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Unit 2: Lesson 14Introduce Part 3, Publish Graphic Story Adventures & TRAIL Marker #3

Unit 2

Graphic Story Adventures

                

 

Purpose

Use the visual art and literary genre of graphic stories to ignite students’ imaginations and motivation to read and write. Students use the strategy of visualization and apply their understanding of story elements to comprehend text and create their own graphic adventures stories.
 

Unit Description

In this unit, students create a graphic novel sequel to the fantasy adventure My Father’s Dragon, a 1949 Newberry Honor winner by Ruth Stiles Gannett. To prepare, students deeply engage in the literacy strategies and skills of visualization and story elements through guided reading and sketching. Then, students apply their knowledge of the literacy strategies, drawing techniques and graphic story elements to imaginatively create their own sequel to My Father’s Dragon. As a culminating event, the graphic story sequels are published and shared with an invited audience. This unit promotes critically important 21st century skills that include deep understanding and transfer of knowledge and skills in the context of the original text, which students then apply to a new problem or context. 
 

                

 

Common Core State Standards

Arts for Learning is aligned with the Common Core State Standards for Reading, Writing, Speaking and Listening, and Language. This Overview describes the scope of the standards and this Quick Reference Guide provides each of the standards fully or partially met within this A4L Unit, followed by the charts that specifically identify the standards addressed in each lesson and step in the Unit. The standards are also coded and listed at the beginning of each lesson in the unit. Arts for Learning also provides a comprehensive student assessment program in each unit. This A4L Assessment Toolkit Quick Reference Chart indicates an overview of the locations of the tasks to be scored in the unit.
 
Each A4L unit is developed on a common framework and contains a 3-part sequence of instruction that educational research suggests will help students become more self-directed, independent learners. There is a gradual hand-off of responsibility--from teacher to students-- that is supported by assessment and teacher help as needed. Throughout A4L units the arts serve as motive and means to advance reading for meaning and writing thoughtfully.
 
 
 

 

Part 3

Sharing

Unit 2: Lesson 14

Introduce Part 3, Publish Graphic Story Adventures & TRAIL Marker #3

Unit 2: Lesson 14

Introduce Part 3, Publish Graphic Story Adventures & TRAIL Marker #3

 
 

LITERACY OBJECTIVE

By the end of this lesson students will be able to explain the rationale for their author’s choices in their graphic story sequels.
 
 

Literacy "I Can" Statements

"I can explain the rationale for my author's choices in the graphic story sequel I created."
 
 

Lesson Overview

 

Steps Pacing: 1-2 Hours
45-90 Minutes
15 Minutes

 

Standards Alignment

 

Targeted CCSS

Writing & Language  
W 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.  
W 4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W 5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 
 
L 3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L 4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 4.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L 5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L 5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

 

Secondary CCSS

Writing & Language  
W 3.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W 4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W 5.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
 
Speaking & Listening  
SL 3.1b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL 3.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL 3.1d: Explain their own ideas and understanding in light of the discussion.
SL 3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL 3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL 3.6:  Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 
SL 4.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
SL 4.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
SL 4.1d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
SL 4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL 4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL 4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.  
SL 5.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
SL 5.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL 5.1d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
SL 5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL 5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 
SL 5.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
 
 

TEACHING RESOURCES

 

Classroom Charts

-Unit Overview for Students

 

Student Materials

-Graphic Story Adventures (created by students)

 

A4L Student Notebooks

 

Assessment

-TRAIL Marker #3 Progress Chart

 

Art Materials

-Pencils 
-Black Markers
-Binding Materials (card stock or construction paper, string or staples or other form of binding)

 

Life & Learning Skills

Unit 1 includes the following Life & Learning Skills:

-Reflective thinking
-Creative problem-solving
-Critical and analytic thinking
-Collaboration Communication

 

  Differentiation Options  

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.

 

    Highest level of scaffolding. Select this option if students are learning strategies for the first time, if the text is challenging for them, or if students require more guidance during activities. The Unit is written for the highest level of scaffolding. 
 
   Moderate scaffolding. Select this option if students require some support comprehending the text or navigating the activity. 
 
  Least amount of scaffolding/Extending the instruction. Select this option if students are ready to work more independently, move more quickly through the material, or are ready for additional challenge.

 

  Leveraging Moments

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 PERFORM & INFORM

 
 
Process: Review the Unit Overview for Students to show students their progress so far. Tell students that in the next series of lessons, they will publish their graphic stories and present them to an audience. It’s a fun celebration of their work as graphic artists.

