LessonPlan:MangaVs.Comics

MatthewBarbee,2017 1

Lesson Plan “Manga Vs. Comics”

Instructor:MatthewBarbeeClass:IntermediateIntegratedEnglishSkills:Reading,Writing,Listening,SpeakingRequiredTime:4classperiods(90min/class)

Student Learning Objectives: Materials:

Studentswill...1. ReadandunderstandanauthenticEnglishtext.2. UsespokenandwrittenEnglishtorespondtoanauthenticEnglishtext.3. IdentifyandrecallspecificdetailsafterreadinganauthenticEnglishtextby

answeringcomprehensionandcriticalthinkingquestions.4. AcquirenewEnglishvocabulary.5. ExpressideasandopinionsinEnglishusingconversationanddiscussionskills.6. Usequestionandanswerskillstoidentifyapicture.7. UsewrittenEnglishtorespondtoawrittenpromptduringatimed-writingexercise.

• Readingarticle(pdf)• Readingworksheet• “WhoAmI”cards• Role-playingandstoryboardworksheets

• WritingPortfolios• Studentscoreandcommentsheets

Day1

TIME TASK PROCEDURE

Homework

Teacher:• Passoutthe“MangaVs.Comics”worksheet.

Students:

• AnswerthethreequestionsinSectionAbeforereading.• Readthearticle“TheRichVarietyofJapaneseManga”andfollowinginstructionsin

SectionB.• UsecontextcluesinthearticleandadictionarytodefinevocabularyinEnglishand

translatetoJapaneseinSectionC.• Afterreading,answerquestionsinSectionsDandE,comprehensioncheck(1-6)and

criticalthinking(1-3)onworksheet.

Day2TIME TASK PROCEDURE

10Warm-up:“WhoAmI”Activity

Teacher:• Giveeachstudentacard.

Students:• Tapecardstobackorholdontheirforeheads.Studentsdonotlookattheirowncard.• Allstudentswalkaroundtheclasstryingtoguesswhoisontheircard.• StudentsmayonlyaskyesornoquestionsinEnglish.Aftertheyaskonestudent,they

mustmovetothenextstudentandaskanotherquestion.• Whenastudentcancorrectlyguesstheircard,theymaysitdown.

TeacherFollow-up:• Askindividualstudentsiftheyliketheircharacter.• Askaboutthecharacters’mangaorcomic.• Askabouteachcharacters’motivationorgoalintheirmangaorcomicstory,whatdo

theydo,etc.• Askiftheycouldbeanycharacterinanymangaorcomic,whatwouldtheybeandwhy.

20 ReviewHomework

Students:• Ingroups,studentschecktheiranswerstosectionsA,B,C,andDwithotherstudents.• Oneleadstudentfromeachgroupgoestotheboardtowritetheirgroup’sanswersfor

theirassignedsectionorquestions.• ForSectionE,eachstudenttakesaturndiscussingtheiranswerswiththeirgroup.

Teacher:• Reviewtheanswersontheboard,makecorrectionsordiscusswherenecessary.

LessonPlan:MangaVs.Comics

MatthewBarbee,2017 2

10IntroductiontoRole-PlayPresentations

Teacher:• Handoutrole-playworksheets.• Assignorletstudentschoosenewgroups.• Introducerole-playingpresentationsandtheguidelines.• Reviewthescoringrubric.

50 GroupWork

Students:• Formnewgroupsandbeginplanningtheirrole-playingscenes.Themayassigntasks

suchaswriters,storyboardartists,characterroles,director,etc.• Plantheirscenes,choosevocabulary.• Beginwritingorstoryboardingtheirscene

Homework Finishwritingandstory-boardingrole-playscenes.Writecomprehensionquestionstoaskotherstudentsaftereachpresentation.

Day3TIME TASK PROCEDURE

15Warm-up:WritingPortfolio

Prompt:Ifyouwereasuperhero,whatpowerwouldyouhaveandwhy?Whatwouldyourdowithyourpower?Whatpowerwouldyounotwanttohaveandwhy?Finally,giveyourselfanew,superheroname.

