SIOP Lesson Plan Assignment
Gina Mastrogiacomo
Mercy College

Introduction:
Lesson Description: Students will choose a perspective on the character (from options suggested by the teacher) and work in small groups to identify scenes in the novel that reflect their view. They then create visual depictions of these scenes and write a rationale for each scene chosen, including supporting evidence from the text. When students present their completed graphic novels in class, their classmates inevitably make observations that increase everyone’s insights into the character and the novel.
Resources/Materials: Colored pencils, crayons, markers, and other art supplies as needed. Computers to type up summary and scene explanations, …show more content…
Language Objectives: Language functions addressed in this lesson include summarizing, literary analysis, describing characters (people, places, and things), describing actions, interpreting, and drawing conclusions. Language forms addressed in this lesson include: adverbs, modals and compound tenses, verb forms, nouns, adjectives, subject and verb agreement, and sentence structure. All four skills are addressed in this lesson, as students are required to listen to each other in their small groups and when giving their presentations, they are required to speak to each other to discuss their project in their small groups and when they present their work to the class, they are reading both the assessments and have read the larger text that this lesson is based on, and are writing a summary of their drawings.
Key Vocabulary: Insightful, adolescent, flaws, hypocritical, cynicism, sarcasm, graphic novel,
Assessment: Holden Caulfield Graphic Novel Assessment
Materials: Colored pencils, crayons, markers, and other art supplies as needed. Computers to type up summary and scene explanations, projector to present material, copy of text for each …show more content…
Have students return to their groups from Session 1. Students will work together to create the rationale and the graphic novel scenes, with one student acting as the leader for each assignment. The group leader begins by describing the overall process and explaining possible difficulties or differences of opinion within the group. The group leader then compiles a list of 3-4 scenes agreed upon by group members and ensures that the correlations for each scene are well-substantiated through textual evidence.
2. A second member of the group leads the drawing of the scenes, and a third member of the group crafts the rationale. (The fourth member of the group, if there is one, helps with the rationale or the drawing.)
3. When all groups have finished their visual scene depictions and rationales, have each group present their work to the rest of the class. Students take turns presenting each visual scene depiction and explaining the rationale behind this scene choice.
4. After each presentation, invite students from other groups to evaluate the strengths and weaknesses of the scenes chosen, citing compatible or contrary evidence from the book.