TEACHING Graphic Universe
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1 TEACHING GUIDE TEACHING Graphic Universe 4th Grade Reading Level ISBN Orange
2 2 TEACHING GRAPHIC UNIVERSE Standards History Language Arts Visual Arts Thinking and Reasoning Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe. Uses reading skills and strategies to understand and interpret a variety of literary texts. Uses the general skills and strategies of the writing process. Gathers and uses information for research purposes. Uses the general skills and strategies of the reading process. Knows a range of subject matter, symbols, and potential ideas in the visual arts. Effectively uses mental processes that are based on identifying similarities and differences. Multiple Intelligences Utilized Spatial, linguistic, interpersonal, naturalistic, and intrapersonal Copyright 2008 by Lerner Publishing Group, Inc. All rights reserved. International copyright secured. Student pages may be reproduced by the classroom teacher for classroom use only, not for commercial resale. No other part of this teaching guide may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of Lerner Publishing Group, Inc., except for the inclusion of brief quotations in an acknowledged review. Go to for a list of titles in the Twisted Journeys and Graphic Myths and Legends series. LernerClassroom A division of Lerner Publishing Group, Inc. 241 First Avenue North Minneapolis, MN U.S.A Website address: Manufactured in the United States of America IG
3 TEACHING GRAPHIC UNIVERSE 3 It s a Bird! It s a Plane! It s Super Teacher! You may not be able to leap tall buildings in a single bound. You may lack the ability to read minds. I bet you can t even fly! But you do have a super ability you help children love reading by connecting them with great books. Look at what your students choose to read for pleasure. They like action and adventure, heroes and humor, drama and daring. They are comfortable reading comic books, cartoons, and anime. Many of them are already choosing to read graphic novels for their entertaining stories, appealing format, and accessibility. Graphic novels are becoming more and more popular. They are rapidly filling bookshelves in libraries and book stores around the world. Many teachers (like you) are noticing the trend and are asking, How will graphic novels help students in the classroom? Here s how: Students will be motivated to read. English Language Learners will use illustrations to fill gaps in comprehension. Students reading below grade level will be able to understand complicated and age-appropriate content with the help of visual cues. Students will learn historical/classical material through a modern and familiar medium. This teaching guide has been designed for use with the Graphic Myths and Legends and Twisted Journeys books. You will find ideas for using graphic novels to teach myths and legends, comprehension strategies, career exploration, art activities, and creative writing. Armed with this guide and a set of graphic novels, you will become Super Teacher. You will be sure to knock out Boredom and Confusion with a POW! and a WHAM! You don t even need a cape and mask.
4 4 TEACHING GRAPHIC UNIVERSE Activity Ideas Title: Genre Study Objective: Students will learn about graphic novels as a genre. Materials: Graphic Universe books, picture books, chapter books, comic books Description: Introduce graphic novels to your students as a genre. Look at the format together and discuss the similarities and differences between graphic novels and comic books, picture books, and chapter books. Discuss why an author might want to tell a story using the graphic novel format. Review vocabulary associated with graphic novels (e.g. frames, gutters [the space between the frames], word balloons, captions, and chapter headings). Title: Say What? Objective: Students will learn about reading and writing dialogue. Materials: Graphic Universe books, Say What? p. 9, pencils Description: Graphic novels can help students learn about writing dialogue. Read a graphic novel, asking children to act out the different roles. Talk about the natural flow of conversation. Pass out Say What? p. 9 and tell students to create original dialogue to fill the empty word balloons. (We recommend enlarging Say What? p. 9 by 155% on paper.) Title: Storyboarding Objective: Students will learn about sequencing a story by creating a storyboard. Materials: Graphic Universe books, Storyboard p. 10, Outline p. 11, overhead of Outline p. 11, markers, pencils, paper Description: A storyboard is a plan for sequenced art. It is used when making comic books, graphic novels, and animated cartoons. As a class, read a Graphic Universe book and create an outline of the plot using an overhead of Outline p. 11. Talk about how an outline is a plan for the text, and a storyboard is a plan for the art. Next, tell students to make an outline for their own original stories using Outline p. 11. Then instruct students to plan art for their stories using Storyboard p. 10. As an extension activity, students can create their own graphic stories. Title: Fractured Stories Objective: Students will learn about telling a story from a different perspective. Materials: Graphic Universe books, paper, pencils Description: Read a Graphic Universe book to the class. Discuss the perspective of the story. Who is the main character? What role does this person play in the storyline? Who are the secondary characters? How do they feel about the events in the story? Ask students to think about the story from a different character s perspective. Tell students to rewrite the story from this new perspective.
5 TEACHING GRAPHIC UNIVERSE 5 Title: Visualizing Objective: Students will practice the comprehension strategy of visualizing, and they will create their own action comics. Materials: Graphic Universe books, pencils, Storyboard p. 10, a book (no pictures) with an action sequence, colored pencils Description: As a class, read a Graphic Universe novel with an action sequence. Discuss how the author and artist created a sense of excitement and movement. Find a book without illustrations that has a very exciting action sequence. Tell students to close their eyes and make a movie of the action sequence in their minds while it is read aloud. Instruct students to open their eyes and draw what they visualized. Next, students will create their own comic strips depicting the action sequence using Storyboard p. 10. Title: What Came Before and What Comes Next? Objective: Students will practice the comprehension strategies of predicting and inferring. Materials: Graphic Universe books, pencils, paper, copies of a page from a graphic novel, Predicting and Inferring p. 12 Description: Before reading a graphic novel, make copies of one eventful page. Pass out the page to each student. Read the text on the page as a class. Pass out Predicting and Inferring p. 12. Ask students to write what they think happened before the scene and why. What clues did they find in the text and illustrations to back up their inferences? Ask students to write down their predictions about what will happen next. What clues did they find in the text and illustrations to help with the predictions? Discuss their answers as a class. Read the entire book to check inferences and predictions. Title: Create a Character Objective: Students will learn about character development. Materials: Graphic Universe books, Create a Character pp , pencils, colored pencils, paper Description: As a class, read a Graphic Universe book. Make a list of the main character s positive and negative traits. Discuss how the artist and author helped readers understand what the main character is like. Then tell students that you want them to create a male or female character for a comic strip or graphic novel. Pass out Create a Character pp and model how to write about and draw an original character. After completing Create a Character pp , students will write a comic strip starring their character. Title: Career Spotlight Objective: Students will learn about the training and skills required to become a comic book artist. Materials: Career Spotlight p. 7, Colorist p. 16, colored pencils or markers Description: Ask students if they are interested in working on comic books or graphic novels when they grow up. Read Career Spotlight p. 7 and discuss. Review the job duties of a colorist. Then let students experience the job by having them add color, texture, and depth to Colorist p. 16.
