digital cartoon lesson plan

7/30/2019 Digital Cartoon Lesson Plan

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STUDENT-TEACHER CREATED LESSON PLAN TEMPLATE JULIE POOLE

ENGLISH EDUCATION, 2008-2009 COHORT

DATE: FEBRUARY 27, 2009PERIOD: 4TH BLOCK

GRADE LEVEL: ENGLISH 11 COLLEGE

CONTEXT/RATIONALE:(Why this lesson in this way with this group of students today? How does it fit into thebigger context of the unit?)

INTRODUCING STUDENTS TO DIFFERENT TYPES OF PERSUASIVE TECHNIQUES, SUCH AS APHORISMS AND THE IMPORTANCE OF A ONE-SIDED ARGUMENT, WILL HELP THEM WHEN WRITING THEIR OWN PERSUASIVE ESSAYS.

INSTRUCTIONAL OBJECTIVES:(Connect to SOL’s where appropriate.)

SOL’S: 11.3, 11.7

1. GIVEN A LESSON ON APHORISMS, STUDENTS WILL CREATE PERSAUSIVE DIGITAL CARTOONS BASED ON ONE OF BEN FRANKLIN’S FAMOUS APHORISMS.

2. GIVEN A REVOLUTIONARY WAR EXCEPRT, STUDENTS WILL DISCSUSS IN SMALL GROUPS AND AT THE WHOLE CLASS LEVEL PERSUASIVE TECHNIQUES.

3. GIVEN A BLOG PROMPT, STUDENTS WILL WRITE A LETTER AS IF THEY WERE AN AMERICAN COLONIST DURING THE REVOLUTIONARY ERA, USING BOTH NEW PERSUASIVE TECHNIQUES AND NEW VOCABULARY.

OPENER/ANTICIPATORY SET/WARM-UP:(Include details about what prior knowledge students need in order to enter into thislesson and how you’ll engage it.)

TO OPEN THE LESSON ON APHORISMS, I HAD STUDENTS GUESS DIFFERENT SLOGAN TAG LINES (I.E. THE MILK CHOCOLATE THAT MELTS IN YOUR MOUTH – NOT IN YOUR HAND). I CREATED A POWER POINT SLIDE SHOW PRESENTATION THAT HAD 15 SLOGAN ADVERTISEMENTS. AFTER, I WENT INTO WHAT AN APHORISM WAS – CONNECTING IT TO

THE SLOGANS THEY HAD JUST IDENTIFIED.

ACTIVITIES:(Include variety here – use the lesson planning checklist as a reference.)

1. TURN IN ROUGH DRAFTS

2. POWERPOINT PRESENTATION ON SLOGANS

3. POWERPOINT PRESENTATION ON APHORISMS – DISCUSSED IN DETAIL AND EXAMPLED WHAT AN APHORISM IS, EXAMPLED SOME AMERICAN REVOLUTIONARY ICONS AND SOME OF THEIR APHORISMS, THEN WENT INTO BEN FRANKLIN’S



APHORISMS/BRIEF HISTORY

4. I THEN EXAMPLED HOW TO MAKE A DIGITAL CARTOON USING ONE OF FRANKLIN’S APHORISMS

5. STUDENTS MADE THEIR OWN APHORISM CARTOONS ON CARTOON CREATOR 2.0AND COMIC CREATOR. THEY PRINTED THEM OUT AND I AM GOING TO HANG THEM

IN THE VOCATIONAL WING.6. ONE HALF OF THE CLASS WAS GIVEN AN AMERICAN COLONIST ACCOUNT OF A BATTLE, AND THEN THE SECOND HALF WAS GIVEN A BRITISH ACCOUNT OF A BATTLE. EACH HALF DISCUSSED THEIR ACCOUNT, WHAT IT MEANT, WHAT THE PURPOSE WAS, HOW IT MADE THEM FEEL, ITS PERSUASIVE NATURE, ETC. AFTER, I ASKED THE AMERICAN COLONIST SIDE TO DISCUSS WHAT THEY FOUND. THEY WERE EXTREMELY PERSUADED BY WHAT THEY WROTE, FINDING THE BRITISH TO BE “BARABARIC” AND “PIGS.” ONCE THE BRITISH SIDE HEARD THIS, THEY WERE EXTREMELY UPSET BECAUSE THEIR ACCOUNT READ DIFFERENTLY. WE THEN DISCUSSED WHAT IT IS TO HAVE A ONE SIDED ARGUMENT AND HOW IT CAN BE PERSUASIVE.

