Benson+and+Rosenbach



=Name of Assignment:= A Life in Comic

=Name of Preparer(s):= Rachel Rosenbach & Maria Benson

=Grade Level:= Applicable to grades 8-9 Focused on a creative writing classroom

=Length of Time:= This assignment will be spanned over a four week time period.

=Overview:=

The assignment will cover important areas within a eighth or ninth grade classroom regarding reading and writing as well as a specific focus on creative interest writing, or multi-modal. The students will have the opportunity to select one of a handful of literary works pre approved by the educator. What we want to accomplish through this project is reminding our students that there are a multitude of outlets we can use to express ourselves through writing. In this case, a comic strip outlining a favorite passage or chapter within there selected text. The students will be expected to choose a piece of work from a collection of fiction novels, but as I said before, it is their choice. They will be composing a comic strip using sketches and word blurbs linked to what they specifically want their audiences to know about the book they read. It’s difficult for students to keep things short and concise, because they are so often told to write numerous pages for a specific report, research paper or analysis. This assignment does not specifically require students to use the Internet, however along with comics the teachers will provide from newspapers or other literary resources, they will need to examine how comics provide or deliver information to their audiences through limited words and through pictures. So if they have the tools to search online, that to will be acceptable but also optional.

=From Theory to Practice=

Sources that should or can be consulted for this lesson plan are “Reading, Writing, Rising Up,” by author Linda Christianson, which helps to point out the importance of using alternate teaching methods in the classroom. Another important text to turn to is “The Freedom Writer’s Diary; Teacher’s Guide” which provides strategies and techniques for teaching literacy. The relevancy of the assignment is to provide the students with another outlet to writing. Often times they are so used to composing research papers, analysis’s, and lengthy pieces demonstrating their understanding of texts. With an assignment like creating a comic, it helps to not only introduce forms of multi-modal texts, but also challenge the students into condensing a portion of their choice text into a concise piece using only minimal text and illustrations. The overall assignment particularly benefits the students because they can use their knowledge post project, as well as their work to influence other writers to experiment with other forms of literacy. The students will be sharing there finished work with younger students which will help validate their assignment as well as motivate them to take their work “more seriously and care more about…polishing it” (Christiansen 74). = = =Student Objectives:= Ø Ability to transfer text into a multi-modal work Ø Shows use of creativity Ø Challenges students to use pictures and concise words to show a story Ø Demonstrates focused reading ability Ø Ability to present a finished project to an audience

= = =Students may choose from these texts:= 1. Smith, Betty, “A Tree Grows in Brooklyn” 2. Potok, Chaim, “My Name is Asher Lev” 3. Lee, Harper, “To Kill a Mockingbird” 4. Hartley, Mary, “ Lord of the Flies” 5. Bodeen, S.A, “The Compound” 6. Lamott, Anne, “ All New People”

=Michigan ELA Content Expectations:=

CE 1.1.3: Visual representation CE 1.1.4: Composing outlines/drafts CE 1.3.9: Use of multimedia presentation CE 1.4.5: Develop structures appropriate to the purpose and transitions that produce logical flow of ideas/sequential order CE 3.1.9: Analyzing tensions within text in relation to actual experiences CE 3.2.5: Responding to literature in a variety of ways

= = =Instructional Plan Components:= =//Resources://= - Pen - Pencil - Access to comic strip examples (Sunday paper, Internet, etc.) - Folder - Choice text (pre-chosen and approved by teacher) - Handouts given by teacher (brainstorming exercise, pre-writing activity, comic strip outline sheet, assignment sheet, rubric, etc.)

