ENG 297 DR.

LIPSZYC SUMMATIVE TASK

ENGLISH LANGUAGE ARTS LESSON INTEGRATING TECHNOLOGY (MEDIA
LITERACY)
Lesson Author(s): Parker Carpenter
Lesson Focus:
What is the focus of the lesson? What grade level am I aiming for?
The focus of the lesson is to demonstrate that students can analyze the short story
The Story of an Hour by Kate Chopin, and a Calvin and Hobbes comic strip by Bill
Watterson. They will need to compare and contrast the two forms of writing, looking
at content as well as form. They will accomplish this through an analysis of the comic
strip and short story, while later on taking specific aspects of the story (i.e. theme,
irony) and depicting them in graphic form.
I will teach this to grade 11/12, due to the mature theme of the short story and the
fact that the Common Core Standards I am aiming for are more relevant to this grade
level.
Rationale, Common Core State and ISTE Standards:
Why am I teaching this lesson? Which standards apply?

I am teaching this lesson in order to expose students to different forms of writing,

and showing the strengths and weaknesses of both. I also want students to be able
to take ideas and themes from texts and place them in the context of other forms of
expression.
CCS:
CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story,
drama, or poem (e.g., recorded or live production of a play or recorded novel
or poetry), evaluating how each version interprets the source text. (Include at
least one play by Shakespeare and one play by an American dramatist.)
CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of
view requires distinguishing what is directly stated in a text from what is
really meant (e.g., satire, sarcasm, irony, or understatement).
CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue,
pacing, description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.
CCSS.ELA-Literacy.SL.11-12.1c Propel
conversations
by
posing
and
responding to questions that probe reasoning and evidence; ensure a hearing
for a full range of positions on a topic or issue; clarify, verify, or challenge
ideas and conclusions; and promote divergent and creative perspectives.
ISTE Standards:

Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or
processes
b. Create original works as a means of personal or group expression

Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts,
systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively

Objectives:
What, specifically, should the student be able to do, understand as a result of the teaching?
(Bloom verbs)
Students will:

Discuss the importance of dialogue and images in a comic strip

Create a narrative from the comic strip
Analyze a short story for irony, theme, imagery, and symbolism
Reconstruct the ironies, themes, imagery and symbolism from the story as a
comic strip, in the context of the story (i.e., in the story world)

Prior Knowledge:
What prior knowledge do my students need in order to be successful with the focus of this
lesson?

Students will need to know how to write short narratives

Students will have to have read Kate Chopin's The Story of an Hour
(Optional): If a student chooses to use a computer program to create their
comic as opposed to drawing by hand, knowledge of said program will be
needed

Materials, Resources and Technology:

Materials and resources (textbook, magic markers, etc.)
Kate Chopin's The Story of an Hour
Technology Resources needed for this lesson:

(Optional) A computer with Microsoft Paint, Photoshop, or other artistic

programs

Web Addresses needed for this lesson: (Web site name followed by the complete web
address

None

Instructional Procedures
(Anticipatory Set/Hook):
How will you open the lesson to motivate the students? How will you relate this
lesson to previous learning and to real life experiences, to explain the importance of
the learning to the students? (requires student involvement).
I will begin by having the students view a Calvin and Hobbes comic strip. It will be a
short, humorous strip, and the students will be looking at how important both the
dialogue and the images are. The class will discuss their thoughts on the comic
strip, and then will rewrite the comic strip as a short narrative. Finally, they will

discuss the differences between the comic strip and the narrative.
Techniques and Activities:
List the step-by-step activities in sequential order as they occur in the lesson. They
clearly identify what is to take place in the lesson. Within the procedures, identify a
variety of classroom teaching strategies (methods). Student-centered
activities are included as well as guided practice of the learning. (Use language
like teacher models, inputsstudents explore).
1. Students will be shown the comic strip, and discuss the techniques used by
the author to make it humorous.
2. Students will rewrite the comic strip as a narrative, no longer than a
paragraph. I will call on a few students to read their examples.
3. The class will discuss which method of telling the story was more effective,
the comic strip or the narrative.
4. The students will be broken up into four groups. In these groups, the students
will be given 5-10 minutes to discuss the short story, Kate Chopin's The
Story of an Hour. They will have read the story the night before as
homework. One group will focus on the theme of the story, one will focus on
imagery, one on symbolism, and finally one on irony.
5. They will need to find a quote or two to support their findings, and will
present them to the class.
6. For homework, the students will have to meet with their group outside of
class to create a visual representation of their findings in the form of a comic
strip. They will be given the option to draw by hand or use a computer
program. However, if using a computer program, all photos or drawings must
be original. They have to have at least two panels, and one must include
dialogue. They must be printed out. (If a student is unable to meet with their
group, they can meet with me after class to discuss an alternative
assignment.)
7. The next day, students will hang up their comics and give a short
presentation, telling the class how they went about creating their comic and
what techniques they used. The class will peer review the presentation.
8. After their presentation, I will ask the students which method of storytelling,
the short story of the comic, they thought was more effective.
9. This will begin a larger class discussion about the major differences between
prose and comics, where we will pinpoint exact details that separate the two
and make them different.
Lesson Closure:
How will the lesson come to a close? The content should be summarized and
related to future lessons.
After this last discussion, I will give the students a handout for their final assignment
for this unit. It will not be due for another couple of weeks, but this will allow
students to begin thinking about the assignment. I will allow them to ask questions,
then assign them another short story to read for homework.

Assessment/Evaluation: How will you measure the student's success using

formative means? Put an x beside the appropriate mode of evaluation. Add any
specific criteria you will evaluate with i.e., if you are marking a journal, are you
looking for insight, expression, etc.
Anecdotal notes

__x___

Journal

Work Samples
__x___
(i.e., quick write, group chart)

Self-assessment
Peer-assessment

Checklist

_____

Oral Questioning

__x___

Interview/Conference

______
______

___x___

_____

Student Products:
What artifacts or products will result from this lesson
either independently or by its inclusion in a unit? (Newsletter, essay, poem,
diagram).
The students will have comics made of The Story of an Hour, which we will hang
outside the classroom on a bulletin board.