Name(s): Mikayla Burns Date: 02/11/2019

Lesson Title: Comic Strip Comprehension Subject: English

Age or Grade Level: Third Grade Number of Students: Full Class Length of Lesson: 40 Minutes
Central Focus Central Focus: The central focus of this lesson is reading/listening comprehension and
identifying key
Essential Strategy s://docs.google.com/a/fredonia.edu/document/?authuser=0&usp=docs_web

Essential Strategy: Students will learn to identify and be able to thoroughly recall and
explain important details in a story. Students will summarize the story to gain a better
understanding of what happened. Summarizing and group discussion will help the
students with comprehension and identifying key details that contribute to the story. This
lesson will help students when reading other books to gain a better understanding of the
book.
Prior Academic Knowledge Students must be able to read and listen to a story, as well as be able to comprehend
What knowledge, skills, and the basic idea of what is occurring in the story. Students must be able to discuss in a
concepts must students already group setting what the story was about.
know to be successful with this
lesson?

Core State Standards or CCSS.ELA-Literacy.RL.3.1​, ​CCSS.ELA-Literacy.RL.3.2​, ​CCSS.ELA-Literacy.RL.3.3​,

State Standard CCSS.ELA-Literacy.RL.3.4​, ​CCSS.ELA-Literacy.RL.3.5​, ​CCSS.ELA-Literacy.RL.3.6
CCSS.ELA-Literacy.RL.3.7​, ​CCSS.ELA-Literacy.RL.3.8​, ​CCSS.ELA-Literacy.RL.3.9
CCSS.ELA-Literacy.RL.3.10

Objectives Students will be able to: Students will be able to listen to a story, discuss what the story
was about, including characters and settings, and be able to describe important parts of
the story with a partner.
Instructional Materials I will need access to storyline online, either from a smartboard or a computer for the
students. ​https://www.storylineonline.net/​.
I will need a whiteboard or a smartboard so the students may write answers of
setting/details during our discussion.
I will need either Ipads, Kindles, or computers to access the storyboard they will be
creating. ​https://www.storyboardthat.com/​ (or paper if these are unavailable).

Assessments I will take note of who answers questions during our post-story discussion and who may
need to read the story again. I will also be looking on as students create their storyboard
as well as when they share their strip with a partner.
Technology Technology is incorporated in this lesson so that students may learn as well as enjoy
learning. Having the story read to them online allows them to have a new experience
with comprehension while giving them the ability to go back and have it read to them
 again individually. Using the online storyboard creator is a technologically fun way for
them to remember the story and decide what events were important to the story.

Introduction to Lesson
Description of What Teacher and Students Do:
Description ● We will discuss any background knowledge of what the students may
have heard about ​Romeo and Juliet o ​ r William Shakespeare​. (​ we are
reading Romeow and Drooliet).
● I will then pull the story up on storyline online and play it.
● After the story we will discuss and write on the board, what we learned,
what we liked, setting, characters, and important aspects.
● The students will then go back to their seats to work independently on
their story strip, (which will be three important details of the story).
● When the students are done they will share and discuss why they chose
those events with a partner.

Instructional Activity
Description of What Teacher and Students Do:
Write short We will discuss any possible background knowledge or what the students may have
descriptions here heard about ​Romeo and Juliet ​or William Shakespeare (very brief because it will likely
be unfamiliar).
This will lead into the story “Romeow and Drooliet” which can be accessed on Storyline
Online (​https://www.storylineonline.net/​).
Once the reading is over ask the students what they thought about the story and any
questions they may have.
On the whiteboard set up a chart for settings, characters, and important details and ask
the students to raise their hand and add to the board (pull names if no one is contributing
or only few students answer).

Extension/Closure Activity
Description of What Teacher and Students Do:
descriptions here Once the discussion is over, instruct the students to log onto storyboard that, or place
the website on the whiteboard (​https://www.storyboardthat.com/​).
The students should set up a storyboard identifying and describing three important
details of the story.
Students are to work independently until finished and then share and explain their
storyboard with a partner. Be sure to walk around and check the students’ progress.
 Appendix

https://youtu.be/nBpk9B9nuYM​ Or ​https://www.storylineonline.net/books/romeow-drooliet/

https://www.storyboardthat.com/storyboard-creator
 EDU 276 Lesson Plan Commentary

Group Member Names: Mikayla Burns

EDU 276
Instructor: Professor Davenport
Due date: 2/18/2019

Central Focus
The central focus will be reading/listening comprehension. The purpose of this lesson is to teach students
how to correctly identify factors such as characters and setting as well as important details in a story.

Essential Strategy
The essential strategy we would be using is summarizing and sequencing.
a. The students will be able to summarize and explain the story as well as retell what occurred
in order. This will help the students learn the central focus by picking specific details from the
story and accurately being able to comprehend the story.
b. The students will be listening to the story as well as re-reading it if necessary. The students
will also be writing storyboards about important details in the story.

Instructional Methods
The instructional methods used in this lesson is to have a read aloud, a class discussion, and to
think-pair-share.
a. The story we are focusing will be read aloud to the class ad allow the students to listen and
focus on the story. Following the story we will have a class discussion about the setting,
characters, and important details of the story so the students may have a better
understanding of what is occurring.
b. In this lesson we will use two web resources, including our online book and the online
storyboard creator.

Technology Incorporation
The entire lesson involves technology, with the book being online and the storyboard being on its own
website. The students will use technology to access and create their own storyboard to explain three
important details of the story. I will use technology by putting the story on an interactive smart board and by
checking the students’ storyboards. This technology enhances the lesson by giving the students a fun and
interactive way of showing what they learned.

Supporting Student Learning

This lesson is important for all learners because we are listening to a story as well as discussing the story. It
allows for students who may not be as strong of a reader as others the opportunity to fully understand what
is happening. For students who may need more support I would allow them the opportunity to listen or read
the story again before working on the storyboard.
Assessment
In this activity I would do a walk around to insure the students understand what they are doing and that they
can comprehend a story. Once I feel that the students are capable of comprehending and picking out parts
of the story I would have them do a similar activity on their own with a different book. This assessment
would show that the students learned how to comprehend and identify important parts of the story.