Lesson+Plans


 * UNIT LESSON PLANS

__LESSON 1 __**: INTRODUCTION  (a double period or 2 singles on the same day):

1. Students complete pre-unit survey about graphic novels - may do this prior to the first library lesson or in the first few mins of the lesson. Pre-survey attached: 2. Book Chat from the Librarian - range of graphic novels on display - Librarian describes these briefly (15 min approx) - view Reading List page for ideas or check out this Reading List: 3. Students given the rest of the time to explore one or more graphic novels 4. Allow 5 - 10 mins at lessons end for students to describe the novel(s) they have read to the rest of the class - this provides useful advice about which novel to choose next for the other students and also allows teacher to assess progress and engagement of students.

**__LESSON 2, 3__ : READING ** (may be doubles or singles)

1. Students continue to read a range of graphic novels 2. To assist students to keep a record of their reading, and to assist them in future tasks, students are to complete a Summary Sheet as attached: 3. Allow 5 - 10 mins at lessons end for students to describe the novel(s) they have read to the rest of the class - this provides useful advice about which novel to choose next for the other students and also allows teacher to assess progress and engagement of students.

**__LESSON 4 - 8__** : MIND MAPPING GRAPHIC NOVELS

1. A mini lesson on mind maps. **What are mindmaps?** What should be included in a mind map? Why would we use them when reading graphic novels? 2. Make sure to read through the mindmap rubric with students so they are clear about what they need to include in their mind map. 3. Screen with class: demonstrates how to create a mind map about graphic novels - emphasis being on graphical elements in the presentation, using the language of graphic novels. 4. Students continue to read 3 graphic novels, filling out their summary sheets as they finish each novel. 5. Students then use this summary sheet to **create a mindmap about the 3 graphic novels** they have read. 6. When they finish their mindmap, students are to colour in their rubric and hand it up with their mindmap but before this, students should spend some time in groups, comparing their mindmaps and coming up with a **definition of graphic novels** which can be presented to the class for discussion. Students may use a verbal and visual graphic organiser for their definition, using the following handout: 7. If this is to be a major focus of the unit, then more time could be spent looking at other "expert" definitions - refer to Resources page to source some of these, or refer to the sample document here which uses the verbal visual graphic organiser to display a range of expert definitions:


 * __[[image:http://ep.yimg.com/ca/I/animecorner_2075_100732848 link="http://comicsworthreading.com/2006/01/20/the-kindaichi-case-files-recommended-series/"]]LESSON 9 - 11 __** : EVALUATION OF GRAPHIC NOVELS

1. **What makes a good graphic novel?** In groups, students will attempt to answer this question. 2. Students are put into groups of 3. In those groups, they are to share their ideas about their graphic novel preferences, using the 5 categories from their mind maps (Genre, Setting, Characters, Illustrations, Layout/Format) 3. Students should collate their findings using a "graphic novel" approach by designing an A3 poster or a booklet using panel shapes, illustrations and dialogue boxes, as appropriate. These may be computer generated or hand drawn 4. Students should be given an assessment rubric or list of criteria before commencing their poster or booklet 5. Each group should present their poster or booklet to the class - with each member of the group discussing some aspect of their findings. General class discussion/debate could follow, comparing the similarities and differences 4. When completed, students should have a good idea about what a graphic novel is and what it needs to appeal to readers (or Year 9 readers, at any rate).


 * __[[image:http://ep.yimg.com/ca/I/animecorner_2075_100732848 link="http://comicsworthreading.com/2006/01/20/the-kindaichi-case-files-recommended-series/"]]LESSON 12 - 15 __ : ORAL RESPONSES - Individual Inquiry **

1. Begin with a mini lesson on oral persuasive technques - this may be a "refresher" lesson if students have studied advertising or persuasive elements previously 2. Students are to present a 3 min persuasive speech to the class based on graphic novels. Some students may choose to present a debate. Topics similar to the following could be chosen by the students: 2. Students will be provided with a rubric or similar assessment sheet prior to commencing their preparation
 * Which is better - the novel or the graphic novel version?? (eg Redwall, Artemis Fowl, Magician's Apprentice, Agatha Christie, Stormbreaker, Point Blanc, Hardy Boys, Nancy Drew ....)
 * Which Goosebumps story is captured best?? (comparison of the Goosebumps stories collected in the graphic format)
 * Which 5 graphic novels should the library purchase next and why??
 * Is colour necessary in a graphic novel??
 * Who is best....?
 * Which is better......?
 * How is a graphic novel different from a picture story book?