1. Lesson Plan
Adventures in Cartooning by James Sturm, Andrew Arnold and Alexis Frederick-Frost
• Description
Instructor: Audrey Chun
Date of lesson: 2/11/13, 2/12/13
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 / 2 lessons
• Purpose The purpose of this lesson is to familiarize the students with graphic novel
as a narrative work. We will read Adventures in Cartooning to learn about elements
of cartoons. 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
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.
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).
1/6/13 glb

2. 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 Copy some sequential panels from Adventures in Cartooning
o Get examples of graphic novels from our collection
o Prepare starter questions
• Instructional strategies and learning tasks (outline your lesson so another person
could teach it)
Focusing event: Invitation to carpet. Ask students if they know what graphic
novel is and where to find it. Show them different examples of graphic novels.
Read Adventures in Cartooning and explain the elements of cartoon such as
gutter, panel, word bubble etc.
Input from you: Read Adventures in Cartooning
Guided practice: After reading, go over the elements again and play comic-strip
challenge. For this game, copy some sequential pages from Adventures in
Cartooning and have students put it in order.
Closure: Remind the students that we are going to continue this unit next week
by doing some activities.
1/6/13 glb

3. • 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?
Adventures in Cartooning activity book making comic strips of their own.
1/6/13 glb