Literacy Through Graphic Novels

8/9/2019 Literacy Through Graphic Novels

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LITERACYTHROUGHGRAPHIC NOVELS

KATHLEEN MANNION, 2008


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Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

A Unit o Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Module 1: Sel Portraits . . . . . . . . . . . . . . . . . . . . 10

Module 2: Elements o Fiction: Setting . . . . . . . . . . 13

Module 3: Elements o Fiction: Characters . . . . . . . . 18

Module 4: Elements o Fiction: Plot . . . . . . . . . . . . 21

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Contents

AcknowledgementThis resource was unded in part by The Excellence in Literacy Foundation

(Richmond, Ontario) and made possible through the generous donations

o private individuals, other oundations and corporations who support The

Curriculum Foundation, the charitable arm o Curriculum Services Canada.

For more details, visit www.curriculum.organd select Grants or Teachers.


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4

LITERACY THROUGH GRAPHIC NOVELS


IntroductionLiteracy Trough Graphic Novels is designed to support teachers asthey help students understand and apply basic concepts related to

story and language. Tis resource includes strategies or engaging

students in language learning in meaningul contexts and suggestions

or organizing and tracking students work.

RationaleResearch indicates that literacy rates soar when the reading process

unites text and images. By associating graphics with texts, students can

encode inormation more readily and, in turn, improve their reading

comprehension. Students decipher the meaning o the text and retain

pertinent aspects o the elements o the story.

Low scores in reading and writing diminish students sel-esteem

and can be a actor in student drop-out rates. By providing students

with tools to increase their reading and writing ability, teachers can

promote student success.

Why Use Graphic Novels

Graphic novels can be efective tools in helping students developdeeper understanding o language and its elements, and provide a

means or creative expression o ideas and learning.

Using graphic novels also:

acilitates learners in acquiring a new language

increases vocabulary

provides an engaging approach to augmenting literacy levels

presents a non-intimidating way to learn the elements o ction


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5

INTRODUCTION


Academic success is oen measured through reading and writing.

Tese methods may not address or assess some students learning

styles. Students with autism encode inormation in image orm;

reading material that includes graphics ofers them text orms

better suited or their learning style. Students with attention decit/

hyperactivity disorders requently experience rustration with

temporal terms such as beore and afer. Stories that demonstrate the

passage graphically can enhance these students understanding.

Facial expressions aid students with Autistic Spectrum Disorders

(ASD) and Attention Decit Hyperactivity Disorder (ADHD)

exceptionalities to place an emotion or state o being on

the expression.

At-risk populations with ADHD, communicative disorders,

learning disabilities, or Attention Decit Disorders (ADD) benet

rom contextual and textual clues to augment their literacy levels.

Phonological awareness permits students to hear the various sounds

associated with the morphemes.

Example:

hearing the sounds o the individual phonemes within a word expose

students to sounds that may or may not be in their phonetic inventories

exposure to novel phonemes increase spelling abilities and vocabulary

which in turn increases word recognition and accelerates reading

Morphological properties demonstrate word construction and

deconstruction.

Example:

morpheme construction helps students understand the premise behind

word building

presentation o root morphs and prefxes and su xes demonstrates the

concept o changes in part o speech

ime terms provide students with sequencing inormation

necessary to comprehend a text (e.g., beore, during, aer).

Working with parts o speech enable students to understand the

various elements required to construct grammatically correct

sentences.


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Connections with CurriculumDemonstrate an understanding o the elements o story

Identiy and explain the efect o specic elements o style

Present ideas and inormation logically and coherently in

written work

Revise written work, independently and collaboratively

Use vocabulary and language conventions to read and write

competently and efectively

Create media works and use established criteria to assess the

efectiveness o the works

OrganizationStudent Binder/PortolioStudents keep a daily record o their learning in individual binders/port-

olios that are divided into sections:

- Menu o the Day

- Guided Practices and Main Tasks

- Word Bank

- Homework Log

- Refection

- FeedbackTis compilation also serves as a reerence or review and practice.

(See pp. 29-34)

Menu and Homework Logo enhance the classroom environment with an element rom comics

and graphic novels, create a Menu Planner and a Homework Board in

the orm o a speech and a thought bubble.

Te inormation on the Menu Planner lets students know what the

literacy topics are on a particular day. Students copy the inormationunder the Menu o the Day section in their binders and reer to it as

a reminder o the main points that were covered on a specic date.

Parents/caregivers can consult the Menu o the Day section to keep

abreast o the topics being taught. Te Menu o the Day also provides

students with a ready resource to help them prepare or evaluation tasks.


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INTRODUCTION


Students record the inormation on the Homework Board into the

Homework Log section o their binders. Tis serves as a record or

students and parents o assignments or completing at home.

