Knox County Schools



|TEAM Lesson Plan Template |

|Teacher: Holly Briggs |

|Class: 3rd Grade Art |

|Course Unit: Learning Main Idea and Sequence with Comics |

|Lesson Title: My Personal Comic |

|LESSON OVERVIEW |Summary of the task, challenge, investigation, career-related scenario, problem, or community link. |

|Unit: The unit project focuses on identifying main idea, sequence, and storytelling through the visual art medium of cartoons and comics. Students will explore |

|cartoons and comics, use the protocol of “I see, I wonder, I speculate” to identify the main idea and sequence in the visual art. Students will use this knowledge |

|to create a comic based on a personal experience. |

| |

| |

|Lesson: In a previous lesson, students used descriptive writing to create a rough draft for a final comic based on a personal experience. Students will use their |

|rough drafts to create a final draft of a three paneled comic on cardstock. Students will use a rubric of goals and objectives to effectively measure the amount of|

|craftsmanship and creativity that went into the project. |

| |

| |

|STANDARDS |Identify what you want to teach. Reference State, Common Core, ACT College Readiness Standards and/or |

| |State Competencies. |

|Art: |

|1.3  Demonstrate and explain a variety of techniques. |

|1.5  Recognize and demonstrate levels of craftsmanship. |

|2.5  Understand purpose in art. |

|3.2 Analyze and evaluate subject matter, symbols, and ideas in one’s own artwork |

|3.3 Explain subject matter, symbols, and ideas in artwork of others. |

| |

|Language Arts: |

|0301.6.4 Identify the main idea and supporting details in text. |

|0301.7.3 Understand the main idea or message in a visual image (e.g., pictures, cartoons, weather reports on television, newspapers, photographs) |

|301.5.6 Indicate the sequence of events in text. |

|0301.8.8 Define and identify setting, characters (including main and minor characters), and plot (including sequence of events). |

|OBJECTIVE |Clear, Specific, and Measurable – NOT ACTIVITIES |

| |Student-Friendly |

| |

|Students can Identify main idea, sequencing, and supportive details in written stories and visual images. |

|Students can use the protocol to interpret main idea from visual art examples. |

|Students can responsibly create quality artwork for a formal grade, as assessed by a rubric. |

| |

| |

|ASSESSMENT/EVALUATION |Students show evidence of proficiency through a variety of assessments. |

| |Aligned with the Lesson Objective |

| |Formative/Summative |

| |Performance-Based/Rubric |

| |Formal/Informal |

|Students will be assessed formally for a numeric grade using a predetermined rubric. The rubric is placed in a visible place in the art room, and is referred to |

|repeatedly throughout the creation process. |

| |

|Students will use self critique and group critique to discuss the merit of their art work, and the art work of their classmates. The critique will be guided and |

|modeled by the instructor. |

| |

|Teacher will lead the class in an informal assessment using a thumbs up/thumbs down question and answer session as a way to assess student knowledge as a whole. |

|MATERIALS |Aligned with the Lesson Objective |

| |Rigorous & Relevant |

|Pencils |

|Colored Pencils |

|Pencil Sharpeners |

|Felt tip markers/ sharpee |

|Visual example via technology for reference |

|ACTIVATING STRATEGY |Motivator/Hook |

| |An Essential Question encourages students to put forth more effort when faced with a complex, open-ended,|

| |challenging, meaningful and authentic questions. |

|How can we identify sequence and main idea with comics? |

|INSTRUCTION |Step-by-Step Procedures-Sequence |

| |Discover/Explain – Direct Instruction |

| |Modeling Expectations – “I Do” |

| |Questioning/Encourages Higher Order Thinking |

| |Grouping Strategies |

| |Differentiated Instructional Strategies to Provide Intervention & Extension |

| |

|Teacher will review previously lessons and ask prompting questions. Teacher will lead the class in a discussion on key terminology and standards. |

| |

|Teacher will discuss the definition of key vocabulary words. |

|Cartoon- An often exaggerated drawing that displays humor. |

|Comic- A sequence of drawings that tell a story. |

|Main Idea- What is your story about? |

|Sequence- In order. |

| |

|Teacher will model the basic sequence of a three panel comic, focusing on beginning, middle, and end. Teacher will demonstrate how to appropriately use the |

|template to complete the basic comic strip, as well as use student examples to engage class in critique and conversation. |

| |

|GUIDED & INDEPENDENT PRACTICE |“We Do”-“You Do” |

| |Encourage Higher Order Thinking & Problem Solving |

| |Relevance |

| |Differentiated Strategies for Practice to Provide Intervention & Extension |

|Teacher will show student examples of work from previous classes to determine/demonstrate strength and weaknesses in the story of the three panel comics. Students |

|will discuss the terms and goals that are written on the board. |

| |

|Students will continue drawing on their three panel comics. Requirements such as horizon line, no stick people, coloring with colored pencil, and outlining are |

|mandated by the teacher and written in a visible place. Students must double check upon completion that all goal were accomplished. |

| |

|While the student is waiting for the remainder of the class to finish, he/she will their comic and determine if there are any modifications or final details needed|

|for completion. Student will work quietly at his/her seat until time for group critique. |

| |

|Teacher will then reconvene the class for a group critique of the comics. Students will discuss the merit of their art work and the artwork of their classmates. |

|CLOSURE |Reflection/Wrap-Up |

| |Summarizing, Reminding, Reflecting, Restating, Connecting |

|Closure conisists of a review of material used during the lesson. The teacher will lead the class in a series of questions to review content material. These |

|questions will be directly related to the standards and goals of the projects, including the vocabulary and terminology of the project. |

| |

|Sample questions will include: |

|“What is the main idea of this comic?” |

|“How does this comic show sequencing?” |

|“Are there many extraneous details in this comic?” |

|“What could you/or your classmate done better in this comic?” |

|“Does this comic tell a story?” |

|CROSS-CURRICULAR CONNECTIONS | |

|This is a cross curricular art project featuring 3rd grade language arts standards that were identified as areas to strengthen via state standardized testing. |

NOTES:

Students are grouped meticulously by the teacher. They are grouped by ability level, behavior, and compatibility. The seating chart is fixed throughout the year, though the teacher reserves the right to change the seating chart at any time.

-----------------------

[pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download