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Co-Teaching Lesson

Comic Strip Lesson

Deborah DiTomaso

on 26 October 2010

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Transcript of Co-Teaching Lesson

3rd Grade Karen Kuzer & Deborah DiTomaso Co-Teaching Lesson We are using a Team Teaching Approach (shared responsibility of lesson planning and delivery of the lesson)

Also at times during the lesson we implement the One teach, One Observe method. Our lesson Topic is Comic Strip Creations Why use comics?

• It’s a great way for students to practice writing skills and use text for conversation and storytelling.

• Sunshine State Standards are being met

• For our exceptional education students (we have two that are autistic) comics can be very helpful for these visually oriented students. It facilitates understanding of social situations and anticipated behaviors, as well as the thoughts of other people in a given situation. Research shows that comic techniques, such as thought and speech bubbles, enable the individuals with autism to get a sense of social interactions and hidden rules that govern behavior (Kerr& Durkin, 2004).

• ESE students IEP goals are being measured

Our classroom population consists of:

General ed students

ESOL students

Several ESE students (two with autism)

LA. The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer's notebook, group discussion, printed material);

LA. The student will revise by evaluating the draft for use of ideas and content, logical organization, voice (e.g., formal or informal), point of view, and word choice;

LA. The student will prepare writing in a format appropriate to audience and purpose (e.g., manuscript, multimedia);

LA. The student will add graphics where appropriate;

LA. The student will share the writing with the intended audience.
Our Lesson: Comic Strip Creations Content Area: Language Arts Instructional Objectives/Learner Outcomes:

1. TLW analyze text to identify characters, setting, dialogue, and plot

2. TLW create or reconstruct a sequence of events from the story.

3. TLW organize ideas on how to combine pictures, captions, and dialogue to tell about a specific event or express a message.

4. TLW design a comic strip to depict story-related or self-created events that conveys a message between characters

5. TLW show and describe their comic strip to class upon completion.
ESE/IEP Objectives:

•The student will select appropriate conversational topics and responses during conversation given a visual prompt.

•The student will apply expressive language skills and utilize social amenities to basic social interaction and etiquette.

•Monitor and observe

•Collect and grade

•ESE teacher will have data collected during instruction for students with IEP objectives.
Materials needed for teacher:

Computer with internet access, audio, and visual

Web site link: tumblebooks.com

Book: Ace Lacewing:
Bad Bugs are my Business
by David Biedrzycki

LCD projector

Sample comic strip


Materials needed for students:
Teacher created graphic organizer,
“My Thinking page/Brainstorming”



Comic Strip Page Instructional Procedures:

Scientific Interventions:
setting a purpose and activating prior knowledge

Introduction (done by General Ed teacher)

1. Teacher will ask
2. Teacher will show
3. Explain to students
ESE teacher will facilitate during introduction (one teacher, one observer) Step-By-Step Procedures

Scientific Intervention: making connections, preview text

Instructional plan:

General Ed Teacher will:
1. Distribute graphic organizer

2. Review strategies

3. Introduce book and author Ace Lacewing: Bad Bugs are My Business by David Biedrzycki to students.

4. Instruct students to take notes while listening/watching the audio/video book Ace Lacewing: Bad Bug are My Business by David Biedrzycki.

5. Chunk text during reading.

Both teachers will facilitate and assist with graphic organizer

Independent Practice:

Scientific Interventions: visualize and summerize

1.TLW design a comic strip to depict story-related or self-created events

2.TLW share and describe

•ESE teacher and regular ed. teacher will provide instructional grouping (individual, small groups, whole group, learning centers) and accommodations for English Language Learners (ELL) and students in (ESE) Exceptional Student Education during independent practice.


Scientific Intervention: summerize

• Students will share and describe their finished product to classmates.
Modifications and Accommodations:

Social Communication

Struggling Readers

ESOL/ESE: Depending on student proficiency and IEP goal students will :
Beginners will construct using words/phrases

Intermediate will construct using simple sentences

Advanced will construct using complete sentences (with the use of conjunctions) Scientific Interventions:

• Preview text

• Activate prior knowledge

• Set a purpose

• Making connections

• Visualize

• Summarize Guided Practice:

Scientific Intervention: making connections

ESE Teacher will

1. Display sample comic strip using LCD projector

2. Have students identify the characters, setting, and plot of sample comic strip

3. Teacher will distribute 6 framed (or 3 modified frame, blank comic strip template.

General ed teacher will assist and observe
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