An Hour With Abuelo Comic Strip After reading

An Hour With Abuelo Comic Strip After reading the short story, “An Hour with Abuelo”, you will create a comic strip retelling the story (plot). Follow the directions below to complete the activity. 1. Re-read the story, “An Hour with Abuelo” in your textbook 2. Go to http: //www. makebeliefscomix. com. Give your comix a name and put your name for the Author. 3. Create a retelling comic strip. 4. Make sure to include beginning, rising action, climax, falling action, and resolution in your comic strip. 5. As you work on it, refer to your rubric to make sure you have everything you need. 6. Follow the directions given on the website to customize your characters, setting, etc. 7. When you are finished with your commix, use the Snipping Tool to “snip” your comix strip. Make sure you include the title and author boxes at the top of the comix. 8. Click the picture of the save disk in the Snipping Tool box. Rename the file with your first initial and your last name (Example: lforeman), now click save. 9. Log into Blackboard open your comix assignment. 10. Click on Browse My Computer, find your comix in Pictures Library 11. click on your comix, and then click open. 12. Now click Submit. This task uses: Make Beliefs Comix App http: //www. makebeliefscomix. com/ Common Core/NG Standard(s): • RL. 8. 1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • RL. 8. 3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Rubric for Comic Strip 4 3 2 1 Creativity The pictures and captions reflect an exceptional degree of student creativity. There is great attention to detail. All but 1 of the pictures and captions reflect an exceptional degree of student creativity. All but 2 of the pictures and captions reflect an exceptional degree of student creativity. More than 2 of the pictures and captions reflect little degree of student creativity. Theme All 6 panels relate to theme. Only 5 panels relate to theme. Only 4 panels relate to theme. Less than 4 panels relate to theme. Characters and Dialogue The main characters are clearly identified, and their actions and dialogue are well-matched to each other. The main characters are clearly identified, and their actions and dialogue match most of the time. The main characters are identified but not well developed and their actions and dialogue are too general. It is hard to tell who the main characters are. Landscape and Props Landscape and props are directly related to theme or purpose of the comic and enhance understanding of the scene. Landscape and props are directly related to theme or purpose of the comic. Landscape and props are generally related to theme or purpose of the comic. Landscape and props seem randomly chosen OR distract the reader. Number of Items The comic has at least 5 panels. The comic has 4 panels. The comic has 3 panels. The comic has less than 3 panels. Spelling, Punctuation, and Grammar There are no spelling, punctuation, or grammar errors. There are 1 -3 spelling, punctuation, or grammar errors. There are 4 -5 spelling, punctuation, and grammar errors. There are more than 5 spelling, punctuation, and grammar errors. Time and Effort Class time was used wisely. Much time and effort went into the planning and design of the comic. Class time was used wisely, however the student could have put in more time and effort into the planning. Class time was used wisely, however the student could have put more time and effort into the design. Class time was not used wisely.