ELA8, Monday, September 30, 2013 LESSON: Comics and Gallery Walk OBJECTIVES: SWBAT produce a visual representation

n of plot and conflict in The Ransom of Red Chief through the creation of a group comic strip. SWBAT respond to their peers work through a gallery walk. PROCEDURES: 1. Vocabulit story read aloud, by both the students and myself. Daily Learning Practice (DLP) sheet handed out and stapled in student notebooks. (10 minutes) 2. Teacher projects an image of an Iceman comic strip and asks students what they notice about the visuals and words. Students can use this as an example. Students are divided into five table groups, each group covering a stage of plot (example: exposition, falling action, climax, etc). Students make a comic strip on a large poster paper representing their stage of plot in The Ransom of Red Chief. Students also focus on conflict. (30 minutes) 3. Students participate in a gallery walk. Each group moves clockwise. Students respond to their peers comic strips on a peer response paper: 1. How well did this group portray plot and conflict in The Ransom of Red Chief? Explain. 2. What is your favorite thing about this comic strip? Classical music played to give students a feel for gallery life. (10 minutes) 4. Students go back to their seats and read the peer responses with their group members. Each group shares out one answer from peer review gallery walk with the whole class. (10 minutes) MATERIALS: Poster paper for comics, divided into six boxes Markers Textbook Comic book example Copies of peer response ASSESSMENT: Comic strip that clearly highlights plot stages through words and visuals Peer Response STANDARDS: RL 1: Cite the textual evidence that supports inferences drawn from the text. RL 3: Analyze how incidents in a story propel action. SL 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.