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Assessment: Day 5 Historical Comic Strips Writing (90 minutes)

Essential Questions a) What conflicts developed between the northern and southern states in the years following the American Revolution and led to the Civil War? NCSS Themes III: People, Places, and Environments V: Individuals, Groups, and Institutions X: Civic Ideals and Practices Objectives VS. 7a Students will be able to demonstrate knowledge of the issues that divided our nation and led to the Civil War by a. Identifying the events and differences between northern and southern states that divided Virginians and led to secession. Writing 4.3: The student will use imaginative and expressive imagery to create works of art. e) Recognize different modes of writing have different patterns of organization. h) Use transition words for sentence variety. i) Utilize elements of style, including word choice and sentence variation. Writing 4.7: The student will write cohesively for a variety of purposes. Writing 4.8: The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.

Materials for Learning Activities Students will need pencil, writing journal, netbook computer, power strip, and rough draft. Teacher will need access to printer.

Procedures for Learning Activities Introduction Whole Group 5 minutes o Students will gather on carpet. Teacher will instruct students that they should be on to revising, editing, and typing their one explanation paper. Students will be informed that whatever is not finished today will be taken home and completed.

o Students will type up their final drafts on their Netbook computers. Before students are ready to print they will get the go-ahead from teacher. o Teacher will inform students that all of Daily 5/Language Arts period for the day will be dedicated to finishing comic strips, rough drafts, and final drafts. o Some students may use personal typing devices, foreign langue to English dictionaries, and the assistance of resource teachers to help write their paper. o Teacher will instruct students who are confident to begin work independently; those who have more questions or feel that they are struggling will stay on carpet and talk with teacher. Teacher will implement individual plans on a needs basis. Comic Strip Individual 80 minutes o Students will work independently on their comic strips. Rough draft Final draft Cover page Write up o Students will check in with teacher or resource teacher while moving from rough draft to final draft, and when ready to print. o When students are finished they will staple their cover page, comic strip, and explanation write up together and turn into the assignment basket. Students will complete check list and turn into the assignment basket separately. Closing Whole Group 5 minutes o Students will have time to share/reflect whats going well for them. Time for questions to be answered. Students will be reminded that if they are not finished with typing they are to take Netbooks home to finish typing for homework.

Technology Integration Netbook computers, Microsoft Word, online dictionary, and printer. Assessment Students will be assessed by their participation in creating a comic strip. Students will be assessed that their comic strip has dialogue or caption in each box, and the content is relevant and accurate. Differentiation ELLs and students with writing mechanic difficulties will be able to orally dictate captions/comic dialogue to teacher Students will have ability to use personal typing devices to edit their writing on Kinesthetic learners will be able to create comic strip hands on Visual learners will benefit from having professional graphic novels to look at for ideas

Students will be able to express thoughts in pictures and words Students will have selection of template and topic choice

Lesson plan by Mr. Youngberg George Mason University EDCI 554

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