What its about? Get the full Lesson below HERE

The 57 Bus is an inspiring book about personal empowerment as it relates to gender, stereotypes, and the justice system. The 57 Bus is about a transgender young adult named Sasha whose skirt is lit on fire by a young adult male. The young adult male lives in poverty in a neighborhood where he is doomed to fail. Sasha survives but will Richard survive prison being tried as an adult? The 57 Bus is an important book that should be taught in public or private schools.

The 57 Bus. How to Teach It! Vocabulary

I start by passing out a vocabulary sheet in which students have the page number and the vocabulary word. Students are to write a simple synonym for the definition. I like to keep definitions as simple as possible because when you use long definitions there is a low chance of student retention.

The 57 Bus. How to Teach It! Journal Responses

Second, I have multiple journal responses that I use throughout the unit that are engaging and assess student comprehension.

1. Some of the examples are to write a letter to Sasha or Richard. Tell them how you are similar or different. Tell them something you admire about them and why. This puts the students through the thought process of what empathy is like.
2. Another journal response can be to Create a mock interview between yourself Sasha or Richard. Create interview questions, practice and be prepared to present in front of the class.
3. Students can Predict what will happen in the next chapter and craft a chapter from Sasha or Richard’s perspective in first person point of view. Be prepared to share the chapter with your classmates.
4. Or, choose a significant incident in the book and write a journal entry from a character’s point-of-view
5. You can ask them If you were given the opportunity to ask the author 5 questions what would they be? Write the questions below and explain why you want the answers to these questions.
6. To assess setting students can create the setting in a drawing below. Be specific with details. It can be the trailer, school, the restaurant, etc.
7. Lastly possibly draw Richard or Sasha and at least one secondary character in the box below. Be accurate in your drawing.

The 57 Bus: Reading Comprehension

1. Visualize-I ask students to draw a symbol that best represents the book.
2. Summarize-Students will summarize the book, a chapter, or a section of the book.
3. Clarify-Students are to analyze where they lack an understanding of the book. They are to ask themselves, what do I need to re-read in order to fully comprehend the material?
4. Connect-students ask themselves how the material connects to other material in the book and to other texts they have read.
5. Respond-Students analyze how the author uses literary devices in the work and why.
6. Question-Students are to make a list of questions they have for the author for further understanding.

The 57 Bus: Costa’s Question Cues

Next I have students create a list of high order thinking questions using Costa’s question cues. Some of Costa’s question stems begin with the following:

1. Clarify
2. Analyze
3. Compare/contrast
4. Evaluate
5. Decide
6. Interpret

You can collect these questions and answers and use them for a Socratic Seminar or a Four Corner Discussion. Pass out a list of the questions for students to work on at home. Have students return with their questions and answers. Elect two leaders to lead the discussion. Remain as an observer and allow for a meaningful discussion about the book.

The 57 Bus: Connections

I like to take connections with the book a step deeper because of the importance of engaging the students by connecting them with the material. I have students look up quotes of things that happen in the book that remind them of something from their own lives. They write the quote and begin a connection with something like, “This reminds me of a time that….” Students catalogue the quotes and connections as they read through the book.

The 57 Bus: Purpose of Reading

It is important to note the purpose of reading a text. Students are always asking “what is the point of this?” and there is only a positive outcome if a teacher takes the time to answer this question. Some purpose of reading questions can be:

1. What are the characters’ motives or goals?
2. What is the conflict?
3. What am I visualizing?
4. What is the message the author is trying to convey?
5. What mood is the author creating?
6. What problem is the character facing?
7. How is the plot developing the story?
8. Why did the author write this story?
9. What themes are addressed in this text?
10. What is your emotional response to the text?

Through analyzing and discussing the answers to these questions, you can come to a consensus as to what the purpose is of reading a text-even if it’s just for fun! In the case of The 57 Bus it brings awareness of the adversities of poverty and hopefully changes our views on how one judges another who is poor- In the simplest of terms. The bigger picture can be arguments of having easier collect acceptance rates for those who suffer from poverty and the adversity suffered by the transgender population.

