5-Day Integrated Literacy Planning Sequence

Part 1: Setting the Stage

Grade Level: 4

Big Idea: Storyboard Comics

Text Genre: Graphic Novels

Mentor Text: The Dragon Slayer : Folklore tales from Latin America

Brief Synopsis: This comic book depicts different short comics told from children recreating folklore tales in their own lives
It covers a lot of the concepts in regards to how the 5 day learning cycle may go, and showcases good examples of what
they need to create themselves.

Overall Expectations:

Strand A Strand B Strand C Strand D

A1. Transferable Skills B2. Language Foundations for C1. Knowledge about Texts D1. Developing Ideas and
Reading and Writing Organizing Content

demonstrate an apply foundational

understanding of how the
seven transferable skills
(critical thinking and problem
solving; innovation, creativity,
and entrepreneurship; self-
directed learning;
collaboration; communication;
global citizenship and
sustainability; and digital
literacy) are used in various
demonstrate an
understanding of
foundational language
knowledge and skills, and
apply this understanding
when reading and writing
B3. Language Conventions for
Reading and Writing
knowledge and skills to
understand a variety of
texts, including digital and
media texts, by creators
with diverse identities,
perspectives, and
experience, and
demonstrate an
plan, develop ideas, gather
information, and organize
content for creating texts of
various forms, including digital
and media texts, on a variety
of topics
D3. Publishing, Presenting, and
Reflecting
language and literacy
contexts
A3. Applications, Connections,
and Contributions
apply language and literacy
skills in cross-curricular and
integrated learning, and
demonstrate an
understanding of, and make
connections to, diverse
voices, experiences,
perspectives, histories, and
contributions, including those
of First Nations, Métis, and
Inuit individuals, communities,
groups, and nations
Culminating Task: 5 panel Comics
demonstrate an
understanding of sentence
structure, grammar,
cohesive ties, and
capitalization and
punctuation, and apply this
knowledge when reading
and writing sentences,
paragraphs, and a variety of
texts
understanding of the select suitable and effective
patterns, features, and media, techniques, and tools
elements of style associated to publish and present final
with various text forms and texts, and critically analyze
genres how well the texts address
various topics
C2. Comprehension Strategies
apply comprehension
strategies before, during,
and after reading, listening
to, and viewing a variety of
texts, including digital and
media texts, by creators
with diverse identities,
perspectives, and
experience, in order to
understand and clarify the
meaning of texts
Learning Goal: Students will be able to recreate their own take on classic folklore tales using the knowledge /
comprehension skills required, language and artistic direction.

Part 2: Planning the Sequence

Focus/Timing Day 1 Day 2 Day 3 Day 4 Day 5

Specific A1, A3, B2, B3, A1, A3, B2, B3, A1, B2, B3, C1, B2, B3, C1, D3
Expectations C1, C2, D1 C1, C2, D1 C2, D1 , D3 C2, D3
(By number only)

Assessment Exit ticket: What Check in :Full Assignment Due -

/Evaluation folklore story have you organizer to be Comic Book Panels
chosen? completed and
checked before
moving on to comic (With the nature of
creation every classroom being
different, this could be
pushed to a day 6 if
many students needed
more time to finish)

Word Work Exploration of words Provide students with Return to the word Parts of speech in Used towards time for
(15-20 mins) related to comic books a couple comic images wall and have comic books and independent work
-phonemic awareness, and the book itself in a (no words present) and students create full what that looks like today
phonics, vocabulary, word wall have them create sentences with the ● Pow
etc. the root words, where captions for the words, and examples ● Bang!
they come from, images. Make it into a of what each of them ● CRASH!
definition competition! Who can could represent. What do these etc.
● Panel make the best (Written word and represent?
● Storyline caption? visual elements) What kind of
● Onomatopoei emphasis is given to
a Reference word wall, a panel when these
● Action words add as necessary. are used?
● Folklore
 ● Etc.
Build upon this wall as
the week goes on.

