Comic Strips

Flipped Classroom

Another way to achieve the the flipped classroom is to use a comic strip to give the students information for homework and then talk about it in the classroom.

I created a short story or "comic" on Storybird called Jack and Jeanne. I decided to use storybird, even though it's not much like a comic because I didn't really like any of the other tools. Devolver seemed to kidish for me and Strip Generator was almost overwhelming. It seems that you have to completely plan our your comic strip before you even complete it which almost defeats the purpose of making it online. But I did enjoy the Storybird site, the artwork is beautiful and there is plenty of it. Though it seems that you have to write your story according to the photos you find instead of writing a story and trying to find pictures that match.

The standard covered in this activity is  Standard-ESL1: Language for Information and Understanding. ESL students will use English to collect ideas, discover relationships, concepts, and use knowledge from electronically produced texts. This standard will be tested by having the students activate prior knowledge about vocabulary families and pastimes/hobbies. They will then read the story Jack and Jeanne. In small grounds students will answer comprehension questions in order to collect data and discover relationships from the short electronically produced text. Then they will discuss why the children are imaging the special hobbies their new parents might do and why that is important to them. This will be an interesting concept for the students to discuss.

Post #2 Performance Indicators and Assessment

Continuing on my last blog post about Flipped Classrooms. We use a neat website called TubeChop to edit a video of our choice that we could use in our flipped classroom. The video I choose was a Clip From Maysoon Zayid: I got 99 problems... palsy is just one Ted talk. 

The performance indicators that I can test from are Standard-ESL1: Language for information and understanding. Specifically I would focus on collecting ideas, concepts, and generalizations, and use knowledge from electronically produced texts. I will also test from  Standard - ESL 3: Language for Critical Analysis and Evaluation: Students will listen, speak, read, and write in English for critical analysis and evaluation. More specifically students will use English to express opinions and judgements on experiences, messages, and issues from a variety of perspectives

Students would watch the video for homework and then answer comprehension questions about the video to make sure they understood. If they did not they could go back and watch the clip again. I would first address Standard ESL 1 by having students conduct a short research assignment about cerebral palsy such as what it is and how if effects the daily life of people who have it. Students will be using this standard because they will be using knowledge from electronically produced texts to collect ideas, concepts and generalizations about cerebral palsy. I would then test the students in class by having the students synthesize the information from the previous research assignment, the Ted talk and their own personal lives to write a journal about how their life would be different if they had cerebral palsy. They would be addressing standard-ESL3 because they would be expressing their opinion and judgement from a different perspective. In class I would have to do some modeling and instruction, possibly giving a few sentence frames for lower level students for expression opinion.