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Lesson Plan: Finding the Learning Combinations

Cartoon/Comics and Real Live People–Finding the Learning Combinations

Student Academic Objective:

  • The student will draw conclusions about a character in a given cartoon based on analysis of character’s behavior.
  • The student will apply knowledge of learning processes to create own cartoon depicting a given process.

Student Metacognitive Objective:

  1. The student will share thought processes during analysis of a cartoon and the creation of own cartoon.
  2. The student will reflect on the thoughts and steps used during the comic activity.

Teacher Metacognitive Objective:

  1. The teacher will observe how students’ thoughts reflect their combinations.
  2. The teacher will assist students in discussions to see how others approach learning situations.

Materials:

  • Cartoons and comic strips depicting processes in characters’ learning combinations.
  • Paper for cartoons
  • Transparencies of comic strips
  • Journal assignment

Steps:

  1. Let’s think about behaviors of individuals who use technical processing first. Who uses technical processing first? What do you think about when you are given an assignment in language arts? What do you DO when you begin the assignment? What do you think about during the assignment? What do you do during it?Now let’s think about behaviors of individuals who use sequential processing first. Who uses sequential processing first? What do you think about when you are given an assignment in language arts? What do you DO when you begin the assignment? What do you think about during the assignment? What do you do during it?

    Let’s next think about behaviors of individuals who use precise processing first. Who uses precise processing first? What do you think about when you are given an assignment in language arts? What do you DO when you begin the assignment? What do you think about during the assignment? What do you do during it?

    Finally, let’s think about behaviors of individuals who use confluent processing first. Who uses confluent processing first? What do you think about when you are given an assignment in language arts? What do you DO when you begin the assignment? What do you think about during the assignment? What do you do during it?

  2. Characters in the stories we’ve read this year show their learning processes. What about Brian in Hatchet? What type of learner is he? What are the behaviors and thoughts he has that tell us this? What about the guidance counselor, Carla, in There’s a Boy in the Girls’ Bathroom? What type of learner do you think she is? How do you know this? How would these two individuals approach a learning task differently? Why do you think that? How do they compare to the way you approach a learning task?
  3. Cartoon characters can also illustrate learning processes by their thoughts, words, and actions. Let’s look at a few together. (cartoons on overhead) Lead students to draw conclusions about thoughts and processes based on the characters’ words and behavior.
  4. Now that we have analyzed these cartoon characters and have determined their learning combinations, let’s see if you can do the same with other examples in your small groups. Each group will receive two cartoons and a form to complete about them. Be prepared to share your findings with the class in 15 minutes. Remember to listen to all members of your group; each learner can approach the cartoon from a different perspective.
  5. Groups will share their findings. The teacher will question them during this activity as to what they were thinking and doing as they participated in the group.
  6. We’re going to use what we have learned today and create our own cartoons or comic strips. Be sure it shows the character using at least one process in their combination. On the back of the cartoon, write what process or processes you think the character or characters used first or avoided. Tomorrow we will share our cartoons with the class and see if others see the processes too!
  7. How did this assignment go last night? How did you approach it? Did your learning combination affect the way you thought or your actions during the assignment? Let’s see what you’ve created! (Students will share their cartoons, followed by an analysis and conclusion by the class).
  8. Did any patterns emerge in the cartoons we’ve seen today? What were they? Why do you think these patterns were chosen?
  9. Journal assignment:
    1. What were the steps you took when you created your cartoon?
    2. What did you think as you worked on this assignment?
    3. What was frustrating for you about this assignment?
    4. What was enjoyable for you about this assignment?
  10. Share and discuss journal writing. Be sure to point out how each of us may approach learning and various assignments in different ways, (and how often this reflects our own learning combinations)!

    Assessments:

    1. Cartoon or comic created by the student
    2. Journal response