Targeted Mini- Introduction to Latin One Read Aloud of a One Read Aloud of a Explanation of final Brief explanation of
Lesson (15 mins) Folklore comic out of the comic from the mentor assignment / expectations and
-read aloud/modelled ● Short mentor text, circle work text, afterwards using expectations for assignment, gauge
writing, shared Slideshow to show the images the whiteboard, ask comic panel creation where the class is / if
reading/writing, guided present. Ask the same the students what - Exploration of they’ll be done by the
reading/writing One Read Aloud of a questions, but happened in the story. rubric end of the period
comic out of the emphasize attention Write out 10 different (WHOLE CLASS)
mentor text, photos being brought to the things that happened.
enlarged to circle back language they’re Class discussion of
to at the end of the using. Go over the what this room
slideshow expectations for the should look like
● What do we Refresher on what 10 happenings that while we are
notice? adjectives are and how have to occur in their independently
● What type of they are used in own story. working
detail is added speech. What do they
to the scenes? tell us? Create a mock
● Do the words list on the white board
add another when describing
meaning? Do different settings to
the pictures? give examples. Expectations for the
comic book panels -
Ex. Scary Story individual instruction
Basement , King and unless most of class
Queens Castle, In a finishes the graphic
forest organizer quickly.
Outline 5 panel
expectation, word
usage, colour, etc.

Independent Graphic organizer for Graphic Organizer for Graphic Organizer for Creation of the Creation of the comics
Practice (30-40 comic book panels comic book panels comic book panels comics
mins) https://youtu.be/ Responsible for Responsible for the 10 Students will get to Students will finalize
-reader’s/writer’s 1Nb_ZDvoWEg? adjectives used to things that happen in choose from the their comic page and
workshop feature=shared - Kids describe their scenes their story - if they templates what add colour if time
-focused learning Make Comics (expectation is 5 finish early, the page they want to permits.
centres/stations reference if students adjectives), beginning templates will be use to translate their
are stuck on details, and end of the folklore available for them to ideas from organizer
 provide the link story. start on the final to comic panels.
digitally. (Share in mini creation of their
lesson if time folklore comics.
permitting)

Only responsible for

character creation and
choosing a folklore
story to cover today

Start to think about

what ways they are
going to explore their
folklore story.

Consolidation/ Turn and Talk to table Ask students to Once they have Allow students to Comics will be posted
Sharing groups, what popcorn some of the completed their work through till the on the wall, in a gallery
characters have you adjectives they used in graphic organizers, end of the period. walk style. Students
(10-15 mins) come up with? their organizer, have they must be checked will be able to share
-How will you bring it all the class guess where by a teacher Give students time the titles of their
together? they might have their (Assessment of warnings (10 comics as well as their
setting. Learning) minutes, 5 minutes) art.

Resources/Materials for the Week:

*Create/find and include any materials needed to implement this sequence (e.g., templates, graphic organizers, reader’s
theatre, games for centres, etc.). Source all ideas adapted.
● Adapt Word Wall to reflect Comic Book Unit. Example:
● Slideshow link: https://docs.google.com/presen
tation/d/1A3XsZ5-rsbJbgBL7CljUn5_6Yx3NKLbdHmUHj7jBZ4M/edit?usp=sharing
● Graphic Organizer link: https://drive.google.com/file/d/12EwWKocvbGJNBcc7Mt2j3wkk4e1d4koS/view?
usp=drive_link
● Comic Book layout options link: https://www.dadsworksheets.com/charts/comic-strip-template.html - print them off
so students can choose from the ones you have accessible OR use these in the googleslides:
https://drive.google.com/file/d/1255BLBBF93lIvHVONgPT-4Zt5q6qUza6/view?usp=drive_link
● Comic Checklist: https://drive.google.com/file/d/12LzLEdzReeimDxLChFWpo1CbrtcLhI9l/view?usp=drive_link
● Rubric link: https://www.teacherspayteachers.com/Product/General-Comic-strip-rubric-Editable-4559960?
st=dd97f5da5a7f6dd7ec914a6194ef4e09 Free editable rubric (edit to meet Ontario Curriculum requirements +
personalized class expectations)