Comic Strip Project Day 1

What

Comic Strip Project Day 1

When

1/27/2021

Teacher: Sheffield
Course/ Subject: 10th Grade Literature and Composition
Date of Instruction: September 9 & 10, 2020
Opening (I Do)
An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.
TKES 1, 2, 3,4,5, 8,10


ELAGSE10RL2 ELAGSE10RL6, ELAGSE10RL1
I can read, write, and understand short stories using narrative literary elements.
Success Criteria:

I can identify plot elements (exposition, rising action, climax, falling action?, and conclusion).
I can identify and describe the type of conflict within a short story.
I can describe the characters within a short story, including whether they are main or minor, dynamic or static. I can identify details within the story that reveal a character’s attributes.


Introduction/Connection:

How do comic strips work?

https://docs.google.com/document/d/1FBJxIB4kCvZxy7JecrfvH8s5_daED_i76u0zWeF9em8/edit


DIRECT INSTRUCTION:

Explain how to break a story into a comic strip.
Work Period (We Do, You Do)
Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period.
TKES 1, 2, 3, 4, 5, 7. 8,10


GUIDED PRACTICE:

Go over how yesterday’s story breaks down in a plot chart.
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:
You Do: After reading “The Next in Line” create a comic strip plot assessment.

Closing (We Check)
Describe the instructional process that will be used to close the lesson and check for student understanding .
TKES : 1,2,3, 4,5,6,7,8