Post the language topics being addressed and the home assignments

on these boards so that students can record this inormation in their

binders at the start o each lesson.

Students in the English

class who take a

woodworking class maybe willing to accept

responsibility or this

project. It is a great

sel-esteem booster.

Make a Menu Planner and Homework Board

Materials

cardboard template o a speech and thought bubble

permanent marker

saety glasses

plywood

jigsaw

sandpaper

primer paint

blackboard paint

hardware or hanging the orms

Instructions

Trace the patterns on the plywood with a permanent marker.

Wearing saety glasses, cut out and sand the orms. Apply a coat o primer and let dry.

Apply two coats o blackboard paint.

A x hardware to the back o the orms and mount in a suitable area

o the classroom.

Icons are used throughout the resource to indicate opportunities or

students to add their work to their binders/portolios.

Task Word Bank Refection Assessment


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Tasks

Troughout the resource, student tasks are organized as Guided

Practice or Main asks. Te Guided Practice tasks are designed toreinorce students prior knowledge or to consolidate new learning.

Tese tasks can also be used in assessing or learning.

Te Main ask introduces concepts or provides or applying the

learning in new or diferent contexts.

Students le their work in the asks section o their binders to use as

reerence or other tasks and or review.

Word BankStudents record new and related vocabulary and denitions in a

personal word bank. Tey keep this as ongoing reerence as they

complete the tasks and prepare their graphic novel anthology.

Student AchievementTe Guided Practice tasks within each module can be used or

assessment or to help students consolidate new inormation.

Opportunities to provide eedback and track students progress are

identied throughout the modules.

Students reect on their learning daily.

Students build a binder/portolio in which they keep work samples

that both the teacher and student can use to assess progress.

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Choose the Guided

Practice tasks that are

most relevant or your

students in moving their

learning orward.


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MODULE 1: SELF PORTRAITS


A Unit of Study

Beginning the StudyIntroduce the concept o anthology as a compilation o stories on

a common theme or topic. Explain that their graphic novel will

represent an anthology o the stories they write as they learn about

the elements o ction.

List possible topics/themes as they are discussed (e.g., adolescence,

lie in the country/city, school sports, music, art, cultural heritage,

violence in schools, global warming).

As a class, decide on a theme/topic that they will reect in

their stories.

Troughout the study, as students apply their learning about the

elements o ction in creating comic episodes, remind them to

keep in mind the theme chosen by the class.

Proling Student LearningAs a class, review the elements o ction, the vocabulary, and the

language conventions they studied and what these look like in

comics and graphic novels.Students choose comic episodes rom their work samples to

contribute to the class anthology.

Working in small groups, students compile the anthology.

Example:

Group 1: designs a cover

Group 2: orders the comic episodes and creates a table o contents

Group 3: assembles the anthology

Review your school

and board policies

concerning topic

choices.

I the class chooses

more than one theme

as a ocus or their

work, diferent groups

can compile the other

anthologies.


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ContextUsing the medium o their choice, students create a sel portrait that

orms the contributing authors page o their graphic novel anthology.

Tey examine a text to identiy the ollowing parts o speech: the noun,

the adjective, the verb, and the adverb, and use these to create their

sel portraits. Students are exposed to various vocabulary words that

augment their lexicon. Tey use the new vocabulary to create a short

biopic incorporating the properties o a character description: the

physical, the mental, and the emotional.

Materials

coloured cardboard templates: yellow adjectives, blue nouns,

red verbs, and green adverbs

short text consisting o sentences containing only adjectives, nouns, verbs,

and adverbs

enlarged copy o short text

overhead projector assorted comics

large cardboard with

master map and/or

acetate o master

map containing the

ollowing areas: The

Abyss o Adjectives,

The Niche o Nouns,

The Valley o Verbs,

and The Anticline oAdverbs

manila envelopes

labelled A, containing

above map one or each student

1SELF PORTRAITS

Laminate the cards

or durability and

extended use.


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MODULE 1: SELF PORTRAITS


Students can reer to

their completed guided

practice sheet, Parts o

Speech.

sets o envelopes (one per student) identifed as:

B (segmented terms and defnitions)

C (enlarge text rom Module 1)

Yellow adjectives

Blue nouns

Red verbs

Green adverbs

text rom Module 1 (or each student)

defnitions or adjective, noun, verb, and adverb

graphics o a bat: the mammal, a bat: sports equipment, a person in the

action o batting

Guided PracticeDene parts o speech and model the task using the example. (SeeParts o Speech, p. 35)

Students compose simple sentences with the parts o speech

provided and share their sentences.

Students le their completed work.

Explain the additional task.

