1. Lesson Plan
Adventures in Cartooning by James Sturm, Andrew Arnold and Alexis Frederick-Frost
• Description
Instructor: Audrey Chun
Date of lesson: 2/19/13, 2/26/13
Cooperating teacher-librarian: Hope Morrison
Grade level: 3rd Grade
School & City: Martin Luther King Jr. Elementary School- Urbana, IL
Length/number of lessons: 30 minutes / 3 lessons
• Purpose The purpose of this lesson is to continue the unit with graphic novel as a
narrative work. We will read parts of Adventures in Cartooning Activity book to learn
about elements of cartoons and they will draw the cartoon themselves. By the end of
this unit, they will be able to identify and use these elements to fulfill their purpose.
• Learning Objective/Learning Target
Students will be able to:
1. Know what graphic novel is and how it works
2. Read and enjoy Adventures in Cartooning Activity book
3. Distinguish elements of a graphic novel
4. Interpret print words into expressive meanings
• Standards
1. Common Core State Standards for English Language Arts & Literacy
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the
answers.
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the
sequence of events
CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as
they are used in a text, distinguishing literal from nonliteral language.
CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a text’s illustrations
contribute to what is conveyed by the words in a story (e.g., create mood,
emphasize aspects of a character or setting)
CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the
answers.
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2. CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a grade 3 topic or
subject area.
CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g.,
maps, photographs) and the words in a text to demonstrate understanding of
the text (e.g., where, when, why, and how key events occur).
2. AASL Standards for 21st Century Learner
1.1.2 use prior and background knowledge as context for new learning
1.1.6 read, view, and listen for information presented in any format in order to
make inferences and gather meaning.
2.3.1 Connect understanding to the real world.
3.1.5 connect learning to communicate issues
3.2.2 Show social responsibility by participating actively with others in
learning situations and by contributing questions and ideas during group
discussions.
4.1.1 Read, view, and listen for pleasure and personal growth.
4.1.3 Respond to literature and creative expressions of ideas in various
formats and genres.
3. District curriculum standards
I-SAIL Standard 4.9 I CAN READ IN VARIOUS FORMATS
Instructional resources & materials (list all print and non-print materials
and/or equipment you will use)
o Read and review Adventures in Cartooning
o Read and review Adventures in Cartooning: Activity book (Some pages
scanned)
o Print cartoon template
o SMART board
o Prepare starter questions
• Instructional strategies and learning tasks (outline your lesson so another person
could teach it)
Focusing event: Invitation to tables. Review last week’s lesson and the elements
of the cartoon (gutter, panel, word bubbles etc.) Read parts of Adventures in
Cartooning Activity book.
Input from you: Read parts of Adventures in Cartooning Activity Book (p.2-9).
Guided practice: After reading up to page 7, show students an example of a
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3. monster that I have drawn. Then, ask students to draw monsters either on their
own paper. When students are done drawing ask for volunteers to share their
monster drawings with the rest of the class.
Next, the class can read pages 8 and 9 together. Once again modeling, show
students your own drawing of a Knight jumping over a hole. Then, ask students to
draw their own Knight jumping over a hole.
When students are done drawing, ask them to share their drawings. Then on the
smart board, have students fill in the template.
Closure: Go over the elements again.
• Differentiation: During instruction, we will stop to point out key vocabulary words
such as panel, gutter, word bubbles etc. for ELL and struggling readers. Also, we will
stop occasionally to discuss what is going on in the story.
• Assessment: Informal assessment by having volunteers to put the panels in right
order and orally reviewing key elements of this book.
• What’s next?
TBD
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