The 57 Bus: Sentence Starters

The next assignment I have students complete throughout the reading are sentence starters. Sentence starters help students to analyze their own thinking and wonderment. Some examples of sentence starters are:

1. I wonder…
2. I was surprised that…
3. I don’t really understand…
4. I was reminded that…

Exposition Writing

Some practice with writing an exposition can be done by simply using a statement and backing it up with evidence. For example, if we are to look at the statement, “adolescents shouldn’t be charged as adults” then the evidence to back it up.

Compare/Contrast Characters

Another assignment worthy of a teacher’s attention is to compare contrast characters physical and emotional descriptions. You can utilize a graphic organizer to effectively list information.

Close Reading Questions

It is highly effective to take a close reading passage from the book and have students analyze it by answering a list of carefully crafted sentences. A list of close reading sentences can look like this:

1. What does this passage mean to you?
2. Why do you think it is important to the text as a whole?
3. What confuses you about the passage?
4. Why is understanding this passage important to your response to the book as a whole?
5. How does the passage connect to other ideas in the book?
6. How does the author feeling about the ideas, characters or events they are presenting?
7. Do the characters remind you of anyone else in fiction, history, or anyone else in your life?
8. What is revealed about the characters you have read in this passage?

Have Fun With Learning! Roll the Dice Activity

It is crucial that students have some fun while learning. A simple way to create some fun is by creating a “roll the dice” activity sheet. On a sheet of paper create the following activities:

1. Paraphrase learned information in one sentence.
2. Create a bookmark for today’s learning.
3. Write original lyrics to a song that relates to today’s topic.
4. Write four what if questions about the topic
5. Create vocabulary cards for the five most essential terms
6. Write an acrostic poem about the topic
7. Write a letter to a family member or friend about the topic
8. Create an analogy for today’s topic and an image
9. Create a Venn diagram to compare and contrast information
10. Summarize what you learned today to three classmates

Have students role dye and whichever number they land on they will complete as a group. If you only have once set of dye, you can roll for the whole class.

A One-Pager Assignment Project

The purpose of the one-pager assignment is to take a close look at the novel and analyze its themes, characters, quotes, etc.

The top half should focus on symbolism and themes using words and images. The bottom half should focus on key characters from the text and how they develop.

You may also use other symbols, drawings and words as you wish.

The border is themes. Students can get creative and maximize their efforts with a one-pager assessment.

Create a Plot Structure Diagram

Create a plot structure diagram using the mountain analogy with the following:

1. Exposition
2. Conflict
3. Rising action
4. Climax
5. Falling action
6. Resolution

6-Panel StoryBoard

Students can get a little creative and create a six-panel storyboard where they illustrate and write about a scene. They can also do an extension of a paragraph or the book.

Philosophical Chairs Discussion

Philosophical chair discussions are important in that they not only teach students to take a critical look at a topic but they learn how to express their opinions and evidence about the topic effectively. A great philosophical chairs discussion topic for this book is whether or not Richard should be tried as an adult. Have students choose a side, write about their opinions using evidence from the text and share their work in an articulate manner.

The Essay

A thorough final assessment can be the essay. For this particular book I would do a literary analysis or if you want to extend the philosophical chairs discussion, you can do the same topic such as gun control and write an expository essay.

However you teach “The 57 Bus” you are doing your students a service as it is a book worthy of attention and analysis. Get this full lesson in my TpT shop HERE

What its about? Get the full Lesson below HERE

Shouting at the Rain is a step-by-step guide for teachers who want to teach the novel. Shouting at the Rain is an inspiring book about perspective and learning to love the family that you have. Delsie loves tracking weather-lately though, it seems the squalls are in her own life. Shouting at the Rain is an important book that should be taught in public or private schools.

Shouting at the Rain. How to Teach It! Vocabulary

I start by passing out a vocabulary sheet in which students have the page number and the vocabulary word. Students are to write a simple synonym for the definition. I like to keep definitions as simple as possible because when you use long definitions there is a low chance of student retention.

