L1+Blaine,+Jacqueline

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT ** ** Jacqueline Blaine: ** **__Lesson #: 1__** __Facet:__ : Perspective Topic: Themes
 * Grade Level: 8th __Numbers of__ ** __Days:__ Three Days


 * PART I: **

Student will understand that there is a theme in every novel. Student will know theme, and sequencing of events. Student will be able to create a theme
 * Objectives **
 * Product: Comic Life **


 * Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment **

2)Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3Analyze how and why individuals, events, and ideas develop and interact over the course of a text.  Students will learn what a theme is and then apply what they know about theme to create one for their Comic Life.
 * Common Core State Standards **
 * Content ** : English
 * Grade ** : 8th
 * Domain ** : Reading- Harry Potter
 * Cluster ** : Key Ideas and Detail
 * Standard ** :
 * Rationale: **


 * Assessments **


 * Pre-Assessment: (Lesson 1 only) **

Students will be given a clicker and will be guided through a series of questions to see how much they know about setting, characters, and theme.

Students will use fist to five to show me their understanding of theme. If the majority of the classroom is showing four's and five's then I will ask for any last minute questions and move on. If I see that there are one's, two's and three's, then I will spend a little bit more time on explaining what a theme is and how it can be found.
 * Formative (Assessment for Learning) **
 * Section I – checking for understanding during instruction **

Student's will use their peers and get into pairs and share with each other their theme ideas. They should pair up with someone NOT in their group. They can give each other ideas, suggestion, and tweaks to make their theme or comic stronger. Oral feedback from the teacher will be given before the final product is due on suggestions to make the comic life stronger.
 * Section II – timely feedback for products (self, peer, teacher) **


 * Summative (Assessment of Learning): **


 * Comic Life: ** Students will be put into groups and create a comic through comic life software. It should incorporate a theme that the team designed together. It's important the groups use what they've learned about themes and apply it to this comic. Groups will begin by brainstorming their ideas. They will write these ideas down because they will be turning it in for a participation grade. Students will then begin writing their comic life and then transfer their rough draft to a computer. All students must have a chance to work on the comic life. Make sure to be creative and imaginative with this project.

Students will work in Comic life on the iMac to create a comic. Comic Life allows students to create a professional and neat looking comic.
 * Integration **
 * Technology: **


 * Art: ** Art will be incorporated into this lesson through comic life when the students are designing.

The story map(1) will be used to create an outline of the story they will put into comic life. They will include any notes or ideas they may have on the back of this story map.
 * Groupings **
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **


 * Section II – Groups and Roles for Product **

Students will be in groups of four to five depending on how many students are present in class, this will be done during the warm-up activity when they're sorted into houses. Students will rotate in and out of roles so that everyone has a chance to do each role at least once. The roles will consist of the typist, the writer, and searching for pictures/drawing pictures for the comics. The story map will be used as an outline/rough draft for their comic life. The students will then turn in their products for assessment by teacher via checklist.


 * Differentiated Instruction **


 * MI Strategies **


 * Visual: ** Images will be found/drawn to put into the comic.
 * Verbal: ** script/dialoge will be created to go along with the comic.
 * Naturalist: ** Students will have a setting in their comic take place outside
 * Interpersonal: ** Students will work in groups and interact with each other to form a comic.
 * Musical: ** Music will played in the background while students brainstorm
 * Logic: ** Comics will have a problem that needs to be solved.
 * Intrapersonal: ** For the first five minutes students will brainstorm alone, writing ideas down in their journal.
 * Kinesthetic: ** Students will take turns typing out a panel/page of the comic.


 * Modifications/Accommodations **
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Students are and will be responsible for all missed work. Students are responsible for first coming to me to collect their make-up work, then getting together with someone in their group and getting the notes and filling out their story map. If they have any questions they can come in before or after school to ask me.
 * Plan for accommodating absent students: **


 * Extensions **

Students will work in Comic life on the iMac to create a comic. Comic Life allows students to create a professional, neat, and seamless looking comic. This is type II because of the program Comic Life.
 * Type II technology: **

Gifted students will be asked to go find some music that could go along with the comic that adds life and enhances the mood of the comic.
 * Gifted Students: **