=//Teacher Preparation//:= - Prior knowledge or have read the texts students will read - Making photocopies - Bringing in examples of comic strips created through literary works - Have an understanding of what is expected by each student (ex: if something goes wrong how do you plan on resolving it?) - Able to teach a grammar lesson regarding quotations - Able to facilitate and operate a discussion within the classroom - Submitting lesson plan/assignment ideas to other faculty/administration

=//Detailed Lesson Plans://=

=Day One:= - Students should come to class already finished with their assigned novel of choice. - If there are some students who have not yet completed the novel, they will be given some class time to do so. - Upon completion of their chosen text, each student will be given a brainstorming worksheet to fill out. They will work on this till the end of the class, and keep it in their folders until the next class period. =Day Two:= - Students will re-visit their brainstorming worksheet. They will continue to skim back through their text looking for specific passages, themes, characters or dialogue that they enjoyed or that caught their eye. - Students will finish answering the questions given, reminded to jot down any significant page numbers or ideas they may come across while doing so. - During this time, the teacher will be walking around the room, helping students who have questions or are struggling with ideas. - Before class ends, the teacher will collect the brainstorming worksheets as well as assign some homework for the following class. Each student will be asked to find one comic strip example, whether it be from the Sunday paper, online or within a text. =Day Three:= - Students will bring in the comic strips they were assigned for homework. - Each student will be asked to volunteer to share the strip they chose. They will be asked to read it, and answer some questions delivered by the teacher. For example, what works? What catches your eye? Was there dialogue? How do the illustrations tell a story? Etc. - After the students discuss their homework, the teacher will introduce some of the ways students can focus their favorite passage or chapter of their novel into a comic strip. She/he will provide examples to the students of book passages transformed into a comic strip. - The teacher will then take questions. - The teacher will provide the student with an assignment sheet, giving the overview of the assignment as well as a list of requirements expected of the students.

=Day Four:= -Upon arrival, students will be handed back their brainstorming worksheet they filled out earlier in the lesson. -The teacher will then distribute a worksheet to the students, which exemplifies ways in which the students can construct a comic. This will consist of numerous boxes in vertical rows and lines underneath each. - Students will be instructed to look back on their brainstorming sheet and the passage or chapters they thought were important or significant. They can either choose to use one of the ones listed or described on their brainstorming worksheet or think of another one they would enjoy perusing. -Each student will be given some class time to sketch and write within each comic “box” eventually constructing a comic strip resembling the part of the text they enjoyed. -After being given some time, students will transition into a grammar mini lesson outlining the importance and proper usage of quotations in text. This will pose as useful information in the development of their comics.

=Day Five/Day Six:= - The teacher will come to class prepared with a list of all students, the text they are reading and order in which they will have conferences with. - Each student will meet with a fellow peer to discuss their comic strips in progress. They will also be given a handout that coincides with the peer reviewing process. - Students will be responsible for making use of their time with others, focusing on pros and cons, and how to improve upon the work they already have. - While peer reviews are going on, the teacher will be meeting individually with each student to discuss what their plan of action is for their comic and how they will implement the passage, character, chapter, etc. into sketches and word blurbs.

=Day Seven:=

-Students prior to revisions will take part in a mini lesson outlining the importance and proper usage of quotations. The class will be divided into two groups and compete in a jeopardy like game, testing their skills in which are the proper and improper ways to use quotations. This lesson will be beneficial to the students on their quest to create a comic strip. -After students receive the input from both their peers and from the teacher as well as a rough draft and peer-editing sheet, they will begin revisions. -On this day students will continue to sketch, write and evaluate their product. They may consult with other students or the teacher who will be walking around answering questions and helping with students who may be struggling or needing extra guidance. = = =Day Eight/Day Nine:= -Students will be focusing their energy and time on putting the final touches on their comics. This could be coloring in the sketches, mounting on construction paper or wrapping up any editing mistakes. -During these two days, the teacher will again in the background, helping where students may need it. -Along with the comic strip, students will be expected to write a 1-2 page paper on why they chose the specific passage, chapter or scene to outline in their comic. They will be asked what obstacles did they face, what they enjoyed, what could be done differently, etc. During these last two days, students will be able to create a rough draft of this paper, revise and polish it.

=Day 10:= - This day will be dedicated to turning in both the final comic and the paper that goes with it. As well as a final self reflection that will be handed in to the teacher prior to the end of the class. ==

=Day 11/12:= - These two days will simply be presentation days. Students will get the opportunity to present their work to the class. This includes reading their comic to the class, as well as discussing some insight as to what the book they read was about and why this specific idea, or passage stood out.