IES N4 RAL SCALABRINI ORTIZ

DEATH KNIGHT
A four-class lesson plan based on the comic World of Warcraft: Death Knight
JUSTE, Marianela Soledad 25/12/2013

Lesson Plan inspired by Blizzard Entertainment Inc. comic World of Warcraft: Death Knight. None of the characters or stories belongs to me.

Lesson Plan

School: Course: Number of Students: Time: Date: Teacher in charge of the class: Teacher Trainer: Trainee Teacher: Topic: Language Point: Objective: 4 year
th

Escuela de Minas

25 students (17 girls, 8 boys) 4 classes of 80 minutes (double period) 10 July

th

Ms. Liliana Pinto Juste, Marianela Soledad Death Knight Complex concepts, such as death and friendship Students will be able to comprehend and critically examine a graphic novel.

Previous Knowledge:

Greetings Weather Date Numbers Colours Basic vocabulary about people, address, jobs Simple dialogs Adjectives (Appearance adjectives: beautiful, clean, elegant, long, ugly; Condition Adjectives: alive, careful, clever, dead, easy, famous, helpful, important, rich, shy, wrong; Feelings Adjectives: angry, embarrassed, lazy, nervous, scary, worried, calm, happy, kind, nice; Size Adjectives: big, fat, great, little, short, small, tall, tiny; Sound Adjectives: noisy, loud, quiet; Time Adjectives: brief, fast, late, long, old, quick, short, slow. Have/has got: Affirmative, negative and interrogative form. Possessive Case Prepositions (in, on, under, with, without, next to, for, out, but, from) This/these/that/those There is/ there are/some/any Nouns: countable and uncountable. Affirmative, negative and interrogative form of the verb To Be Pronouns Members of the family

Parts of a House Animals: Domestic, farm, pets, wild animals. Clothes WH-Questions Countries Nationalities Present Continuous Present Simple Past Simple Past Continuous Irregular Verbs Present Perfect Present Perfect Continuous Past Perfect Past Perfect Continuous The Future - Going to The Future - Will The Future - present forms Will - other uses Shall The Passive The -ing form Can Could May/Might

Should Must /Have to Zero Conditional First Conditional Second Conditional Third Conditional Wish Had better Used to

Question tags Reported speech Suppose Have something done Should have Can have / could have Will be doing Will have done

Recycling:

Most of the previous knowledge used to understand and analyze texts and ideas. Communicative Approach Individual and group work Metacognitive strategy (recycling previous knowledge) Social strategy (choral group, and individual repetition, asking and answering question) Cognitive strategy: listening, practicing, and repeating. Affective strategy: encouraging students.

Method or Approach: Socio-cultural activity: Strategies:

Skills: Materials:

Listening, Reading, Writing, and Speaking. Blackboard, pieces of chalk, duster, notebooks,

Day 1
WARMING-UP PERIOD
The Teacher will ask their students about the day and weather conditions, and two students will be asked to write the answers on the blackboard. Then, she will get the students to discuss the following: What is death? Do you believe in afterlife? Do you believe in reincarnation? Have you ever hear or read about Death Knights? What is a Death Knight? How would one look like? Do you think they fight for death or against it?

After they open the file and see the cover, the teacher will ask: What does the cover of the novel suggest?

PRESENTATION
The teacher will use the overhead-projector to show a 3 minute cinematic related with the comic (http://www.youtube.com/watch?v=DFzZbD_NOVQ ). Then she will ask the students who is the man from the movie, to which some of them may answer Arthas. She will explain that he is in fact the Lich King, former Arthas Menethil, son of Therenas Menethil, King of Lordaeron. While she tells them how Arthas became the Lich King and how he raised death knights, she will share with them the file in which the comic is so that students can read it from their netbooks. Then she will ask them to open the file and start reading with her the first chapter in loud voice.

PRACTICE
Activity 1 The teacher will read the first two pages of the comic. While she reads, she will write down and explain the meaning of the unknown words on the blackboard. Then, she will ask a random student to continue reading and stop when he finds a word unknown for him, which shall be explained. And so, the class will read until they reach the end of chapter 1. Activity 2 Students will be asked to close their netbooks in order to enter a contest. For the contest, they will be divided into small groups and they will have to respond to a series of questions making proper sentences using the already known rules. They cannot erase their answers, and to check that they do not, the sheet of paper they will write on

will be a yellow A4 sheet of paper handed by the teacher to each group. The winner will be the team who answers more questions correctly, having each question a score of 1. Questions from Ch. 1: Who is the Death Knight who kills Vivian? Why is Leryssa not interested in William? What does the Sergeant tell Thassarian after he fails the sword-drill test? Who does Thassarian fight with in his memories? What news does William bring two days later? Question N2 Question N3 Question N4 Question N5

Chart that will be displayed: Question N1 Blue Team Green Team Pink Team Yellow Team Orange Team FINAL SCORE Activity 3

In order to summarize and set the story that they have read so far, the students will be asked to do a Mind Map. Each of them will be handed a sheet of paper with the following format, which will be filled in with information discussed in class about the chapter

read:

HOMEWORK
As homework, students will be asked to continue reading at home Chapters 2 and 3 using a dictionary or Internet to find out the unknown words. While reading, they will have to take notes of: The new unknown words: what do they mean? The new characters introduced: who are they? The most important events from those two chapters.