 * Materials, Resources and Technology **
 * • // Laptops will be used for Comic Life //
 * • // Story Map(1) handout will be used to draft an outline of the comic life //
 * • // Notebook paper used to brainstorm ideas //
 * • // ComicLife software to create the comic //
 * • // Guidlines for project to know the requirements and things I want to see //
 * • // Clickers to get through the pre-assessment survey //
 * • // Hat for the hook //
 * • // Slips of paper with names of houses on them //
 * • // Journals //

[] (Link for the graphic organizer) http:www.google.com (Will be used to search for pictures for comic life) http:www.pandora.com (Link to background music that will be playing while kids brainstorm and work quietly) [] (A guide on how to work through Comic Life)
 * Source for Lesson Plan and Research **


 * PART II: **


 * Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //


 * // Day One //**// Reevaluate agenda //
 * • As students filter into class, they will draw a piece of paper from the hat I will be holding by the door. When they read what their slip says they will then be directed to go sit down at the group of desks that their paper says. It is advised that students get to know their 'housemates' as these will be the people they are working with for the majority of the unit. The four groups will be named after the four houses read about in the book: Hufflepuff, Ravenclaw, Gryffinfor and Slytherin. **(10 minutes)**
 * • Students till be given clickers so we as a group can go through a series of ten questions to see how much they know about Setting, Characters and themes, as well as how they like to learn. **(10 minutes)**
 * • Classes will have started reading Harry Potter the week before so they will have some knowledge of the book. We will begin by talking about what a theme is. I will ask for the class to give me an idea of their understanding of what a theme is using fist to five and go from there. Depending on how many people already know about theme and can identify theme with confidence will determine how much time we spend going over it. **(20 minutes)**
 * • I will present their first task and show them a student sample of the comic life that they will create. I will go over guidelines and give them a sheet of guidelines and requirements they will follow for their project. At this time I will also answer any questions that they have about theme or the comic life project. **(5 minutes)**
 * • Students will silently brainstorm ideas of themes for their comic that they will create in teams. **(5 minutes)**
 * • The teams will be shown what comic life is how to use it. The teams will then be allowed to play around on the program and get to know the different tools so the next day we can start on our comic life project. **(25 minutes)**
 * • Students will be asked to put anything they took out away, and to put the laptops away. If students have any last minute questions then they will be permitted to ask. Students will be reminded they have three chapters due in two class periods. **(5 min)**


 * Day Two **


 * • Students will walk in and immediately begin working in their groups on their comic. I am fully expecting to see everyone participating as participation is part of the grade. They will work efficiently to get their comic 75% finished today. **(30 minutes)**
 * • Students will take a break from working on their comics and pair up with someone that's not in their group to get discuss their comic ideas and get feedback. When students come back after discussing the comics and how they could improve it, what they're doing well, etc. they will have a bunch of different ideas as they came from students outside of the group. **(15 minutes)**
 * • Students will reconvene for the last half hour and work to have at least 75% of their comic finished if not more. **(30** minutes)
 * • The last ten minutes will be for clean-up and questions. Students will be reminded they have three chapters due the class after the next. **(5 minutes)**


 * Day Three **


 * • Students will work for the first half of the class to finish up their comics. This includes finishing up the comic, checking for errors, making sure it looks professional, colorful, and engaging. If students finish early they are encouraged to get a head start on their reading that will be due for next class. (40 minutes)
 * • Students will clean up their areas and return to their seats from wherever they were and get ready to present their comics with each other. (10 minutes)
 * • Students will present their comics with their peers and let the class try and figure out the theme they created. (25 minutes)
 * • Students will pack up and get ready to go. They will also be reminded that they have two chapters due next class. (5 minutes)

Classroom Arrangement: Students desks will be arranged in pods for the four separate houses. Students will understand that that there is a theme in every novel. Students will determine central ideas or themes of a text and analyze their development. It is important for students to understand theme because theme is the essence of a story; without a theme there would be no story. Students will be stopped at the door before they walk in and asked to draw a slip of paper out of the hat that I will be holding. They will then go sit where their slip of paper tells them to. The pods of desks will be clearly marked with the name of that house for that group. As students filter in and take their seats they are encouraged to get to know their new team members as these will be the people they will be sitting with for the rest of the unit. Where, Why, What, Hook Tailors: Interpersonal, Kinesthetic,Verbal

