Self-Introduction Comics

The purpose of this activity is for students to create a comic to introduce themselves to their classmates and/or members of the target language culture. Comics are ideal because they include both visuals and text, facilitating comprehension of language and allowing the teacher to identify any gaps in student learning related to target structures and vocabulary.

Instructions

  1. The teacher creates a personal comic to share as a model of what an introductory comic would look like. 

  2. The teacher models and explains how to use a specific digital comic tool to select images and input text. If necessary, the teacher provides key target language sentence frames that students will use. The teacher checks that students understand the task and know how to use the selected digital tool. 

  3. Students work individually to create personal comics using target sentence frames with images and text.

  4. Students share finished products in pairs or small groups.

Adaptation for Online/Distance Learning

  1. This activity can be done synchronously or asynchronously. 

    The teacher creates a personal comic to share as a model of what an introductory comic would look like. 

    The teacher models and explains how to use a specific digital comic tool to select images and input text. If necessary, the teacher provides key target language sentence frames that students will use. The teacher checks that students understand the task and know how to use the selected digital tool. 

    Students work individually to create personal comics using target sentence frames with images and text.

    Students share finished products in pairs or small groups. This can be done synchronously using breakout rooms or pre-recorded using apps like Flipgrid, Seesaw, Youtube, Loom, etc. Students then view and comment on the comics shared by the other students. 

Helpful Tips

  1. Whenever possible, teachers should use a digital tool to complete this activity, avoiding students spending excessive amounts of time drawing images.

  2. If desired, the teacher could ask students to record their sentences instead of or in addition to typing them.

  3. Wherever possible, provide authentic images for the students to use instead of generic clip-art or stock photos.

  4. As a follow-up activity, have students present their comics to the class or peers (possibly in a Gallery Walk activity) or record their introductions individually and save them for re-use in a later activity.

Differentiation

  1. Provide target sentence frames for Novice

  2. Require peer editing with specific items to review

  3. Require Intermediate students to write comic from the 3rd person and involve more than one character

Materials

  1. Tablet, laptop or cell phone

  2. Digital comic tool (ex. Comic Life [app])

Videos

https://www.youtube.com/watch?v=elmkL1gAiqw&t=