Day 2
WARMING-UP PERIOD
Students will be asked to line-up around the classroom in order of their birth dates. To perform this activity, they will have to use English only and line-up as fast as they can. This activity forces students to move around and communicate with each other.

PRESENTATION
Since we are working with the same topic, the teacher will have the students to listen and watch another video (http://www.youtube.com/watch?v=dfkiJXnSRM8 from 8.30), but this time they will have to identify the place, the characters that appear during the video and in what moment of the comic does the film happen. As soon as the video ends, a discussion will be engaged to see if they can relate the different moments in which the comic takes place.

PRACTICE
Activity 1 The teacher will make a timeline of the chapters seen so far with the help of her students. To achieve this, she will draw the timeline and start throwing a ball to a random student. That student will have to name an important event in the story with the help of questions made by the teacher, that event will be placed in the correct order to look more or less like this:

Activity 2 Moving on to the following activity, students will be asked at random to choose a moment or scene from Chapter 2 and 3 that they feel identified with, and tell why it is so. For example, in chapter 2 Thassarian is described by King Arthas as the son of a hero, which fills Thassarian with pride such as regular people do when they are acknowledge by someone they consider superior. Activity 3 Students will be asked to form two big groups in order to start a game. It consists of split sentences which they must connect correctly according to what they know from the comic. Group 1 will have to connect sentences 1, 3, 5, 7 and 9 while Group 2 will have to connect sentences 2, 4, 6, 8 and 10. Each student will have one turn to connect a sentence or disconnect a sentence from the enemy team. The team with more accurate sentences wins. Sentences: 1. Vivian begs Thassarian to stay home instead of sacrificing like his father 2. Thassarian tries to get his mothers blessings, but instead he makes her cry. 3. Prince Arthas recognize Thassarian as the son of the fallen soldier Killroen 4. Thassarian arrives in Northerend and writes a letter to his sister. 5. Lordaeron ships are burnt and The Scourge finds Thassarian and the army. 6. Thassarian goes to find Arthas, but he gets killed by Captain Falric. 7. Arthas kills his father and orders Thassarian to take his mothers head. 8. The Scourge arrives to Anowyn, killing Merriel and Faltora. 9. Koltira follows Thassarian and asks him to quit being a Death Knight. 10. Thassarian kills Koltira and rises him as a Death Knight

HOMEWORK
As homework, students will be asked to finish reading at home Chapters 4 and 5 using a dictionary or Internet to find out the unknown words. While reading, they will have to take notes of: The new unknown words: what do they mean? The new characters introduced: who are they? The most important events from those two chapters.

Day 3
WARMING-UP PERIOD
The teacher will write the word brother on the blackboard. Then she will ask

o What does the word brother/sister means? (as students answers, she will write their ideas with arrows coming from the word brother) o Who do you considered a brother/sister? o Who is Thassarians sister? o Who does Thassarian consider his brother?

PRESENTATION
To start the class, the teacher will have the students to listen and watch another video (http://www.youtube.com/watch?v=dfkiJXnSRM8 from 22.55), in order to identify the place, the characters that appear during the video and in what moment of the comic does the film happen. As soon as the video ends, a discussion will be engaged to see if they can relate the different moments in which the comic takes place.

PRACTICE
Activity 1 Students will be divided into groups of 3 people. Then, each group will be given a piece of paper with sentences extracted from Chapters 4 and 5. They must read it out loud and respond: In what chapter does the sentence take place. What does the sentence means, or what is it referring to. Each answer will be discussed in class to check if the group got the idea of the story in the right way, allowing them to have their own interpretations nonetheless. Activity 2 The second activity is called second chance. In this activity, students will form a roundup and each one will state a part of the story that they would have stopped from happening. They must tell why they would stop it from happening and how would they interrupt it. To do so, they must create an imaginary character that is able to stop that part. Activity 3 Students must complete the following criss-cross by their own and we will check them in class altogether.

PRODUCTION / HOMEWORK
To conclude with the novel, students must finish Chapter 6 at home with the help of a dictionary and they will be given the following homework: They must join in 6 different groups and work together. Each group will have to work on a chapter (They will have to make a summary of each chapter using some of the new words seen during the reading of the graphic novel. They must also make a critic of each chapter by putting together each members point of view They must bring all of this work in the form of a printed document with the name of the members, the date, the topic and the name of the teacher.

Day 4
WARMING-UP PERIOD
To warm-up the final class, each student will be given a sticky note in which they have to write a word that means something important in their lives (for example pen because he/she likes writing). Then they must stick it in their chest and form a circle in the middle of the classroom. The teacher will point at two random students and they must guess why their partner picked that word.

PRESENTATION
As we will use the whole class for production, there will be no presentation. But a closeup of the novel will be made based on the homework given on the previous class. Students and teacher will sit in a horse-shoe form and each chapter will be discussed up to the last one. Then students will be allowed to answer: Which was your favorite chapter? Why? Which chapter did you hate? Why? Which chapter did you like the most? Which you didnt like the most? Why? Have you read a story like this before? Did you enjoy the fact it was a graphic novel?

FINAL PRODUCTION
Lastly, students will have to choose a character from Death Knight and write what they imagine it will happen to them, like a sequel. They can do this in written form, like a narration; in the form of a graphic novel; in a short poem illustrating the moments; In letters sent by the characters; and finally, in a short performance in group.