Identiy the parts o speech contained in the short text. Underline the

adjectives with a yellow pencil, the nouns with a blue pencil, the verbs with a

red pencil, and the adverbs with a green one.

Students share their interpretation o the instructions or this task

with a peer.

Students silently read the short text and complete the task.

Students peer edit each others work.

Students place the words rom the text under the appropriate posted

headings: adjectives, nouns, verbs, and adverbs. Tey justiy their

choice by providing the denition or an adjective, a noun, a verb,

and an adverb.

Circulate and guide students experiencing challenges with the task.

Guided PracticePost the denitions or the parts o speech and the cardboard

templates in the ollowing sequence: Yellow Adjectives,

Blue Nouns, Red Verbs, and Green Adverbs


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Explain and model the Parts o Speech game, using the set o

envelopes and the Parts o Speech Game, p. 35

Review that some words may gure in more than one category byshowing three separate images o a bat. (See Materials)

Read Module 1 text aloud.

Students play the game.

Partners place assembled sentences on the board and justiy their

choice o word placement within the sentence by reerring to the

denitions on the map.

As a class, decide i the sentences are correct.

Students check their work against their previously completed work.

Main Task

Provide a model or a contributing authors page.

Student A

(biopic)

Student B

(biopic)

Student C

(biopic)

Student D

(biopic)

Student E

(biopic)

Student F

(biopic)

Student G

(biopic)

Student H

(biopic)

Student I

(biopic)

Student J

(biopic)

Model what should be

included in a character

description chart,

explaining what is included

in a physical, emotional,

and mental description.

Students brainstorm their

characters descriptions and

record their reasoning.

Tey complete their sel

portraits or inclusion on

the contributing authors

page o the graphic novel

anthology.

Reduce the students

portraits to produce a

master sheet.


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MODULE 2: ELEMENTS OF FICTION - SETTING

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2ELEMENTS OF FICTION - SETTING

ContextStudents complete tasks designed to clariy the concept o setting as the

time and place or a story. Tese tasks engage the students senses in order

to demonstrate the link between the setting and the mood it evokes.

Materials

DVD/tape player/television various musical recordings that evoke particular moods (e.g., dance music,

sound eects o wind rustling, shutters banging, gates creaking, waves

crashing, water rippling, birds singing)

video clips depicting contrasting moods/atmosphere

artworks that convey various moods/atmospheres

banner paper

large cardboard or presentation board

variety o comics

vocabulary words separated into adjectives and nouns to describe the

diverse settings and moods/atmospheres

manila envelopes (one per student) entitled Settings Bank magazines

our sets o upper and lower case letter templates in large ont

Guided PracticePlay a selection o musical scores that create varying moods and

atmospheres to engage students aural sense.

Reduce the volume or turn of the music.

Introduce the lesson topic: Setting and its meaning as the time and

the place in which an action unolds.Students record the denition.

Select students at random to read the denition.

Students title a page, Setting and set up three columns with the

headings: ime, Place, Mood.

Model an example o setting by placing an appropriate time and

place element under the correct headings.

Provide completed or

partially completed

outlines or students

with exceptionalities.


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Students read to nd three diferent settings rom their comics.

Tey insert the time and the place o their settings under the

appropriate columns o their chart.Students share the settings rom their comics with the class.

Record their examples under the appropriate headings on the board.

Main Task

Explain how a setting may evoke a particular mood by replaying the

sound recordings, pausing aer each.

List words that pertain to mood and atmosphere and discuss their

meaning.Tey share and justiy their impression o the mood a particular

score elicits.

Illustrate the meaning o continuum by drawing an example and

labelling one end positive/light and the other negative/dark.

Students place vocabulary words under the positive/light end or

the negative/dark end.

Demonstrate that other words may be placed along a continuum as

degrees o a term.

Students identiy and record where the mood words sit on the

continuum.

Tey record the denition and the sketch o the term continuum.

Guided PracticeStudents view video clips one eaturing a stormy nightscape and

one displaying a calm, pastoral day.

Tey note the moods elicited rom the contrasting scenes.

Students reect on personal experiences where a particular settingcreated a denite mood or atmosphere.

Present elements that may inuence mood: colour, weather, sounds,

texture, smell, touch.

Demonstrate how the Arts (Visual Arts, Music, Drama, Dance)

can reect the mood o a particular time and place by presenting

difering works that show the relationship between a setting and its

interpretation by the artist.

Prepare ashcards

with the vocabulary

sets to veriy students

comprehension.


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Students note the elements in each o these works that inuence

the mood.

Guided PracticeStudents examine magazines or visuals that help create mood and

atmosphere.

Tey incorporate as many elements as possible into a collage or

other visual aid and share their completed product.

