I chose this tool to work with my students because cartoon related tasks can be motivating for young learners. And as stories also can be made by a pair or group of students, collaboration skills can be practiced during the process.

Cartoon Maker Zone is a free cartoon-making website from Cambridge English Online. You can choose the size of paper, add the characters you like and even customize their details. once you have enough content, you can print or export the cartoon for easier access.

1- Click on the scene you want to edit, before you begin

(To see any changes that you make click the APPLY button to be able to preview your cartoon.)

Click on the GENERAL tab to:

Add a title to your cartoon

Write you name in the CREATED BY box

You can add a narrative to each scene. You select ON and the narrative box will appear at the top.

Click on the scene drop-down menu to select the background to your cartoon.

Click the CHARACTERS A or B tabs to add your character

Level: Elementary

Students: 30

Time allotted: 60 minutes

On previous classes, students have been working with vocabulary and grammar connected to the house, the family. They have seen and practiced prepositions of place, furniture. They know how to use simple present to make questions and the use of there is and there are.

Warmer: (10 minutes) I’ll show students the comic strip I’ve created, and I’ll ask them questions for understanding and to recycle language.

Are they at school? Where are they? In picture 1, is the boy happy? And what about in picture 2? Who is she? Who is she looking for?

Web: (25 minutes) I’ll explain students they will have to create their own comic strip. First, I’ll show them how to make a comic. We’ll explore together the tool CARTOON MAKER to create a comic strip. Then, I’ll ask students to get into groups of 4. Each group will have access to one computer, previously prepared with the Cartoon maker. In the cartoon dialogue, they will have to include two sentences using there is and two using there are in their dialogues. They will also have to pick four pieces of furniture to mention in the strips. I’ll go around the groups to clarify any question or doubt they could have about the use of the tool.

What’s next: (20 minutes) Students will show their comics to the rest of the class.

What is SAMR

The SAMR model provides a framework that can be used to classify and evaluate mLearning activities. Ruben R. Puentedura developed the SAMR model in 2006 as part of his work with the Maine Learning Technologies Initiative (Puentedura, 2006). The model was intended to encourage educators to significantly enhance the quality of education provided via technology in the state of Maine. The SAMR Model consists of the following four classifications of technology use for learning activities:

• Substitution: The technology provides a substitute for other learning activities without functional change. In my lesson plan the comic maker allows the student to create the comic online.

• Augmentation: The technology provides a substitute for other learning activities but with functional improvements. Students are motivated by the use of the tool to create the comic.

• Modification: The technology allows the learning activity to be redesigned.

• Redefinition: The technology allows for the creation of tasks that could not have been done without the use of the technology.

Although Puentedura developed the SAMR Model as a way to encourage the use of technology generally, Hockly (2013) suggested using the SAMR Model specifically for mLearning within the context of English language teaching (ELT).

While it’s often visualized as a ladder or staircase as above, this can be misleading because Substitution (the bottom of the ladder) is sometimes the best choice for a particular lesson. This is why it’s better to think of the SAMR model more as a spectrum. On one end technology is used as a one-to-one replacement for traditional tools, and on the other end technology enables experiences that were previously impossible without it.

What is Bloom’s Taxonomy

Bloom’s Taxonomy is a classification of the different objectives and skills that educators set for their students (learning objectives). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. The terminology has been recently updated to include the following six levels of learning. These 6 levels can be used to structure the learning objectives, lessons, and assessments of your course:

1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from long‐term memory.

2. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

3. Applying: Carrying out or using a procedure for executing, or implementing.

4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.

6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Create: By the end of the lesson the students will be able to design a comic using comic maker as a tool.

Evaluate: Students use their own criteria to choose from the options they have in the tool at dispose.

Analyze: Before students show their comic to the rest of the class, they have to select what information are they going to include there.

Apply: Students will be able to apply the vocabulary learnt.

Understand: Students will be able to understand the structures and vocabulary in order to complete the comic.

Remember: Students will be able to understand grammatical structures.

References

-The SAMR Model as a Framework for Evaluating mLearning Danae Romrell Lisa C. Kidder Emma Wood

-SAMR Model: A Practical Guide for EdTech Integration. October 30, 2017

https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

-Using Bloom’s Taxonomy to Write Effective Learning Objectives

Posted by Jessica Shabatura | Sep 27, 2013 | https://tips.uark.edu/using-blooms-taxonomy/

-How to teach English with technology by Dudeney and Hockly

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