7. STUDENTS WERE ASKED TO GO TO THEIR CLASS BLOG, READ THE PROMPT, AND RESPOND. AFTER READING A FEW REVOLUTIONARY PERSUASIVE EXCEPRTS, I WANTED THEM TO WRITE A LETTER AS IF THEY WERE AN AMERICAN PERSUADING

THEIR PARENTS THAT AMERICA SHOULD BREAK AWAY AS AN INDEPENDENT NATION. THEY WERE TO USE NEW VOCABULARY AND NEW PERSUASIVE

TECHNIQUES.

CLOSURE:

AS A CLASS, WE REVIEWED WHAT WE HAD DISCUSSED AND LEARNED THAT DAY. STUDENTS WERE REMINDED OF THEIR HOMEWORK – TO FINISH ANY ASSIGNMENT THAT DAY THAT WAS

LEFT UNFINISHED AND TO CONTINUE WORKING ON THEIR PERSUASIVE ESSAYS. ANY QUESTIONS COULD BE ASKED THEN AS WELL.

MATERIALS:(What do you need to gather and have ready for students to support and drive thislesson?)

1. POWERPOINT PRESENTATION

2. FOR COMIC:3. HTTP://INTERACTIVES.READWRITETHINK .ORG/4. HTTP://READWRITETHINK .ORG/MATERIALS/COMIC/

5. COMPUTERS6. PROJETOR

7. PRINTER

8. LITERATURE BOOKS

9. AMERICAN REVOLUTION EXCEPRTS

10. BLOG/PROMPT

DIFFERENTIATION:



(What can you do within this lesson to make sure that you are moving ALL kidsfurther in their skills and understandings? Note: It is not enough to mention thatyou’re working with a collaborating teacher or reading specialist here. This mightnot happen in each lesson.)

• Students were given the choice if they wanted to hand-draw their cartoon or

make it on the Comic Creator 2.0.

• Students were given the choice of blogging their in-class writing assignment,

or typing it/printing it out for me to read. (Some wished for theirs to beprivate)

• Students were separated into reading groups for reading activity.

NEW LITERACIES/21ST CENTURY SKILLS/TECHNOLOGY INTEGRATION:(Again, this might not happen in every lesson, but you’ll want to articulate it when itdoes – and offer ideas about why it isn’t the right fit specific cases, etc.)

1. STUDENTS ARE ACTIVELY USING THEIR COMPUTERS IN CLASS TO CREATE BASED ON WHAT IS LEARNED IN CLASS

2. STUDENTS ARE BLOGGING IN RESPONSE TO READINGS

ASSESSMENT:(How do you know what ALL students know? Formative and summative.)

Formative:

1. Rough Drafts2. Digital Cartoons

3. Blog Prompt4. In-class discussions/readings



Blog Prompt:

“For colonists living in the 1770’s, there was the one topic around whichmost conversation and writing revolved: the Revolution. The writing of thisperiod was political, and it was persuasive. It had a life-and-death purpose:

to win over the hearts and minds of American colonists - and the rest of theworld - to believe that rebellion was necessary.”

Allen, Janet, and et. al. Literature:American Litearture. Evanston: McDougal Littell, 2008.

After reading Patrick Henry’s “VA Speech…” and the two Revolutionary Accounts, recall the

persuasive techniques used in these writings. In response to these readings, write a letter as if

you were an American colonist writing back home to your family in Great Britain. Using at least3 of the vocabulary words below, write this letter to persuade your family to join the American

colonies and their cause for rebellion & freedom. You may use any resource available to help

you write this letter (textbook, computer, excerpts, etc.).

There is no length requirement. Be that as it may, I want to see what you know by using both thenew vocabulary and your knowledge of persuasion to write a well, thought-out letter.

In-Class Writing Grade: 10 points

Vocabulary Words:

1. Insidious 2. Comport 3. Subjugation 4. Martial 5. Inviolate 6. Supinely 7.

Invincible 8. Vigilant 9. Extenuate 10. Remonstrate

Link to blog: http://demondialogue4.wordpress.com/2009/02/27/a-letter-home-2/

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