8/12/2019 ST Lesson Plan- Conflict With Comics (Final)

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Subject: Writing; Grade 8: (50 minute class)Unit: Poetry- Introduction to Short StoriesDesigned by: Sam Willett

Section 1Desired Results

Philosophy: Throughout my student teaching experience, students have engaged in numerousmethods of creating and appreciating written text, whether theyre composing their own poems orrealizing the significance of figurative language. All of this information can positively benefit how

they approach new topics and concepts, and theres nothing wrong with having fun while doing so.If students are encouraged to be creative in a positive and entertaining environment, retention ofthese new concepts will be much longer and push students to do more.

Essential Questions: What are the characteristics of a short story, and how are they used by a writer? Howdo I write a well-developed concise short story with meaning? What are the characteristics of my genre?

How do the choices I make as a writer impact my reader?

Standard:

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or

characters; organize an event sequence that unfolds naturally and logically.

1. Knowledge and Understanding:

Identity essential characteristics of writing a short story

Understand how short story writers use specific tools and methods in their writing2. Skills:

Think critically about the organization of a short story

Differentiate between writing a short and long-form story3. Reasoning:

Interpret ideas or text to write about/critique an idea4. Products:

Produce their own short story on the genre of their choice (final assessment)

Targets: Students should achieve target in a 50-minute period.

Students are to apply previously learned short story concepts to identifying situational conflicts andcreate new narratives that will benefit their own short stories.

Section 2Learning Plan

Materials: SmartBoard, computer, Short Story Prezi presentation, notecards, writers journalsConflict Cartoon Strips-Character vs. Society- http://www.themoleskin.com/wp-content/uploads/adding-tension.jpg- Character vs. Environment-http://www.inkcinct.com.au/web-pages/cartoons/past/2009/2009-500P--weather-wrap-.gif, http://www.frugal-cafe.com/public_html/frugal-blog/frugal-cafe-blogzone/wp-content/uploads/2011/02/church-of-global-warming-political-cartoon.jpg - Character vs. Character-http://2.bp.blogspot.com/_g5NbZEEJiSw/TPBvla1mVoI/AAAAAAAAASM/nYoQW4zLQxc/s1600/Basebargument.jpg- Character vs. Self-http://www.cartoonstock.com/newscartoons/cartoonists/mba/lowres/medical-left_alone_with_your_thoughts-anxiety-guilt-relationships-cruel-mban544l.jpg - Character vs. Technology- http://www.weblogcartoons.com/cartoons/you-v-tech.gif

8/12/2019 ST Lesson Plan- Conflict With Comics (Final)

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- Character vs. Fate-https://reader010.{domain}/reader010/html5/0616/5b24d52b79f63/5b24d52eba60e.j,, http://www.toonpool.com/user/562/files/fate_243275.jpg - Character vs. Supernatural- https://reader010.{domain}/reader010/html5/0616/5b24d52b79f63/5b24d53

Procedure:Ice Breaker (5 minutes)- Entrance Slip- What is a conflict?

- Students will turn and talk to their shoulder partner and discuss the definition and different types of conf- Teacher will ask to students to reflect on their discussion in asking, What interesting thingswere

discussed between you and your partner?

- After students finish discussing, students will apply how conflict to the units essential questions- Why isconflict an essential characteristic to a short story?

Identifying Conflict in Comics (15-20 minutes)- Class will be grouped in selected genre groups and randomly select two comic strips. Students will be

instructed to identify the conflict, explain their reasoning, and think outside of the frame to continue thenarrative of the strip. Their continuation should be 1-2 sentences long.

- After viewing, each group will present their findings with the class. Students should be observant to theiclassmates reasoning behind each conflict and how they continued the narrative to inspire their storymap.

Revisit Story Map & Craft Their Conflict (15 Minutes)- Students will be given the opportunity to revisit their story map for their short story and specify/improve

conflict based on what they took away from the activity, answering, what type of conflict is involved in mstory? and how does a strong conflict effect my story map?

- After making edits, students will discuss their conflicts with their genre groups. Group members willbe able to give positive, constructive feedback considering learned concepts and guiding questions,provided by the teacher.

Example Questions- Is your theme strengthened by your conflict? How do your main charactersengage in the conflict? How do your characters, setting, mood, and tone impact your conflict? Howcan the characteristics of your selected genre strengthen your conflict?

Wrap-Up (3 Minutes)- Teacher will connect conflict lesson to the units essential questions, how do I write awell-developed and concise short story? and what are the essential characteristics of a short story, and whado they do for the reader? The conflict is what drives the plot of a short story and inspires the characters and

reader to change, Without a conflict, the reader feels no need to latch on and invest in the story. If the author clear in developing exposition, characters, setting, mood, and tone, the theme, the grand take-away for thereader, will be stronger and effectively link with the conflict.

Homework (You Do): Rough drafts of their short stories are due on Friday. Students will be given class timthroughout the week to complete them. On Friday, teachers will conference with students and assist them in stheir final draft.

Section 4Reflection: As you are learning how to lesson plan for this class, be sure to reflect on the compoensure that you have alignment.

Philosophy:What is my philosophy regarding how students best learn?Does my activity reflect the answer to this question?

Standard(s):Does the target give students an opportunity to demonstrate proficiency of the standard?

Target(s):Does the activity provide students with an opportunity to achieve the target?

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