Shouting at the Rain. How to Teach It! Journal Responses

Second, I have multiple journal responses that I use throughout the unit that are engaging and assess student comprehension.

1. Some of the examples are to write a letter to Delsie. Tell her how you are similar or different. Tell her something you admire about her and why. This puts the students through the thought process of what empathy is like.
2. Another journal response can be to Create a mock interview between yourself Delsie. Create interview questions, practice and be prepared to present in front of the class.
3. Students can Predict what will happen in the next chapter and craft a chapter from Delsie’s perspective in first person point of view. Be prepared to share the chapter with your classmates.
4. Or, choose a significant incident in the book and write a journal entry from a character’s point-of-view
5. You can ask them If you were given the opportunity to ask the author 5 questions what would they be? Write the questions below and explain why you want the answers to these questions.
6. To assess setting students can create the setting in a drawing below. Be specific with details. It can be the trailer, school, the restaurant, etc.
7. Lastly possibly draw Delsie and at least one secondary character in the box below. Be accurate in your drawing.

Shouting at the Rain: Reading Comprehension

1. Visualize-I ask students to draw a symbol that best represents the book.
2. Summarize-Students will summarize the book, a chapter, or a section of the book.
3. Clarify-Students are to analyze where they lack an understanding of the book. They are to ask themselves, what do I need to re-read in order to fully comprehend the material?
4. Connect-students ask themselves how the material connects to other material in the book and to other texts they have read.
5. Respond-Students analyze how the author uses literary devices in the work and why.
6. Question-Students are to make a list of questions they have for the author for further understanding.

Shouting at the Rain: Costa’s Question Cues

Next I have students create a list of high order thinking questions using Costa’s question cues. Some of Costa’s question stems begin with the following:

1. Clarify
2. Analyze
3. Compare/contrast
4. Evaluate
5. Decide
6. Interpret

You can collect these questions and answers and use them for a Socratic Seminar or a Four Corner Discussion. Pass out a list of the questions for students to work on at home. Have students return with their questions and answers. Elect two leaders to lead the discussion. Remain as an observer and allow for a meaningful discussion about the book.

Shouting at the Rain: Connections

I like to take connections with the book a step deeper because of the importance of engaging the students by connecting them with the material. I have students look up quotes of things that happen in the book that remind them of something from their own lives. They write the quote and begin a connection with something like, “This reminds me of a time that….” Students catalogue the quotes and connections as they read through the book.

Shouting at the Rain: Purpose of Reading

It is important to note the purpose of reading a text. Students are always asking “what is the point of this?” and there is only a positive outcome if a teacher takes the time to answer this question. Some purpose of reading questions can be:

1. What are the characters’ motives or goals?
2. What is the conflict?
3. What am I visualizing?
4. What is the message the author is trying to convey?
5. What mood is the author creating?
6. What problem is the character facing?
7. How is the plot developing the story?
8. Why did the author write this story?
9. What themes are addressed in this text?
10. What is your emotional response to the text?

Through analyzing and discussing the answers to these questions, you can come to a consensus as to what the purpose is of reading a text-even if it’s just for fun! In the case of “Shouting at the Rain” it brings awareness of perspective and learning to love the family you have.

Shouting at the Rain: Sentence Starters

The next assignment I have students complete throughout the reading are sentence starters. Sentence starters help students to analyze their own thinking and wonderment. Some examples of sentence starters are:

1. I wonder…
2. I was surprised that…
3. I don’t really understand…
4. I was reminded that…

Exposition Writing

Some practice with writing an exposition can be done by simply using a statement and backing it up with evidence. For example, if we are to look at the statement, “we should learn to appreciate what we have rather than long for what we don’t have”.

Compare/Contrast Characters

Another assignment worthy of a teacher’s attention is to compare contrast characters physical and emotional descriptions. You can utilize a graphic organizer to effectively list information.

