Comic Book Publishing, Part 3

Wednesday

October 24, 2012

Objective:

1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Essential Skill: 

1. Students will be able to write narratives to develop imagined events using effective technique, relevant descriptive details, and well-structured event sequences.

I Can Statements:

• I can write a narrative.
• I can use dialogue.
• I can use descriptive vocabulary and sensory language.
• I can use transitions to show relationships.
• I can provide a conclusion.

IPI: Level 5
Bloom's: Level 5

Task List:

1. Finish Typing Final Copy of Comic Book and Print 
2. Create Illustration Portion of Comic Book 
3. Create Comic Book Cover

Due Date: Comic books are due at the end of class on Friday, October 26, 2012.

Rubrics:

• Comic Book Conventions Checklist
• Comic Book Rubric

Templates:

• Portrait 4 box template
• Portrait 3 box template
• Landscape3 box template 

Resources:

• Academic Vocabulary October

Comic Book Publishing, Part 2

Tuesday

October 23, 2012

Objective:

1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Essential Skill: 

1. Students will be able to write narratives to develop imagined events using effective technique, relevant descriptive details, and well-structured event sequences.

I Can Statements:

• I can write a narrative.
• I can use dialogue.
• I can use descriptive vocabulary and sensory language.
• I can use transitions to show relationships.
• I can provide a conclusion.

IPI: Level 5
Bloom's: Level 5

Task List:

1. Bell Work: Check your grade in this class! 
2. Type Narrative Portion of Comic Book

Rubrics:

• Comic Book Conventions Checklist
• Comic Book Rubric

Templates:

• Portrait 4 box template
• Portrait 3 box template
• Landscape3 box template 

Resources:

• http://www.readwritethink.org/files/resources/interactives/comic/   (special education students)
• http://bitstripsforschools.com/login/ (enter class coded SMS 808)
• http://stripgenerator.com/ (click create new strip)

Comic Book Publishing, Part 1

Monday

October 22, 2012

Objective:

1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Essential Skill: 

1. Students will be able to write narratives to develop imagined events using effective technique, relevant descriptive details, and well-structured event sequences.

I Can Statements:

• I can write a narrative.
• I can use dialogue.
• I can use descriptive vocabulary and sensory language.
• I can use transitions to show relationships.
• I can provide a conclusion.

IPI: Level 5
Bloom's: Level 5

Task List:

1. Review and Discuss Comic Book Rubric
2. Type Narrative Portion of Comic Book

Rubrics:

• Comic Book Conventions Checklist
• Comic Book Rubric

Templates:

• Portrait 4 Box Template
• Portrait 3 Box Template
• Landscape 3 Box Template 

Resources:

• http://www.readwritethink.org/files/resources/interactives/comic/   (special education students)
• http://bitstripsforschools.com/login/ (enter class coded SMS 808)
• http://stripgenerator.com/ (click create new strip)

Character and Plot Development

Objective(s):
1) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
2) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
3) Use punctuation (commas) to indicate a pause or break.

• I can use commas correctly when writing.
• I can develop characters.
• I can record and organize relevant information.

To Do:

1) Students will insert commas where needed to indicate pauses in example sentences on the board (see day two in the attached file). 

2) Students will create their own villain by answering the guided questions provided by the teacher.

3) Students will watch a youtube clip on super hero movie villains and identify the type of villain for each of the top ten characters.

• Students will watch a brief set of clips from Spiderman focusing on how the super hero and the villain attained their super powers. (IPI-2: Student Work with Teacher Note Engaged) [Bloom’s Level 1: Knowledge]
• Students will work on fleshing out their characters by adding descriptive details. (IPI-6: Student Active Engaged Learning) [Bloom’s Level 5: Synthesis]
• Students will brainstorm some plot elements by answering a set of teacher created guide questions. (IPI-6: Student Active Engaged Learning) [Bloom’s Level 5: Synthesis]

Villains

Objective(s):
1) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
2) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
3) Use punctuation (commas) to indicate a pause or break.

• I can use commas correctly when writing.
• I can develop characters.
• I can record and organize relevant information.

To Do:

1) Students will insert commas where needed to indicate pauses in example sentences on the board (see day two in the attached file). 

2) Students will create their own villain by answering the guided questions provided by the teacher.

3) Students will watch a youtube clip on super hero movie villains and identify the type of villain for each of the top ten characters.

Super Heroes

Objective(s):
1) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
2) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
3) Use punctuation (commas) to indicate a pause or break.

• I can use commas correctly when writing.
• I can develop characters.
• I can record and organize relevant information.

To Do:

1) Students will insert commas where needed to indicate pauses in example sentences on the board (see day one in the attached file). 

2) Students will watch part of a documentary on comic book heroes (Once Upon a Time the Super Heroes part 1).

3) Students will create their own super hero by answering the guided questions provided by the teacher.

Adjectives Summative Assessment

Objective(s): Assess student comprehension of adjectives.

• I can use adjectives correctly in my writing.

Writing Response:

• You have 100,000 dollars; you cannot spend it to benefit yourself, your family, or your friends. How do you spend the money? Why?

or

• What one thing you would change in the world if you had the power to do so? Why?

To Do:

1) Students will answer one of the two writing response questions above in a 6-10 sentence paragraph.

2) Students took a summative assessment over adjective uses in writing.

3) Students read their library books after completing the test.