Objectives Used:
Objective 1.1—The learner will apply PREPARATION strategies to comprehend
or convey experiences and information.
Focus:
- Set
personal goals for the task.
- Define
and analyze assigned task.
- Anticipate
content and organization.
- Relate
prior knowledge and personal experiences
to topic.
- Formulate
questions to be answered.
- Consider
status and intent of source and creator.
Objective 1.2—The learner will apply ENGAGEMENT strategies to comprehend
or convey experiences and information.
Focus:
- Give complete
attention to the task.
- Skim, scan,
and note ideas.
- Predict
outcomes.
Objective 2.1—The learner will identify, collect, or select information
and ideas.
Objective 2.3—The learner will apply, extend, and
expand on information and concepts.
Focus:
- Follow
or produce directions to create a product or develop an idea based on interpretation
of information.
Objective 4.3—The learner will respond critically and creatively
to selections or personal experiences.
Focus:
- Participate effectively in creative interpretations of a selection or
experience.
- Make relevant, logical, coherent contributions to a discussion.
- Create a product that effectively demonstrates a personal response to
a selection or experience.
Day 1
Grade level: First Grade
Teacher Input:
Talk to the children about who gets newspapers and if they read the comics.
Ask what comics they read and their favorite one. I will talk to
the children about the different positions held on a newspaper staff.
Then talk to them about sequential, or time, order and how things happen
according to time.
Guided Practice:
Here I would go over with them different scenarios, for instance what they
do in the morning before coming to school, and help them understand why
we do things in a sequential order the way we do. I would have pulled
out a number of pictures that we could use to practice sequential order.
Next I would pull out some pictures to show them and have them place them
in sequential order so I can see that they understand what we had gone
over.
Assessment\Review:
Reviewing what sequential order is and why we do things the way we do,
time order. Go over the parts of a newspaper just to remind them
for further activities. Last, I will go over what we will do the
next day.
Day 2
Review\Focus:
Review over whay we did the day before and then bring out the comic blocks.
Focus this time on the comic blocks and discuss with them the parts of
telling a story since after the sequential order of the comic blocks I
am going to have them make up a story to go along with the blocks.
Teacher Input:
I will help the children understand how I want this done. They will
be given three or four comic blocks and have to place them in the order
they think they go. After that I will have them explain to me why
they placed them in the order they did. Next I will have them find
a comic strip in a paper that they like. Then, explain to them that
they will put together a story of their own to go along with their comic
strip. Throughout the activity I will continue to remind and ask
them questions about what they are doing.
Guided Practice:
This is where they will perform the activities with my assistance.
They are going to place the blocks in order, explain to me why they put
the blocks in that order, and last read what they comic says.
Next they will find a comic strip in the newspaper andl cut it out.
I will then mix them up so they can place them in the order they think
they go. They can then come up with a story to go along with the
comic strip.
Assessment\Review:
Go over what they have learned that day, review the parts of a story and
review sequential order. I will ask them questions to make sure they
understood what they have done. Finally go over what is going to
happen the next day.
Day 3
Review and Focus:
Review over what was done the past two days and then begin with that day's
activity. Ask them questions about what they remember about sequential
order, why we do things the way we do, how to tell a story, and what is
so important about time order.
Teacher Input:
Here I will explain to them that we are on our last part of the lesson
and that is putting together our own comic strip. I will also explain
that we are going to use the computer before we put it together.
The computer will be used to give them ideas for their own comic strip.
Guided Practice:
As a group and with my help, we explore the web for different comic strips
to look at and get some ideas off of. The sites we will look up will
be ones I would have already looked up. Next we will sit down at
a table with paper, pencils, crayons, and all sorts of stuff and create
our own comic strip.
Assessment and Review:
Here I will review what we had learned over the past couple of days and
throw out some questions for them to answer (high order questions):
1. How we went about deciding what was going
on in the comic strip?
2. How we knew which way to place the comic blocks?
3. Why do we do thigs the way we do in time order?
4. What was our favorite comic strip and why?
If it has changed over the past couple days, which to you like and
why?
5. If we could make our own newspaper what
would you have in it and why?
Day 4
Extended Activity:
For an extended activity, I
would take the students to the offices of where newspapers are put together.
We would concentrate more on the cartoonist and how he or she puts together
comic strips. We would see if he could make our cartoon into the
ones that are in a newspaper now.