Classroom Arrangement: Students desks will be arranged in pods for the four separate houses. Students will understand that that there is a theme in every novel. Students will determine central ideas or themes of a text and analyze their development. It is important for students to understand theme because theme is the essence of a story; without a theme there would be no story. Students will be stopped at the door before they walk in and asked to draw a slip of paper out of the hat that I will be holding. They will then go sit where their slip of paper tells them to. The pods of desks will be clearly marked with the name of that house for that group. As students filter in and take their seats they are encouraged to get to know their new team members as these will be the people they will be sitting with for the rest of the unit. Where, Why, What, Hook Tailors: Interpersonal, Kinesthetic, Verbal

Students will know what a theme is and will participate in a class discussion about theme. We will as a whole figure out what a theme is, examples of themes from some of their favorite books, and figure out how to look for a theme. Students should encourage their teammates to participate in discussion because this information will be useful for when we begin working on their comic life projects. Before we begin brainstorming on our graphic organizers for our comic life, I will ask students of their understanding of theme using fist to five. Depending on how many 1's and 2's I get and 4's and 5's will determine how much more time we spend talking about theme. They will then begin to brainstorm ideas of themes that they could create for their comic life using the [|Story Map 1] while listening to some background music playing quietly in the background. Equip, Explore, Rethink, Revise, Tailors: Interpersonal, logic, intrapersonal, musical

Students will be able to create a comic life with a theme that they have designed. Students will collaborate on what their theme will be and then how to create a story based around this theme. Students will create a comic life to explain their understanding of themes. Students will already be sorted into groups from the hook exercise at the beginning of class. I will leave roles up to the students as I trust that they know what their strengths are. However, everyone WILL get a chance to try each role. Everyone will have a chance to look for pictures; everyone will have a chance to type, to write, and to be a leader while listening to music. Participation is part of the grade so students should encourage everyone in their group to participate and work. Students will turn in whatever they wrote down in their journals for brainstorming. Students will on day two get into pairs and give each other feedback on each other’s comics. Students will then take the feedback they received and have a group discussion with their teammates on all of the feedback they’ve received. Explore, Experience, Revise, Refine, Tailors:Visual, interpersonal, kinesthetic, musical

Students will have a guideline of what I specifically want to see in the their Comic Life. They will use this as a checklist to self assesses. During Day 2 they will get into pairs with someone that is not in their group and they will discuss their ideas for their comic life and evaluate each other. Students should help each other, suggest to them what is strong and what they could work on. I will be walking around providing oral feedback over the three days, mainly on the first day to help everyone get started. We are reading Harry Potter and looking for themes within the book so this will help students be able to know what a theme is and get their brain to start thinking in that way. Evaluate, Tailors:Logic, interpersonal, intrapersonal, verbal,

Students will know:
 * Content Notes **

◦ Potential themes in Red Riding Hood: things aren't always as they seem, danger can be disguised in familiar clothes, and listen to your parents. ◦ Potential themes in Charlie and the Chocolate Factory: Good things come in small packages and what goes around comes around ◦ Potential themes for Cinderella: Hard work really pays off, what goes around comes around, and never give up.
 * • In Literature, a theme is a message the author conveys in a story about the topic.
 * • Examples of Theme
 * • Summary of the first half of Harry Potter