 

Step Alternatives: Perform & Inform Audiences

Students could perform for many types of audiences, such as the following:
 
-Another class (younger, buddy, grade-level team)
-Whole school assembly
-Friends and family (day or night)
-Family Fun Art Night
-Expeditionary Night

 

 

 

STEP 2: INTRODUCE LESSON 14

 
 
Process: Give an overview of the lesson objective. Make a cover for their graphic stories, bind the pages to create a book, and engage in the final TRAIL Marker activity.
 
Suggested Dialogue

 

Binding Graphic Story Adventures

"Today you’ll make covers for your Graphic Story Adventures. We’ll bind them into a book and reflect back on things you’ve learned in the process. By the end of today’s lesson, you will be able to say, 'I can explain the rationale for my author’s choices in the graphic story sequel I created.'”

 

 

 

STEP 3: MAKE COVERS FOR THE GRAPHIC STORIES

 
 
Process: Students select what they think are their most exciting panels. Then, they sketch a larger version of that panel on cardstock or construction paper that will serve as the cover of their graphic story. Students add the title and their names to the cover.

 

 

 

STEP 4: BIND THE GRAPHIC STORIES TO MAKE BOOKS

 
 
Process: Combine the sequel pages with the cover using yarn, staples, or spiral binding to create a published book. If small groups have created a sequel, put their pages together for one book.
 
 
 

STEP 5: GUIDE STUDENTS THROUGH TRAIL MARKER #3

 
 
Process: TRAIL Marker #3 is the third and final formative assessment in the unit. Students turn to page 39 in their A4L Student Notebooks and reflect on their learning. For this TRAIL Marker, guide students to focus on what they learned about visualizing stories for story elements and how creating graphic stories uses both artistic skills and reading skills. This TRAIL Marker helps students self-assess their choices as readers and graphic artists and prepares them for the question and answer session with an audience.
 
Select one of the following options to facilitate the activity and discussion:
 
 
  • Have students work in pairs or small groups to complete the TRAIL Marker notebook page. Have them talk before writing to get ideas flowing. Then, have a whole class discussion.
  • Have students complete the TRAIL Marker individually and then share in small groups or whole class.

 

TRAIL Marker: Formative Assessments

  Thoughts and
  Reflections on
  Arts
  Integration and
  Literacy
 
Purpose: TRAIL Markers are points in the unit for teachers and students to reflect on learning. During the TRAIL Markers, students stop and do a reflective activity connected to what they are learning with regards to reading, writing, the arts, and what they need to do next. Use TRAIL Markers in the following ways:
 
1. Take stock of where the group and individuals are with respect to the learning objectives. 
2. Engage students in conversation about what they have learned—get them to stop, think, and reflect. This can be whole class, small student groups, and/or individually with students.
3. Use the TRAIL Marker Progress Chart to enter notes for individual students and use to inform future instruction.

 

Suggested Dialogue

 

Reflecting on the Graphic Story Sequel

"We’re going to take a step back and reflect on the graphic story sequel you and your group created with our final TRAIL Marker. This TRAIL Marker will also help when you present your graphic story to an audience. Open your A4L Student Notebooks to page 39."
 
1." Look over the panels for your sequel. Select one of the panels you created and explain why you chose this point of view for this panel. (Students can discuss before responding in their notebooks.)"
 
2. "Look over the panels for your sequel again. Select the panel with your favorite use of text. Explain why you decided to use the text types that you did on this panel. (Students can discuss before responding in their notebooks.)"
 
3. "What is one way that you showed your reader what kind of person Elmer is? Describe what you showed and what you think it tells the reader about Elmer." (Students can discuss before responding in their notebooks.)
 
4. "Think and tell about your favorite part of the unit. This can be something we read, learning drawing techniques, or the graphic story elements—it’s up to you." (Students can discuss before responding in their notebooks.)

 

 

 

STEP 6: CLOSE LESSON 14

 
 
Process: Close the lesson with a look forward describing the next lesson.
 
Suggested Dialogue

 

Looking Forward

"In our next lesson, we will share our Graphic Story Adventures with an audience and talk with them about our process. Then we’ll reflect on our experiences as graphic artists in this unit."

 

Performing The Closing Ritual (Optional)

"To close our theater lessons, we'll appreciate our work and each other with a unified clap. 
On three we'll all clap once and say, 'Huh!' 1-2-3 (clap) Huh!"

 

 

 

 

CONGRATULATIONS ON COMPLETING LESSON 14! YOU ARE NOW READY TO MOVE ONTO LESSON 15 OF UNIT 2.

 

 

 

 

You've now reached the end of our ArtsforLearning Curriculum preview.