Assessment: Day 1 Historical Comic Strips (60 minutes)

Essential Questions a) What conflicts developed between the northern and southern states in the years following the American Revolution and led to the Civil War? NCSS Themes III: People, Places, and Environments V: Individuals, Groups, and Institutions X: Civic Ideals and Practices Objectives VS. 7a Students will be able to demonstrate knowledge of the issues that divided our nation and led to the Civil War by a. Identifying the events and differences between northern and southern states that divided Virginians and led to secession. b) Writing 4.3: The student will use imaginative and expressive imagery to create works of art. e) Recognize different modes of writing have different patterns of organization. h) Use transition words for sentence variety. i) Utilize elements of style, including word choice and sentence variation. c) Research 4.9: The student will demonstrate comprehension of information resources to research a topic. a) Construct questions about a topic. b) Collect information from multiple resources including online, print, and media. Materials for Learning Activities Students will need pencil, blank comic strips, colored pencils, crayons, social studies notebooks, John Browns Raid on Harpers Ferry by Jason Glaser, Harriet Tubman and the Underground Railroad (Graphic History) by Michael Martin (all are graphic novels), and Comic assessment handout. Teacher will need blank comic strip templates for students to choose, 45 comic assessment handouts, and rubric.

Procedures for Learning Activities Introduction Whole Group 10 minutes o Teacher will distribute Comic handouts and explain to students that their assessment for this unit will be to individually construct a historic comic strip.

o In whole group class will go over handout and teacher will explain the assignment. Students are to create at least a one-page comic strip, with dialogue/captions in each box, and write up a one-page explanation of their comic. Students are assessed on their effort, comic, and one-page write up. Students should have historically correct dialogue or caption to go along with each box Content must be accurate and relevant. Teacher will have collection of historic graphic novels (listed under materials) to choose from to look at for inspiration. Teacher will inform students they will have a choice of template from which to work. Comic will have a cover page with title, author name, date of publication, and illustration or design. Students should use their notebooks, textbooks, and graphic novel examples for help. Students will write up at least one page describing their comic, explain why they chose their topic, and its significance.

Comic Strip Individual 45 minutes o Students will select comic topic from teacher created list (see below). Once the student chooses their topic they will inform the teacher and begin their work. Harriet Tubman The Underground Railroad John Browns Raid Nat Turners Slave Rebellion Abraham Lincolns election Virginias secession

o Students will work on comic individually. Students will have essential knowledge handouts, textbooks, historic graphic novels, and various comics to gain inspiration and help from. o Teacher will give each student a blank comic template to create their rough draft on; when students are ready they will get teacher approval to proceed to final product. o Students will work comics over 2-3 language art lesson periods.

Closing Whole Group 5 minutes o Students will be informed that they will work on their comics during Language Arts again tomorrow. o Students will gather all personal comic materials and keep them safe in their book boxes.

Assessment Students will be assessed by their participation in creating a comic strip. Students will be assessed that their comic strip has dialogue or caption in each box, and the content is relevant and accurate. Differentiation ELLs and students with writing mechanic difficulties will be able to orally dictate captions/comic dialogue to teacher Kinesthetic learners will be able to create comic strip hands on Visual learners will benefit from having professional graphic novels to look at for ideas Students will be able to express thoughts in pictures and words Students will have selection of partner, template and topic choice

Lesson plan by Mr. Youngberg George Mason University EDCI 554