Close Reading Questions

It is highly effective to take a close reading passage from the book and have students analyze it by answering a list of carefully crafted sentences. A list of close reading sentences can look like this:

1. What does this passage mean to you?
2. Why do you think it is important to the text as a whole?
3. What confuses you about the passage?
4. Why is understanding this passage important to your response to the book as a whole?
5. How does the passage connect to other ideas in the book?
6. How does the author feeling about the ideas, characters or events they are presenting?
7. Do the characters remind you of anyone else in fiction, history, or anyone else in your life?
8. What is revealed about the characters you have read in this passage?

Have Fun With Learning! Roll the Dice Activity

It is crucial that students have some fun while learning. A simple way to create some fun is by creating a “roll the dice” activity sheet. On a sheet of paper create the following activities:

1. Paraphrase learned information in one sentence.
2. Create a bookmark for today’s learning.
3. Write original lyrics to a song that relates to today’s topic.
4. Write four what if questions about the topic
5. Create vocabulary cards for the five most essential terms
6. Write an acrostic poem about the topic
7. Write a letter to a family member or friend about the topic
8. Create an analogy for today’s topic and an image
9. Create a Venn diagram to compare and contrast information
10. Summarize what you learned today to three classmates

Have students role dye and whichever number they land on they will complete as a group. If you only have once set of dye, you can roll for the whole class.

A One-Pager Assignment Project

The purpose of the one-pager assignment is to take a close look at the novel and analyze its themes, characters, quotes, etc.

The top half should focus on symbolism and themes using words and images. The bottom half should focus on key characters from the text and how they develop.

You may also use other symbols, drawings and words as you wish.

The border is themes. Students can get creative and maximize their efforts with a one-pager assessment.

Create a Plot Structure Diagram

Create a plot structure diagram using the mountain analogy with the following:

1. Exposition
2. Conflict
3. Rising action
4. Climax
5. Falling action
6. Resolution

6-Panel StoryBoard

Students can get a little creative and create a six-panel storyboard where they illustrate and write about a scene. They can also do an extension of a paragraph or the book.

Philosophical Chairs Discussion

Philosophical chair discussions are important in that they not only teach students to take a critical look at a topic but they learn how to express their opinions and evidence about the topic effectively. A great philosophical chairs discussion topic for this book is accepting the family that you have rather than looking at what you don’t have.

The Essay

A thorough final assessment can be the essay. For this particular book I would do a literary analysis or if you want to extend the philosophical chairs discussion, you can use the topic of perspective and family to write a literary analysis essay.

However you teach “Shouting At the Rain” you are doing your students a service as it is a book worthy of attention and analysis. Get this full lesson in my TpT shop HERE

What it’s about? Get the full Lesson HERE

The benefits of being an octopus is an inspiring book about personal empowerment and stereotypes as it relates to poverty, class, and those who own guns. It is about the kids who do not do well in school and the reasons why such as having to care for multiple brothers and sisters, not having an adequate food supply, traumatizing experiences, etc. The Benefits of Being an Octopus is an important book that should be taught in all schools.

The Benefits of Being an Octopus. Vocabulary

I start by passing out a vocabulary sheet in which students have the page number and the vocabulary word. Students are to write a simple synonym for the definition. I like to keep definitions as simple as possible because when you use long definitions there is a low chance of student retention.

The Benefits of Being an Octopus. Journal Responses

Second, I have multiple journal responses that I use throughout the unit that are engaging and assess student comprehension.

1. Some of the examples are to write a letter to Zoey. Tell her how you are similar or different. Tell her something you admire about her and why. This puts the students through the thought process of what empathy is like.
2. Another journal response can be to create a mock interview between yourself Zoey. Create interview questions, practice and be prepared to present in front of the class.
3. Students can predict what will happen in the next chapter and craft a chapter from Zoey’s perspective in first person point-of-view. Be prepared to share the chapter with your classmates.
4. Or…choose a significant incident in the book and write a journal entry from a character’s point-of-view; example: Zoey, Silas, Fuchsia, Aurora Bryce, Connor, Zoey’s mom, Lenny etc.
5. You can ask them If you were given the opportunity to ask the author 5 questions what would they be? Write the questions and explain why you want the answers to these questions.
6. To assess setting students can create the setting in a drawing. Be specific with details. It can be the trailer, school, the restaurant, or other location.
7. Lastly, possibly draw Zoey and at least one secondary character.

