Unit 2: Lesson 10
Unit 2: Lesson 10
Introduce Part 2, Introduce Graphic Story Adventure Sequels & Begin Brainstorm
Literacy "I Can" Statements
|Steps||Pacing: 45 Minutes|
A4L Student Notebooks
Life & Learning Skills
Unit 1 includes the following Life & Learning Skills:
Differentiation Options will appear throughout the unit to suggest ways to scaffold or challenge student learning. Use the number of helping hands to select the level of differentiation that best supports student learning.
Key instructional steps where the arts are used to leverage literacy-learning (and vice versa) are marked with . Smaller leveraging moments also occur throughout the lessons.
STEP 1: INTRODUCE PART 2
Process: Introduce Part 2 and review the Unit Overview for Students, which will help students know where they are in the learning process. Make decisions about how the class will develop the sequels for My Father’s Dragon and how each group will create its panel pages.
Part 2 lessons are written for a moderate level of scaffolding in which groups create graphic story sequels. See the Differentiation Options: Graphic Story Sequels menu for options for more or less scaffolding.
- Create a sequel for another adventure story.
- Create a graphic story representation of a different adventure story
- Write his or her own fantasy-adventure story and turn it into a graphic story
Introduce Part 2 of Graphic Story Adventures!
"We’re starting Part 2 of the Graphic Story Adventures! unit, in which you’ll use your new graphic artist skills to create your own graphic story. Let’s visit the Unit Overview for Students, so we can see where we are in our process."
(Show Unit Overview for Students.)
"So far we have read an adventure story, visualized what we read, learned some drawing techniques, and learned how to tell stories like graphic artists. Next, we’ll create our own graphic story adventure using all the skills and techniques we’ve learned. The unit will culminate with a presentation of our published work for an invited audience" (school peers, friends, and family).
STEP 2: INTRODUCE LESSON 10
Process: Give an overview of the lesson objectives. Learn about sequels and brainstorm for the graphic story sequel to My Father’s Dragon.
Intoduce Lesson 10
"Today we begin brainstorming for our own graphic story adventure! By the end of today’s lesson, you will be able to say, 'I can identify the basic components of a sequel'.”
STEP 3: INTRODUCE SEQUELS
STEP 4: INTRODUCE SEQUEL GUIDELINES FOR MY FATHER’S DRAGON
Process: Introduce the guidelines for creating a sequel to My Father’s Dragon.
Guidelines to create Graphic Story Sequels
"We will follow four guidelines to create our graphic story sequels":
- "Elmer and the dragon are the main characters."
- "They go to a new place."
- "They have a new problem to solve."
- "They pack four items in Elmer’s knapsack that help them solve the problem."
STEP 5: PUT STUDENTS INTO GRAPHIC STORY SEQUEL GROUPS
Process: Put students into graphic story sequel groups. There are many options for how to group students. Consider students’ understanding of story elements and graphic story elements and their skills as leaders and followers. Planning the sequel requires sharing ideas and negotiating final decisions for each event. Create groups of no more than five students.
Tell students where to go in the room and to bring their A4L Student Notebooks and pencils.
STEP 6: BEGIN MY FATHER’S DRAGON SEQUEL BRAINSTORM
Process: Groups begin brainstorming their sequels by choosing a problem and items for Elmer’s knapsack that he will use to solve the problem. These choices can come from lists that are provided in the unit (see special menu Sequel Brainstorm Kick-off) or those generated by students. By selecting a problem and items for the knapsack, students have something to anchor them as they create their sequel plan so that the events are connected to the problem and lead to the resolution. See the special menu Sequel Kick-off Options to support selection organization. This unit is written for option 1—everything is randomly selected.
After students have selected their problem and knapsack items, have them record them on the Graphic Story Sequel Story Map on page 33 in their A4L Student Notebook.
Rope - Tape measure -- Glue
Silly Putty - Tap shoes -- Play-Doh
Bananas - Jar of peanut butter -- Cookies
Umbrella - Magic plant seeds -- Skateboard
M&M’S (or other candy)
Music (genre, instrument, stereo, iPod)
- Everything is randomly selected
- Put problems in a hat, bowl, or envelope. Put knapsack items in a different hat, bowl, or envelope.
- Each group comes to the front of the room to draw its problem and four items.
- Problem is discussed & items are random
- Post problems on the board. Each group discusses and selects one of the problems.ut knapsack items in a hat, bowl, or envelope.
- Each group comes to the front of the room to draw four items.
- Problem is random & items are discussed:
- Put problems in a hat, bowl, or envelope and each group randomly selects, or the groups are randomly assigned a problem.
- Groups, with the problem in mind, pick four knapsack items from the list on the board.
- Students discuss & select everything:
- Post the list of problems and knapsack items on the board.
- Groups discuss and come to a consensus on their problem and four items.
"Open your A4L Student Notebooks to page 33. This is your Graphic Story Sequel Story Map. You’ll use this to brainstorm with your group about the events in your story."
"To get started, we’re going to do a random selection of problems and knapsack items that Elmer and the dragon take with them on their adventure. I’ll have you come up to the front of the room one group at a time to make your selections. Whatever you get is what you’ll base your graphic story adventure on. In this envelope I have many problems that Elmer and the dragon might encounter." (Hold up envelope.) "In this envelope I have many items that Elmer might pack in his knapsack." (Hold up another envelope.)
"Group 1, please come up to the front of the room to make your random selections. One of you, pull out a problem and announce it to the class." (Student selects and reads.) "May I have a different person pull out one item for the knapsack envelope." (Student selects and reads. Repeat process for remaining items and groups.)
"Now that we all have our problem and four knapsack items, record them on your Graphic Story Sequel Story Map."
STEP 7: CLOSE LESSON 10
Process: Close the lesson with a look forward describing the next lesson.
"In our next lesson, we will continue with the Graphic Story Sequel Story Maps and plan what happens for Elmer and the dragon in this new adventure."
Performing The Closing Ritual (Optional)
CONGRATULATIONS ON COMPLETING LESSON 10! YOU ARE NOW READY TO MOVE ONTO LESSON 11 OF UNIT 2.
You've now reached the end of our ArtsforLearning Curriculum preview.