Multimodal Writing: Graphic Novels
Learning Module
- Creator(s):
Recently, I have been thinking more and more about multimodality in writing education. Writing education is often thought to include: essay writing, creative writing, grammar, sentence structure, and vocabulary. These different modes through which we teach writing often do not include multimodal forms of learning. As I thought about this, I decided that I wanted to create a unit of learning in writing that is extremely multimodal in nature. Over the past three weeks, I have been doing a graphic novel unit with my 6th grade writing class.
In this unit, students will use a graphic novel as a mentor text. They will explore the world of graphic novel, learn to connect words and images, and work to create a cohesive piece that blends words and images into a story.
This unit was written for my 6th grade writers, but it could easily be adapted for any middle grade or even secondary classroom.
This is the very beginning of a different type of writing unit. We have written memoirs, poetry, compare and contrasts, and persuasive essays; today, we are embarking on a new type of writing adventure: the graphic novel.
Graphic novels combine images and words to create a story that literally paints a picture. This type of storytelling has been around for quite some time, but it is not typically a form of writing that is studied in school. Today, we are going to take a deeper look into graphic novels, their parts, and how to read them.
To do:
Comment: Answer one of the following questions in detail:
Update: Select one of the types of graphic novels listed in the Power Point. Do additional research on that specific type of graphic novel. What makes it a unique genre of graphic novel? What different graphic novels have been published in that genre? Make sure to include images. Comment on two of your classmate's updates.
Survey: Look for a survey to be posted. Please make sure you respond.
Rational:
Beginning a new unit of instruction always takes careful planning and instruction. In this unit, I want students to produce their own graphic novel at the end, but I don't want them to focus on this yet. At this point and time, I want them to learn about the structure and get some exposure to graphic novels.
To Do:
Standard:
CCSS.ELA-LITERACY.L.6.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
Teacher Resources:
http://www.getgraphic.org/whatisagraphicnovel.php
"GET GRAPHIC: The World In Words and Pictures." Get Graphic RSS. The Buffalo and Erie County Public Library and Partnering Organizations, n.d. Web. 19 Feb. 2017.
Graphic novels combine text and images to tell a story. Similarly, concrete or shape poetry expresses meaning through both image and text.
Below is a notes page that describes what a concrete poem is, and it has an example of a concrete poem. Read the page, and then, create a concrete poem of your own. Make sure that the shape of your poem reflects the actual meaning in your words.
Comment: How are concrete poems similar to graphic novels?
Update: Post your concrete poem in an update. Your poem can be typed or you can take a picture of your handwritten concrete poem. Explain how the shape of your poem is a reflection of your poem's meaning. How do the words and image work together to convey a message?
Rational:
I want to slowly introduce students to the idea of connecting images and words to convey meaning. A quick and easy way to do this is through concrete poetry. The poems convey meaning through words and image.
To Do:
Standard:
CCSS.ELA-LITERACY.L.6.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Teacher Resources:
Blue Lipstick by John Grandits
Grandits, John. Blue lipstick. New York: Clarion , 2007. Print.
Technically, it's not my fault by John Grandits
Grandits, John. Technically, it's not my fault. N.p.: Houghton Mifflin Company, 2004. Print.
Today, we are going to start reading a graphic novel as a class. In this unit, we are going to write our own graphic novels, so we need to read and analyze one to help mentor us through this writing process. For the next week will be reading Athena: Grey-Eyed Goddess as a class. This will serve as a source of information in realtion to our mythology unit, but it will also serve as a model for our our graphic novels.
Comment: What different features do you notice in this graphic novel? What do you notice about the colors used, the structure, the format, etc. What can you use from what have noticed in this graphic novel in your own graphic novel?
Rational:
It is important for students to see good writing. Reading samples of good writing helps students become better writers.
To Do:
You need to determine a reading timeline with your students. I am reading the graphic novel aloud with my students because I want to guide them in their thinking, but you could ask your students to on their own and discuss as a class. This is entirely up to you. You will be reading this piece throughout the unit.
Standard:
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Teacher Resources:
Athena: Grey-Eyed Goddess
O'Connor, George. Olympians. Athena: grey-eyed goddess. New York: First Second, 2010. Print.
Today, we are going to do some visual journaling. For this activity, you will need a blank piece of paper and a pen or pencil.
Step 1:
Divide your paper into two halves.
Step 2:
Draw the shape below anywhere on the top half of your paper.
Step 3:
You now have one minute to turn the shape above into a picture of some kind.
Step 4:
Now that you have drawn a picture, spend three minutes telling a story that relates to the image you have drawn.
Step 5:
Take a picture of your image and story and post it in an update. Look through your classmates' updates.
Step 6:
Comment below about what you notice about your classmates' stories and images.
Rational:
Students are once again working on connecting images and text. This not only allows students to make those connections, but it also allows them to realize that even when we all have the same launching point, we all still come up with something different. This idea will relate directly to our next lesson.
