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This lesson plan outlines an art class for grade 4 students about developing storyboards and comic strips. The teacher will first show examples of comic strips to familiarize students with the format. Then, students will work in groups to brainstorm stories that could be told through a comic strip involving various winter activities. Each group will create a storyboard outline on paper with 3 frames to represent the beginning, middle, and end of their story. The teacher will monitor the groups and provide feedback to ensure the stories include key elements of narrative structure and comic strip design.

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51 views

Lesson 1 Blog

This lesson plan outlines an art class for grade 4 students about developing storyboards and comic strips. The teacher will first show examples of comic strips to familiarize students with the format. Then, students will work in groups to brainstorm stories that could be told through a comic strip involving various winter activities. Each group will create a storyboard outline on paper with 3 frames to represent the beginning, middle, and end of their story. The teacher will monitor the groups and provide feedback to ensure the stories include key elements of narrative structure and comic strip design.

Uploaded by

api-273231171
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson

#1

Developing a Storyboard

Date

November 3, 2014

Subject/Grade
Level

Grade 4 Art

Time
Duration

34 Minutes

Unit

Teacher

Mr. Goertzen

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General
Learning
Outcomes:
Specific
Learning
Outcomes:

Component 10(i).2: Students will illustrate or tell a story.


2a) A narrative can be retold or interpreted visually.
2b) An original story can be created visually
LEARNING OBJECTIVES

Students will:
1. Interpret the text and images of a comic strip (2a)
2. Create a narrative that will include images. (2b)

ASSESSMENTS
Observations:
Key Questions:

Products/Performances:

Look at groupwork. Monitor ideas and suggestions. Listen for beginning, middle, and
end, in their story.
What are the main things that a comic strip has?
If you took away the pictures, would this comic strip still be a story? Why or why not?
If you took away the words, would the comic strip still be a story? Why or why not?
How do the pictures help you understand the story better? (explain).
How do the words help you understand the story better? (Explain).
Could you make a story with just pictures, and no words? (exlain).
Could you make a story with just words, and no pictures? (explain/give example).
Will view their story-board ideas to double-check for inclusion of learning concepts
(words and text, humor, storyline). Will give feedback to each group as I circle around

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Program of Studies


Pinterest : www.mykidsadventures.com/create-comic-strip-
kids/

Powerpoint- Comic strips


White-Board Markers
Large Papers for the groups.
Name Cards.

PROCEDURE
Prior to lesson

Consider:

Attention Grabber
Assessment of Prior
Knowledge
Expectations for Learning and
Behaviour
Advance Organizer/Agenda
Transition to Body

Consider:

Variety of Learning Styles


Questioning throughout
Differentiation for students
Focused formative assessment

Introduction
Att/Grab: Who likes Garfield? Peanuts? Calvin and Hobbes? Lion King?
Then show them a project I did in Grade 10 English- Lion King Comic Strip.
Ass/Prior: By show of hands, who has read a comic strip in a newspaper?
Who has read a book thats just comic strips?
Ass/Prior: What is a comic strip?
Adv/Org: Today we will look at some examples of comic strips and look at
how they are made. Then we will create our own stories. In the next few
art lessons, we will create our own comic strips about winter activities in
Southern Alberta.
Body
1.

Now that we have seen a few examples of comic strips, we want to


create our own stories that we can convert to a comic strip later on.
Lets do one together. But before we do, we need to find out what
is included in a comic strip. (use this time to collaborate with them

Time

5:00

Time
2:27 PM

1. 7:00

Consider:

Consolidation of Learning
Feedback from Students
Feedback to Students
Transition to Next Lesson

as to the criteria for a comic strip-elements. Write them down on


the front board.
2. Next, move to the example activity. What winter activity do we
want this story to be about? Who are the characters? What
happens in the story? What happens next? NOTE: use popsicle
sticks/cards with individual students names to prompt answers to
question. This eliminates hands-up or blurted answers. Once we
have the example on the board, we organize the story into three
parts that can be told in three frames. Then we will draw a crude
story board on the board.
3. Split the class into four groups of five (if students are in single rows,
by row) or five groups of four (if students are in paired seats) by
row. Ask Austin if he wants to hand the blank papers to each group.
Then, tell each group to brainstorm ideas for their own storyboard,
like the one we just did on the board. Make sure the story includes a
maximum of three characters (three people, or animals) Assign each
group a different winter activity. A) building a snowman b) sledding
c) shoveling snow d)skiing e)snowball fight f) making a snow angel.
Give them a hint (tell them to make the story funny). If they need
my help, get one of them to raise their hand and I will come over
and help them. Tell them when the time is nearly up, you will get
them to use the quiet coyote technique to draw attention back to
you. They will make the quiet coyote sign and look at you. As they
are working, move around the classroom to help give ideas and
guidance. Look for inclusion of elements such as a three-part story,
text as well as image ideas, characters and what they say.
Closure
For closure, ask them what the basic elements of a comic strip are. Keep
using the cards, asking students that havent yet had a chance to
answer a question. Then ask them if they could tell you why you would
use a comic strip instead of just pictures or just words.
Next time, we will draw our characters in detail.





2:34 PM

2. 8:00 Min







2:42 PM
3. 10:00 Min

Time
2:52 PM
4:00


Sponge Activity/Activities

None necessary.

Reflection
The lesson went OK. I had problems conveying direct instructions, so students started the
activity unsure of what to do. I also had difficulty with classroom management and noise (using
certain students as class catalysts). I also had difficulty with my questions.
Next Time, I would make smaller groups, give more concise instructions, and develop an
organizer. I would also write the instructions on the board instead of relaying them orally.
Quiet Coyote worked, Timing worked, and I had a definite Start/End.

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