W

How will you help students to know WHERE they are headed and WHY – e. g., major assignments, performance tasks, & standards to be addressed and criteria by which work will be judged? How will you know WHERE they are coming from?

Write the essential question on the classroom board. (This can be used a bell ringer for students to answer in their journals or on paper that will be collected and graded.)

“What career is best for you? What would that look like? What are some pros and cons for this career? What factors could change your mind about pursuing this career after researching it?”

After a class discussion about the essential question the teacher will further introduce the project and write it out in an outline format on the classroom board:

Career Comic Strips

• Research one career you are interested in on ONET.com
• Draw a comic strip showing your findings

H

How will you HOOK and HOLD students through engaging and thought-provoking experiences [issues, oddities, problems, challenges] that point toward big ideas, essential questions, and performance tasks?

Students will analyze a variety of comic strips and discuss as a class the function, format and layout of comics.

E

What learning experiences will ENGAGE students in EXPLORING the big ideas and essential questions? What instruction is needed to EQUIP students for the final performance[s]?

Students will use ONET.com to research a career of their choice. They will then create comic strips to cite evidence of their findings.

R

How will you cause students to REFLECT & RETHINK to dig deeper into the core ideas? How will you guide students in REVISING & REFINING their work based on feedback and self-assessment? REHEARSING for their final performance?

Peer Critique--Students will share their ideas and drawings with a partner while taking time to revise/edit their artwork making sure their comic strip is clear and readable.

E

How will students EXHIBIT their understanding through final performances and products? How will you guide them in self-EVALUATION to identify the strengths/weaknesses in their work and set future goals?

Students will be able to express their understanding through their drawings. Student artwork will be displayed around the classroom. Volunteers will have the opportunity to share their artwork and present it to the class.

T

How will the work be TAILORED to individual needs, interests, brain dominances, modes of learning, styles, and intelligences?

This lesson allows for students of all modes of learning, styles, and intelligences in that they will be reading, writing, discussing, and drawing throughout the lesson.

O

How will the work be ORGANIZED for maximal engagement and effectiveness? [sequence, integration, horizontal & vertical articulation, continuity, etc]

Student work will be organized so that they can move form teacher-guided activities (on-line research) to concrete group (peer review/critiques) activities and independent work (drawing) applications.

Procedures

Materials

Sug Instr Strat

Stds & Elig Content

Describe the specific content covered in each activity and how teachers should manage the strategy. Specifically identify how to use the aids or materials identified of each activity. Describe adaptation instructions for special needs students when appropriate.

Numbers only, see sections on Resources (R) & Equipment (E). Include page(s), section, chapter, etc.

See State List in Lesson Plan Strategy

Identify related PA Academic Standards taught and evaluated when appropriate.

DAY 1

Objective 1Students will be able to select a career of their choice using the O Net website (http://www.onetonline.org/) and explore what it takes to acquire a job in this field.

Essential Question: Students will read and answer the essential question that is written on the classroom board:

“What career is best for you? What would that look like? What are some pros and cons for this career? What factors could change your mind about pursuing this career after researching it?”

Discuss this question with the class:

• Ask students to volunteer their answers and help guide the class in figuring out that their interests, abilities and academic strengths will help them discover personal career options.

Objective 2 Students will be able to create their own original comic strip depicting their research of their career.

Project discussion/requirements:

• Display a variety of comic strips on the classroom board and set up a visual display board for student to reference during the lesson. Comic strips can be found in the newspaper as well as online.
• Students will begin researching a career on ONET.com.
• Then using a comic strip format students will sketch and draw what they discovered about their career (education/training, salaries, environment, etc.) including the pros and cons.
• Refer students back to the comic strip examples highlighting the first block which includes the title, artist’s name and an image that indicates what the comic strip will be about (the storyline or characters the reader will experience).
• Discuss with students how to use and implement comic bubbles for character dialogue and thoughts.

Demonstration

• Paper folding--Show students how to fold a piece of paper into equal parts to set up their comic strip using 8.5”x11” white paper as practice. Begin by folding the paper length wise or “hot dog” style. Then fold that in half and repeat once. This will leave you with 8 blocks. This will be their preliminary comic strip to sketch in the idea of each scene to make sure the storyline flows.
• Allow students to only use pencils and erasers at this stage.

Day 2

Revisit the requirements for the project

Independent work time

• Students will begin drawing their comic strips on the smaller paper.
• Encourage students to pair up with a neighbor to make any changes to their artwork after a brief peer to peer critique.

Once you have revised and okayed their draft they may then work on the 18”x24” paper. Again, only allow them to use pencils and draw lightly until they have committed to their story layout. Have students show you their final drawing before giving them black pens or markers.

Project conclusion

• Ask for volunteers to share their comic strips drawings.
• Display student artwork around the classroom and school.
• Complete teacher rubric for grading the projects.

Resource 1

Resource 2

Evaluate

Evaluate

Creation

Creation

Analyze

13.1.8 A

9.1.8 B

9.1.8 B

Category

Points

Drawings

1-comic strip sketch (preliminary drawings) (20 points)

2-Final comic strip drawing (20 points)

/40

Career Research

Student has filled out the Career Worksheet completely.

/30

Creativity & Originality—Student has used their own ideas to create their art work.

/10

Craftsmanship-- Art project is neat, clean & shows that the student has taken time to work on it.

/10

Work Habits

-Student has participated in the class discussion of this project (verbal or written).

-Student has made excellent use of their work time by staying on task & keeping conversation to art and career talk.

/10

TOTAL=                                 /100