To Do:
There isn't too much here that you have to do. This is an activity that can be done in class or at home. I did it in class with my kids, and we discussed as a class how different our pieces can be even though they come from the same place.
Standard:
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Picture books, novels, graphic novels, and short stories--these things all have something in common; they all tell stories. In order to write our own graphic novels, we need to become storytellers in a way that we might not be familiar or comfortable with--through images and words.
In order for us to become storytellers, we need to hear from some of the best storytellers in the world--the storytellers at Disney Pixar.
Khan Academy and Pixar have teamed up to teach writers how to be more than just writers. They are teaching writers to be storytellers.
Introduction to Storytelling:
Watch the following video clips and complete the activity at the end.
Activity:
Complete the activity below. After you have completed the activity, comment below about how you expressed your memory. Why did you express your memory in this way?
Rational:
Disney Pixar is known for its expert storytelling, so when learning about storytelling, why not learn from the experts? This is a series of lessons from Pixar and Khan academy. This first lesson is just a general overview of storytelling for students. What I love about this lesson is that it tells students that the best material for stories is what they already know about.
To Do:
Standard:
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Teacher Resources:
Pixar in a Box: We're All Storytellers
"Introduction to storytelling." Khan Academy. Pixar and Khan Academy, n.d. Web. 20 Feb. 2017.
Today, we are going to continue with our Pixar in a Box lesson. Today's topic is Your Three Favorite Films. Today, we are going to determine our three favorite films, and these films will inspire our upcoming activities as well.
Your Three Favorite Films:
Activity:
Now, you are going to identify your three favorite films and analyze why it is that you love these films.
Update: What do your film choices say about your interests as a person? What do your film choices say about you as a writer? Respond to these two questions in an update. Read and comment on two other updates.
Rational:
In this lesson, students are asked to list their favorite films. These films will be inspiration to the students in their writing to come.
To Do:
Standard:
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Teacher Resources:
Pixar in a Box: We're All Storytellers
"Introduction to storytelling." Khan Academy. Pixar and Khan Academy, n.d. Web. 20 Feb. 2017.
Today we are working on brainstorming, and our brainstorming will occur through asking WHAT IF?
What if...
Activity:
Complete the activity below.
Comment: Comment with a what if statement below. Your what if statement must connect to the statement before yours, so if you comment first, you get to choose the direction of this discussion board.
Rational:
This is the brainstorming portion of this unit. The experts at Pixar are teaching students to ask what if in order to discover a story.
To Do:
Standard:
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Teacher Resources:
Pixar in a Box: We're All Storytellers
"Introduction to storytelling." Khan Academy. Pixar and Khan Academy, n.d. Web. 20 Feb. 2017.
The last part of Pixar and Khan Academy's Introduction to Storytelling is world and character. This refers to the place in which your story takes place and the characters living in that world. Once again, Pixar storytellers have some tips for you in the creation of your world and characters.
Activity:
In this activity, you are going to identify the worlds and characters in three of your favorite films. You are also going to imagine what it would be like if you picked up a character from one movie and dropped it into another.
Update: Write an update describing your personal world and the "characters" in it. Comment on two of your classmates' updates.
Rational:
This teachers students how to create a world(s) and characters for their story. We aren't drafting quite yet, but it is important for students to understand this before drafting.
To Do:
Standard:
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Teacher Resources:
Pixar in a Box: We're All Storytellers
"Introduction to storytelling." Khan Academy. Pixar and Khan Academy, n.d. Web. 20 Feb. 2017.
The final project for this unit is, of course, a graphic novel of your own. Each of you will get your own blank graphic novel book. You will use your new storytelling tools to create your own graph novel.
Step 1:
What if... You need to brainstorm. Come up with 5 what if statements that could inspire your graphic novel.
Step 2:
Read your turn and talk partner your five what if statments. Your partner should question flood you--they should ask as many questions as they can about each of the five what if statements to help you get out all of your ideas.
Step 3:
Select your topic for your graphic novel.
Step 4:
Map your story out. Draw rough sketches of your panels.
Step 5:
Peer review. Before you ink your graphic novel, two of your peers are going to review your graphic novel based on the rubric.
Step 6:
Final Draft.
Rational:
This is the culminating project for this unit. Students will use text and image to tell a story. This is multimodality at its best.
To Do:
Standard:
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Teacher Resources:
Pixar in a Box: We're All Storytellers
"Introduction to storytelling." Khan Academy. Pixar and Khan Academy, n.d. Web. 20 Feb. 2017.
"Ditko-fever.com." Ditko-fever.com - This website is for sale! - ditko-fever Resources and Information. N.p., n.d. Web. 19 Feb. 2017.
"Shape (or Concrete) Poems." Teachnology. Teachnology, n.d. Web.