Guided PracticeIntroduce idiomatic expressions that use colour to deliver a

meaning (e.g., to see red means to be angry, rustrated, peeved,

annoyed, vexed; to be given the green light means to go ahead; to beyellow means to lack courage).

Link idiomatic

expressions used in

English with thoseound in another

language (e.g., the black

sheep une bte noire)

Making a Visual Settings Bank Banneror Presentation Board

Working in small groups, each group cuts out letters:

Group A: V, i, s, u

Group B: a, l, S, e

Group C: t, t, i, n (2)

Group D: g, s, B, a, k

Each group pastes its letters on the banner or the presentation

board.

Groups trace and cut out words and symbols:

Group A: Time + Place = Setting

Group B: Setting = Mood/Atmosphere

Group C: Mood/Atmosphere =

Group D: Clues about the characters that inhabit [the setting]

Students who complete the task can cut out: and the story genre

Each group pastes its words on the banner or presentation board in

the ollowing manner:

Time + Place = Setting

Setting = Mood/Atmosphere

Mood/Atmosphere = Clues about the characters that inhabit

[the setting] and the story genre

Each student selects two settings rom their manila envelope to

paste on the Visual Settings Bank banner or presentation board.


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Guided PracticeAs a class, identiy synonyms to describe the settings and the moods

and atmospheres better.Provide a range o synonyms an adjective may possess (e.g., bleak,

barren, bare, dim, desolate, stark, black, cutting, dark).

Students reer to the list as they describe the settings or their comic

episode. (See Main ask)

Main Task

Review the denition o setting and explain the term narrative

block, using a narrative block rom a comic.

Distribute a number o diferent types o comics to each group.

Working in groups, each group looks or words or clauses that

identiy the setting rom the narrative blocks (NB) within their

comics (e.g., NB1 aboard the Ghost; NB 2 one early January

morning, heavy og, San Francisco Bay, aboard a erry.)

Tey describe the contents o the panel with which the narrative

block is associated (e.g., NB1 - the open sea, whitecaps, windy,

cloudless pink sky, windy, sense o motion; NB2 - greyish purple

oreground and background, silhouette o erry, calm waters, nosense o motion).

Select a setting that loosely matches those rom the comics

(e.g., mid-May 1673, near nightall; Sainte-Marie Falls, in a birch

bark canoe).

Note that the time and the place are tangible, concrete

maniestations while the mood/atmosphere is an intangible,

abstract notion.

Ask: Which mood/atmosphere does the setting best evoke?

Possible responses: earul, isolated, terried, bleak, sombre

Students read comics, jotting down the various settings and moods

and atmospheres evoked.

From the clippings in their envelopes, they choose and paste

settings that best match the settings, moods, and atmospheres

noted.

Students can use

a thesaurus to nd

synonyms.

Vintage classics

illustrated comics are

ormatted diferentlyrom present day

comics. Students must

pay closer attention

to detail in order to

complete the task

successully.


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Working in pairs, they discuss their partners settings and

brainstorm synonyms or adjectives that better describe setting,

and adjectives or nouns that better describe the moods and

atmospheres.

Students present their completed settings and synonyms.

Circulate to observe and to assist, as needed.

Model the process or the task:

Select a setting.

Identiy time, place, and mood

Justiy your choice o mood (e.g., a setting eaturing dark sombre colours in a

bleak landscape, cityscape, or environment may evoke a sad or sinister eeling

or mood; the elements that the viewer sees and projects into the scene lay the

oundation or a depressing, sombre, evil, or desperate story line.)

Students choose and record three diferent settings or use in their

graphic novel. (See Setting Organizer, p. 37)

Students reer to their continuum sketch and the Visual Settings

Bank banner.


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ContextStudents read various types o graphic novels and comics in which

they meet a multitude o characters and create characters or their

graphic novel episodes.

Materials

a comics series that depicts a variety o character types caricatures portraying the various character types

coloured paper marked as:

orange = A

green = B

mauve = C

yellow = D

blue = E

pink = F

Main TaskPose the question to the class: What is characterization?

Students individually reect on an answer, discuss it with a partner,

and share their answers with the class.

Lead a discussion to identiy characterization properties.

Introduce the types o ctional characters along with their

denitions:

ROUND

more ully developedcharacter

possesses more

than one dimension

protagonist

3ELEMENTS OF FICTION: CHARACTERS

To create an inclusive

environment or

students with colour

exceptionalities mark

the coloured sheets A

to F


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MODULE 3: ELEMENTS OF FICTION: CHARACTERS

19 KATHLEEN MANNION, 2008

FLAT

least developed character

possesses one dimension

stock character that can be described in terms

such as: tailor, soldier, sailor, rich person, poor

person, beggar, thie, doctor, lawyer.

