Pamela M. Fowler
Objectives
Ss will learn and discuss the function of action in a story.
Ss will determine the action they wish to use for their episode.
Materials Chalk, magazines.
Activities
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1. So far we have our hero, you have your own villain, setting and action word. What else do we have to decide on? Write action on the board. What does this word mean to you?
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2. In every thing we see or read (examples—movies, books, magazines), there is always some kind of action taking place. Why? Use examples of movies or books.
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3. In the comics we’re writing, using a hero and a villain, what kind of action usually takes place? Why?
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4. Clustering
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5. Group Work—Using the ditto, students will put together everything they have to make a story.
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6. Writing and editing of first draft.
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7. Writing and editing of second draft, rewrite first.
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8. Division of story into ideas.
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9. Teacher conferences.
ACTION
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1. What kinds of conflict does the hero and the villain become involved in? (fights, chase scenes, traps, etc.)
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2. What has the villain done to cause this conflict? (Example: Has he/she killed, kidnapped, or destroyed someone or something?)
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3. How does our hero get himself into this conflict? (Example: Does someone ask the hero for his help?) How does he get himself out of the conflict?
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4. Which special powers aid either Olympia Man or the villain in their deeds? Do any of these powers ever cause problems for them?
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5. What other characters are involved in your story (if any) besides the hero and the villain? How do they fit into the action?
Putting it all together:
Materials
15-20 9”x6” paper per student
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crayons
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3 brass fasteners
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rulers
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magic markers
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clear contact paper
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pencils
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3”x5” index cards
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pens
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1 photo of each student
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Cover Page: Have the students decide on a title and the picture for the cover of his book. Once decided have him lightly sketch the information on the cover with a pencil. In the lower right hand corner have the student fill in all the information pertaining to the author and illustrator of the book. Remind the students to give credit where credit is due. For example: photos or pictures drawn by a peer or a parent. Once the information is set into place have they leave behind.
Title Page: The title page is the second page of the book and includes the following information; the title of the book the author, the illustrator the publishing company, (this was decided by the class and was created from the school name, classroom and the year) and the copyright stating permission for any duplicating of the books. The lining up of the words was done with the aid of a teacher or aide. Once the class understood the way it was done they were able to follow through on their own. I also put on the bulletin board my copy of a comic strip narrative so the students had a visual aid to go by in case no one was a round to help them. The work then became very independent and they did not feel as if they were forbidden to work on the book at their leisure.
(figure available in print form)
Dedication Page: This third page of the book is simply dedicated to whomever the child wishes.
(figure available in print form)
The fourth page is blank and the fifth page is the picture page.
Picture Page: This page is divided from corner to corner. The top part is illustrated with a portrait of the hero and the bottom page is of the villain with their respective names on the page in the opposite corners.
(figure available in print form)
The sixth page is blank and the seventh is the first page of the written story.
The Beginning: The pages from the seventh page to the end will vary from child to child. The pages are separated into three sections from top to bottom. The students are to divide the pages by using a ruler and a pencil. The pages should be as even as possible. After the pencil marks are made outline the sections with a marker or pen erasing all pencil marks that remain visible. I had my class do at least ten pages prior to writing and drawing the story, this way they only have one thing to think about at a time.
The writing of the sections, of the story, is written on the top of each individual part of the page to allow room for the illustration. The writing of the entire story should be done first and then the student can go back and take his time to illustrate it.
This is a difficult part for the students to comprehend at first. There are so many ideas and numerous ways to illustrate one sentence or paragraph. I found it easier on the class if I assisted them page by page. As the teacher I would simply ask “What do you see when you read this?” When they said “I don’t know” I would have them read it aloud to me and ask the same question over again. For the most part they wanted to be right and not be laughed at, so to alleviate that I would offer some ridiculous thought and that would get them thinking.
The art work did not have to be original, although I would put a bit of pressure on the child who says he can’t draw when he hasn’t even tried. There are a number of degrees of illustrations the class can use. For example; photographs, pictures from a magazine or poster, requesting the help of a parent or friend an onward.
Continue with the writing and illustrating process until the story is complete. At the end of the story a single page will denote THE END, followed by a blank page followed by . . .
About the author: On piece of paper have the students fill in the following information:.
I am the author of this book. My name is _____ (name) ______ and I am _____ years old. I was born in _____ (city and state) _____ on _____ , 19 _____ . My favorite hobbies are _____ , _____ , _____ , , and _____ . My favorite book that I have read is _____ by _____ (author) _____ .
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(student’s signature)
After this is completed and corrected the students carefully transfer the information onto a 3”x5” index card in pen. The index card is then glued onto the second to last page of the entire book. Above the information a picture of the author is also glued on the paper. The teacher may wish to take on the responsibility of acquiring the pictures early in the quarter. The final page of the book is blank.
Now the comic strip narrative is complete . . . almost. The final part of the unit is to bind it and preserve it. Laminate each page separately with clear contact paper, do both sides to add body to the pages. If the paper does not have holes punched on the side use a three ring hole puncher. After the holes are set bind all the pages together using three brass fasteners, one in each hole. Binding the book can take the entire class one morning or three forty-five minute periods to complete. This may very well prove to be the most frustrating part of the entire unit, but if done properly it can teach patience, listening skills and improving following directions.
The Comic Strip Narrative is now complete and ready for the final phase of the unit and year . . . .Evaluation.