Lesson+Plan+1

Introduce comics to students: give a brief history of comics: outline objectives students: create their own comic by the end of the unit: engage students. __ VELS __ Discuss the purposes for which arts works are created in different historical and cultural contexts. ||  1. Class Discussion: what do you know about comics? (10 minutes)  2. Slideshow: [] brief overview of comic history (10 minutes)  3. Discuss presentation: What makes a comic a comic? (10 minutes)  4. Students research on web: definition of comic. (15 minutes)  5. Students regroup in classroom: discuss definitions of comics. (10 minutes)  6. Introduce purpose/timeline for next 9 weeks. (10 minutes)  7. Conclusion reflection (5 minutes) || · Power point presentation: set up prior to class: use interactive white board. · Computer labs booked. · Power-point presentation: timeline for Unit || Class discussion: Ask students to consider what makes a comic a comic: Find out who reads comics: ask what comics they are reading and why they like to read comics. Give presentation ‘History of Comics’: Ask students to consider again what makes a comic a comic: Ask them wether their interpretations have changed after watching the presentation. || ** Key Questions **
 * LESSON PLAN ONE FOR 10 week lesson plan: **
 * **YEAR LEVEL:** 5/6 || **DURATION:** 1 hr || **DATE:** 1st week of unit ||
 * **LESSON TOPIC:** Introducing ‘comics’ ||
 * **LESSON OBJECTIVES:**
 * **ANTICIPATED PROCEDURE** (written in numbered point form – focusing mainly on what the teacher and students will be expected to be doing)
 * ** Setting up – organisation of materials **
 *  **Induction / Opening** (ways in which students will have their prior learning/ existing knowledge acknowledged)

When do you think comics first started?

What do you think makes a comic a comic? Or what makes a comic different to a book? To a movie? To a piece of music? To a painting? || ** Key organisational / Management Issues **

//Group discussions// //potential for students to not participate//: sit in a circle and go around circle so everyone has at least one chance to make a suggestion.

//Potential for students to be distracted in presentation//: make presentation as engaging as possible: music, video, images. ||
 * **Activities** (ways in which students will engage the content in order to experience meaningful learning)

Research activity on the internet: Students to create a folder for information about comics including history of comics, images, resources and other links. Students to look for definition of ‘comics’ online:

Students to find a comic that looks interesting to them: write down the title, author and what the comic is about, || Is there much material on the internet about comics?

How many different definitions of comics are there on the internet?

What kind of comics have you found that look interesting?

Look up graphic novels: What are they? || When students are working on computers there is a potential for them to go off task and look at irrelevant information: to overcome this I will say I’m going to give out a prize to the student who finds the best information. Also roving monitoring student use. || Talk about line, colour, movement, panels, story, words and pictures, etc. || Ask students if their definition of what makes a comic is the same as before? Ask what elements go into making up a comic? || Student focus: by having short 5-10 minute sessions students should not get bored and be engaged throughout. || Explain that the idea of the Unit is for students to understand what constitutes a ‘comic’ so they can make their own comics by the last lesson. || What sort of parts of the comic would you like to learn more about? What are your goals for this Unit? What would you like to achieve? || Students to write down goals || · [|http://scottmccloud.com] **author of ‘Understanding Comics’: great website for information about what makes a comic a comic.** · http://comics-in-literacy.wikispaces.com **wiki website made in literacy class: lots of good information about comics with heaps of links to good comic websites** <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times New Roman','serif';">[]: **loads of different links to hundreds of comic-related websites.** <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times New Roman','serif';">[]: **Check out the 24hour comics day. Started by the one and only Scott McCloud himself.** <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times New Roman','serif';">[]: **A great list of a selection of Henry Jenkins favourite graphic novels: like Persepolis that we looked at in Literacy Class.** <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times New Roman','serif';">[]: **make your own captain underpants comics!** || Anecdotal/observation Sample work-comic file on computer Input to class discussion-quality of ideas and comprehension ||
 * Class discussion: Discuss information that students have found:
 * Show students power point presentation of Unit Outline:
 * **Closure** (Student/ class reflection on learning experience[s]) || What have you learnt from this class? How will you use these learning’s in the future? || ||
 * **RESOURCES:** Websites for students to look at during search time: purpose: to gain a deeper understanding of the history of comics and what makes them a unique art form:
 * <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· **<span style="font-family: 'Times New Roman','serif';">[] **When comics were banned!**
 * <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· **<span style="font-family: 'Times New Roman','serif';">[] **history of comics**
 * <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· **<span style="font-family: 'Times New Roman','serif';">[] **postmodernism and comics**
 * <span style="font-family: Symbol; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· **<span style="font-family: 'Times New Roman','serif';">[] **: comic book artists**
 * ** CRITERIA FOR ASSESSMENT: **
 * **REFLECTION(S): **My personal reflections after the lesson – how I think it went? any improvements that I could make if I was to do that lesson again. Was all the material appropriate? Where there any aspects of the lesson that were unnecessary? After finding out where the students knowledge is at and what goals they have set will I alter the Unit now? ||