Lesson Plan:

BAM! POW! Comic Strip Writing

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December 10, 2016
by Laura Gonzalez
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December 10, 2016
by Laura Gonzalez

Learning Objectives

Students will reflect on the elements of comic strip writing.

Students will be able to create their own story using a comic strip format.

Lesson

Introduction (10 minutes)

  • Gather students on the rug and show them your collection of comic books and/or graphic novels. Introduce the genre and ask students what are the important features of a comic book. What do they look like? How are they different from other picture books? During the discussion, find the right moment to introduce the words, dialogue, and speech bubbles.
  • Tell students that today they will be comic strip writers and explain that comic books are made up of comic strips. They will just be writing a short scene where at least two characters are talking to each other.

Explicit Instruction/Teacher Modeling (15 minutes)

  • Share your pre-made comic strips with your students.
  • Model brainstorming a new scene, either realistic or fictional and sketching out the sequence of events.
  • Elicit student input for going back and filling in the dialogue.
  • Tell students that now that the events and dialogue are completed, you can go back and add more detail and color to your drawings.

Guided Practice/Interactive Modeling (10 minutes)

  • Have students help each other brainstorm by partnering them up and giving them the opportunity to talk through their ideas.
  • After each partner has had a chance to talk, pass out the blank worksheets but not the pencils! Have them touch each box and explain to their partner what they will write/draw.

Independent Working Time (20 minutes)

  • Get to work, comic strip writers! Have students make their stories come alive by drawing and writing the stories they’ve planned.

Extend

Differentiation

Enrichment

  • More fluent writers who are ready for a challenge might enjoy making a real comic book and linking several scenes into a story that makes sense, then stapling them together to make a book.

Support

  • Reluctant writers may benefit from reducing number of boxes in the scene. They also may find it manageable to draw a scene form their own life rather than inventing one.

Technology Integration

Review

Assessment (5 minutes)

  • As students share their ideas with partners, circulate, take notes on who might need more support.
  • Use completed first draft comic strips to measure writing skills.

Review and Closing (5 minutes)

  • Choose 1 or 2 students who would like to share their stories. Gather students on rug and have students share their stories.

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