STATIC

unchanging throughout story line

character possesses the same traits rom the

beginning to the end o the story

DYNAMIC

undergoes transormation

throughout the story line on a

number o levels

the characters traits have

changed either on a physical,

mental, and/or emotional level

due to conicts encountered

during the story line

Students record the denitions.

Model how to make a oldable study tool. (See Character ypes

- Foldable Study ool, p. 38)As a class, list the characters ound in a comic series.


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Highlight diferent examples o character types: round, at, static,

dynamic, protagonist, and antagonist by selecting characters rom

the list.

Assign characters rom the comic series to small groups.

Individually, group members match the assigned characters to

one or more character types and justiy the reasoning behind their

selections. (See Character ypes, p. 39)

In their groups, they record their ndings in point orm and share

them with the class.

Lead a class discussion to veriy the inormation, supplying urther

explanations or by inviting students to explain their understanding.

Students transer the inormation under the Character ypes tabo their oldable study aid and draw eatures o the characters they

encountered.

Explain that being able to recognize various types o characters

presented in a work o ction will help them create believable

characters or their graphic novel episodes.

Students create characters or their graphic novel episodes.

(See A Character Bank, p. 42)

Tey consult with peers about the believability o their characters

and the veracity o character types chosen.

Students present two characters o which they are most proud to

the class.

Guided PracticePost a two-column chart with the headings Character Properties

and Character ypes.

Explain the diferences in meaning between the two and write

inormation under the appropriate headings.

Students create a similar chart.

Brainstorm and post a list o character attributes. (See Character

Attributes, p. 43)

Students use these attributes to describe their character types.

Describe the task. (See Character ypes and Properties, pp. 40-41)


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MODULE 4 - ELEMENTS OF FICTION: PLOT


SECTION 1: PLOT OUTLINEAND STORY STRUCTURE

ContextStudents examine diverse story lines and plot structures o assorted

graphic novels and comics. Tey write a simple plot that they render

into a comic to consolidate their knowledge o previously examined

elements o ction: setting and characters. Students examinetempo-spatial terms to understand why using these transition

terms helps with the ow o inormation coding and decoding as

they create their story line.

Materials

coloured pencils, markers, crayons

paragraph that eatures a beginning, middle, and end

a number o age, gender, cultural, and grade appropriate class sets o a

comics series

terms on coloured cards:

indent

topic sentence/main idea

pronoun use

supporting sentence

acts

details

examples

concluding sentence

transition words

unity

coherence

cardboard/metal/plastic fling box to store students drats

six dierent texts cut into sections, illustrating plot outline and story

structure elements and placed in manila envelopes, labelled The

Elements o Fiction: Plot

cartoons/comics/graphic novels

4ELEMENTS OF FICTION: PLOT


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Making a Class Filing System

Demonstrate how a fle older becomes a system that documentstheir progress and success as well as a tool to organize their work

or easy retrieval.

Students label the older with their name.

Model how to store students work by placing their olders

alphabetically in the fling box.

Students store their older in the fling box at the beginning and

conclusion o each writing lesson.

Guided PracticeStudents silently read the paragraph noting any challenging or

unamiliar vocabulary words.

Students section the paragraph into a beginning, middle, and end.

Draw a three-column chart labelled: Beginning, Middle, and End

respectively.

Students place the appropriate parts o the paragraph in the correct

columns and give reasons or their choice.

Review the various components o the paragraph.

Students choose the diferent coloured cardboard terms that matcheach component. (See Materials)

As students explain the properties o a paragraph, assess their

comprehension o the inormation.

Guided PracticeUsing a plot outline and story structure schematic, determine

students understanding o the terms: plot outline and story

structure.Divide the class into two groups: plot outline and story structure.

Te groups nd the diference(s) between the terms, reerring to the

dictionary, reerence books, and their previous knowledge.

A member rom each group shares their groups ndings.


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Compare the groups ndings by:

- providing the denition or each term

- reerring to the plot outline and story structure schematicStudents record the denitions or each term.


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Main Task

Students silently read comics noting that there are a number o

smaller conicts or crises that lead to the major obstacle in theclimax o the story.

Individually, they compose a paragraph discussing the comics

content. (See Write a Paragraph, p. 44)

Randomly select students to read their paragraph.

Record the salient eatures o the students inormation, adding

omitted inormation as each paragraph is read.

Students reect on the diferences in perception and interpretation

o the same reading.In discussion, identiy possible reasons or the diferences:

peoples backgrounds inuence their perception and subsequent

interpretations

others have a dierent point o view on a particular subject

Provide an example to demonstrate that students must read

critically to understand the authors perspective, (e.g., they should

question the authors point o view by examining an authors era,

gender, social, religious, geographical, and political a liations as

these inuence the writing).

