![]() ![]() Discuss with students how to use and implement comic bubbles for character dialogue and thoughts.Refer students back to the comic strip examples highlighting the first block which includes the title, artist’s name and an image that indicates what the comic strip will be about (the storyline or characters the reader will experience).Then using a comic strip format students will sketch and draw what they discovered about their career (education/training, salaries, environment, etc.) including the pros and cons.Students will begin researching a career on.Comic strips can be found in the newspaper as well as online. Display a variety of comic strips on the classroom board and set up a visual display board for student to reference during the lesson. ![]() Objective 2 Students will be able to create their own original comic strip depicting their research of their career. Ask students to volunteer their answers and help guide the class in figuring out that their interests, abilities and academic strengths will help them discover personal career options.Objective 1Students will be able to select a career of their choice using the O Net website ( ) and explore what it takes to acquire a job in this field.Įssential Question: Students will read and answer the essential question that is written on the classroom board: Identify related PA Academic Standards taught and evaluated when appropriate. Numbers only, see sections on Resources (R) & Equipment (E). Describe adaptation instructions for special needs students when appropriate. Specifically identify how to use the aids or materials identified of each activity. Student work will be organized so that they can move form teacher-guided activities (on-line research) to concrete group (peer review/critiques) activities and independent work (drawing) applications.ĭescribe the specific content covered in each activity and how teachers should manage the strategy. How will the work be ORGANIZED for maximal engagement and effectiveness? This lesson allows for students of all modes of learning, styles, and intelligences in that they will be reading, writing, discussing, and drawing throughout the lesson. ![]() How will the work be TAILORED to individual needs, interests, brain dominances, modes of learning, styles, and intelligences? Volunteers will have the opportunity to share their artwork and present it to the class. Student artwork will be displayed around the classroom. Students will be able to express their understanding through their drawings. How will students EXHIBIT their understanding through final performances and products? How will you guide them in self-EVALUATION to identify the strengths/weaknesses in their work and set future goals? Peer Critique-Students will share their ideas and drawings with a partner while taking time to revise/edit their artwork making sure their comic strip is clear and readable. How will you cause students to REFLECT & RETHINK to dig deeper into the core ideas? How will you guide students in REVISING & REFINING their work based on feedback and self-assessment? REHEARSING for their final performance? They will then create comic strips to cite evidence of their findings. Students will use to research a career of their choice. What learning experiences will ENGAGE students in EXPLORING the big ideas and essential questions? What instruction is needed to EQUIP students for the final performance? Students will analyze a variety of comic strips and discuss as a class the function, format and layout of comics. How will you HOOK and HOLD students through engaging and thought-provoking experiences that point toward big ideas, essential questions, and performance tasks?
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