 * Chapter 1 **

The Dursleys are a well-to-do, status-conscious family living in Surrey, England. Eager to keep up proper appearances, they are embarrassed by Mrs. Dursley’s eccentric sister, Mrs. Potter, whom for years Mrs. Dursley has pretended not to know. On his way to work one ordinary morning, Mr. Dursley notices a cat reading a map. He is unsettled, but tells himself that he has only imagined it. Then, as Mr. Dursley is waiting in traffic, he notices people dressed in brightly colored cloaks. Walking past a bakery later that day, he overhears people talking in an excited manner about his sister-in-law’s family, the Potters, and the Potters’ one-year-old son, Harry. Disturbed but still not sure anything is wrong, Mr. Dursley decides not to say anything to his wife. On the way home, he bumps into a strangely dressed man who gleefully exclaims that someone named “You-Know-Who” has finally gone and that even a “Muggle” like Mr. Dursley should rejoice. Meanwhile, the news is full of unusual reports of shooting stars and owls flying during the day. That night, as the Dursleys are falling asleep, Albus Dumbledore, a wizard and the head of the Hogwarts wizardry academy, appears on their street. He shuts off all the streetlights and approaches a cat that is soon revealed to be a woman named Professor McGonagall (who also teaches at Hogwarts) in disguise. They discuss the disappearance of You-Know-Who, otherwise known as Voldemort. Dumbledore tells McGonagall that Voldemort killed the Potter parents the previous night and tried to kill their son, Harry, as well, but was unable to. Dumbledore adds that Voldemort’s power apparently began to wane after his failed attempt to kill Harry and that he retreated. Dumbledore adds that the baby Harry can be left on the Dursleys’ doorstep. McGonagall protests that Harry cannot be brought up by the Dursleys. But Dumbledore insists that there is no one else to take care of the child. He says that when Harry is old enough, he will be told of his fate. A giant named Hagrid, who is carrying a bundle of blankets with the baby Harry inside, then falls out of the sky on a motorcycle. Dumbledore takes Harry and places him on the Dursley’s doorstep with an explanatory letter he has written to the Dursleys, and the three part ways.


 * Chapter 2 **

Ten years have passed. Harry is now almost eleven and living in wretchedness in a cupboard under the stairs in the Dursley house. He is tormented by the Dursleys’ son, Dudley, a spoiled and whiny boy. Harry is awakened one morning by his aunt, Petunia, telling him to tend to the bacon immediately, because it is Dudley’s birthday and everything must be perfect. Dudley gets upset because he has only thirty-seven presents, one fewer than the previous year. When a neighbor calls to say she will not be able to watch Harry for the day, Dudley begins to cry, as he is upset that Harry will have to be brought along on Dudley’s birthday trip to the zoo. At the zoo, the Dursleys spoil Dudley and his friend Piers, neglecting Harry as usual. In the reptile house, Harry pays close attention to a boa constrictor and is astonished when he is able to have a conversation with it. Noticing what Harry is doing, Piers calls over Mr. Dursley and Dudley, who pushes Harry aside to get a better look at the snake. At this moment, the glass front of the snake’s tank vanishes and the boa constrictor slithers out onto the floor. Dudley and Piers claim that the snake attacked them. The Dursleys are in shock. At home, Harry is punished for the snake incident, being sent to his cupboard without any food, though he feels he had nothing to do with what happened.


 * Chapter 3 **

Punished for the boa constrictor incident, Harry is locked in his cupboard until summer. When finally free, he spends most of the time outside his house to escape the torments of Dudley’s cohorts. Harry is excited by the prospect of starting a new school in the fall, far away from Dudley for the first time in his life. One day, Uncle Vernon tells Harry to fetch the mail. Harry notices a letter bearing a coat of arms that is addressed to him in “The Cupboard under the Stairs.” Uncle Vernon grabs the envelope from him and shows it to his wife. Both are shocked. They force Dudley and Harry to leave the kitchen in order to discuss what to do. The next day, Uncle Vernon visits Harry in the cupboard. He refuses to discuss the letter, but he tells Harry to move into Dudley’s second room, previously used to store Dudley’s toys.The next day, another letter comes for Harry, this time addressed to him in “The Smallest Bedroom.” Uncle Vernon becomes alarmed. Harry tries to get the letter, but Uncle Vernon keeps it from him. The following morning, Harry wakes up early to try to get the mail before anyone gets up, but he is thwarted by Uncle Vernon, who has slept near the mail slot waiting for the letters. Though Uncle Vernon nails the mail slot shut, twelve letters come for Harry the next day, slipped under the door or through the cracks. Soon letters flood the house, entering in impossible ways. Uncle Vernon continues to prevent Harry from reading any of them. Enraged, Uncle Vernon decides to take everyone away from the house, but at the hotel where they stay, a hundred letters are delivered for Harry. Uncle Vernon decides on even greater isolation. On a dark, stormy night, he takes the family out to an island with only one shack on it. Inside, Vernon bolts the door. At midnight, as it becomes Harry’s birthday, there is a loud thump at the door.


