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\n\"Graphic\n\n
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\nCurated OER\n
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\nGraphic Novel Writing Workshop\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nKhaled Hosseini’s video “Using Real People and Events” motivates learners to reflect on their own experiences and to use those experiences as the basis of a graphic novel that expresses a universal truth. The richly detailed plan...\n
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Organizer
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\n\"Graphic\n\n
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\nGraphic Novel Format and Terms Worksheet \n

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\n\nFor Students\n\n7th - 12th\n
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\nCrank up the creativity in your classroom and encourage your writers to create graphic novels. This graphic organizer provides kids the opportunity to review basic parts of a graphic novel before creating their own. They define terms...\n
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\n\"Applying\n\n
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\nCurated OER\n
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\nApplying Elements of the Graphic Novel to Traditional Literature\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nThe Khaled Hosseini Foundation, dedicated to providing humanitarian assistance for the people of Afghanistan, provides a series of exercises designed to be used with a reading of the graphic novel version of Hosseini’s The Kite Runner....\n
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\n\"Reviewing\n\n
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\nEngageNY\n
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\nReviewing Visual Elements of a Graphic Novel: Max Axiom\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nPass the tea! Using the resource, scholars participate in a Tea Party protocol to analyze text and images about inventions that helped meet societal demands. After sharing their observations with each other, they discuss visual elements...\n
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\n\"End\n\n
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\nEngageNY\n
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\nEnd of Unit Assessment, Part 1: Text-Dependent Questions and Storyboard Draft: “You Can Do a Graphic Novel” Excerpt\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nEyes on the finish line. Serving as the first part of the end of unit assessment, learners answer questions based on a text about how to write a graphic novel. Using what they've learned, they then create a storyboard about the invention...\n
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\n\"Maus\n\n
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\nMaus Lesson Plan\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nThe artistic choices Art Spiegelman made in his graphic novel, Maus, are the focus of an exercise that asks class members to compare classic comic book forms with Spiegelman’s panels and frames. Directed to specific pages and guided by a...\n
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\n\"Lesson\n\n
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\nKhaled Hosseini Found\n
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\nLesson One: Exploration of The Kite Runner Graphic Novel\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nWhat is a graphic novel? How does it differ from a traditional novel? These questions launch a discussion of Fabio Celoni and Mirka Andolfo's graphic novel adaptation of The Kite Runner. Through a series of literature circle discussions,...\n
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Activity
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\n\"The\n\n
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\nCandlewick Press\n
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\nThe Odyssey: A Graphic Novel by Gareth Hinds\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nUsing the graphic novel version of The Odyssey? Here' s just the thing. A teacher's guide complete with background information, discussion questions, and activities.\n
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\n\"Maus\n\n
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\nMaus I and II: Pictionary \n

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\n\nFor Teachers\n\n9th - 12th\n
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\nWhy is visual literacy so important in understanding Maus? Introduce your class to basic elements of graphic novels with a game of pictionary. A list of 13 words are included, but you could potentially add some World War II-related...\n
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\n\"Creating\n\n
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\nCreating a Science Fiction Story\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nAs the culminating activity in a unit study of science fiction, young writers demonstrate their understanding of the genre by producing their own graphic novel. After deciding on the main elements of their story, individuals use a comic...\n
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\n\"What\n\n
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\nAppalachian State University\n
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\nWhat Are Graphic Novels?\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nTo do this engaging and pleasurable activity, your learners should have already read a graphic novel, and produced a piece of writing that can be reproduced into the format of a graphic novel. This exercise provides a script that...\n
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\n\"Word\n\n
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\nK20 LEARN\n
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\nWord Warriors: The Code Talkers of Oklahoma\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nThe battle between code makers and code breakers has been going on for centuries and is a key tool of warfare. The contributions of the Native American Code Talkers of World Wars I and II are celebrated in a lesson that features a...\n
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\n\"Elements\n\n
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\nPixton Comics Inc.\n
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\nElements of an Epic\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nMythic heroes, gods and goddesses, and epic tales come alive as young artists craft their own graphic novel or mind map for classic epics, including The Odyssey, Beowulf, Harry Potter, and Star Wars, identifying the...\n
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\n\"George\n\n
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\nGeorge Washington - A Graphic Novel\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents write and illustrate their own graphic novels. In this George Washington lesson plan, students collaborate to research Washington's life as surveyor, his involvement in the French and Indian War as well as the American...\n
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\n\"Introduction\n\n
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\nCurated OER\n
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\nIntroduction to the Graphic Novel Maus\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents begin reading the graphic novel \"Maus\". Using the Internet, they discover fundamental differences between Judaism and Christianity. Using excerpts from the novel, they identify animal metaphors used for nationalities and ethnic...\n
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\n\"Tintin\n\n
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\nTintin and I: Primary and Secondary Sources\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nMickey Mouse, Elmo, and Tintin? Belgian cartoonist Georges (Herge) Remi’s famous comic character launches a study of primary and secondary source material and the impact these sources have on storytelling. Class members also examine the...\n
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\n\"Graphic\n\n
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\nGraphic Novel/Comics with Josh Elder\n

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\n\nFor Teachers\n\n6th - 9th\n
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\nStudents read about graphic novels and complete related activities. In this graphic novels lesson, students read about the genre and author Josh Elder. Students complete novel analysis activities for the lesson.\n
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\n\"Things\n\n
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\nThings Are Lit at Thornfield: Jane Eyre\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nJane Eyre offers scholars an opportunity to practice reading comprehension skills. Pairs are assigned a word from the text, use their prior knowledge, and consider the context, connotation, and denotation of the word to posit a...\n
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\n\"Voices\n\n
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\nVoices of Tragedy and Horror: Remembering the Holocaust \n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers consider the implications of the Holocaust. In this World War II instructional activity, students read the graphic novel Maus at the end of a unit on World War II. High schoolers discuss the impact of reading about the...\n
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\n\"Mid-Unit\n\n
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\nMid-Unit Assessment: Analyzing Visual Elements in a Graphic Novel\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nCan I get a visual? Scholars work on their mid-unit assessments by analyzing vocabulary and discussing visual elements in Investigating the Scientific Method with Max \nAxiom Super Scientist. They then reflect on their learning by...\n
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\n\"Maus:\n\n
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\nMaus: Problematic Situation Strategy\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nDo people really need “a newer, bigger Holocaust” in order to change? Or is it possible that by making text-to-self connections to the stories of others people that they can change? In order to connect to Art Spiegelman’s Maus, class...\n
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\n\"Final\n\n
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\nEngageNY\n
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\nFinal Performance Task: Presenting Graphic Novelettes\n

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\nLet's get graphic. Serving as the final performance task of the unit, scholars complete their graphic novelettes and design covers based on their sketches. Finally, they present their hard work to classmates. \n
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\n\"Maus:\n\n
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\nMaus: Cubing Questioning Strategy\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nMaus is the text for a postreading activity that has class members using a cubing strategy to analyze, in depth, topics (racism, past and present, forgetting/remembering the Holocaust, representing the Holocaust) associated with Art...\n
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Unit Plan
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\n\"Youth\n\n
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\nYouth Emergency Preparedness\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nWhat is an emergency, why is preparing for one important, and how can your pupils help others prepare for an emergency? Answer these questions and more with a short unit. Learners will participate in a variety of collaborative,...\n
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