Make Beliefs Comix

Description: 

It’s a site that allows you to create comic strips and offers various writing prompts, story ideas, and design tools to personalize your comic. “MakeBeliefsComix is for people of all ages who like to play and explore.” Educators can use the site with students to encourage writing, reading and literacy and the learning of English.

Group members: Blanca Bustos, Camila Castro, Azul Trejo

Contextualization: 

First year college students in Mexico, learning English as the TL. The location of the lesson is in a university classroom. 

Target Age: adults (~18 years)

Level: CEFR A2

Lesson Aims based on CEFR

Written Reception

Overall reading comprehension

• Can understand in detail the written instructions on MakeBeliefsComix, including steps for creating, editing, and publishing comics.

• Can comprehend vocabulary and text prompts related to various professions and daily routines with sufficient nuance to use them effectively in context.

Spoken Production

Overall spoken production

• Can clearly communicate ideas and describe the daily routines associated with a selected profession.

• Can present and justify the choices made in the comic, articulating how they represent the profession and routine in question.

• Can give step-by-step instructions on using MakeBeliefsComix for peer assistance, explaining complex actions precisely.

Mediation

• Can actively incorporate contributions from classmates, linking ideas and building on others' interpretations of routines and professions to enrich the comic's narrative.

• Can ask for explanations or clarifications to ensure accurate understanding of new vocabulary and expressions related to routines and professions.

• Can take on different roles in collaborative activities, adapting contributions based on group needs, such as leading discussions, clarifying points, or offering creative suggestions.

• Can integrate and build on peer feedback to refine the final comic, adjusting content to improve clarity and impact.

SWBATs: By the end of this lesson, students will be able to:

Content/Language Objectives:

1. Create simple comic strip depicting the daily routine of a specific profession using appropriate vocabulary and time expressions at B2 level

2. Write dialogue incorporating professional vocabulary and daily routine expressions with accurate grammar and natural flow

3. Describe a profession's typical workday using sequential transitions and specific time markers

Digital Literacy Objectives:

4. Navigate the MakeBeliefsComix platform independently to create, edit, and save comic strips

5. Select and manipulate digital tools (characters, backgrounds, text boxes) to effectively convey their story

Critical Thinking Objectives:

6. Analyse and represent how different professions structure their daily routines

Collaboration/Communication Objectives:

7. Present their comic strips to peers, explaining their creative choices and reasoning

Brief Description of Lesson

This lesson is part of a larger unit where students are learning about professions and daily routines. In this lesson students will incorporate professions and vocabulary of daily routines to create a comic centered on the daily routines associated with a variety of professions. 

Activity Steps

Warm-up & Introduction (10 mins)

• Activate prior knowledge about professions and daily routines

• Show sample comic created by teacher

• Demonstrate key features of MakeBeliefsComix through screen sharing

Tool Familiarization (10 mins)

• Students explore the website individually

• Students create a simple one-panel test comic to ensure they can use basic features

Main Task Briefing (5 mins)

• Present clear requirements:

  • Minimum panels required (suggest 6-8)

  • Must include specific time markers

  • Must show at least 5 different daily activities

  • Must use profession-specific vocabulary

• Show rubric for assessment

• Clarify any questions

Comic Creation (30 mins)

• Students work independently on their comics

• Teacher circulates to provide support

• Mid-point check-in to ensure students are on track

(Optional) Peer Review (5 mins)

• Pair students to share their work

• Allow time for implementing quick revisions

Presentation & Sharing (20-25 mins)

• Students present their comics to class in small groups

• Explain their creative choices and reasoning

• Answer questions from peers

Assessment

Rubric-Based Assessment (For main task):

• Language accuracy 

• Vocabulary usage 

• Sequential coherence 

• Digital tool competency 

• Creative representation

Peer Assessment Create a structured feedback form including:

• What did you learn about this profession?

• How clear was the sequence of activities?

• What was the most creative element?

• One suggestion for improvement

Self-Assessment Reflection Students complete a brief reflection addressing:

• Challenges faced and how they overcame them

• New vocabulary learned