• Age group: 14-15 year-old

• Language level: Upper Intermediate level

• Objective: to create a comic about healthy food

• Communicative goal: identifying groups of food

• Language areas: Writing

• Type of school: Private school

• Duration: one hour and a half

• Physical location: school facilities

• Topic: healthy food

Warmer

Students will be shown these comics:

Then, they will be asked to discuss the following questions:

1. Do you think you eat healthy?

2. Do you eat vegetables and fruits every day?

3. Do you usually eat snacks?

Web

Students will be asked to explore this website https://www.choosemyplate.gov/ and to focus on the section "What is a healthy eating style?"

They will be asked to focus on this question and discuss it in groups:

-Did you know this concept of variety?

Then, they will explore the following website: https://www.pixton.com/mx/ and teacher will show them a tutorial in order to do the following step. Tutorial: https://florenciaictple.blogspot.com/2018/10/tutorial-pixton.html

This is an example of one of the comics that was created with Pixton:

What next

Students will be asked to create a comic of at least 5 slides based on what they have learnt about healthy and unhealthy food and including cleft and pseudo-cleft sentences in their comics.

Evaluation criteria:

- Was the comic clear?

- Was the comic accurate in terms of grammar?

- Were the concepts well applied?

Theoretical framework

EEE

Engagement: Kolb (2017) suggests that teachers need to look deeply at engagement and ask the following three questions when using technology:- Does the technology allow students to focus on the task of the assignment or activity with less distraction?- Does the technology motivate students to start the learning process?

- Does the technology cause a shift in the behaviour of the students, where they move from passive to active social learners?

In this case, these activities will help them learn and will be useful to engage them in the topic.

Enhancement: this component focuses on the added value of using technology tools which goes beyond engagement in content. It refers to how technology can aid, assist and scaffold learning in a way that could not be achieved by traditional methods.

If teachers want to measure enhancement of learning goals, they may ask the three questions below as stated by Kolb (2017):- Does the technology tool aid students in developing or demonstrating a more sophisticated understanding of the content? (creates opportunities for creation/production over consumption)- Does the technology create scaffolds to make it easier to understand concepts or ideas?-- Does the technology create paths for students to demonstrate their understanding of the learning goals in a way that they could not do with traditional tools. In this lesson, the technology will help the students to understand the content easily.

Extension: technology can aid bridge the gap between classroom learning and students’ everyday lives.

The following questions can be used by teachers who want to analyse the extension of learning goals:- Does the technology create opportunities for students to learn outside of their typical school day?- Does the technology create a bridge between school learning and everyday life experiences?- Does the technology allow students to build skills, that they can use in their everyday lives?

As these activities are oriented to their daily lifes, the students are bridging learning with their life.

TPACK

TPACK is a useful model for educators as they begin to use digital tools and strategies to support teaching and learning. This model, developed by Mishra and Kohler, is designed around the idea that content and pedagogy must be the basis for any technology that you plan to use in your classroom to enhance learning.

TPACK stands for Technological Pedagogical Content Knowledge and the circles in the TPACK diagram represent content knowledge, pedagogical knowledge, and technical knowledge. The areas where the circles overlap — where the three kinds of knowledge combine.

In this lesson, technology makes an impact. It could not have been done if it were not because of technology. Technology is useful for students since content is easier to acquire and it is engaging at the same time.

References:

Choose my plate (2018). Retrieved from: https://www.choosemyplate.gov/

Triple E framework. Retrieved from: https://www.tripleeframework.com/engagement.html

Educational technology. Retrieved from: http://www.rt3nc.org/edtech/the-tpack-model/