The Benefits of Being an Octopus: Reading Comprehension

1. Visualize-I ask students to draw a symbol that best represents the book.
2. Summarize-Students will summarize the book, a chapter, or a section of the book.
3. Clarify-Students are to analyze where they lack an understanding of the book. They are to ask themselves, what do I need to re-read in order to fully comprehend the material?
4. Connect-students ask themselves how the material connects to other material in the book and to other texts they have read.
5. Respond-Students analyze how the author uses literary devices in the work and why.
6. Question-Students are to make a list of questions they have for the author for further understanding.

The Benefits of Being an Octopus: Costa’s Question Cues

Next I have students create a list of high order thinking questions using Costa’s question cues. Examples of Costa’s question stems:

1. Clarify
2. Analyze
3. Compare/contrast
4. Evaluate
5. Decide
6. Interpret

You can collect these questions and answers and use them for a Socratic Seminar or a four-corner discussion. Pass out a list of the questions for students to work on at home. Have students return with their questions and answers. Elect two leaders to lead the discussion. Remain as an observer and allow for a meaningful discussion about the book.

The Benefits of Being an Octopus: Connections

I like to make connections with the book a step further because of the importance of engaging the students by connecting them with the material. I have students look up quotes of things that happen in the book that remind them of something from their own lives. They write the quote and begin a connection with something like, “This reminds me of a time that….” Students catalogue the quotes and connections as they read through the book.

The Benefits of Being an Octopus: Purpose of Reading

It is important to note the purpose for reading a text. Students are always asking “what is the point of this?” and there is a positive outcome if a teacher takes the time to answer this question. Some purpose of reading questions can be:

1. What are the characters’ motives or goals?
2. What is the conflict?
3. What am I visualizing?
4. What is the message the author is trying to convey?
5. What mood is the author creating?
6. What problem is the character facing?
7. How is the plot developing the story?
8. Why did the author write this story?
9. What themes are addressed in this text?
10. What is your emotional response to the text?

Through analyzing and discussing the answers to these questions, you can come to a consensus as to what the purpose is of reading a text-even if it’s just for fun! In the case of the Benefits of Being an Octopus it brings awareness of the adversities of poverty and hopefully changes our views on how one judges another who is stricken with poverty.

The Benefits of Being an Octopus: Sentence Starters

The next assignment I have students complete throughout the reading are using sentence starter cues. Sentence starters help students to analyze their own thinking and wonderment. Some examples of sentence starters are:

1. I wonder…
2. I was surprised that…
3. I don’t really understand…
4. I was reminded that…

Exposition Writing

Some practice with writing an exposition can be done by simply using a statement and backing it up with evidence. For example, if we are to look at the statement, “There should be stricter gun laws in America” then the evidence to back it up can be examples of how guns are misused in the novel, or how guns in the wrong hands can be dangerous or even tragic.

Compare/Contrast Characters

Another assignment worthy of a teacher’s attention is to compare contrast characters physical and emotional descriptions. You can utilize a graphic organizer to effectively organize information.

Close Reading Questions

It is highly effective to take a close reading passage from the book and have students analyze it by answering a list of carefully crafted sentences. A list of close reading sentences can look like this:

1. What does this passage mean to you?
2. Why do you think it is important to the text as a whole?
3. What confuses you about the passage?
4. Why is understanding this passage important to your response to the book as a whole?
5. How does the passage connect to other ideas in the book?
6. How does the author feel about the ideas, characters or events they are presenting?
7. Do the characters remind you of anyone else in fiction, history, or anyone else in your life?
8. What is revealed about the characters you have read in this passage?

