Lesson: Comic Book Storylines

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Lesson Objective

Students will be able to write a storyline to a comic book.

Lesson Plan

Lesson Objective(s)

Students will be able to create a storyline to a comic

Time

Part of Lesson

Plan

2 minutes

hook/

connection

Yesterday I did the same worksheet as you did because it looked like so much fun! While I was doing I was thinking about how I could make some great comics like it and like the ones we read. I want my comics to be just as good as them. One thing I need is to make my story better, today we are going to learn how to make our stories better.

 5 minutes

Intro to New Learning/

TEACHING

So if I draw this picture of myself (show a pre-drawn picture of you in a jacket and hat throwing a ball) do you know what I am doing? No I could be throwing a baseball, tennis ball, bouncy ball, I could be playing a sport or playing a game. So I need to use words and use dialogue/character speech to let the reader know what is going on.

10 minutes

ACTIVE ENGAGEMENT/

Guided Practice

T: Today we are going to take a look back at the comics we created yesterday (with the worksheet) and write out a story to them. We call this a “storyline” (write on the comic book chart paper storyline-step-by-step outline of a story) Storylines are not just for comic books you can use them when creating any story. All they are is a numbered list of the outline of a story, including all the important events for the story.  For comics we are going to connect each number to a frame/panel/scene of our comic. Let’s take a look at the comic worksheet from yesterday (Bring up the alien comic worksheet unfilled out):

 

T: So I’m going to create a storyline by thinking about what is happening in each panel. In the first scene there is a mad scientist who has just created a new monster and looks scared. So I will write:

  1. Mad Scientist Mysterio created a new monster which began to attack him and he yelled “Oh no what have I created!”

 

T: Next “Bugman” showed up to the rescue. So I’m going to write:

  1. Bugman showed up to save the day and said “Bugman to the rescue!”

 

T: Bugman’s sidekick “Bugeye” saw the evil robot “Supertron” and yelled

  1. Bugeye saw Supertron and yelled “Watch out it is Supertron!”

 

T: Supertron was there to collect the new monster for his master Orlax

  1. Supertron showed up and yelled “That monster is now Orlax’s everybody freeze!”

 

T:Now bugeye is saying something back to Supertron, what could he be saying? (illicit and use an answer from students)

  1. _______________________

 

T: Now I see the scientist looks extra scared, I’m thinking he just wants that monster off him now so I’ll write:

  1. The mad scientist wanted the monster to get off him and didn’t care who got it, he yelled “Just get this monster off my leg!”

 

T: Now in the last one we have a new character that is either flying away or just flying in the sky. Who do you think this character is, what is he doing, what is he saying? Turn to a pair and share partner and share.

  1. (put in an idea from a pair share group.)

 

T: Great so I now have my story line, as you can see I have numbered it so that each one of my events in my storyline match up with a panel from my comic book. If we read through them (read them out loud and point to each panel as you read) you can see they tell the story of both the picture and the words. Now you are going to get to make some storylines to the next two comics.

 

20 minutes

Independent WRITING

Conference with students:

Students create storylines to the comics they already made. Just use lined paper and have them number the lines one at a time (so that if, for number 1. on their storyline, they write two lines of text, they don’t have to renumber the paper)

Conference Questions:

What is happening in the comic?

What is happening in the dialogue?

What is happening in the illustration?

How are the characters feeling?

Why is ______ doing that?

What would you do?

What does it look like is happening? Why does it look like that?

 

Push students to add detail and fully explain the dialogue and illustration in their storyline.

 

 

Less than 10 minutes

SHARING/

Closing

Bring the class back to the carpet (or to attention) Have students, who want to, share their comics.

 

Choose two good examples of storylines that have good detail and explain the pictures/dialogue well. Read them to the class and point out the ways the student was very descriptive of each scene.

       

 

1. What went well?

2. What would you change?

3. What needs explanation?

The storyline format was straightforward and students picked it up quickly

Should have been clearer on how to number a story line, putting numbers on wrong lines and not leaving room for each event created unnecessary hassle. Make sure students number one at a time and skip a line in-between numbers.

 

1. Mad Scientist Mysterio created a new monster which began to attack him and he yelled “Oh no what have I created!”

 

2. Bugman showed up to save the day and said “Bugman to the rescue!”

 

and so on…

 

You are going backwards in the storyline making order of events. So be aware of this, an author would usually create the storyline first, so be intentional about either saying this to the kids, or in tomorrow’s lesson set up that on this day we did storylines the opposite of how you usually do them. You usually write down the storyline before pictures, dialogue, or any other story elements. That being said this is good practice for creating detailed storylines tied to events and dialogue in stories.

Lesson Resources

Writer's Workshop Comics Lesson Plan Day 4.doc  
135
comic_strip.pdf  
311

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