Highlight the importance o rereading a dra beore submitting it

as a nal copy as it allows them to edit omissions or errors.

Students edit their paragraphs, using the plot structure diagram.

(See Plot Outline, p. 45)


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Guided PracticeDivide the class into six groups, giving each group an envelope

labelled Elements o Fiction: Plot. (See Materials)Select a student to read the instructions:

In the envelope, there are a number o sentence strips. On each strip, the

sentence contains a clue or clues representing a part o a plot outline and/

or story structure.

Assemble the sentences in the correct order paying close attention to the

clues in each sentence.

Decide under which heading the sentence strip belongs: plot outline or

story structure.

Select a member rom the group to present your groups fndings to the class.

As a class, review the ndings rom each group.

SECTION 2: STORY SEQUENCE TIMEAND SPACE

ContextStudents activate their senses and record as much stimuli as they

can while they are viewing a story segment. Tey learn that some

inormation is not recorded and that some inormation is detected

through senses other than sight and sound, (e.g., temporal sequencing

and spatial location).

Guided PracticeDistribute and explain the task. (See A Sensorial Sponge, p. 46)


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Students view a clip o an introductory scene rom a science ction

episode. Tey rely on their senses to discern as much inormation

as they can rom the moment that the teacher signals that the

experiment has begun until the teacher signals the end.

At the end o the viewing, students orm groups and identiy a

spokesperson and a scribe.

As the group members share their notes, the scribe records the

inormation.

Te spokesperson or each group recounts the ndings to the class.

Highlight the diferences in the groups accounts o the inormation

by asking:

Did every student in the group recount the same inormation? Why is some inormation recorded by some and not by others?

Why were the fndings dierent?

Could the diering interpretations result in miscommunication or conict?

Explain that the interpretation o events is inuenced by a persons

background and belies and that their experience with the same

situation may be diferent rom someone elses.

Emphasize that they should be critical when they read and/or

view articles, stories, newspapers, debates, etc., always taking into

consideration and being respectul o diferent points o view and

perspectives.

Point out that, as authors o their comics, they will be in control o

the time and the space in which their story unolds.


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Main Task

Demonstrate that each panel o a seven-panel comic strip xes

the story in a particular time and space. (See A View o a ComicsPanel, p. 47)

Explain that the space between each panel is the uid area where

time and space elapse.

Review the terms used or each component o the comic panel.

Students record the terms.

Review the salient points concerning sensory input, decoding,

perception, interpretation, tolerance, and vocabulary.

Model how to complete a comic panel, highlighting the beginning,the middle, and the end.

Working in pairs students, transorm their notes rom the viewing

into a seven-panel comic. (See Seven-Panel Comics, pp. 48-49)

Students present their story panels.

Guided PracticeReview the concept o time and space.

Introduce transition words, explaining that prepositions reer to

temporal and spatial abstractions.

Highlight the word position in the term preposition and circle the

prex, pre.

Explain that the term pre means beore and that the term position

means location or place so preposition reers to beore location.

Te preposition is placed beore another part o speech usually a

noun or a pronoun.

Students record the denition and share their examples o

prepositions.

Post some commonly used prepositions.

Students complete the task and share their work with the class.

(See Prepositions, p. 50)

Circulate ofering helpand encouragement,

and complimenting

behaviour, work ethic,

collaboration, etc.

Francophone students

use the term phrase

where Anglophone

students use the termsentence.

Teachers may need

to spend time

diferentiating phrase

and sentence and

clause and phrase

to help students

understand.


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28



BibliographyCarter, James Bucky. Building Literacy Connections with Graphic Novels: pageby page, panel by panel. Illinois: National Council o eachers o English, 2007.

ISBN 978-0-8141-0392-0 (pbk.)

Chinn, Mike. Writing and Illustrating the Graphic Novel. New York: Quarto

Publishing, 2004.

Eisner, Will. Comics and Sequential Art: Principles & Practice o the Worlds

Most Popular Art Form. New Jersey: Poorhouse Press, 1985.

Eisner, Will. Graphic Storytelling and Visual Narrative. New Jersey:

Poorhouse Press, 1996.

Gertler, Nat and Steve Lieber. Te Complete Idiots Guide to Creating a

Graphic Novel. oronto: Pearson Penguin Ltd., 2004. ISBN 1-59257-233-2

McCloud, Scott.Making Comics: Storytelling Secrets o Comics, Manga and

Graphic Novels. New York: HarperCollins, 2006.

McCloud, Scott. Understanding Comics: Te Invisible Art. New York:

HarperPerennial, 1993.

Varnum, Robin and Christina . Gibbons. Te Language o Comics: Wordand Image. Jackson: University Press o Mississippi, 2001.