Have Fun With Learning! Roll the Dice Activity

It is crucial that students have some fun while learning. A simple way to create some fun is by creating a “roll the dice” activity sheet. On a sheet of paper create the following activities:

1. Paraphrase learned information in one sentence.
2. Create a bookmark for today’s learning.
3. Write original lyrics to a song that relates to today’s topic.
4. Write four what if questions about the topic
5. Create vocabulary cards for the five most essential terms
6. Write an acrostic poem about the topic
7. Write a letter to a family member or friend about the topic
8. Create an analogy for today’s topic and an image
9. Create a Venn diagram to compare and contrast information
10. Summarize what you learned today to three classmates

Have student’s role dice and whichever activity number they land on they will complete as a group. If you only have once set of dice, you can roll for the whole class.

A One-Pager Assignment Project

The purpose of the one-pager assignment is to take a closer look at the novel and analyze its themes, characters, quotes, etc.

The top half should focus on symbolism and themes using words and images. The bottom half should focus on key characters from the text and how they develop.

You may also use other symbols, drawings and words.

The border is themes. Students can get creative and maximize their efforts with a one-pager assessment.

Create a Plot Structure Diagram

Create a plot structure diagram using the mountain analogy with the following:

1. Exposition
2. Conflict
3. Rising action
4. Climax
5. Falling action
6. Resolution

6-Panel StoryBoard

Students can get a little creative and create a six-panel storyboard where they illustrate and write about a scene. They can also do an extension of a paragraph or the book.

Philosophical Chairs Discussion

Philosophical chair discussions are important in that they not only teach students to take a critical look at a topic, but they learn how to express their opinions and evidence about the topic effectively. A great philosophical chairs discussion topic for this book is gun control. You can state it as, “there should be more laws to control guns”. Have students choose a side, write about their opinions using evidence from the text and share their work in an articulate manner.

The Essay

A thorough final assessment can be the essay. For this particular book I would do a literary analysis or if you want to extend the philosophical chairs discussion, you can do the same topic such as gun control and write an expository essay.

However, you teach, “The Benefits of Being an Octopus” you are doing your students a service as it is a book worthy of attention and analysis. Get this full lesson in my TpT shop HERE

Graphic Novels for Kids are a great way to teach the standards. How to read graphic novel isn’t as tricky as it sounds. In fact there is no right or wrong way to read a graphic novel. There is however; things that graphic novel author’s do, that are similar, that can make it easier to read a graphic novel. There are some layers that can make it more involved like symbols, graphic weight, focus, etc.

Graphic Novels for Kids: Basic Shapes

Basic Shapes

Horizontal means-calm and stable

Vertical means-strength 

Circle means- unity, whole 

Diagonal means- action, movement 

Triangle means- stability, unity like a pyramid

Graphic Novels for Kids: Perspectives of Frame

Close up-establishes emotional relationship between viewer and represented subjects

Medium Shot-establishes objective relationship between viewer and represented subjects

Long shot-establishes relationship between represented figures and surrounding environment

Graphic Novels for Kids: Vertical Angle

High angle– situates reader in position of power, omniscient view-point

Low angle– situates represented subjects in position of power.

Graphic Novels for Kids: Left to Right Structure

Given-information that is known to be reader, taken for granted 

New-information that is previously unknown to the reader

Graphic Novels for Kids: Panels

Layout Panel: A distinct segment of the comic, containing a combination of image and text in endless variety. Panels offer a different experience than simply reading text: The spatial arrangement allows an immediate juxtaposition of the present and the past. Unlike other visual media, transitions are instantaneous and direct, but the exact timing of the reader’s experience is determined by focus and reading speed

Frame: The lines and borders that contain the panels

Gutter: The space between framed panels

Bleed: An image that extends to and/or beyond the edge of the page

Foreground: The panel closest to the viewer

Layout

Midground: Allows centering of image by using natural resting place for vision. The artist deliberately decides to place the image where a viewer would be most likely to look first. Placing an image off-center or near the top or bottom can be used to create visual tension but using the midground permits the artist to create a more readily accepted image

Background: Provides additional, subtextual information for the reader

Graphic weight: A term that describes the way some images draw the eye more than others, creating a definite focus using color and shading in various ways including: The use of light and dark shades; dark-toned images or high-contrast images draw the eye more than light or low-contrast images do.  A pattern or repeated series of marks. Colors that are more brilliant or deeper than others on the page

Objects

Figures Faces:

Faces can be portrayed in different ways. Some depict an actual person, like a portrait; others are iconic, which means they are representative of an idea or a group of people. Other points to observe about faces include:  They can be dramatic when placed against a detailed backdrop; a bright white face stands out. They can be drawn without much expression or detail; this is called an “open blank” and it invites the audience to imagine what the character is feeling without telling them.