 * Chapter 4 **

The thump is heard again. A giant smashes down the door. Uncle Vernon threatens the giant with a gun, but the giant takes the gun and ties it into a knot. The giant presents Harry with a chocolate birthday cake and introduces himself as Hagrid, the “Keeper of Keys and Grounds at Hogwarts.” Hagrid is disturbed to find out that the Dursleys have never told Harry what Hogwarts is. Vernon tries to stop Hagrid from telling Harry about Hogwarts, but to no avail. Hagrid tells Harry that Harry is a wizard and presents him with a letter of acceptance to the Hogwarts School of Witchcraft and Wizardry. Vernon protests that he will not allow Harry to attend Hogwarts. Hagrid explains to Harry that the Dursleys have been lying all along about how the boy’s parents died. Harry learns that they did not die in a car crash, as he had always thought, but were killed by the evil wizard Voldemort. Harry does not believe he could be a wizard, but then he realizes that the incident with the boa constrictor was an act of wizardry. With Uncle Vernon protesting, Hagrid takes Harry from the shack.


 * Chapter 5 **

Harry wakes up in the company of Hagrid and realizes that the preceding night was not a dream. The two set off to London to shop for Harry’s school supplies. Harry is concerned about the money required, but Hagrid assures him that his parents left behind plenty of funds for him at Gringotts, the wizards’ bank run by goblins. Their first stop in London is at the Leaky Cauldron, a pub where all the patrons recognize Harry and are both nervous and honored to have the opportunity to meet him. They head out to the street, where Hagrid taps on a brick wall, and a small street called Diagon Alley opens before them. Hagrid explains that Harry will buy what he needs for school here. They go to Gringotts, where they are escorted down to Harry’s safe. Inside, they view the piles of silver and gold that Harry’s parents left him. Hagrid explains the complex wizard monetary system, which is composed of Galleons, Sickles, and Knuts. Hagrid fills a small bag with money. He then takes Harry to another vault, number 713, which is empty except for a grubby little package that Hagrid picks up and hides in his clothes, warning Harry not to ask about it. Hagrid then takes Harry to be fitted for his uniform. In the store, he encounters a snobbish and unlikable boy who will also be starting Hogwarts in the fall. The snobbish boy talks highly about grand old wizard families, and Harry begins to worry about whether he is cut out to be a wizard. But Hagrid reassures Harry, telling him that he will learn all he needs to know and that there are many Muggle students at Hogwarts. After buying the required books and ingredients for potions, Hagrid and Harry then head to the wand store. Mr. Ollivander, the storeowner, makes Harry try a number of magic wands, telling him that it will be clear when he has the right one. Harry tries out many wands. Finally, he picks up one made of holly and phoenix feather, and sparks shoot out from it—this is clearly the right wand. Ollivander tells Harry that the only other wand containing feathers from the same phoenix belonged to Voldemort and had been used to give Harry his lightning-bolt forehead scar.


 * Chapter 6 **

Harry’s last month with the Dursleys is unpleasant. The day before he is due to leave, Harry asks Uncle Vernon to take him to the train station. Uncle Vernon agrees to take him but ridicules him for saying he is to leave from track nine and three quarters, as is marked on the ticket Hagrid gave him. The following day, Harry arrives at the station and stands between tracks nine and ten, wondering with increasing alarm how to find track nine and three quarters. Finally, he overhears some people mention Hogwarts; it is a family of red-haired children who seem to be bound for the academy. He asks the mother for help, and she tells him to walk through the barrier between tracks nine and ten. Harry does so, and he is astonished to find the train to Hogwarts on the other side. Harry boards it. On the train, Harry is introduced to Fred and George Weasley, twins who are returning to school, and to their brother Ron, another student who will be starting at Hogwarts. Ron introduces Harry to such details of wizard life as Quidditch (a game a bit like soccer, but played on broomsticks), Famous Witches and Wizards cards (collectible items like baseball cards), and Every Flavor Beans. One of the cards bears the picture of Albus Dumbledore. Ron, who comes from a poor family, cannot afford the pastries sold on the train, so Harry buys a lot with his newfound wealth and shares them with Ron. Harry also meets a somewhat annoying, overachieving girl named Hermione Granger and sees again the unpleasant boy from the uniform shop, whose name is Draco Malfoy. All the students have heard of Harry, and Harry is not sure how to respond to his fame. Arriving at the station, the newcomers are led onto boats in which they sail to the castle of Hogwarts.


