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(Max)
 * Library Lesson: Making a comic strip (Gr. 3-4-5)**

Overview and Purpose:
 * Identify how a joke is written into a comic strip.
 * Identify elements and narrative process of a comic strip.
 * Adapt a written joke into an illustrated 3 panel strip.

Educational Standards
 * Read, view and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. (AASL, L. 1.1.6)
 * Demonstrate creativity by using multiple resources and formats. (AASL, L.1.2.3)
 * Students will read, write, listen, and speak for information and understanding. (ELA, 1)
 * Students will read, write, listen, and speak for literary response and expression. (ELA, 2)
 * Students will read, write, listen, and speak for social interaction. (ELA, 4)

Objectives:
 * Students will be able to identify elements in a short visual narrative.
 * Students will apply this knowlege towards constructing their own short visual narrative.

Materials Needed: For instructor: For students:
 * Smartboard; projector; computer with Notebook software and internet access.
 * Backup materials: large drawing pad, markers.
 * Joke books selected from library's collection.
 * Photocopied paper with pre-drawn three panel grids, plus space for name and title of work.
 * Pencils, markers, colored pencils.

Information: 1. Comic strips have a beginning, middle and an end. 2. Jokes also have a beginning, middle (response) and an end. 3. Jokes typically end with a "punchline," the element most intended to provoke laughter. 4. In comic strips, the joke (or "punchline") usually comes in the last panel. 5. In the library, joke books can be found in the 800's (808). (ELA Standards 1, 2, 4)

Assessment: 1. Students will be able to identify elements of a comic strip and a joke. 2. Students will be able to read and perform jokes to an audience of their peers. 3. Students will use knowledge of these elements to adapt a written joke into a visual narrative (comic strip).

Activity: Part One: 1. Students will read from joke books projected onto Smartboard. 2. Students identify different types of jokes and their narrative elements. 3. Students review joke books and choose intended joke(s) to perform in front of class (individually or in pairs).

Part Two: 1. Students read three-panel comic strip from Smartboard or large notepad. 2. Students identify visual and narrative elements of a comic strip, and compare comic strips with verbal jokes. 3. Students and instructor collaboratively adapt a written joke from the previous lesson into a visual narrative; activity explained. 4. Students review joke books and choose intended joke to adapt into comic strip. 5. Students will work on illustrating comic strips with instructor supervision.

Notes
 * Joke books must be kept out of circulation for duration of project.
 * Approximately 20 minutes in the 2nd session should be devoted to illustration.