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Author |
Meaghan Mattatall |
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Title |
Bring Your Story to Comic Life! |
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Grade Level |
11 |
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Subject Area |
English Language Arts |
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Overview of unit/lessons/activities (assumptions of prior
knowledge/learning) |
This assignment is broken down into four parts.
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Part I - Story Writing - Writing the story
to be put into Comic Life
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Part II - Introduction Lesson - Showing the
students how to use the program
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Part III - Tutorial - Letting the students
get comfortable with the program
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Part IV - Developing their own comic based
on their short story
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Correlations to ICT and curriculum outcomes |
Grade 11 ELA outcomes
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2.2 effectively adapt language and delivery for a variety of
audiences and situations in order to achieve their goals or
intents.
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3.3 adapt language and communication style to audience, purpose, and
situation.
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8.3 make informed choices of language and techniques to enhance the
impact of imaginative writing and other ways of representing.
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9.2 create a clear
and coherent structure in various forms of writing and media
production
o
make
informed choices of form, style, and content to address the demands
of different audiences and purposes
o
Use effective strategies to engage the reader/viewer
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10.4 demonstrate a commitment to crafting a range of writing and
other representations.
ICT Outcomes
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BOC 12.4
(relates to 9.7) take personal responsibility for their safe and
ergonomic use of technology for learning
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SEHI 12.7
(relates to 9.8) follow the Public School Program Network Access
and Use Policy
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PTS 12.4
(relates to 9.4, 9.5) evaluate, select and use a range of media, and
information and communication technology, to create, edit, and
publish their work independently
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CT 12.1
(relates to 9.1) use language, in a range of aural, print, media and
electronic forms to explore and express their perceptions, feelings,
ideas and attitudes; refine their thinking; and interact, negotiate,
and collaborate with others in order to build their understanding
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CT 12.2
(relates to 9.1, 9.2) critically apply technological skills in a
range of electronic, visual, and print media for formal and informal
communication
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CT 12.3
(relates to 9.1) design and create electronic documents to
accomplish curricular tasks
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Projected timeline for preparation and for carrying out activities |
Approximately 10 - 80 minute classes
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Equipment Requirements: (computers, software, etc) |
The following equipment would be required:
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Teaching materials provided (Blacklines, worksheets, templates, teacher
materials) |
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Resources available for teacher/student use (websites, references, etc) |
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Detailed instructions for each activity or lesson (teacher notes,
activity information, learning strategies, teacher role, student roles) |
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Student products expected |
Each student group should hand you in a package
that contains the following:
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The 3-4 page story written by all group members
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A Comic Life Tutorial printed for each
of the members (they each will have done their own)
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A printed copy of the final comic, 3 pages long
with a title page
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A note with the location of the saved copy of
the comic
|
|
Samples (include teacher notes, assessment information, student work if
available) |
A sample of the tutorial can be found in
Part II |
|
Logistics (organization, grouping, management issues, access to
technology) |
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If you are planning on having the students
write the stories on the laptop, be sure to book the laptop carts
for 10 days
-
If your students are hand writing the stories,
book the laptops for 7 days
|
|
Assessment information (e.g., rubrics for products and/or process) |
Project
Rubric |
|
Possible extensions |
-
Students can use this assignment to go along
with a story or book that they are studying. Instead of having them
create a comic of their own story, have each group create a comic
for an assigned chapter. In the end, the comics can be put together
to create a full graphic novel of the book
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Students can present their comics to the class
using the comic life program, explaining what they did to create
their effects and how they used the program
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Students can take the comics that they have
created, export them as images, and import them into Windows Movie
Maker. In this program, they can add music, sound effects, and
voice-overs to enhance their comic
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Adaptations for students requiring additional support |
Students who require additional support or modifications to this
assignment can consider the following:
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Students who are unable to take pictures can
draw their own images, scan them into their H:/ drive, and use those
in Comic Life instead of going out and taking pictures
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Students who do not finish can be given time
outside of class to finish their project
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If students are unable to create a story, they
can use a fable or non-copyrighted story and draw pictures to go
along with that story
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If students are unable to use the computer or
the Comic Life program, they can draw their own pictures to go along
with a story that they have created or the one they are using that
is not copyrighted.
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If students have adaptations that require more
time, shorten the requirements to fit their needs. Eg: one page
story, one page comic. You can mix their ability to take pictures
with drawing their own or finding copyright free pictures on the
internet
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