This lesson plan outlines a 3-lesson unit to teach 3rd grade students about graphic novels. The lessons will have students read excerpts from Adventures in Cartooning and draw their own cartoons. Students will learn about graphic novel elements like panels, gutters, and word bubbles. They will practice using these elements by drawing monsters and knights. Formative assessments include having students sequence panels correctly and review graphic novel elements. The goal is for students to understand and employ graphic novel components in their own drawings.
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Running head: First Grade ELA 1
Final Project First Grade ELA
EDU-381 Curriculum and Instructional Design
First Grade ELA 2
First Grade ELA
Lesson 1
Grade Level
Grade 1
Instructional Model
I would use the Integrative model to framework my lesson plan. According to
Appendix D: Instructional Models - Teaching Content and Thinking Skills of the Albemarle
County Public Schools, "In the Integrative Model, students develop a deep understanding of
organized bodies of knowledge while developing critical thinking skills. The model is
designed to teach combinations of concepts, generalizations, principles, rules, facts and the
relationships between them, typically through the use of matrices which may be either teacher
or student-generated, depending on student readiness (e.g. a chart comparing characters in a
literary work in terms of personal attributes, conflict, and symbolism). Students are expected
to do the following: describe, compare, and search for patterns; explain similarities and
differences; hypothesize outcomes for different conditions; and generalize to form broad
relationships"(Albemarle County Public Schools, Appendix D).
Standards
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
Objectives
Students will read, listen, and watch different versions of The Three Little Pigs(in
whole group class setting) and compare/contrast their characteristics.
Students will understand
• There are similarity and differences in fiction literature. They will also know that
there are different versions of very similar stories with characters and plots in
common.
Students will know
• They will know that there are different versions of very similar stories with
characters and plots in common.
• They will know the vocabulary related to comparing and contrasting. For
example same, alike, similar, in common, different, contrast, not the same.
Students will be able to
• Use a graphic organizer to illustrate comparing and contrast
• Verbally retell key details and events of a story
Assessment Plan
http://www.corestandards.org/ELA-Literacy/RL/1/1/
http://www.corestandards.org/ELA-Literacy/RL/1/2/
http://www.corestandards.org/ELA-Literacy/RL/1/3/
http://www.corestandards.org/ELA-Literacy/RL/1/9/
First Grade ELA 3
Formative:
The formative assessment will be conducted by watching the students participation
during the group reading and bubble graph to check for progress and understanding.
The teacher will look for students to be participation by calling on students and asking
...
Running head KUD LESSON PLAN 1 KUD Lesson P.docxwlynn1
Running head: KUD LESSON PLAN 1
KUD Lesson Plan
Lori Sanchez
Instructor Shelly Mize
EDU 352 Foundations of Educational Technology
Date 05/08/2020
KUD LESSON PLAN 2
KUD Lesson Planning Template
The following represents a lesson plan that will help students improve on their literature in the
first grade. The students will understand the Ugly Duckling and other books based on the
illustrations and how they relate to the story. This template is based on the core standards to
make sure that students learn what is illuystration and how it is part of the story. The lesson plan
is prepared as a guide to the teacher on how best to offer instruction for achievement of the set
goals.
Grade Level
This lesson plan is designed for the first grade students and it will help add on to their previous
knpowldge on literature and particularly the Ugly Duckling. The students will be introduced to
the role of illustrations and how they fit inot the story. The students will understand the
contribution of illustrations as well as learn how to arrange them accordingly.
Instructional Model
Explicit/Teacher Modelling
The students will be invited to recall their knowlge on the Ugly Duckling and the book. The
studetns at the same time will be introduced to the concepts of the lesson as well as their
objective. It is important fr the students to know what is expcetd of them so that they can
devcelop individual goals in the class.
Guided Practice
The teacher will guide the students by explaining to them what they can do while you read the
students. In this case, the students are required to point to the pictures as one goes the student.
There will also be guided instruction through learning how to use the cards sheets. At the same
time, the teacher will show them how to point to the illustrations during the reading. The
teacher will also watch to check whether students have learned how to indicate to the correct
illustrations.
Independent Working Time
KUD LESSON PLAN 3
The students will be asked to use the sequencing boxes to match the illustrations which are
corresponding with the text. The independent working will be at the end of the story. At the
same time, the students will be asked various questions to show if they have understood what
illustrations are and how to arrange them properly.
