Let'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. 

Let's get creative! With the fun resource, pupils continue working on their graphic novelettes about an invention, adding text and images to each section. When finished, they engage in a peer critique process, giving and receiving...

Do students really need to be taught how to read cartoons, comic books, and comic strips? Yes. Just as they need to learn how to read other forms of graphic text such as diagrams, photos, timetables, maps, charts, and tables. Young...

Help the class put a plan in place. With the detailed resource, pupils plan the first section of their graphic novelettes about an invention, creating and labeling their pages. Next, they work with partners to give and receive feedback...

A, B, C ... let's alphabetize to get organized! Using the informative resource, scholars create an alphabetized glossary of key words for their graphic novelettes. Additionally, they create a table of contents and citations page. 

Pass 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...

Which graph belongs to which summary statistics? Class members build upon their knowledge of data displays and numerical summaries to connect the two. Pupils make connections between different graphical displays of the same data in...

Eyes 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...

"What are Henry's options?" "What do you think Henry will do?" To better understand the central conflict for the main character in Robert Cormier's Tunes for Bears to Dance to, class members engage in a compare-and-contrast activity that...

It's the halfway point! Scholars complete a mid-unit assessment to showcase their knowledge and skills so far. They create a graphic organizer, write an opinion about how their athlete created a legacy, and then record the best reasons...

The 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...

Students create a graphic organizer showing the importance of Vitamin D intake. In this Vitamin D instructional activity, Students list problems with Vitamin D deficiency and create poster boards in small groups. Individually, students...

Class members research citizenship in Ancient Rome and in the United States and use the provided graphic organizers to compare the rights and responsibilities of citizens in these two democracies.

What 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,...

Pupils practice researching sources and logging citation information with this graphic organizer. After posing a general topic, groups of students are asked to devise general questions about that topic, and to research sources...

After completing the first five chapters of The True Confessions of Charlotte Doyle By Avi, use direct quotes to make inferences about how Charlotte feels about certain characters. Later, when the novel has concluded, revisit...

Climate changes are cyclic so how do these  changes impact species that live in different habitats? Learners examine the rainfall levels in a specific swamp habitat. They also review graphical data and tell a story about how the...

Time to go on a journey! Using a graphic organizer, scholars deconstruct Percy Jackson's hero's journey from the Rick Riordan novel, The Lightning Thief. Next, they begin planning their own hero's journey narrative, creating a profile of...

Moving on up ... Scholars take a look at how the author of the model essay Elements of Mythology and Theme of Cronus moved up in the writing process from a graphic organizer to an essay. After walking through the writing process of the...

Let's work together! Using the collaborative resource, scholars work in triads to begin section two of their storyboards about Philo Farnsworth, the inventor of the television. They then practice using linking words and phrases to...

How did the television change people's lives? Learners consider the question as they complete their storyboards about the invention of the TV, adding visual elements along the way. Then, they participate in a peer review to offer and...

How do writers use the interaction between elements like characterization and setting to create meaning? Readers of "A Worn Path" create a series of comic book-style graphics of Eudora Welty's short story and reflect on how Welty...

What's the story? Learners create the first of four storyboards about the invention of the television, incorporating narrative techniques and descriptive details. Next, they offer and receive feedback by participating in a peer critique...

Sometimes being different is an advantage. An engaging activity has scholars match cards with quadratic functions in various forms. Along the way, they learn about how each form highlights key features of quadratic functions.