

Learning Objectives:

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

Talk about their own daily routine and the daily routines of others, addressing similarities and differences

Use a wider range of words and expressions Confidently participate in an informal conversation about day-to-day life.

Lesson plan 2:

1. Summarise the previous lesson: recap on the comic, and let students pinpoint the main activities in Shamso’s routine (you may write them on the blackboard for reference). Ask different students to read out loud the word definitions they searched for as homework from the last session and introduce some useful conjunctions – see Teacher’s Notes below. (25 mins)

2. Divide the students into pairs– Ask students to prepare a short pinpoint list of the main activities they usually carry out every day and make a comparison to Shamso’s routine. (10 mins). They will then have a conversation with their classmates about it. Encourage each pair to actively engage by asking each other questions. (20 mins)

3. Homework – Each student will write a 250 words account of their daily routine, making use of the new words and expressions they learnt. (5 mins)

Teacher’s Notes[Source: myenglishpages.com ]

A conjunction is a part of speech that joins two words, phrases or clauses together.

There are three types of conjunctions:

Coordinating Conjunctions Correlative Conjunctions Common Subordinating Conjunctions

for and nor but or yet

either...or neither...nor not only...but also both...and whether...or

after before although though even though as much as as long as

in order that if lest even if that unless until

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Why Comics? Entry Level 3 ESOL Lesson Plan

so as soon as because since so that

when where whether while

Coordinating conjunctionsCoordinating conjunctions, also called coordinators, are conjunctions that connect two or more equal items.

Examples:

He plays tennis and soccer.

He works quickly but accurately.

You'd better do your homework, or you'll get a terrible grade.

Correlative conjunctionsCorrelative conjunctions are used in pairs. They work in pairs to coordinate two items. Examples of correlative conjunctions include both...and..., either...or, not only... but also...

Examples:

I didn't know that she can neither read nor write.

You can either walk to school or take the bus.

Both Sara and James are invited to the party.

Whether you watch TV or do your homework is your decision.

Not only are they noisy but they are also lazy.

Subordinating conjunctionsSubordinating conjunctions, also called subordinators, are conjunctions that join a dependent (or subordinating) clause to an independent (or main) clause.

Examples:

He reads the newspapers after he finishes work.

Even if you get the best grade in the writing test, you'll need to pass an oral test.

Although he is very old, he goes jogging every morning.

She didn't go to school because she was ill.

They went to bed since it was late

As soon as the teacher had arrived, they started work.

"So", subordinating conjunction or coordinator?"So" is a small English word that can have different meanings. As mentioned in the table above, it is commonly used as a coordinator rather than as a subordinating conjunction. There are, however, instances when "so" may introduce purpose and in this case "so" is used as a subordinating conjunction.Examples:

"I took my umbrella with me so I wouldn't get wet."

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Why Comics? Entry Level 3 ESOL Lesson Plan

"I stayed so I could see you."

FeedbackPlease help us by filling out a short anonymous SurveyMonkey questionnaire for our funders. This will help keep our great resources free. We will be happy to hear about how it works in the classroom, and are keen to receive any comments or feedback.

We are particularly interested if you would like to receive more resources like this. If so please include on the SurveyMonkey questionnaire which topics you would like us to cover (e.g. Divorce, Migration, Racism/Prejudice, Cyber/Bullying, Identity, Memory, Racism, Conflict, Natural Disasters, Human Trafficking/Slavery, Asylum/Refugees, Homelessness, Climate Change, Remittances & Migrant Workers, and Drug Trafficking & Addiction).

We are also interested to have feedback from pupils so if it is possible, please pass on the SurveyMonkey questionnaire link to them as well. Many thanks again, your help is most appreciated.

Future Plans

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

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

If you would like any more information or would like to be involved further, please contact [email protected]. Thank you.

With very best wishes,

Dr Benjamin Dix

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

Web: http://www.whycomics.org/Email: [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 as United Nations (UN), Overseas Development Institute (ODI), Open Society Foundations (OSF), The Nobel Peace Centre, The Guardian, BBC, and with leading academic institutions such as; Harvard South Asia Centre, SOAS University of London and University of Sussex.

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Why Comics? Entry Level 3 ESOL Lesson Plan

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 reach

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