CreatingComicStripsLessonOverview:Insociety,wecommunicateinformation/ideasthroughvariousmediums(words,symbols,illustrations,etc).Whenanalyzingcomicstrips,itisnoticeablethateachhasadifferentstyle,pointofview,setting,plot,andsummary,communicatednotonlythroughwords,butthroughillustrations.Bycreatingcomicstrips,studentscommunicateideasthatcannotbeexpressedthroughwordsalone.LengthofLesson:Threetofour45-minuteperiodsNotes:Thislessonisparticularlysuitableforgrades3-4.InstructionalObjectives:Studentswillaccomplishthefollowing:←useartmaterialsandtoolsinasafeandresponsiblemanner.←compareandcontrastdifferentbackgrounds,shapes,colors,expressions,andliteraryelements.←describehowdifferentexpressivefeaturesofillustrationsandorganizationalprinciplesofcomicstripframescausedifferentresponses.←critiquecomicstripsusingselectedliteraryelements,illustrations,andideastocommunicatemeaning(refertoPartII:CreatingComicStrips).←compareandcontrastcomicstripsfromseveralerasandfromvariousauthorsfromdifferentgeographicallocations.←discussdifferentresponsestoeachcomicstrip.←identifyconnectionsbetweenusingcomicstripsinlieuofbookreportstosummarizeastory/idea.Supplies:←Whitedrawingpaper←Coloreddrawingpaper←Transparentoverheadpaper←Samplecomicstripsfromvariouserasandcountries(seehandoutin"OtherMaterials"sectionbelow)←Red,blue,yellow,black,andwhitecrayons←Red,blue,yellow,black,andwhitecoloredpencils←Red,blue,yellow,black,andwhitecoloredpens←Linedpaper←Scratchpaper←PencilsInstructionalPlan:Introduction:(10minutes)Teacherwillaskstudentsthefollowingquestions:←"Whocantellmewhatasettingisinastory?"←"Whocantellmewhatthepointofviewisinastory?"←"Tellmethesummaryofastoryoritsliterarystyle."Guidestudentresponsesasnecessary.In"ThreeLittlePigs,"forexample,thesettingisthepigs'housesinthewoodsonanicewarmday;thepointofviewisin3rdperson,omniscient;thesummaryisthatahungrywolfchasesthreepigswhohideinastraw,wood,andbrickhousetoevadethewolf'shungryclenches;andtheliterarystyleincludespersonification,imagery,metaphors,symbols,mood,humor,rhyme,rhythm,repetition,alliteration,onomatopoeia.Procedures:PartI:EvaluatingComicStrips(Oneclassperiod)Createanddisplayanoverheadofvariouscomicstripsandquerystudentstodiscussasawholegrouptheliteraryelementsofthevariouscomicstrips(setting,pointofview,summary,andliterarystyle).Includestripsfromvariouseras(1950'stothepresent)andfromvariouscountries.(Refertothe"OtherMaterials"sectionforexamplesofcomicstripsandforavocabularylistofliteraryelements.)Querystudentstodiscusstheillustrationsofeachcomicstripasawholegroup.Focusoncharacterexpressions,backgrounds,useofshapes(noticehowfigureslooksquare,rectangular,circular,oval,triangular),color(noticetheuseofprimarycolors,tertiarycolors,shading,andhowcolorcancreatefigures),theproportionsoffigures,andthebordersofthestrips'frames.Compareandcontrasttheillustrationsandthewordsusedtocommunicatemeaning.Havestudentscompareandcontrastvariouscomicstripsfromdifferenterasandcomparethosewrittenbyauthorsfromvariousgeographicallocations.Reorganizetheframesofacomicstrip.Querystudentstodiscussasawholeclass:"Isthemeaningthesame?Issequentialorderimportant?"PartII:CreatingComicStrips(2-3classperiods)Studentsobtainwhitepaperandpencilsforpractice.Usingtheoverheadprojector,drawbasicshapes(square,rectangle,circle,oval,andtriangle)andcreatesimplefiguresusingtheseb...
