| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Graphic novels |
| What length (min) | 30 |
| What age group | Year or Grade 11 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
English
Graphic Novels
Grade 11
30 minutes
20 students
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Graphic Novels | 5 mins | Briefly introduce the topic of graphic novels. Define what a graphic novel is, and discuss its purpose and forms. Use a few examples on the board. |
| 2 | Key Components Discussion | 10 mins | Discuss the key elements of graphic novels, such as panels, gutters, dialogue, and narrative flow. Encourage student participation through questions and examples. |
| 3 | Card Activity | 7 mins | Distribute printable cards to each student for them to fill in with ideas and concepts they want to include in their own graphic novel. Provide prompts on the board. |
| 4 | Pair Share | 5 mins | Have students pair up and share their ideas from the cards with a partner. Encourage feedback and discussion between pairs to refine ideas. |
| 5 | Collection of Cards / Random Check | 3 mins | Collect the cards or randomly check a few for participation and understanding without requiring student presentations during the class. |
Assign students to create a brief outline for their graphic novel based on the ideas generated during the lesson. This should include character sketches, plot overview, and at least one completed page layout concept.
The lesson aligns with the national standards for English Language Arts, emphasizing comprehension of diverse literary formats and enhancing critical thinking and creative skills.
"Good morning, everyone! Today, we are diving into the exciting world of graphic novels. To start, let me ask, who here has read a graphic novel before? (Pause for student responses.) Great! For those who might not be familiar, a graphic novel is a book that uses the format of comic strips to tell a story, blending images and text.
Graphic novels can have different forms and purposes, often exploring complex themes and narratives. For example, Maus, Persepolis, and Watchmen are all acclaimed graphic novels that tackle various subjects - from history to personal growth. On the board, I’m writing down a few examples. Feel free to add any others you have in mind! (Write examples on the whiteboard.)
Now, let's move on to understanding the essential components that make up graphic novels."
"Now that we have a sense of what graphic novels are, let's focus on their key components.
First, we have panels: these are the boxes that contain the images and text. Can anyone tell me how panels might affect the pacing of a story? (Encourage responses and discussion.)
Next, we have gutters, which are the spaces between the panels. Gutters can create a sense of time passing or even allow for reader interpretation.
Then, we have dialogue; the spoken words you see in speech bubbles. How do you think dialogue differs in graphic novels compared to traditional novels? (Facilitate discussion.)
Lastly, let’s talk about narrative flow. This encompasses how the story moves from one panel to the next. Can anyone share an example from a graphic novel where the flow particularly stood out to them? (Encourage more examples from students.)
Excellent observations, everyone! Now we’re going to engage in a hands-on activity that will help solidify these concepts."
"I’ll now distribute printable cards to each of you. Please take one and prepare to use it for a creative task. On these cards, I’d like you to jot down ideas for your own graphic novel. You can think about aspects like characters, settings, and plot twists.
I am going to put some prompts on the board to help you get started. (Write prompts like 'Main Character Traits,' 'Setting Description,' and 'Conflict Ideas.')
You’ve got about seven minutes for this. Let’s see what imaginative stories you come up with! (Distribute cards and set a timer.)"
"Time's up! Now, I’d like you to pair up with a partner. Share the ideas you've written on your cards with each other. Take turns so that each person has a chance to speak.
As you share, think about how you can provide constructive feedback and ask questions to enhance your partner's concept. You have five minutes to do this, so let's get started!" (Monitor the pairs, encouraging conversation and engagement.)
"Thank you for those thoughtful discussions, everyone! Now, I’d like to collect your cards. You can hand them in, or if you want, I may randomly check a few of them during our next class to ensure you grasped the concepts we discussed today.
This collection will help me see how you're progressing with your ideas. Remember, this is just an informal check, and you won’t be presenting today.
Before we wrap up, do you have any questions about what we covered or the homework I’ll assign?"
(Answer any questions before concluding the lesson and move on to discussing homework.)
"Perfect! For homework, I’d like you to take the ideas you’ve generated today and create a brief outline for your graphic novel. This should include character sketches, a plot overview, and at least one completed page layout concept.
Bring this outline back to class for our next session, as we will start to work on developing your ideas further. Thank you all for your participation today! Enjoy the rest of your day!"
| Question | Answer |
|---|---|
| What is a graphic novel? | |
| Can you name a few examples of acclaimed graphic novels? | |
| How do panels affect the pacing of a story in graphic novels? | |
| What role do gutters play in the experience of reading a graphic novel? | |
| How does dialogue in graphic novels differ from that in traditional novels? | |
| Can you give an example of narrative flow from a graphic novel? | |
| What elements can you consider when creating your own graphic novel? | |
| How did the pairing activity help you refine your graphic novel ideas? | |
| What is the purpose of the card activity in relation to your graphic novel? | |
| What feedback do you think is most helpful when sharing your ideas? | |
| Why is it important to have a clear outline for your graphic novel? | |
| What are the three main components to include in your graphic novel outline? |