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Demo Lesson Plan Presentation: 5th Grade Story Telling through Comics
Transcript of Demo Lesson Plan Presentation: 5th Grade Story Telling through Comics
What will students learn
in this unit?
Students will learn how comics can be used to tell a wide variety of stories.
Students will learn about a unique story that is unique to his or her family
Students will learn how to tell a story through the medium of a comic
Students will learn about important events in their classmates' families
Students will gain an understanding of how various unique events can be important in a family's history
How will students learn these things?
What will students do?
Students will interview a family member to learn about an important story
Students will break down the story into the most significant scenes
Students will create a storyboard draft that represents these scenes
Students will translate the storyboard into a finished 2-page comic
Students will share their stories with classmates and combine them into a book
How will you guide students to achieve these tasks???
The unit will be broken down into 5 lessons
1, Introduction to comics as a storytelling device
What kinds of stories can a comic tell?
How do they tell a story?
What are the parts of a comic?
How do you break a story down into pictures?
What are significant "scenes" in a story?
3. Turning storyboard into a comic
What are important details to add?
What kind of layout works best for your story?
4. Work Period
Are you telling your story clearly?
How do your drawings add to the story?
How are these stories unique?
How are they different?
What elements help the story?
Lesson 1: Comics as a Storytelling Device
Students will understand various stories can be told through a comic
Students will know how the comic format is used to tell a story
Students will learn about different illustration styles and techniques
Students will be able to identify various examples of biography
How will I get students interested in such a topic?
How can they feel a personal connection to the project?
I will use a variety of examples to get the interest of many different kinds of students.
Focus: Students will analyze the structure and layout of comics
Compare and contrast layouts and style
How are parts of the story told without words?
Are these stories realistic?
How do we know which order to read the panels?
What is the setting in these various comic books?
Lesson 2: Creating a Storyboard
Students will learn how storyboards are used to plan out both comic books and movies
Students will identify key instances in their story
Students will create rough sketches for each instance in the storyboard
To teach the students about storyboards we will look at various examples and note specific characteristics
How much detail is present
Serves the purpose of planning out the story
Are there things included that are not relevant to the story?
What things might be added when you create the final piece?
Lesson 3: From Storyboard to Comic Book
Students will make the decision as to what layout of panels is appropriate for her or his story
Students will begin to draw detailed images to illustrate their sketches from the storyboard
Students will utilize their prior knowledge of figure drawing, perspective, and expression
students will choose from a variety of page layouts which one fits their story best
In the process of going from storyboard to comic students must think about what details are important to the story that were not present when planning the storyboard.
Details about characters' appearance, setting, expressions, etc.
And what about
Lesson 4 will mostly be a work
period, but there are still things
Lesson 4: Work Period
make a point to visit students who seem far from finished
remind students of expectations regarding craftsmanship, storytelling, etc.
do quick critiques with students who tend to rush, focus on what they can improve
attend to student questions and concerns
add detail where it is most significant to the story
quality unfinished work is better than sloppy finished work
Ask yourself- "Am I successfully telling my story clearly? Am I spending too much time on aspects that do not assist the story?"
be aware of time left
take home to finish if possible
Is that it? Are we
finished with this?
there's one more
Lesson 5: Comic Unit Conclusion
Students will finish their 2-page comic and submit it for a grade and class critique
Students will critique each other's work, focusing on what helps tell the story
Students will compare and categorize the different types of stories and put them into different genres
1. Students will display work in display area
2. Students will be given a worksheet asking them to fill in answers for different prompts
3. Students will engage in class discussion, I will prompt with the following questions:
What stands out in the different comics?
What similarities do you see?
What seems very unique in any of the work?
What kinds of stories do you see?
Are there any stories that surprise you in regards to who made it?
How will students
Students will be
graded on a rubric
they are given at the
beginning of the unit!
Students will be graded on a scale from 1-5 on the following criteria
.Comic tells a clear story
utilizing two pages
Images in the various
panels are clearly
Story reflects a real event from the student’s family history
Utilized drawing techniques from previous lessons
worked in a cooperative manner with classmates
And if they don't
like it, tough luck.
5th grade is serious!
Arts Integration: Art and Literacy
Ways in which the Art supports language arts:
Throughout the project students will be classifying stories into different genres, a concept they are talking about in their language arts classes
By telling a story in a different manner, students will be introduced to basic story making elements (sequence, setting, character, etc) in a new manner, helping them to understand.
Ways in which the Language Arts supports the Art:
Prior knowledge of story making skills will lend themselves to understanding this project more.
Through being able to articulate in discussion about artistic elements and principles verbally, students can make improvements on their work visually
(Optional 6th class to learn about comic books throughout history)
Depending on school year events, I have planned for a lesson on comic books through history to be an
Optional Lesson: Comics and History
Students will analyze visual culture in comic books
Students will relate visual elements to periods in history
Students will gain an understanding of the history of comics
What came first?
Students will break up into groups of 3-4. I will provide each group with reproductions of comic book covers throughout history. It will be their task as a group to discuss what order they would go in chronologically and why. We will regroup after some time to discuss conclusions and compare answers.
Brief History Presentation:
Short Presentation illustrating the history of comics