C.T.

’s Signature:_________________________
Name: Sarah Tohill Cooperating Teacher: Emily Tonacchio
Date: 2/23/2016 Time: 9:45-10:56am 1:40-2:30pm Subject/Class/Period: English Language
Arts 8 and 9; periods 2/3, 7, 8
Specific Objectives To Meet Goals
Students will be able to grasp the concepts of the terms of exposition, rising action, climax,
falling action, and resolution and identify the corresponding elements in the short story “The
Scholarship Jacket” by Marta Salinas.
Students will be able to take these elements and summarize them and translate them into
visual form in a comic strip.
Common Core Standard Grade 8 (Reading: Literature – Key Ideas and Details 2)
To determine a theme or central idea of a text and analyze its development over the course of
the text; including its relation to the character, setting, and plot; provide an object summary of
the text through visual representation.
Motivational Techniques
Show the students a video example of how to create a comic strip or graphic novel.
Materials Needed
Computer paper, writing utensils, markers, SMARTboard, YouTube
Procedure for Lesson
-Students enter class and watch video introduction to graphic novel writing on the SMARTboard
-Students partake in a think-pair-share to discuss what a graphic organizer looks like and how it
can help summarize literature
-Students conduct short discussion of the plot elements of “The Scholarship Jacket” with
teammates to summarize the plot for a comic strip
-Students receive white computer paper to draft out the sequence of the plot visually
-When finished drafting the comic strip, students will add final details and colors then turn it in.
-Students who do not finish in class receive the assignment for homework
Academic Language
Exposition, rising action, climax, falling action, resolution, visual representation, graphic novel
Assessment Methods
Informal walkthroughs. Do the students understand how to recognize and summarize the plot
elements in the short story? Can they separate the essential details from unnecessary details?
Evaluation of the Field Experience Student’s Performance
The lesson went smoothly, and I was able to interact with the students more closely than previously.
Other than a few behavioral problems, the majority of the students worked easily and though many
needed help, once they had been pointed in the right direction, they seemed to be able to continue. The
majority of the students were not able to finish during class time, but I think that it was to be expected
of an art-related project. Overall, I thought that this was a really good lesson and would teach it again.