Hands/Feet:

The positioning of hands and feet can be used to express what is happening in the story. For example, hands that are raised with palms out suggest surprise. The wringing of hands suggests obsequiousness or discomfort. Hands over the mouth depict fear, shame, or shyness. Turned in feet may denote embarrassment, while feet with motion strokes can create the sense of panic, urgency, or speed.

Text

Text Captions: These are boxes containing a variety of text elements, including scene setting, description, etc.

Speech balloons: These enclose dialogue and come from a specific speaker’s mouth; they vary in size, shape, and layout and can alternate to depict a conversation.

Types of speech balloons include those holding: External dialogue, which is speech between characters Internal dialogue, which is a thought enclosed by a balloon that has a series of dots or bubbles going up to it

Special-effects lettering: This is a method of drawing attention to text; it often highlights onomatopoeia and reinforces the impact of words such as bang or wow

Ask Students the Following Questions Prior to Reading a Graphic Novel

1. Can you find all the elements that make up a graphic novel: panels, word balloons, sound effects, motion lines, narration, and background colors? If you take out any one of these, what do you lose? Can you still understand the story?

2. How do you read a graphic novel? Do you look at the images and words together, panel by panel? Do you read all the text on the page and then go back and look at the pictures? Do you look at the pictures first and then go back and read the words? There’s no right way to read a graphic novel, and many readers go through them differently. Compare how you read an assigned graphic novel with how your neighbor does, and see if how you read it is different or the same.

3. Graphic novels use both words and images. Pick a page or a sequence from a graphic novel and think through what you learn from just the words. Then think about what you learn from just the images. Are they telling you the same information, or are they giving you different information? How do they work together?

4. Expressions and gestures are important to how we understand characters. Can you find an example of a particular expression or movement that you think shows a significant character trait?

5. Literary devices frequently featured in graphic novels include point of view, flashbacks, foreshadowing, and metaphor. Choose a graphic novel and see if you can find examples of a traditional literary device within its pages.

6. Many elements of graphic novels are similar to what you see in movies. A graphic novel creator can be the director in deciding what each panel and page shows. Think about the frame of each panel. What are you seeing? What are you not seeing? What about the camera angle? The distance from the subject of the panel? Are there any sound effects? Why did the creator make those choices?

7. On top of being a director, graphic novel creators are also editors. The action in comics happens “in the gutters,” or in the spaces between each panel. Sometimes big things happen in the time it takes to turn the page. Looking through a graphic novel, can you find a specific sequence of panels or a page turn that you think is dramatic or exciting? Why do you think the creator chose that sequence of images or that page turn to emphasize that moment?

8. The pace at which panels change, and how much time seems to pass, is carefully presented. Time, in how fast or slowly it seems to pass, is important in how panels change. Can you find a sequence where the pacing is slow, observing a character or scene? How about a sequence when everything speeds up?

9. In prose works, details are given to the reader in the descriptions. In graphic novels, details are in the images in the background, character design, clothing, and objects. Take a look at this graphic novel and see if you can find five details in the way a person or object is drawn. What does each detail tell you about the characters? The place? The world?

Graphic Novel Study Units in “WE ARE GRAPHIC NOVELS” Teachers Pay Teachers Store

They Called US Enemy by George Takei

Anne Frank’s Diary Ari Pullman

Persepolis Marjane Satrapi

Fahrenheit 451 Ray Bradbury

When Stars are Scattered Victoria Jamieson

Long Way Down Jason Reynolds

New Kid Jerry Craft

Awkward by Svtlana Chmakova

American Born Chinese Gene Luen Yang

To read a blog post on the most popular graphic novel reads, click HERE