comic



= **Instructional Activity** =

Day 1- Day 2- Day 3- Day 4- Day 5 Day 6 Day 7 and 8 1. Students will use their edited comic to create a comic using Pixton comic creating website
 * Title: Growing Comics: Students create a comic using plant content **
 * ** Audience- ** The audience for our instructional activity is first grade students.
 * ** Purpose- ** The purpose of this activity is for students to share the content that was learned during the plants unit
 * ** Standard- **Life ScienceS1L1. Students will investigate the characteristics and basic needs of plants and animals.a. Identify the basic needs of a plant.1. Air2. Water3. Light4. Nutrients. Identify the parts of a plant—root, stem, leaf, and flower.
 * **Outcome-** Students will create a 3-5 panel comic strip using at least 2-3 plant vocabulary in context.
 * ** Materials- **
 * 1) Comic panels [[file:Comic-Strip-Pages-for-Children.pdf]]
 * 2) Pencil
 * 3) crayons
 * 4) (optional) computer access to Pixton comic creator (online)
 * 5) Story Elements Graphic organizer [[file:story-map-graphic-organizer.txt]]
 * ** Step-by-Step Procedures **
 * 1) Teacher will share examples of comics from the newspaper as well as a teacher created comics on plants.
 * 1) Students will watch the student created movie to review key concepts of the standard
 * 2) Teacher and students will create a word splash of plant vocabulary: air, water, light, nutrients, root, stem, leaf, and flower
 * 1) Teacher will review correct capitalization, punctuation, and story elements: beginning, middle, end, characters, and setting
 * 2) Students will divide the class in groups of 2
 * 1) Teacher will ask students to fill out a story elements graphic organizer (see materials)
 * 1) Teacher will pass out supplies: comic panel, crayons, and pencils
 * 2) Teacher will give each group 20 minutes to draw out their comic using 2-3 key vocabulary terms in context
 * 1) Students will peer check the comics for story elements and grammatical errors
 * Assessment Strategies
 * || ** Storyboard- multimedia : Plant Comic Strip **

Teacher Name: **Mrs. Phyall** Student Name: ||  ||


 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Clarity and Neatness ** || Storyboard is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary. || Storyboard is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions. || Storyboard is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions. || Storyboard is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. ||
 * ** Cooperation ** || Worked cooperatively with partner all the time with no need for adult intervention. || Worked cooperatively with partner most of time but had a few problems that the team resolved themselves. || Worked cooperatively with partner most of the time, but had one problem that required adult intervention. || Worked cooperatively with partners some of the time, but had several problems that required adult intervention. ||
 * ** Spelling & Grammar ** || No spelling or grammatical mistakes on a storyboard with lots of text. || No spelling or grammatical mistakes on a storyboard with little text. || One spelling or grammatical error on the storyboard. || Several spelling and/or grammatical errors on the storyboard. ||
 * ** Content ** || All content is in the students\' own words and is accurate. || Almost all content is in the students\' own words and is accurate. || At least half of the content is in the students\' own words and is accurate. || Less than half of the content is in the students\' own words and/or is accurate. ||
 * ** Required Elements ** || Storyboard included all required elements as well as a few additional elements. || Storyboard included all required elements and one additional element. || Storyboard included all required elements. || One or more required elements was missing from the storyboard. ||
 * ** Follow Up Strategies ** – Students will share their comics with a peer and their peer will identify the key plant term and their meaning.
 * ** Reflection: **
 * Challenges ** - The rubric was really helpful in explaining expectations to the students. When teaching this lesson again, I would review the rubric elements separately and then build up to a project that uses all the requirements. Most of my students are visual and kinesthetic learners, so I would create example of a 1,2,3,and 4 piece. These are the challenges that I faced with the comic strip instructional activity.


 * Surprises ** - The students absolutely loved creating their comics using the computer. I allowed some students to print off their comics to share with friends and family. This is definitely a project that I will do again. I didn’t expect for the students to enjoy this as much as they did. Their personalities really shined when reading each comic.