Lesson Plan One Strip Comic
Cycle Level: Cycle 1, year 2
Inquiry: How can I represent my joke By the end of this lesson, the students will be able to:
Create one strip comics
using speech bubbles?
Represent their chosen jokes using appropriate characters, and spe
bubbles
Orally share a joke
Whole and small groups, a chosen joke, comic template, the studen
Group Size & Materials
newspaper hand out, pencils, erasers, and pencil crayons.
Specific Subject Competencies:
-To write self-expressive, narrative and information based texts: Students will be exercising this competency
they will be creating or recreating a chosen comical sentence.
-To use language to communicate and learn: Students will be developing this competency throughout the les
through whole and small group discussions, through their comics, and through their presentations.
-To represent her/his literacy in different media: Due to the nature of this activity, students will be using spee
bubbles to represent their chosen jokes, and will exercise their hands at writing in an unconventional way.
Cross Curricular Competencies:
-Uses information: Students will be inspired by their jokes that they have chosen from a book, the internet, or
knowledge to complete the activity.
-Exercises critical judgement: During the activity, students will be exercising this competency as they will ha
determine how many speech bubbles they will be using in their comic strips.
-Uses creativity: Students will be exercising their creativity throughout the lesson as they will create interesti
amusing comic strips.
-Communicates appropriately: Students will be exercising this competency throughout the lesson as they wil
participating in whole discussions, as well as when they will be presenting their jokes to their peers.
Professional Competencies:
- To plan, organize and supervise a class in such a way as to promote students learning and social developm
Upon the creation of this lesson, I have accepted that students will be in an upbeat, talkative mood. The activi
itself will make students laugh, as they will be creating their own comic strips. Recognizing this, I hope to ma
the class in a way that is beneficial to the students learning, as well as providing a lesson that is fun and inter
for the students. I target students comprehension of jokes as a play on words, and for students to truly compr
this concept, they must be fully invested in the subject content, thus, making them laugh and talks.
Differentiation:
Students who have a higher difficulty with representing their jokes will be prompted with:
-How many characters do you think is in the joke?
-Are they people, animals, or objects?
By doing so, it may help the struggling students get started on their comic strip, as they will now know, with
guidance, how many characters they need to draw, and what they may look like.
Time Lesson
Introduction:
10:50- On the floor, I will review what a joke is, how to read speech bubbles (top to bottom, colour code
10:55 based on the characters), and the amount of speech bubbles and characters needed depending on
joke (one bubble per sentence, if the joke is a back and forth joke, one or two characters).
Development:
10:55- I will re-explain the activity as students will:
11:00 1. Write their jokes using the provided templates, using correct capitalization, organization,
punctuation, and spelling.
2. Begin the rough copy of their comic strip (creating their comic strip using only one pictur
without colour).
3. Transfer their rough copy to their newspaper article (recreate their comic strip, and colour
4. Present their jokes to their peers in small groups.
11:00- Students will begin writing their jokes on the provided template, and once it is checked by an adu
11:15 will begin creating their rough copy of their comic strip.
11:15- When students have completed their rough copy, they will recreate their comic strip on to their
11:35 newspaper hand out, completed with colour and correct punctuation, spelling, etc.
11:35- Students will then present their jokes to their table mates, and will discuss what they find is speci
11:40 about their peers work.
Tasks:
-Contributing to class and small group discussions
-Completing a rough and good copy of their jokes
-Writing their jokes using correct capitalization, organization, punctuation, and spelling (using co
letter sounds, and power words)
-Using the appropriate amount of characters and speech bubbles (two characters for a back and f
joke: i.e a knock-knock joke)
-Presenting their jokes in small groups
Assessment:
Students will be informally assessed by observation based on their abilities to:
-Create one strip comics (using only one picture to represent their joke).
-Use the appropriate number of characters and speech bubbles in respect to their joke (two charac
for a back and forth joke, one character for a story joke, etc. and speech bubbles that are placed i
correct order, the clarity of who is speaking, etc.).
-Orally present their jokes to their peers in a productive and respectable manner.
