Comic Strip Sequencing and Inference
This lesson plan provides a guided practice activity for sequencing. Students will use comic strips collected from the newspaper in order to make inferences about the appropriate order.
Keywords: sequencing inferences comic strips
1. Students will be able to correctly sequence comic strip boxes by reading dialogue and viewing pictures.
Determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details; (LA.22.214.171.124)
Identify cause-and-effect relationships in text; (LA.126.96.36.199)
Identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text; (LA.188.8.131.52)
Set up document camera for whole-group instruction.
Collect comic strips from newspapers or from the internet.
Cut comic strips into individual squares and place into envelopes.
Put students into pairs based on high/low ability levels so students can teach each other.
1. Have students answer the question: Why is story order important?
2. Discuss answers with students leading them to the correct response.
3. Using the document camera, work through putting a comic strip in the correct order. Pay particular attention to using both pictures and words to create order.
4. Have students pair up and work on separate strips. Walk around helping students as needed.
5. Have students move to next station working on next strip. Repeat as time allows or number of different strips.
6. Have students revisit the question, Why is story order important? Talking about the comics.
Informal assessment can take place while teacher is walking around assisting students. This lesson should provide teacher some guidance if students are ready to move on to supporting details and sentence construction.
Extensions and Adaptations
Have students create comic strips, cut them up, and trade with a partner to reassemble.
Estimated Lesson Duration