mention that they are going to read one final short account about the Olympic Games in Mexico. Ask a student to read the text. Instruct the students to transform the information to fit into the comic panels. Make them notice that there are two sentences, so each panel can be about one of them. Also, point out that there won’t be any dialogues; only onomatopoeias and captions. Help them identify which actions can turn into a sound effect. This will offer them one last chance to paraphrase actions to transform them into a comic. When they finish, have them show their panels to a partner to check comprehension and make sure all the information is provided. Explain to students that historical accounts of conquerors tend to emphasize the differences in order to prove their supposed superiority over the conquered peoples. Ask them to recall the similarities mentioned in the text and have students discuss them in pairs. ICT Box Promote the development of digital abilities on students by suggesting them to perform this task. Have them focus on using them to foster communication and collaboration among them. Product: Comic In this lesson, students will draft their full comic. They have been planning all the necessary elements to apply. Ask them to gather them all and have students do the activity. Since students have different historical moments, you have to monitor constantly to meet their individual needs. These activities will be your fourth evidence in this unit; ask students to file them following the procedure you prefer. Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. What characteristics do wonderful comics have? Ask the question again and encourage students to share what they learned during this lesson ( they contain natural, cultural and historical aspects in the form of captions and bubbles; they include sound effects and clear dialogues ).
Do not forget to use onomatopoeias to add more action into the scenes!
2 In teams, write onomatopoeias for each of the sounds. Read them aloud and choose the best ones.
A door opening slowly !
Falling in a pool
Cannon ring
Hitting your head
!
!
!
3 Transform the account into comic format. Use captions and onomatopoeias on both panels. 108
In 1968, Enriqueta Basilio ran swi ly across the stadium carrying the Olympic torch. When she lit the ame, all the people cheered , and it sounded like a thunder.
ICT Box Use a website or an app that
Reader Were there only dierences between Aztecs and Spaniards? (p. 63)
“cartoonizes” images. You can do it with a picture of your historical moment, and then copy the drawing.
Step 4 • Draw two scenes for each of the historical moments you chose (six panels in total). • Write details using captions on each panel. • Where necessary, write dialogues appropriate for the audience you chose; include onomatopoeias. Self-evaluation (Check the box or boxes.) I can use the correct punctuation in dialogues. I can paraphrase actions to make them comics. I can write sentences with natural, historical, and cultural details. Tip: Write accounts of important events in the world related to nature, history, and culture. Comic
53 Unit 5
Achievement
Compare historic and cultural aspects between Mexico and other countries.
Teaching Guidelines
• Check comprehension in comic panels. • Paraphrase actions to transform them into a comic.
Development 2. In teams, write onomatopoeias for each of the sounds. Read them aloud and choose the best ones. Ask a student to read Loki’s final speech bubble. Emphasize that sound effects make the comic more exciting. Have them write their sound effects individually and then show them to their group. The team will choose the best ones. Have the class copy them. Differentiated Instruction For this activity you can use the Choral Response Strategy for shy students to make sound effects with the whole class and avoid feeling self-conscious. 3. Transform the account into comic format. Use captions and onomatopoeias on both panels. 108 Draw students’ attention to the glossary word in the text. Have them read the definition on page 108. Then,
Unit 5 • Activity Book p. 53
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