 * Handouts **


 * • Story Map 1
 * • Handout requirements on Comic Life


 * Maine Standards for Initial Teacher Certification and Rationale **


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. //**


 * // Learning Styles //**

Students will have a guideline of what exactly I'm looking for in the comic. They will have a checklist
 * // Clipboard: //**

Students will have to think out and plan their story structure. Their comic must go in a logical order.
 * // Microscope: //**

Students will be working with their peers in a supportive environment. Students will encourage each other and
 * // Puppy: //**

Students have personal freedom to make the comic about whatever they want. The class will also incorporate a multitude of different learning styles for the beach ball.
 * // Beach Ball: //**


 * // Standard 6 - //**** //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.// **

Students will use fist to five to show me their understanding of theme. If the majority of the classroom is showing four's and five's then I will ask for any last minute questions and move on. If I see that there are one's, two's and three's, then I will spend a little bit more time on explaining what a theme is and how it can be found. Student's will use their peers and get into pairs and share with each other their theme ideas. They should pair up with someone NOT in their group. They can give each other ideas, suggestion, and tweaks to make their theme or comic stronger. Oral feedback from the teacher will be given before the final product is due on suggestions to make the comic life stronger.
 * // Formative: //**


 * // Summative: //** Students will be put into groups and create a comic through comic life software. It should incorporate a theme that the team designed together. It's important the groups use what they've learned about themes and apply it to this comic. Groups will begin by brainstorming their ideas. They will write these ideas down because they will be turning it in for a participation grade. Students will then begin writing their comic life and then transfer their rough draft to a computer. All students must have a chance to work on the comic life. Make sure to be creative and imaginative with this project.


 * // Standard 7 //**** - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.// **


 * // Content Knowledge: //**

Common Core State Standards Content: English Grade: 8th Domain: Reading- Harry Potter Cluster: Key Ideas and Detail Standard: 2)Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
 * // MLR or CCSS: //**

Students will be able to analyze a novel and figure out theme. (Perspective)
 * // Facet: //**


 * // Standard 8 - //**** //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.// **


 * // MI Strategies: //**


 * Visual ** : Images will be found/drawn to put into the comic.
 * Verbal ** : script/dialoge will be created to go along with the comic.
 * Naturalist ** : Students will have a setting in their comic take place outside
 * Interpersonal: ** Students will work in groups and interact with each other to form a comic.
 * Musical ** : Music will played in the background while students brainstorm
 * Logic: ** Comics will have a problem that needs to be solved.
 * Intrapersonal: ** For the first five minutes students will brainstorm alone, writing ideas down in their journal.
 * Kinesthetic: ** Students will take turns typing out a panel/page of the comic.

Students will work in groups using comic life to create a neat and clean looking comic that engages readers. They will use the internet to find pictures to use in their comic or they will draw them out and then use a scanner to scan in and place their pictures in their comic. The Comic Life program will enable students to put together professional looking comic that will demonstrate their understanding of theme.
 * // Type II Technology: //**

This lesson incorporates all learning styles. We’re able to see the visual come through in the project itself with the pictures and the colors. Those who learn best with music will be accommodated with music playing in the background; those who are verbal will get to write out a script for a comic. Kinesthetic are free to move about, run and get materials if needed. Students will be working together and getting feedback from one another making sure they get enough interpersonal. They will brainstorm by themselves to ensure that intrapersonal is also in there, and it will be the student’s job to make sure the story flows in a logical order with a theme that we can figure out.
 * // Rationale: //**

a. Promote, support, and model creative and innovative thinking and inventiveness Students will draw inspiration from life around them as well as their peers as they are instructed to create a comic. They have free reign to go in whatever direction they'd like so long as it is appropriate for school.
 * // NETS STANDARDS FOR TEACHERS //**
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. **

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments


 * Rational: ** Students used comic life and were challenged to create a theme and a comic based around this theme.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity Students are using comic life to bring to life their theme. A theme they choose could come from a learning experience they had in the past or one they could teach to others through their comic. They are encouraged to use as much creativity as they can through comic life. This project can and does incorporate multiple learning styles to fit all kinds of children.
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. **

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teac ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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