it’s all in the details: elaboration using comic strips susan zimlich university of alabama aagc...
TRANSCRIPT
It’s All in the Details: Elaboration Using Comic
StripsSusan Zimlich
University of AlabamaAAGC 2008
Big Concepts
1. Elaboration is the many, sometimes small, details of a work.
2. What distinguishes a professional is often the kind of elaboration he or she includes.
3. Elaboration is a sign of creativity and higher order thinking.
NCTE Standards
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
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 Standards
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.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
NCTE Standards
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.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Consortium of National Arts Education Associations National Standards
• Visual Arts Grades 5-8– Content Standard 1: Understanding and applying media,
techniques, and processes
– Content Standard 2: Using knowledge of structures and functions
– Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
– Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
– Content Standard 6: Making connections between visual arts and other disciplines
Unit Outline Overview
• One hour each day for 9 days.
• Lessons may be segmented differently
• Lesson should be rearranged for teachable moments
• Lessons Contain– Objectives– Big Ideas– Learning Objectives– Materials– Activities– Remediation/
Accommodations– Possible Extensions
Day One:
• Create a web of Comic and Cartoon knowledge (20 minutes)
• View websites about different cartoonists (30 minutes)
• Write questions for professional cartoonists (10 minutes)
Day Two:
• Forecast the ending of a comic strip (20 minutes)
• Classify comics (20 minutes)
• Plan your comic strip (20 minutes)
I wonder what is
behind that rock.
Perhaps I will go check it out.
Day Three:
• Issues in comics (15 minutes)• Elaboration in pictures versus text (20
minutes)• Create a rubric/checklist (15 minutes)
Day Four:
• Decisions for your comic (20 minutes)• Create a comic template (20 minutes)• Story/Comic Elements (20 minutes)
Day Five:
• Story Writing (60 minutes)
Day Six:
• Converting your story to a comic (15 minutes)
• Character design (25 minutes)• Comic Creation (20 minutes)
Day Seven:
• Comic Creation (60 minutes)
Day Eight:
• Comic Creation and Editing (60 minutes)
Day Nine:
• Evaluation (10 minutes)• Book making (15 minutes)• Comic Sharing/Debriefing (35 minutes)
A Sample Rubric
Pictures • Are the pictures neat?• Are the pictures the best quality?• Do the pictures show the action in the
story?• Is there elaboration?• Is the coloring done well?
A Sample Rubric
Captions/Story • Are the words spelled correctly?• Are there complete sentences?• Is there correct punctuation?• Is appropriate language being used?• Does the text make sense?
A Sample Rubric
General Appearance• Is it neat? • Are the boxes/panels straight?• Is the comic appropriate?• Overall does it have enough details?• Is it a good length?• Is it entertaining?
A Sample Rubric
• Categories for Evaluation– Needs improvement – Adequate – Exemplary
• Include a space for other comments & suggestions
For Other Students (less interested in comics)
• Students who are still interested in stories could create a picture book or chapter book and still complete several of the lesson activities.
• If you have the computer resources, then students can utilize the computer to create the pictures for their comics.
• Students who are interested in science or social studies can create comic strips along the lines of Slylock Fox and Comics for Kids. This comic strip is educational in nature. Students will still need to pay attention to the use of elaboration and conveying information in a very concise fashion.