Standards
CCSS.ELA-LITERACY.RI.2.1
Ask and answer questions: who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
CCSS.ELA-LITERACY.RI.2.2
Identify the main topic of a text as well as the focus of specific paragraphs within the
text.
CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or
concepts, or
steps in technical procedures in a text.
Objectives
Students will KNOW
• What illustrations are and their role in stories.
• How to arrange illustrations sequentia.
A reading program for Grade 9 in the Philippines. Note: This is not an official Reading program for grade 9. This is only a sample reading program that was made by the MAESL Students in Benguet State University as a requirement in Teaching Reading and Literary Appreciation. For Word Format just comment below.
1. Lesson Plan
Adventures in Cartooning by James Sturm, Andrew Arnold and Alexis Frederick-Frost
• Description
Instructor: Audrey Chun
Date of lesson: 2/19/13, 2/26/13
Cooperating teacher-librarian: Hope Morrison
Grade level: 3rd Grade
School & City: Martin Luther King Jr. Elementary School- Urbana, IL
Length/number of lessons: 30 minutes / 3 lessons
• Purpose The purpose of this lesson is to continue the unit with graphic novel as a
narrative work. We will read parts of Adventures in Cartooning Activity book to learn
about elements of cartoons and they will draw the cartoon themselves. By the end of
this unit, they will be able to identify and use these elements to fulfill their purpose.
• Learning Objective/Learning Target
Students will be able to:
1. Know what graphic novel is and how it works
2. Read and enjoy Adventures in Cartooning Activity book
3. Distinguish elements of a graphic novel
4. Interpret print words into expressive meanings
• Standards
1. Common Core State Standards for English Language Arts & Literacy
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the
answers.
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the
sequence of events
CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as
they are used in a text, distinguishing literal from nonliteral language.
CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a text’s illustrations
contribute to what is conveyed by the words in a story (e.g., create mood,
emphasize aspects of a character or setting)
CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the
answers.
1/6/13 glb
2. CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a grade 3 topic or
subject area.
CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g.,
maps, photographs) and the words in a text to demonstrate understanding of
the text (e.g., where, when, why, and how key events occur).
2. AASL Standards for 21st Century Learner
1.1.2 use prior and background knowledge as context for new learning
1.1.6 read, view, and listen for information presented in any format in order to
make inferences and gather meaning.
2.3.1 Connect understanding to the real world.
3.1.5 connect learning to communicate issues
3.2.2 Show social responsibility by participating actively with others in
learning situations and by contributing questions and ideas during group
discussions.
4.1.1 Read, view, and listen for pleasure and personal growth.
4.1.3 Respond to literature and creative expressions of ideas in various
formats and genres.
3. District curriculum standards
I-SAIL Standard 4.9 I CAN READ IN VARIOUS FORMATS
Instructional resources & materials (list all print and non-print materials
and/or equipment you will use)
o Read and review Adventures in Cartooning
o Read and review Adventures in Cartooning: Activity book (Some pages
scanned)
o Print cartoon template
o SMART board
o Prepare starter questions
• Instructional strategies and learning tasks (outline your lesson so another person
could teach it)
Focusing event: Invitation to tables. Review last week’s lesson and the elements
of the cartoon (gutter, panel, word bubbles etc.) Read parts of Adventures in
Cartooning Activity book.
Input from you: Read parts of Adventures in Cartooning Activity Book (p.2-9).
Guided practice: After reading up to page 7, show students an example of a
1/6/13 glb
3. monster that I have drawn. Then, ask students to draw monsters either on their
own paper. When students are done drawing ask for volunteers to share their
monster drawings with the rest of the class.
Next, the class can read pages 8 and 9 together. Once again modeling, show
students your own drawing of a Knight jumping over a hole. Then, ask students to
draw their own Knight jumping over a hole.
When students are done drawing, ask them to share their drawings. Then on the
smart board, have students fill in the template.
Closure: Go over the elements again.
• Differentiation: During instruction, we will stop to point out key vocabulary words
such as panel, gutter, word bubbles etc. for ELL and struggling readers. Also, we will
stop occasionally to discuss what is going on in the story.
• Assessment: Informal assessment by having volunteers to put the panels in right
order and orally reviewing key elements of this book.
• What’s next?
TBD
1/6/13 glb