Graphic Format Lesson Plan - My Capstone Library

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Graphic Format Lesson PlanConcept to TeachUsing Interactive titles, students will create their own dictionary of graphic novel terms, and learngraphic novel sequencing. They will also have the opportunity to create their own comic strip.Objectives The student will set a purpose for reading and acquire new vocabulary using an interactive book.The student will describe story elements, understand word meanings, and increase vocabulary.The student will employ a wide range of strategies as they use elements of the writing process.Materials Dictionary of Graphic Novel Terms worksheet.A copy spread from a graphic novel book.Create a Graphic Novel worksheet.Multimedia computer(s) to display and listen to the interactive title.Title website: www.MyCapstoneLibrary.com.Graphic Novel template: http://www.stonearchbooks.com/sab/pdf/sab SafeGNpgBW.pdf.(Optional) Interactive white board or projector.(Optional) A photocopy of a page within a graphic novel.Interactive titles in graphic novel format. Suggested titles include:Attack on Pearl HarborGeorge WashingtonJackie RobinsonSinking of the TitanicIlluminating World of LightLessons in Science SafetyUnderstanding global warmingCrash Course in Force andMotionBackyard Bug BattleDay of the Field Trip ZombiesNight of the Homework ZombiesTiger Moth, Insect NinjaBoston Tea PartyHarriet TubmanLewis and Clark ExpeditionAdventures in SoundExploring EcosystemsShocking World of ElectricityUnderstanding photosynthesisInvestigating the ScientificMethodBlast to the PastDognappedOoze Slingers from Outer SpaceTiger Moth and the Dragon KiteContestCreation of US ConstitutionHelen KellerSalem Witch TrialsAttractive Story of MagnetismExplosive World of VolcanoesJourney into AdaptationWorld of Food ChainsEarth‐shaking Facts aboutEarthquakesBoy who Burped too MuchSuper‐Powered SneezeRobot RampageInvaders from the Great GooGalaxyProcedurePreparation1) Print the Graphic Novel Terms worksheet – 1 per student.2) Make copies of a spread of a graphic novel book, and cut apart the panels – 1 per student.3) Print the Create a Graphic Novel worksheet – 1 per student or as needed.Setup4) Teach the elements and structures of graphic novels using the vocabulary listed below.5) Ensure students know how to use the Interactive books.Direct Instruction6) Distribute the Graphic Novel Terms worksheet. 2009 All Rights Reserved

7) Tell the students that they will be creating their own dictionary of graphic novel terms asthey read and find terms that they don’t know.8) The students will review an interactive graphic format title and complete their worksheet.9) Distribute the cut‐up pieces of a sample graphic novel spread and ask your students to putthe panels together.10) Ask your students: Why did you put them in this order? How important is the sequence ofthe panels to telling the story? Does the size of the panel vary? What would a largerpanel/smaller panel indicate? Discuss.VocabularyTeach the elements and structures of graphic novels by explaining the following: Speech bubbles or balloons represent the speech of a character. Thought bubbles or balloons represent the thoughts of a character. Captions contain information about a scene or a character and are generally used to establishthe time and place of the story. Panels are squares or rectangles that contain text and illustrations from a single scene. Sound effects are visual sound clues such as “zonk” or “whoosh” Other things to know:o The letter ‘Z’ means the character is sleepingo Musical notes drawn into speech bubbles usually indicate singingo Light bulbs indicate an idea or solution to a problem.o A stormy cloud with lightning sticking out of it depicts anger.ClosureAsk students to create a graphic novel by developing a story and using the directions on the Create aGraphic Novel worksheet. Have students share the graphic novels they created with the class.AssessmentHave your students swap dictionaries once they are completed, and review their terms. You can alsohave a student discussion about what their favorite graphic novel elements are, and why those are themost important to them.Extended Learning Activities1) Ask students to define “Graphic Novels” by creating an acrostic poem.2) Have students define other structures specific to graphic novels in their dictionary of graphicnovel terms: scream bubbles, radio bubbles, whisper bubbles, and icicle bubbles, soundeffects, a speech bubble with a single big question mark or exclamation mark.3) Make a copy of a page of a graphic novel with the words in the speech bubbles taken out(using white out). Give the page to one student to fill in the first speech bubble and thenpass it on to the next, who fills in the next speech bubble. You can use the template online. 2009 All Rights Reserved

2009 All Rights Reserved

Create a Graphic Novel1. Create characters: choose either a fictitious character or take this opportunity toresearch a famous person in history (scientists, politicians, artists, etc.) and create agraphic novel explaining that person’s significance in history.2. Develop a storyline:1. What is the problem?2. How do the characters try to solve the problem?3. What is the resolution to the problem3. Write and illustrate a graphic novel page. Put several of the panels together to create agraphic novel. Add some of these shapes and effects: 2009 All Rights Reserved

Directions: Put several strips together to create a graphic novelWritten by: 2009 All Rights Reserved

1) Ask students to define “Graphic Novels” by creating an acrostic poem. 2) Have students define other structures specific to graphic novels in their dictionary of graphic novel terms: scream bubbles, radio bubbles, whisper bubbles, and icicle bubbles, sound effects,

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