For lesson plan three, students will be asked to represent the Boston Tea party using cartoons, comic strips, or symbols. I will share an excerpt of McCloud's comics to show the students how he uses captions, dialogue, and pictures with and without words to present his idea about the relationship between words and images. By showing the students a clip of his chapter, they will see how to construct their own cartoon frames.
Time: 60 to 120 minutes or two class periods
Objectives: Students will read about the Boston Tea Party in
Our United States
, take notes using Cornell note-taking, and visually present the events in a cartoon.
Materials:
White paper
Crayons
Our United States
textbook
Social Studies journal/notebook
Our United States
audio tape
Sample comic strip from newspaper
Example of McCloud's
Show and Tell
showing text with and without words
Do Now:
Students will set their papers up for Cornell notes and open their textbook to the lesson on the Boston Tea Party.
Procedures:
1. Students will listen to the audio tape of the lesson while the teacher assists them in the note-taking process.
2. Teacher will discuss the event and the students will answer questions based on the teacher's notes.
3. Teacher will ask the students about the significance of the tea being thrown overboard and why the patriots chose this item to focus on.
4. Teacher and students will put the event in sequential order using time order words:
first, next, then
, and
last
.
5. Teacher will show examples of comic strips and dialogue within the comic.
6. Teacher will show an example of how the cartoon can be done and ask students to share their ideas so that others who are struggling can be assisted.
7. Students begin to plan and illustrate their comics through symbols, colors, and dialogue.
Assessment:
Students will illustrate the Boston Tea Party and verbally present the information in their comic strip. This activity will become the bridge for the culminating storyboard project.
Note to teachers: The topic in the lesson plans may be substituted with other subjects that the teacher may want to focus on. The teacher may use another portrait for the students to construct meaning, and the teacher may use another event for the students to visually depict.
