Tag Archive for work day

World Literature: Elements of a Graphic Novel

Standard: ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I can examine the narrative elements of a graphic.

Opening Session: Let’s look at the preview activities on page 142 of your book and discuss the comic strip. Once we’ve identified and defined the elements of a graphic novel, you guys get to read one today! Whoo!

Work Session: Flip to page 143 in your text and read Persepolis by Marjane Satrapi. Today is kind of an independent work day, as graphic novels are hard to read aloud. After you finish, go on to the Second Read questions 1-9 and answer them.

Closing Session: Grab your phone and find a comic strip you think is funny. Show it to the class!

Assessment: Informal – book check

Differentiation: Process (scaffolding, flexible grouping to read)

Workday Thursday

Standard:

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Learning Target: I will work with my group to write a narrative, ensuring that my technique is effective and my details well-chosen.

Activator: I’m pretty sure this song is ridiculous and I love it.

Work Session: Today you guys are going to have a whole work day to make some headway on your picture books. I can send students 5 at a time to the media center to type – so that means one from half the groups can go during the first half of class, and one from the other half of the groups can go during the second half of class. (You ever write a word so much it starts to look wrong? That just happened to me with “half”.) You can only go after you show me your hand-written draft! I’m not sending people to the media center just to fiddle around 😛

For those who are here, I’ll pass out the art supplies and your papers and show you how to fold them to make the pages of your books. I’ll be laminating them when all is said and done, so you don’t need to worry about gluing the pages together or anything 🙂

Don’t forget to work on your cover art! Make it awesome!!

Closing Session: Picture book check in – anyone care to read their story aloud to the class?

Differentiation: Process – students can work on different aspects of the book; content – differentiated groupings.

Assessment: Checks for understanding throughout, picture book will be a major project grade.

Workday Thursday and Friday!

Standard:

W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
W.9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Learning Target: Students will have a work session to make some progress on their Metamorphosis picture books.

Activator: I’m pretty sure this song is ridiculous and I love it.

Work Session: Today you guys are going to have a whole work day to make some headway on your picture books. I can send students 5 at a time to the media center to type – so that means one from half the groups can go during the first half of class, and one from the other half of the groups can go during the second half of class. (You ever write a word so much it starts to look wrong? That just happened to me with “half”.) You can only go after you show me your hand-written draft! I’m not sending people to the media center just to fiddle around 😛

For those who are here, I’ll pass out the art supplies and your papers and show you how to fold them to make the pages of your books. I’ll be laminating them when all is said and done, so you don’t need to worry about gluing the pages together or anything 🙂

Don’t forget to work on your cover art! Make it awesome!!

Closing Session: Picture book check in – anyone care to read their story aloud to the class?

Differentiation: Process – students can work on different aspects of the book; content – differentiated groupings.

Assessment: Checks for understanding throughout, picture book will be a major project grade.

Picture Books are DUE TODAY!!!!

Standard: 

  • RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Learning Target: Students will finish their picture books and turn them in for assessment.

Activator: We love this book at my house 🙂

HEY!!!! Your picture books are due TODAY!!!!!

GET TO WORK, SLACKERS!!!

Closing Session: Picture book check in – anyone care to read their story aloud to the class?

Differentiation: Process – students can work on different aspects of the book; content – differentiated groupings.

Assessment: Checks for understanding throughout, picture book will be a major project grade.

Picture Book Friday!

Standards

W.9-10.3 – Common Core State Standards

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.9-10.3.b – Common Core State Standards

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

W.9-10.3.c – Common Core State Standards

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

W.9-10.6 – Common Core State Standards

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.9-10.4 – Common Core State Standards

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

Activator

Final ten minutes of MonsterQuest: Bigfoot
Resources:

Learning Target

Students will continue work on their picture book by beginning to create their illustrations. and assemble their book.

Work Session

Welcome back, everyone! Today you guys are back in your groups to start creating your illustrations. You can use any medium you would like, and I can provide markers or crayons for you. When you do your illustrations, you should make sure you only color on ONE SIDE of the pages, and make sure to leave a half-inch on the side that will be part of the book binding. I’ll demonstrate this all for you in class. When you finish your illustrations, we will glue your two pieces together so they create the front and back of the pages. We want to do this separately, though, in case a.) you mess one side up and don’t want to ruin the other, and b.) the markers may bleed through.

Like I said, I’ll go over this all in detail in class, but just make sure you follow these guidelines and you will have a beautiful picture book by the end of the week!!
Closing Session

Picture book check in!

Assessment

Informal Assessment (work day)
 

Differentiation

Students will be placed in groups of varied ability level, talent, and learning style. Students will read in small group to account for differences in reading