Part 1: 20 minutes

The teacher will ask students to get organized in groups of 3 students.
The teacher will write the beginning of three 2nd conditional sentences on the board and will tell the class that, in the groups, they will have to:

1. Choose one sentence from the board

2. Complete the sentence so that it expresses something that is impossible or unlikely (2nd conditional)

3. Write a short story with the conditional sentence as the title. No more than 100 words.

The teacher will tell students that they must also choose a role within the group:

• One students will take down notes

• One student will organize the discussion and make sure everyone has a turn to talk and participate

• One students will proofread what was written and correct any mistakes or suggest changes

The teacher will go around the class acting as a monitor and guide for the students, checking that the tasks were clearly understood and providing help whenever necessary

CONDITIONAL SENTENCES

• If we won the lottery, …

• If we ruled the school, …

• If tomorrow was the last day of the world, …

Part 2: 30 minutes

Once all groups have completed the previous steps, the teacher will explain that students will now create a virtual comic of the story they have written using StoryboardThat.

The teacher will show students how to use the webpage and will handout a printed tutorial for students to have at hand during the explanation as well as while creating their own comic.

The comic students create must:

• Be between 4 - 6 panels long

• Tell the story that they wrote in PART 1

• The first panel must contain the title (which is the conditional sentence they chose and completed) and the name of all the students in the group.

•  20 minutes

• Students will now go around the class in order to view the comics of other groups in Slide Show mode in order to explore how others have completed the conditional sentences and what stories they have come up with.

According to Hockly (2017), Special support should be provided for students on account of the fact that there exist a wide range of learners with different needs, including cognitive and learning challenges. Technologies that support SEN (special educational needs) students should be prioritized when planning more inclusive lessons in order to comply with an inclusive approach that considers students as unique individuals with their own strengths and weaknesses. Delaney (2016) also argues that the use of technology to assist SEN students can help them gain confidence, build self-esteem, improve literacy levels, show what they know and gain independence. Through the use of StoryboardThat, students that may present ADHD or other social or emotional challenges can connect with the content in a more entertaining way that may motivate them to participate in the lesson. Additionally, students that have a hard time speaking in front of the class can show students their creation without feeling exposed or intimidated. The fact that students can modify background color, font and text size can be helpful for students with visual impairments since they can accommodate the setting to their needs.

As mentioned previously, Vuorikari, Kluzer & Punie (2022) highlight the importance of having citizens develop digital content and editing skills. By actual practice at creating content online, students will begin to develop the ability to apply the knowledge of content creation in order to complete different tasks and solve problems. StoryboardThat and the activity planned for its use promote a cognitive use of digital competencies that involve the use of logic, intuitive and creative thinking in a practical matter through the application of relevant content in an authentic setting.

The lesson plan follows a structure that allows students to progressively work towards independence in using the target language in an authentic manner. In order to do this, Bloom's Digital Taxonomy (2016) has been taken into account which is concerned with educating modern digital students by structuring teaching and learning to match the millenial generation and to build a connection between the classroom and reality. The lesson plans propose to begin with lower-order thinking skills and progressively movw onto higher-order thinking skills. Students have previously begun working with conditionals by identifying the grammar function in texts and selecting correct responses in progressively less controlled activities. In this lesson they begin by classifying different types of conditionals. Then they begin to apply the new grammar structures in a creative way by considering and agreeing on different options with other students. They create their own productions by writing their narratives and constructing and designing their own comic strips.