Drawn and Quarterly - http://www.drawnandquarterly.com/artHome.php

Merriam-Websters Word Central - http://www.wordcentral.com/2007

Read Write and Tink - http://www.readwritethink.org/materials/

lit-elements/overview/

Visual Tesaurus - http://www.visualthesaurus.com/


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KATHLEEN MANNION, 2008 29

Menu of the Day

Date:

Lesson Topic: (3 or 4 points)

Specied Outcome rom the Lesson:

Study Aid:Record the key words that will help you remember the main points o the lesson.

Draw symbols that may help you to remember the main points o the lesson.


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Tasks

Date:

Guided Practice 1:

Guided Practice 2:

Guided Practice 3:

Guided Practice 4:

Guided Practice 5:

Main Task:

Explain how the Guided Practices help you understand and complete the Main Task.

How can the Guided Practices or the Main Task be altered to better help you learn andsucceed?


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Word Bank

Date:

Word Defnition Word in context

Tools to help me remember this word mnemonic devices, drawings, word associations, ormulas, etc.


Tools to help me remember this word.










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Homework Log

Date Homework Concern(s) Caregiver(s)/Student Checked


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Reflections

Date:

Circle the clause that best expresses the beginning o your reection.

Today, I learned

My impressions o

What I understood rom todays lesson

I succeeded in

Use it to complete your reection.

The specied outcome or the lesson was:

Circle the term that best suits your level o success with this lesson.

I was successul:

to a small degree

to a moderate degree

to a great degree


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Feedback

Date Teacher Parent(s)/Caregiver(s) Follow-up Resolution


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Anadjectiveis a word that describes a noun or a pronoun.Example: air, cold, great, sti

A noun is a word that names a person, a place, an idea, or an object.Example: reeree, arena, success, skater, muscle, joint

A verb is a word that expresses an action or a state o being.Example: supervise, ood, come, hurt, am, is, become, appear, damage

Anadverbis a word that describes a verb, an adjective, or another adverb. It may answerwhere, when, how, or why.

Example: even, more, grateully, closely, purposely, suddenly, enough, easily

Parts of Speech

Name: Date:

Task

Create simple sentences using words rom the examples in each part o speech andjustiy your answers.

You may change the number rom singular to plural and add words to the appropriateparts o speech, i necessary.

A word may be classifed as more than one part o speech.

Example: Cold skaters hurt limbs more easily.

Justication:

Cold an adjective describing the noun skaters

skaters a noun that names a person

hurt a verb because it expresses an action

limbs a noun that names an object

more an adverb that describes the adverb easily

easily an adverb that describes the verb hurt


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Parts of Speech Game

Instructions

Listen attentively as the text is read.

Match the part o speech with the appropriate defnition in envelope B.

Place the matched set on the correct areas on the map: The Abyss o Adjectives, TheNiche o Nouns, The Valley o Verbs, or The Anticline o Adverbs.

Categorize the words rom envelope C into adjectives, nouns, verbs, and adverbs andplace them into the appropriate coloured and tagged envelopes.

With your partner, reassemble the text into its proper order.


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Settings Organizer

Name: Date:

Task

Choose three dierent settings rom the Visual Setting Bank and complete the table.

Under the Setting column, describe the time and the place.

Provide the mood evoked by the setting.

Give the reasons or your answer, using new vocabulary words.

Description 1 Setting Mood Justication

Time Place


Time Place


Time Place


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Character Types Foldable Study Tool

Measure 8 rom bottom and old



Place olded sheet C into olded sheet B.Place olded sheet A over olded sheets B and C.

Staple the three olded sheets to orm a booklet.Label each area:

Types o Fictional Character

Static Character

Flat Character

Dynamic Character

Round Character

Protagonist/Antagonist

1.

2.

3.

4.

5.

6.

SHEET A

SHEET B

SHEET C

A

1.

B

2.

C

3.

C

4.

B

5.

A

6.


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Character Types

Name: Date:

Task

Reer to the table to determine the character type or each o the characters your groupis assigned.

Justiy your reasons or choosing the character type

Character Types Properties Yes No

round Can be described:

physically

mentally

emotionally

dynamic Changes throughout the story line:

physically

mentally

emotionally

protagonist Faces conict(s) to reach a goal

at Can be described stereotypically

static Remains the same throughout the story line

antagonist Prevents protagonist rom reaching goal


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Character Types and Properties

Name: Date:

Task

With a partner, consider the class theme or the graphic novel anthology and drawcharacters to represent each character type.

Consider the properties that characters should depict as you create your characters.

