​Campo formativo: Lenguaje

Fase 6  - Inglés en Educación Secundaria

First grade

Content 3:
Comic

Share

Project Ideas

Lesson plan | Worksheets | Project Ideas

These guidelines for the project outline the key steps and strategies for implementation. However, they must be adapated and contextualized according to the unique challenges and opportunities of the community context or area. 
​

Fase 1. Planeación

Momento 1. Identificación

Content:
Cultural, linguistic, and artistic expressions in English in favor of interculturality.
​Learning development process:
Learners create a comic or manga in English about situations that highlight the importance of interculturality.
​​Problem:
The lack of knowledge about cultural, linguistic, and artistic expressions can limit a person's ability to effectively interact with people from different cultures and societies and hinder the promotion of interculturality.

Project: Comic.

Momento 2. Recuperación

Use a mind map to assess prior knowledge
These could be some  main branches:

• Culture (Definition, Elements and Cultural practices).
• Interculturality (Definition, Why is it important? Benefits, Challenges).
• Intercultural interactions (F2F, Digital and online, Tourism, Education, Entertainment, Festivals).

Momento 3. Planificación

Set activities

Activity	Purpose	Time
Brainstorming cultural elements	Generate ideas for the comic project​	25 mins.
Drafting and collaborating	Create comic drafts and collaborate	75 mins.
Editing and revising	Improve language and cultural content	25 mins.
Presentation and reflection	Share comics, discuss, and reflect	25 mins.

Fase 2. Acción

Momento 4. Acercamiento

Research and collect information
Food:

• Explore different types of foods from various cultures. 
• Look for simple recipes from various countries, such as sushi from Japan, tacos from Mexico, or pasta from Italy. 
• Talk about the colors, shapes, and smells of the food.

Clothing:

• Search for a collection of clothing items from different cultures, such as kimonos, saris, and ponchos. 
• Discuss the colors, patterns, and fabrics used in different outfits. 

Music:

• Gather a selection of music from around the world.
• Look for videos or audios clips that showcase music from different cultures. 
• Discuss how the music makes people feel and what instruments or rhythms they hear. 

Art:

• Search for pictures of art from various cultures, including paintings, sculptures, and crafts.
• Discuss the colors, shapes, and patterns in the art. 
• Discuss how art can be a way for people to express their cultural heritage and tell stories. 

Momento 5. Comprensión y producción

Phrases and expressions used in this social practice

Food:

• Yummy! Try this pizza from Italy.
• Taco Tuesday! Let's taste some Mexican food.
• Sushi is so fun to eat with chopsticks from Japan.
• Let's share a plate of noodles from China.
• Mmm, French croissants are so delicious!

Clothing:

• Look at my colorful kimono from Japan!
• I have a cool sombrero from Mexico.
• These Scottish kilts are so unique!
• My friend wears a beautiful sari from India.
• These clogs are from the Netherlands.

Music:

• Let's dance to the lively Brazilian samba music!
• The Spanish flamenco music is so exciting.
• This drum is for African music and it's fun to play.
• Listen to the Indian sitar, it sounds beautiful.
• We're playing the Chinese flute today, it's so sweet!

Art:

• I made a colorful paper lantern like in China.
• This mask is like the ones they have in Africa.
• We painted a beautiful picture, just like artists in France.
• Look at this cool origami, it's from Japan.
• I drew a picture of a big pyramid, like in Egypt.

Momento 6. Reconocimiento

Organize the information for the comic
Aspect of culture: Food
Narrator (for the caption box):
"People from all around the world have gathered for a wonderful international food festival."
Description of the panels
Panel 1: Diverse city street with an international food festival. People from different cultures gather, setting the scene.
Panel 2: Curious character, Sarah, is confused by the food festival. She holds a map, symbolizing her uncertainty.
Panel 3: Sarah approaches a Mexican food stall, where Maria offers her a taco. Sarah hesitates but eventually tries it.
Panel 4: Sarah enjoys the taco, and Maria explains its significance. This panel signifies the joy of trying new food and cultural exchange.
Panel 5: Sarah learns to eat sushi from a Japanese food stall. Hiroshi teaches her to use chopsticks, showing the learning process.
Panel 6: Sarah, now full, sits among people from various cultures, symbolizing the unity and connection that food brings.

Dialogues: 
Panel 1:
Character 1: "Wow, look at all the different foods and people here. This is amazing!" Character 2: "I love how diverse our city is, especially during this food festival."
Panel 2:
Character 1: "I can't decide where to start. I'm so lost..."
Character 2: "It's your first time, right? Don't worry, I can help you find something delicious."
Panel 3: 
Character 2: "Hey there! Would you like to try a taco?"
Character 1: "Um, I've never had one before, but sure, I'll give it a try."
Panel 4: 
Character 1: "Wow, this taco is amazing! What's in it?"
Character 2: "I'm glad you like it! It's filled with seasoned meat, salsa, and fresh ingredients. It's a taste of Mexico."
Panel 5: 
Character 2: "Welcome to the sushi stall! Let me show you how to use chopsticks."
Character 1: "Chopsticks? I've never been good with them."
Character 3: "No worries, it takes practice. I'll teach you."
Panel 6:
Character 1: "I've tried so many different foods today, and it's been an incredible experience."
Character 2: "That's the beauty of food festivals – they bring people together from all over the world."
​Character 3: "And it's a reminder that our differences can unite us through a shared love of food."

