3 Camera Stories Overview
3.1 Lesson Plan # 4&5

The Multiple Photo Short Story

Lesson Plan # 4&5

Lesson Plan Title: Beginning, Middle, End - Unscrambling the Story using comic strips to understand simple plot

Concept / Topic To Teach: understanding sequence and relationship

General Goal(s): Students will focus on understanding “story” as a series of related, coherent events told by a controlling narrator and create a pattern story using a cartoon strip as a model.

Specific Objectives:

Lesson 3

• Students will be introduced to the vocabulary required to understand and carry out the tasks.

• Students will study the cartoon strip frames as pieces of a coherent written and visual narrative

• Students will describe what is happening in the story based on the story elements both visual and written.

• Students will re-organize the cartoon frames into the most coherent sequence based on story cues

• Students will justify their sequence by describing the story cues using their previously acquired and new vocabulary

• Students will use transitional words to assist them in describing and organizing the cartoon frames by referring to the details of time/place and consequence (see new vocab)

Lesson 4

• Students will write a story modeled on their final cartoon strip from lesson 3 and which incorporates the specific objectives laid out in that lesson.

• Students will also incorporate dialogue from the cartoon strip

Required Materials:

• A collection of simple cartoon strips preferably 5-7 frames (coloured comics insert from weekend newspaper, copies of online cartoons for kids, copies of school library cartoon collections). You will need at least 2 strips for each child plus the 3 strips which you have copied as a class set for the group exercise.

• Glue sticks

• Scissors

• Paper strips to hold the finished sequences

Anticipatory Set (Lead-In):

• Vocabulary review

• Story Elements - character, setting, conflict, mood, point-of-view

• Picture references - subject, foreground, background

• New vocabulary

• • cartoon, frame, sequence, dialogue balloon

  • transitional words

    • Time/Place - first, then, after, meanwhile, before, suddenly, at last, finally, under, behind, beside, on

    • Consequence – because, since, so, so that, then, but

Step-By-Step Procedures:

Lesson 3

• Introduce the new vocabulary using class or online dictionaries for simple definitions. Discuss how we use transition words to show relationships in spoken and written speech.

  • First we had our breakfast, then we went to school.

  • My eyes are above my nose but beneath my eyebrows.

  • I stayed home from school yesterday because I was sick so I missed picture day.

• Review lesson #1 – the cues we use to “read” a picture

• Pass out the 3 copied cartoon strips to each student (all students should be viewing the same strips)

• Discuss how we read the stories of 2 of the cartoon strips together as a class, making reference to the key character(s), placement of figures and objects in the frame, expression on face(s)

(esp. eyes), body position, attire, setting, significant objects, actions and of course the text within the dialogue balloon.

• In case students don’t know, point out that dialogue is direct speech delivered by a character. In a cartoon it is indicated by placing the speech inside a balloon with the tail pointing at the speaker. A thought or dream is shown, by placing the dialogue or image inside a cloud balloon which again points at the dreamer or thinker.

• As you are discussing details together, be sure to use transition words to clarify and show relationships. Remind students that there are a lot more transition words than the little list you have given them because there are so many words that help to connect ideas and actions. They don’t need to know them all; they just need to connect their important details when they are telling a story.

• Now have students cut these 2 strips apart, numbering the backs of the squares so the proper sequence can be checked at the end of the exercise. Shuffle the squares and without checking the backs, re-order the strips using the cues previously discussed. Have students check to see that their order is correct and emphasize that sequence is a process decided and controlled by the writer or photographer or cartoonist in order to make the story as clear and sensible as possible.

• Do not discuss the 3^rd strip but have students number the frames on the back then cut them apart. Shuffle the frames and then using all the cues and story details re-order this final strip. Have students write a brief explanation of their choices using transition words wherever possible. Glue down the final sequence when they know it is correct.

• Discuss the 3^rd strip together when students seem to be done, noting the details they observed and the relationships they saw.

• Now, distribute the collection of cartoon strips not yet used, having each student choose one for themselves. Have them study it, number it and cut it apart. Then assign a partner to each student, and have them exchange shuffled strip squares with each other.

• Using the process already established have students re-order the strips sequentially to their satisfaction without checking the backs or gluing down. Then have them come together as partners to discuss the sequence, giving their justification orally to the partner. Have students check to see if the sequence is correct, clarify if a re-ordering is necessary and glue down the strip in proper sequence.

Plan For Independent Practice:

• Have each student choose a strip to take home. Number and cut it before leaving. With a partner at home, re-order the sequence discussing the written and visual cues and details. Check for accuracy, glue down and write out the justification by referring to each square as it relates to the new vocabulary. Wherever possible use relationship or transition words to clarify details. You may have them do this in point form or full sentences

for example

• The main character is Garfield the cat in the first frame. He is laying on his carpet and it is a close-up shot. Garfield is looking toward two mice who are standing by his face and smiling at him. He doesn’t seem very interested because his eyes are half closed, but he is looking back at them.

• In the next frame one of the mice shows Garfield his little guitar and he tells Garfield that they are going to sing him a song they wrote about him. Garfield does not even move or show any change except his pupils move to look at us instead of the mice. It is kind of like he is saying “ this I have to see ” but his mood is bored because his eyes are still half closed .

Assessment Based On Objectives:

• Does the student understand sequence as an ordered series of related events?

• Does the student use transition words to show relationship?

• Does the student refer to story elements and picture references to clarify details?

• Does the student take part in oral discussion?

• Does the student describe the cartoon frames in written form with appropriate elaboration and use of grammar conventions?

Lesson 4

Have students use their written justification and their cartoon strips to write a simple story. Remind students to focus on having a beginning, a middle and an end to their stories with one paragraph for the first frame (the introduction) at least 3 paragraphs for the middle (again, using the cartoon frames as reference) and one paragraph (last frame or two) for an ending. You are looking for a clear, sequential flow to the plot line with use of transition words to show relationship and time passage. Depending on the abilities of the writers some of the paragraphs will be longer and more complex than others but the measure of success here is that the stories are sequential and coherent.

Students should have a clear point-of-view/narrator. It is probably easier for them to use 3^rd person narrative but they could choose to be one of the central characters.

This is a good opportunity to reinforce the use of quotation marks for dialogue. Remind them of how the cartoon strip puts only the actual words spoken or thought inside the dialogue bubble. It is exactly the same in a written story except we put quotation marks at the beginning and end of the direct speech.

Assessment Based On Objectives:

• Does the student understand sequence as an ordered series of related events?

• Does the student use transition words to show relationship

• Has the student referred to story elements and picture references in the cartoon strip to clarify and elaborate the details of her story?

• Are dialogue and use of quotations used appropriately?