Types o Characters Description

Static Unchanging throughout story line

Flat Unidimensional

Dynamic Transorms during story line

Round Multidimensional

Protagonist Seeks to reach a goal

Antagonist Obstacle to protagonists goal

Properties

physical The characters physical description includes:

acial appearance

state o body

type o body

body language (manner o moving)

state o clothing

type o clothing

manner o speaking

type o speech (dialects, slang, etc.)

state o health

gender

age

race

emotional The characters emotional description includes:

eelings

needs

interests

desires

ears

amily background

mental The characters mental description includes:

goals

education occupation

thoughts

reactions to conicts

other The characters _________ description includes:


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Character Types and Properties(continued)

Using the description o character types, answer true (T) or alse (F) to the questions:

__ 1. The dynamic character undergoes physical transormations during the story line.

__ 2. The static character can be transormed at the end o the story line.

__ 3. The at character possesses many acets to its character.

__ 4. The round character can be the protagonist o the story line.

__ 5. The round character can be the antagonist o the story line.

__ 6. The static character can be multidimensional.

__ 7. The antagonist prevents the protagonist rom its goal.

__ 8. The protagonist can be dynamic as well.

__ 9. The at character can be a stereotype.

__ 10. The antagonist and the protagonist can be the same character.


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Task

Create a bank o characters to use in your graphic novel episodes.

Include a minimum o: one round character two dynamic characters one protagonist three at characters one antagonist three static characters

Describe the fctional character by reerring to prior class tasks.

Decide what type o character your fctional character will play in the story line o yourcomic episodes.

Justiy your reasoning or each type o character you chose.

Create enough character types to fll a believable story line.

Recreate this table on a separate sheet o paper leaving su cient space or completedescriptions. Use a ull page or more complex characters.

Character Bank

Character Type o

character

Description o character

Physical Mental Emotional

Example

Character Bank

Character Type o

character

Description o character

Physical Mental Emotional

Delphine Round Well trimmed, short

haired, emale

bloodhound

Thinks only about

the saety and

wellbeing o her

caregiver, Fredericka

Loves her amily

unconditionally

Wears hornrimmed

biocals

Suers rom

ashbacks

Resorts to snapping

when upset

A Character Bank


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Character Attributes (Teacher)

Abusive

Destructive

AggressiveCold

Detached

Heroic

Independent

Courageous

Strong

Rational

Virile

Ambitious

Warm

Masculine

Feminine

Achieved

Successul

Teamspirited

Flexible

OpenMalleable

Encouraging

Compassionate

Soulul

Critical

Cynic

Respectul

Surly

Engaging

Feared

Possessive

Dynamic

Assertive

Resolute


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Write a Paragraph

Name: Date:

Task

Condense a comics story into one paragraph.

Brainstorm and choose the parts that you believe are integral to a story and compose aparagraph that incorporates all the terms reviewed in class.

Keep in mind the setting and the characters.

Integral Parts o a Story

Paragraph


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Plot Outline

Task

Edit your frst paragraph by including the components ound in the plot outline

diagram.

Climax

Falling Action

ResolutionConclusion

SettingCharacter(s) Initial situation


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A Sensorial Sponge

Name: Date:

Task

Rely on your senses to remember as much inormation as you can in chronologicalorder.

Record your inormation in the table.

Stimuli Sight

I saw

Smell

I smelled

Taste

I tasted

Touch

I elt

Hearing

I heard

Order


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A View of a Comics Panel (Teacher)


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Create a Comic

Name: Date:

Task

Label the comics template. Draw a link rom each defnition to its location on thetemplate.

Create a story using your notes rom viewing the flm clip.

Your story must include:

setting

beginning, middle, and end

characters

conict

Record your story on the SevenPanel Comics template.

Border lines usedto rame the panel

Narration Block provides readerwith inormation

Balloon containscharacters speech

Thought balloon

containscharactersthoughts

Gutter the spacebetween rames inwhich time passes

Panel a rame inwhich the storyunolds. There areseven rames to

this story.

[[))


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Seven-Panel Comics

Name: Date:


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Prepositions

Name: Date:

Task

Choose a comic or a graphic novel.

Locate one prepositional phrase per page.

Example 1: Preposition + noun = at + heart

Successul teachers remain young at heart.

The preposition at connects the noun heart to the adjective young.

Example 2: Preposition + pronoun = or + them

The students rallied or them.

The preposition or connects the pronoun them to the verb rallied.

Example 3: Preposition + noun phrase = in + a better state

The soldiers let the country in a better state.

The preposition in connects the noun phrase a better state to the noun country.

Title

Prepositional

Phrase

Connects: To: Excerpt

noun pronoun Nounphrase

noun verb adjective

with my

mother

X X I still live with my mother:

(9)

A preposition is a word that shows a relationship o a phrase to another part ospeech in a sentence.

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