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Activity
1. Focus and
Review
Time
5-7 mins
2. Statement of
Objective
for Student
3. Teacher Input
15-20
mins
4. Guided Practice
5. Independent
Practice
15 mins
35-40
mins
Distribute the Comic Strip Checklist and the Comic Strip Rubric
to students. Review the checklist and explain that students
need to check off each section as they complete it. Review the
rubric and explain that their comic strips will be evaluated and
graded based on this rubric. Tell students that their checklist,
completed comic strip, and rubric should be turned in after
their oral presentations.
Have students use notebook paper to brainstorm their story.
Upon completion, instruct students to share their story with you
for approval prior to beginning their work on the final comic
strip template.
6. Assessment
Methods of all
objectives/skills:
7. Closure
10 mins
Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at
the end of the lesson plan.)
Henrys Freedom Box by Ellen Levine, Cause and Effect worksheet, Scrap paper, Teacher comic
strip model, Fictional text handout, Comic strip template, comic strip checklist, comic strip rubric,
markers/colored pencils
References: Common Core State Standards for Reading Literature, Henrys Freedom Box by Ellen
Levine, How to Teach Reading to Elementary and Middle School students by Robert Ruddell,
Comic Strip Activity on Read-Write-Think website
Reflection on lesson:
This lesson was probably my favorite of all the lessons I observed or taught during the two-week
intensive clinical experience. I believe it was my favorite because of the reaction the students
had at each phase of the lesson. The students absolutely loved Henrys Freedom Box. I was
worried that the students would have either already read the book or would not be interested in
the topic. I was so completely wrong because they hung on to every word I said. They loved the
story so much that they begged me to read the authors note in the back of the book at the end
for the extra information it gave. The students also loved getting to look through the pictures
individually in the extra copies of the book I had for them to use while working on the Cause-andEffect Fill-In sheet. After students finished the fill-in sheet, I made sure to review the answers as
a class. I did this because I wanted to give students who might have made a mistake a chance to
see that mistake and correct it before moving on. I was worried about making sure that every
students understood before continuing to the next activity and that is something easier said
than done. Even though I thought the read-aloud was a hit, the students ended up loving the
comic strip activity even more. I think this is because this activity gave students a chance to be
independent, creative, and different. While all of their comics dealt with the same overarching
topic, each student got to decide exactly what they wanted to do. Their completed comic strips
look even better than I thought they would. The only drawback was that the comic strips took
way longer to create than intended. Because of this, students did not have a chance to share
their creations with the class. I knew some of the students would be upset because they were
looking forward to it but thankfully my cooperating teacher said that she would give five minutes
at the end of a few days for students to share that wanted to. Her saying that made me realize
how blessed I am to have had a cooperating teacher who was flexible and understanding about
the work I had to complete. She really made this lesson possible by allowing me the time I
needed to get everything done. The biggest take away from teaching is to plan, plan, plan! I was
so nervous and anxious to teach this lesson that I decided to create a PowerPoint slide that I
could display for the students. I knew the students would like to have a visual reminder of the
specific parts of the lesson but honestly, I was just worried that I might forget what was next and
I wanted to have something to fall back on. Planning and creating the PowerPoint was the best
thing I could have done. It gave me the confidence to get up and go for it, to not hold anything
back or get flustered in front of the students. Visual aids are definitely something I will create for
every lesson I teach from now on!
Make a Connection:
Imagine how you would feel if your family was taken
away from you and you never saw them again.
After Reading
Group Activity:
After reading the story, finish the cause and effect chart
handout.
Effect
Name:
________________________________________Date:
_______________
Basic
elements
(title, author,
six
completed
panels)
Comic strip
Comic strip
contains all
contains all
elements in a
elements.
creative,
organized form.
Illustration
Comic strip is
missing one
basic
element.
Comic strip is
missing two
or more
basic
elements.
Five panels
are
complete
with an
appropriate
causeand-effect
relationship.
Four or fewer
panels are
complete
with an
appropriate
causeand-effect
relationship.
There are no
more than
three errors.
Oral
Presentation
presentatio demonstrates
n
fluency,
appropriate
rate,
pronunciation,
and
enthusiasm.
Effect