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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

 

Secondary CCSS

 

TEACHING RESOURCES

 

Classroom Charts

 

Student Materials

 

A4L Student Notebooks

 

Assessment

 

Art Materials

 

Life & Learning Skills

 

  Differentiation Options  

 

  Leveraging Moments

 

 

 

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

 

 

 

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

 

 

 

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

 

Suggested Dialogue

 

Reflecting on the Graphic Story Sequel

 

 

 

STEP 6: CLOSE LESSON 14

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

 

Looking Forward

 

Performing The Closing Ritual (Optional)

 

 

 

 

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.