5 PostWritingActivity

Students:• Eachstudentshareswhattheywrotewiththeirgroup.• Eachgroupchoosesoneleadstudenttosharewiththeclass.Leadstudentsrotatefor

eachwritingactivity.

20 GroupWork

Students:• Reviewtheirscriptsandstoryboards• Planthestagingfortheirscenes.• Readthroughtheirscenes.

Teacher:• Checkscripts.• Walkaroundandanswerquestions,helpwherenecessary.

50 GroupPractice

Students:• Separatearoundtheclassandpracticestagingandspeaking.

Teacher:• Walkaroundandanswerquestions,helpwherenecessary.• Sitwitheachgroup,listentotheirscenes,givefeedbackoncontentandpronunciation.

Homework Practiceandmemorizerole-playscenes.

Day4

TIME TASK PROCEDURE

10Warm-up:TongueTwisterActivity

Hethrewthreefreethrows.Thethreethickthievesthrewthefeatherthere.Redleather,yellowleather.Bettylovesthevelvetvestbest.Shesellsseashellsbytheseashore.

70 Role-PlayPresentations

Students:• 5-minutesforfinalrehearsal.• Eachgroupcomestothefrontoftheclasstoperformtheirscene.• Duringeachscene,otherstudentsgivefeedbackusingstudentscoresheets.

10PostPresentationActivity

Students:• Finishstudentscoresheets.• Discussscores,studenttostudentoralfeedback.

Teacher:• Giveoveralloralfeedback.• Officialteacherscoresandwrittencommentstobegivenfollowingweek.

1MatthewBarbee,2017

A. Before You Read

Answerthefollowingquestionsbeforereadingthearticle“TheRichVarietyofJapaneseManga.”

1. DoyouliketoreadJapanesemangaorWesterncomics?Whyorwhynot?

2. Whatmangaand/orcomicsdoyouknow?Listasmanyasyoucanthinkofoffthetopofyourhead.

3. a.WhatarethedifferencesbetweenJapanesemangaandWesterncomicbooks?b.Whichdoyoupreferandwhy?

B. Reading for Fluency and Context Readthearticle“TheRichVarietyofJapaneseManga”twice.Followthedirectionsbelow.

• Asyoureadthefirsttime,circleanywordsthatyoudon’tknow,butdon’tstoptouseadictionary.Justkeepreadingandtrytounderstandthemeaningofthetext.

• Whenyoufinish,lookupthewordsthatyoudidn’tknowandmakenotesinthetext.

• Readthearticleasecondtime.Matchthefollowingmainideasentencestoeachparagraph.

Paragraph

1. _______ a.Amajorthemeinmangafocussesonhowtolive.

2. _______ b.Thethemesfoundinmangaandliteratureareverydifferent.

3. _______ c.Thehistoryofrentalcomicsisresponsibleforawideningfan-base.

4. _______ d.JapanesemangaarelongerthanWesterncomicswhichprovidessomebenefits.

5. _______ e.Anew,perhapsmorenegative,genreofmangaisbecomingpopular.

6. _______ f.Japanesemangahavemanythemeswhichoriginatedfromrentalcomics.

7. _______ g.JapanesemangahaveadifferentstylethatWesterncomics,especiallytheirlength.

Name_____________________________Class________________Date________________

2MatthewBarbee,2017

C. New Vocabulary Afterreadingthearticle,useadictionarytodefinethefollowingwordsinEnglish.Also,makeanoteoftheJapanesetranslation.

1. convoluted ___________________________________________________________________________

2. nonconformist ___________________________________________________________________________

3. protagonist ___________________________________________________________________________

4. pseudo- ___________________________________________________________________________

5. boom ___________________________________________________________________________

6. bottleneck ___________________________________________________________________________

7. subjugation ___________________________________________________________________________

8. foe ___________________________________________________________________________

9. transcend ___________________________________________________________________________

10. introverted ___________________________________________________________________________

D. Comprehension Check

Answerthefollowingquestionsbeforereadingthearticle“TheRichVarietyofJapaneseManga.”

