CLASSROOM LESSON 2:
Analyzing Character Traits Through Comic Strips
BOOK TITLE: Black Water
AUTHOR: D.J. MacHale
LESSON PLAN AUTHOR : Jeff Sudbury
GRADE
LEVEL: 6-8
LESSON DURATION: 60-75 Minutes
OBJECTIVE
- Analyze character traits and setting related to events and characters in the book Black Water in the Pendragon Series.
- Write responses to literature that demonstrate understanding and insight.
MATERIALS
- Computer for each pair of students
- Overhead projector with transparencies
MOTIVATION
- Have students choose a character and write a diary entry based on the point of view of that character. Students will respond to a question that you have provided.
- Example Diary questions: Who has impressed, annoyed, or pleased you most so far? What other character has had the strongest effect on you? Who is this character? Describe the interaction you’ve had, and why you feel the way that you do?
NEW INFORMATION
- Review the Comic Strip Model from Lesson One. Explain to the students that today’s lesson involves creating captions for the comic strip and creating the actual comic strip.
- Captions are dialogue—similar to the dialogue the author, D.J. MacHale uses in the book. Dialogue serves the following roles:
- Advances the plot
- Reveals the character
- Reveals the motivation
- Substitutes for narrative
- Establishes tone or mood
- Brainstorming student idea discussion questions:
- What are the important characteristics of a caption?
- What do words in a caption tell you about what is being depicted?
- What connects one scene to the next in the comic strip
- Hand out and explain to the students the following Comic Creator directions as they work in the Comic Creator:
- For the comic title, name the scene or scenes that will be depicted.
- For the comic subtitle, name the book and author—Black Water by D.J. MacHale.
- Include the names of each student as the authors of the comic strip.
- Choose the six-frame comic strip.
- Under each picture or cartoon, write a caption that provides additional detail on the scene.
PRACTICE/APPLICATION
- Students write captions for the Comic Planning Sheet. Again, encourage students to interact with one another, to share and receive feedback.
- Once students finish, encourage them to self-assess and make revisions to their planners using the Comic Strip Rubric.
EVALUATION OF STUDENT LEARNING
CLOSURE
- Students share their final drafts of their comic strips with the class.
- Discuss with the students how the dialogue and captions in their comic strips help advance the plot, reveal character traits, feelings, and motivation as well as set the mood or tone of the scene.
NCTE STANDARD 3
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
NCTE STANDARD 4
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
NCTE STANDARD 8
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
NCTE STANDARD 12
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
SOURCES
Fink, L. S. (n.d.). Book Report Alternative: Examining Story Elements Using Story Map Comic Strips. Retrieved February 28, 2008 from, Website
Gardner, T. (n.d.). Book Report Alternative: Comic Strips and Cartoon Squares. Retrieved February 28, 2008 from, Website
McCutcheon, P. (1996). Dialouge Tips. Retrieved February 29, 2008 from, Website
Comic Strip Creator |
