*Orally discuss and identify stated and implied themes of a story.
*Review lesson on Propaganda/Bias. Heads together – “What are the
techniques used in Propaganda/Bias?”
*Text messaging – create a text message – orally discuss your text –
Web site with texting symbols – www.pctattletale.com/parenting/online-
emoticons.htm – The following web site will be sent to parents in a letter
explaining the purpose of the web site and the lesson involved –
www.safesurfingkids.com/chat_room_internet_acronyms.htm
*Use InFocus and laptop to identify characteristic elements in political
cartoons and comic strips. Hard copy of characteristics.
*Orally discuss predicting (inferencing) and clues (within context).
*Max’s Dragon Shirt video clip FRAMES – {five credit to source} – do not show
title of the story – Students view one frame at a time – Heads Together after
each frame – “What is being implied in this frame?” and “Can you predict
(infer) what will happen next?” {One partner will be the recorder}
*Watch entire clip of Max’s Dragon Shirt. – Heads Together –“Why do you
think Max wasn’t able to purchase the overalls?” “What do think is the
author’s implied theme?” “What were the clues?” – As discussion takes place,
review the frames as proof.
*View video clip of Max’s Dragon Shirt again. Students will individually create
an alternative ending to the story. - Heads together – Partners will
collaborate on one ending to the story.
*Partners will choose pictures provided (in a folder on the computer) to create
frames for their story ending. Also, in the folder there will be the frames from
the video clip.
*Partners will print and publish alternative story in the form of a comic strip.
*Each comic strip will be distributed to peers. Peers must answer the prompt
beneath the comic strip. – “Provide a summary of the above comic strip.”
*****Additional lessons will lead to students (partners) to create an
illustrated story from any appropriate subject area
using comic strip/cartoon elements. The partners will
publish and distribute illustration.
*Identify and practice using cartoon speech/thought bubbles. – Use
Adobe Photoshop
*Read and analyze Garfield comic strips. – Oral review of Elements of
cartoons and comic strips.
*Students visit http://www.professorgarfield.org/pgf_ReadingRing.html
and
http://www.readwritethink.org/files/resources/interactives/comic/index.html
Explore these web sites. (These web sites allows student to create and
print their own comic strips.
* A G.R.A.S.P. Performance Task will be assigned to each group crossing over
into different subject areas. A student rubric will be provided.
*Outcome – Partners will create, print, and distribute and authentic
comic strip.