Aspect of culture: Clothing
Narrator (for the caption box):
"In a busy city with people from many places, Alex and Kim look at each other's special clothes."
Description of the panels
Panel 1: Alex and Kim, representing different cultures, admire each other's traditional clothing. Alex is from Mexico and Kim is from South Korea. 
Panel 2: They express appreciation for the beauty of each other's attire.
Panel 3: They discuss the unique patterns and designs of their clothing.
Panel 4: Alex and Kim exchange accessories, integrating elements of each other's cultures into their outfits.
Panel 5: They proudly wear the exchanged accessories, celebrating the fusion of their cultures.
Panel 6: The comic concludes with a warm embrace, symbolizing the bond formed through this cultural exchange.

Dialogues:
Panel 1: 
Character 1: "Kim, I've always loved the vibrant colors of your traditional clothing."
Character 2: "And I've admired the intricate details of your attire, Alex. It's beautiful."
Panel 2: 
Character 1: "Your cultural attire is truly stunning, Kim."
Character 2: "Thank you, Alex. I feel the same way about yours."
Panel 3: 
Character 1: "These patterns are mesmerizing. What do they represent in your culture?" Character 2: "Each design has a unique meaning, usually tied to our heritage and history. How about yours?"
Character 1: "Our patterns often tell stories of our ancestors and traditions."
Panel 4: 
Character 1: "Would you like to exchange accessories?"
Character 2: "I'd love that! Let's blend elements of our cultures into our outfits."
Panel 5: 
Character 1: "These accessories look fantastic, Kim."
Character 2: "I agree, Alex. I feel a deeper connection to both our cultures now."
Panel 6:
Character 1: "This has been a beautiful exchange of cultures."
Character 2: "It's a reminder that our differences can make us richer, and our similarities can bring us closer."
​Character 3: "Let's embrace our friendship and the unity in diversity."

Momento 7. Concreción

Create the comic

• Define purpose and number of panels.
• Determine the aspect of culture and the setting.
• ​Organize content (description of each panel).
• Write a script that includes dialogue and captions.
• Sketch out rough thumbnails of each panel in your comic strip. 
• Create a layout for each panel, considering the composition and visual elements. 
• Draw the comic based on your sketches and script. 
• Create speech balloons and thought bubbles to contain the text. ​Add dialogues and captions to the comic using lettering. 
• Apply appropiate colors to the artwork. Use shading and highlighting to add depth and dimension. 
• Review the comic for error, clarity, and consistency.
• Prepare the comic for publication or sharing.

Fase 3. Intervención

Momento 8. Integración

Write a script for presenting the project
Good [morning/afternoon/evening], everyone. Thank you for joining me today to explore an exciting and innovative project, "ComiCulture: A Journey Through Interculturality." This comic project represents a unique blend of art, storytelling, and cultural exchange. I'm thrilled to share it with you today.​

Momento 9. Difusión

Present the project - Set date and time

Momento 10. Consideraciones

Gather feedback from the audience or recipients of the comic. Ask for their opinions, suggestions, and any questions they may have. This feedback can help you understand how well the comic was received and identify areas for improvement.

Rubric

Criteria	Excellent (5)	Satisfactory (3)	Need improvement (1)
Content and Cultural Awareness	​The comic is rich in cultural elements and demonstrates a deep understanding of interculturality.	​The comic contains some cultural elements but lacks depth in understanding interculturality.	​The comic lacks any cultural elements and understanding of interculturality.
Language Proficiency	​The comic uses appropriate language, vocabulary, and grammar consistently with minimal errors.	​The comic includes language errors that sometimes affect comprehension.	The comic is difficult to understand due to numerous language errors.
Creativity and Presentation	​The comic is highly creative and well-presented, with exceptional visual elements.	​The comic is somewhat creative, but the presentation and visuals could be improved.	The comic is not creative and is poorly presented.
Collaboration and Teamwork	​The student effectively collaborated with others and contributed positively to the team.	​The student participated in the group but could have been more collaborative.	The student did not collaborate effectively with the team.
​Presentation and Reflection	​The student delivers a clear, engaging presentation and reflects deeply on the project's intercultural aspects.	​The student delivers the presentation but lacks depth in reflection.	The student struggles to present the project and lacks any meaningful reflection.

Momento 11. Avances

Based on feedback and evaluation, make necessary revisions or updates to improve the comic's effectiveness.