Comic Digital Composition

Title: The Devil's Comic Book

Assignment Instructional Page

Teacher Example Comic

Rubric

Grade Level: 5

Objective: The students will create a digital comic book from a short story in 'The Devil's Story Book." They will produce notes that represent an accurate summary of events from their story. They will look for their own images from various online clip art libraries. They will also have the option of producing their own images and using a camera to compose them.

Methodology:
  1. The first story will be read in class and discussed. Teacher will introduce the project webpage and show the example.
  2. Students will be put into groups of two and randomly assigned a story to read either in class or for homework. If done as homework students will be expected to make their own notes.
  3. Student pairs will work together to discuss and create their own summaries and post them to a shared Google document.Students will list what images the need to create to tell their story. Teacher will work with the pairs to review their work at this stage and provide any support.
  4. Students will go to links for the clip art, or create their own- images will be photographed and uploaded.
  5. Students will have the option of using PowerPoint or ComicLife to create their comics. Comics will be printed and compiled together into a single volume.
  6. Students will look at other students comics and discuss the story as told in the comic.
Assessment:
  1. Students will be evaluated on the accuracy of their summaries. Core characters and events will be verified and counted.
  2. Each student will be evaluated on their comments about another team's finished product.
Common Core Learning Standards:

Reading
  • RF.5.4. Read with sufficient accuracy and fluency to support comprehension.
    • Read grade-level text with purpose and understanding.
    • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
  •  W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
  • W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
Speaking and Listening
  • SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
    • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
    • Follow agreed-upon rules for discussions and carry out assigned roles.
    • Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
    • Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
  • SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.


Rubric: https://docs.google.com/spreadsheet/ccc?key=0AsOWcjnYnLDvdFBJSW5PSE9QT1hNYTQ0cVpVQWlULVE