1. HowisthestyleofBandeDessinéecomicsdifferentfromJapanesemanga?

2. WhatistheBildungsromanstyleofstorytelling?Nametwobooksormoviesthatareexamplesofthisstyle.

3. WhataretwobenefitstothelonglengthofJapanesemanga?

4. Howdidthetraditionofrentalcomicsleadtomanydifferentthemesandgenresofmanga?

5. HowismangadifferentfromJapaneseliterature?

6. InwhatwaysistheSekai-keistyleofmangadifferentfromearlierstylesofmanga?

E. Critical Thinking

Answerthefollowingquestionsbeforereadingthearticle“TheRichVarietyofJapaneseManga.”

1. Inyouropinion,whatarethe(a.)positiveand(b.)negativeeffectsofreadingmangaorcomics? a.

b.

2. KyotoSeikaUniversityhasanentiredepartmentandlibrarydedicatedtomanga?DoyouthinkthisisawasteofresourcesorbeneficialtoJapan?Pleasegivetworeasonsforwhyyouthinkso.

3. Ifyouweretheauthorofanewmangaseriesfortoday’steenagers,whatwoulditbeabout?Thinkaboutthetitle,theme,story,andmaincharacter.Bepreparedtoshareyouranswerwiththeclass.

MatthewBarbee,2017

Manga/Comic

ROLE-PLAYING

Planning: Notes:

MangaorComicused:Story:Whatistheconflict?Whatistheoutcome?Characters:Protagonist?Others?

■Group Members:

1.

2.

3.

4.

5.

Workwithyourgrouptocreatea4~5minuterole-playingscene.Eachgroupwillconsistof4to5members.Besuretofollowtherole-playguidelinesbelowandbecreative.Role-playGuidelines:1. Chooseascenario.Chooseawell-knownmangaorcomictobaseyourrole-playingsceneandcharacterson.YoucanchooseeitheraJapanesemangaoraWesterncomicforyourinspiration.Eachsceneshouldfeatureanargumentwheretwosidesdisagreeaboutsomething.Whyaretheyhavingtheargument,whatarethetwosides,howdotheyresolvetheargument?

2. Use10vocabularywords.Select10vocabularywordsfromthenextvocabularytesttouseinyourscene.Don’tletyourwordslimityourscene.Becreativeandchoosewordsthatyourcharactersmayactuallyuse.Youmaychangetense,amount,oradd/subtractsuffixes.

3. Prepareascriptandastoryboard.Usetheattachedworksheettowriteyourscriptandmakeastoryboard.Pleasemakecopiesorattachextrapaperasneeded.Eachgroupmustsubmit1copyoftheirfullscriptandstoryboardbeforetheirperformance.

4. Prepare3listeningcomprehensionquestions.Whenyourgroupfinishesperformingyourscene,youwillasktheaudience3listening-comprehensionquestionsaboutyourscene.Theycanbemultiplechoice,short-answer,orTrue-False.

5. Usegooddelivery.• Usealoudvoice.• Speakslowly.• Don’tturnyourbacktotheaudience.• Memorizeyourscene.• Usegestures,emotion,orbodylanguagetomakeyourmessageclear.

6. Practice.Meetwithyourgroupoutsideofclassandpracticetogether.Thebestrole-playsarewellrehearsed.Usethepracticechecklist.

Name________________________________________________Class_________________________________________________

■Scenario:

■Vocabulary used:

MatthewBarbee,2017

Manga/Comic Role-Play

SCRIPT (4~5 minutes)

■Comprehension Questions:

1.

2.

3.

Practice Checklist: □Use6phrasesor10

keywords.

□Speakloud,slow,andclear.□Nobackstoaudience.□Sceneis4-5minuteslong.

□3Questionsareprepared.□Wepracticedtogether

severaltimesbeforeclass.

□SceneisMEMORIZED!(Pleasesubmit1scriptpergroup.)

■Title:

MatthewBarbee,2017

GokuDragonBallZ

MonkeyD.LuffyOnePiece

LightYagamiDeathNote

NarutoUzumakiNaruto

KorraAvatar

PikachuPokemon

DoraemonDoraemon

SpidermanTheAmazingSpiderman

BatmanBatman