Graphic Novel Workshop

Five-Step Lesson Plan TemplateWorkshop Leader

Ann Marie Meehan

Workshop Assistant

Lesson Plan Date:

8/22/16 Grade level:

9-12

FIVE-STEP LESSON PLAN TEMPLATE

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OBJECTIVE. What is your objective?

KEY POINTS.What knowledge and skills are embedded in the objective?

•SWBAT define, recognize and create a graphic novel.What is a graphic novel?A.A book with drawings in it, like a coloring bookB. A fictional story that is presented in comic-strip format & published a book.C.A highly descriptive book.D.A violent comic book

•WHAT? Understanding of the value of combining illustrations & language to tell a story •WHY? To appreciate how both assist in understanding the story•HOW? By reading, writing and identifying the art form called graphic novel

ASSESSMENT. Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor. •Students will demonstrate they understand what a graphic novel is by completing a nine panel grid graphic novel• Students will read, discuss, contrast and compare samples of graphic novels

CONNECTION TO THE WORKSHOP ACHIEVEMENT GOAL.How does the objective connect to the workshop achievement goal?

•By and identifying and demonstrating, student will demonstrate that they can identify a graphic novel by relating the text to drawings

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4. OPENING 10 min.) How will you communicate what is about to happen? How will you communicate how it will happen? How will you communicate its importance? How will you communicate connections to previous lessons? How will you engage students and capture their interest?

MATERIALS.

•Leader will play music with a PowerPoint presentation of toon characters interspersed with compelling story text excepts as workshop attendees assemble. Once assembled Leader will conduct an “ice breaker” to meet and introduce herself to the students by distributing index cards and markers and have students write their name and underneath that the name of their favorite “toon” character. (Ex. “Ann Marie” and Lucy from Peanuts underneath).

•Leader will communicate what is about to happen by telling them we’re going to talk about a very popular form of writing called the “Graphic Novel.” Leader will provide a definition of what a graphic novel is. It’s the cousin of both the comic book and a meaty, thick novel. Further, as small children we can remember the books we read; how pictures helped us understand what was happening even though we might not have been able to read the words. ? What books did you read and love as a small child? Write them on the board to reinforce how these illustrated texts stay with us all our lives.

Post “Do Now”

3. INTRODUCTION (10 min.) How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively internalize key points? Which potential misunderstandings do you anticipate? How will you proactively mitigate them? How will students interact with the material? How/when will you check for understanding? How will you address misunderstandings? How will you clearly state and model behavioral expectations? Why will students be engaged?

Five-Step Lesson Plan Template.• . Leader will draw a double grid with “Comic Book” on one side and “Novel” on the other. She’ll ask the students what they like about comics/comic books and what they like about novels. Then she will write out the definition of Graphic Novel, circling vital aspects of the definition to highlight (i.e., no pictures, pictures no text, story line vs no story, often contains characters who are singular- who feel different!, maybe special powers or have overcome a difficulty )•Instructor will remind students that comic books and novels both tell a story or tale, and that comics usually include text that aids the reader in describing what’s going on in pictures. Leader will ask students of examples where text might be vital to the story, i.e., what if there was only pictures? Might you understand the entire story/novel? Does it have to have a specific number of panels and do they have to be a certain shape? How might it enhance/hamper the story-telling if you were to use a free form layout?

2. GUIDED PRACTICE (10 min.)How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the key points? How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard? How/when will you monitor performance to check for understanding? How will you address misunderstandings? How will you clearly state and model behavioral expectations? Why will students be engaged? ? Does it have to be a true story you are telling, or can it be created?• Leader will provide examples on PowerPoint and play: “Graphic Novel or Not?”Leader will post Ernest Hemingway’s flash fiction piece, “Baby Shoes” on the PowerPoint and hand out three panel worksheets for brief activity. Students will independently complete three panels of either before the story happened or after. Each panel must contain text and pictures.1. INDEPENDENT PRACTICE (_30_ min.)How will students independently practice the knowledge and skills required of the objective, such that they solidify their internalization of the key points prior to the lesson assessment? When and how would you intervene to support this practice? How will you provide opportunities for remediation and extension? How will you clearly state and model behavioral expectations? Why will students be engaged? • Leader will hand out an excerpt of her short story, “Tea Instead.” Students will volunteer or Leader will read as students read along. •.Students will pair into groups and brainstorm ideas on how to re-tell the short story in the form of a graphic novel.

•Students will create their graphic novel- their own, personal re-telling of the story. Leader will remind the students that as long as they include both text and pictures, there is no wrong way of telling this as their own personal graphic novel rendering. •While activity is going on, Leader will model the expectation by doing the exercise.Lesson Assessment: Once students have had an opportunity to practice independently, how will they attempt to demonstrate mastery of the knowledge/skills required of the objective? •Students will share their renderings with the other students

5. CLOSING (_10_ min.)How will students summarize and state the significance of what they learned? Why will students be engaged? •We’ll keep the creative juices flowing by brainstorming ideas for stories that are personal or imaginedLeader will mention that she is thinking of planning a road trip to the Barnes or Philadelphia Art Museum to see what she can find there that might be good “bones” to build a graphic novel around. Provide some slides of paintings, armor, etc., portraits

HOMEWORK (if appropriate). How will students practice what they learned?

Five-Step Lesson Plan Template

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• Leader will provide a list of names of noteworthy graphic novels for students who are interested in exploring the art of the graphic novel, i.e., The Watchmen, Hellboy, Batman, etc.-Leader will suggest that the “Mighty Writers” might be a great topic for a graphic novel.


Graphic Novel Workshop

Introduction: My Toon Life: The Graphic NovelWhat it is and why it’s an important/useful form of telling a story

Ice Breaker: You name and the name of your favorite cartoon character and why

Discussion: What is a graphic novel?

Group Activity: Graphic or Not? (game)

Individual Activity: Compose a three panel graphic “flash” novel (Ernest Hemingway’s “Baby Shoes”)

Group Activity: Group reads leader’s short story entitled “Tea Instead” and breaks into groups to co-author a nine-panel graphic novel telling of the story

Discussion: Students will share their renderings of the novel they created and we’ll discuss how they told it, what they decided to focus on in the nine panels and what did they discover about the form from doing the activity?

Wrap Up: We’ll discuss some of the group’s stories (real or imagined) that might make for great graphic novels. Leader will show PP slides of art works in Philadelphia museums and mention that museums are great places to be inspired to write. Would you be interested in a road trip to inspire you to write your own?



Documents

Graphic Novel Workshop