6 6 TEACHING GRAPHIC UNIVERSE Activity Ideas for Graphic Myths and Legends Title: Introduction to Myths and Legends Objective: Students will learn the definitions of myth and legend, and they will study the countries in which these stories originated. Materials: Graphic Myths and Legends books, paper, pencils, information about the countries in which these stories originated and the people who lived there Description: As a class, define the terms myth and legend. Study the countries and the time periods in which the Graphic Myths and Legends stories originated. Examine the illustrations in the Graphic Universe books for clues about the culture and traditions in each country. As a class, discuss reasons the stories have endured. Title: Compare and Contrast Objective: Students will compare and contrast a Graphic Myths and Legends book with the same story told in a non-graphic format. (Or students will compare and contrast myths or legends from two different countries.) Materials: Graphic Myths and Legends books, the same story in a non-graphic format, pencils, paper Description: Students will have a choice of projects. They will compare and contrast: (a) the graphic version of a myth or legend with a non-graphic version, or (b) the myths and legends from two countries using Venn diagrams. As a class, discuss reasons similarities and differences exist. Title: The Hero and the Quest Objective: Students will learn about the archetype of the hero and the quest. Materials: Graphic Myths and Legends books, paper, pencils Description: Read several Graphic Myths and Legends books. Make a T-chart that says Hero on one side and Quest on the other. Under Hero, list several heroes who appear in the various myths and legends. Discuss the similarities between the heroes. (For example, many of them are part god, part man.) Then list the heroes quests and/or journeys. What do the heroes accomplish on these quests? What happens after the quests are over? Ask students to brainstorm modern examples of heroes on quests. Compare these modern heroes with mythical heroes. Instruct students to create their own stories about a hero on a quest. Activity Idea for Twisted Journeys Title: Choices, Choices, Choices! Objective: Students will learn how to make an outline for a story with multiple endings, and they will write a twisted tale as a group. Materials: Twisted Journeys books, Twisted Path p. 15, overhead of Twisted Path p. 15, paper, pencils Description: Read a Twisted Journeys book. Discuss the multiple twists and turns the story takes. Put up the overhead of Twisted Path p. 15. Brainstorm an idea for a story with the class. Outline the story by filling in boxes on Twisted Path p. 15. After completing Twisted Path p. 15, allow students to choose a path they would like to write about in more detail. Encourage someone to write about each path. Assemble the paths into a book.
7 TEACHING GRAPHIC UNIVERSE 7 Career Spotlight Bill Hauser: Comic Book Artist Do you want to create graphic novels or comic books? Are you interested in how comics are made? Then you are in luck, because Bill Hauser, a comic book artist, is the focus of this career spotlight. Who is Bill Hauser? Bill works for IGI Graphics in Minneapolis, Minnesota. He is a talented comic book artist. He helped create the Graphic Universe books. How did Bill become interested in this career? When Bill was a child, he loved comic books and MAD magazine. His favorite comic book hero was Batman. Bill drew his own comics and painted as much as he could. He decided he wanted to make art for a living. How did Bill become a comic book artist? Bill went to the Joe Kubert School of Cartoon and Graphic Art in New Jersey. He spent three years taking courses in human figure, inking, lettering, storyboarding, graphic design, commercial art, and painting. He worked very hard in his classes and put together a portfolio of his work. What kinds of jobs are available in the comic book industry? Several people work together to make a comic book or graphic novel. These are the main people involved: A writer researches, plans, and writes the script. A penciler plans and draws each panel. An inker goes over the pencil sketches with ink. He or she will make the work look more finished. A colorist adds the color, depth, and texture to each page. A letterer places the dialogue in the word balloons and writes the captions and chapter headings. An editor checks for correct grammar and spelling in the graphic novel. The editor also researches the time period of the story to make sure all the visual details are accurate. Some comic book artists work for publishing companies, advertising agencies, or newspapers. If you want to become a comic book artist, Bill recommends that you... Draw as much as you can! Practice drawing human bodies and concentrate on proportions. Also, read lots of comic books and graphic novels to become familiar with their formats.
8 8 TEACHING GRAPHIC UNiVERSE Additional Resources BOOKS d Aulaire, Ingri, and Edgar Parin d Aulaire. Book of Greek Myths. New York: Dell Publishing, This classic compilation of Greek myths has enchanted children with amazing tales and artwork for many years. Davila, Victor. How to Draw Graphic Novels. New York: Scholastic, Students can learn how to draw like a professional comic book artist with this handy guide. Day, Nancy. Your Travel Guide to Ancient Egypt. Minneapolis: Twenty-First Century Books, Part of the Passport to History series, this book allows students to travel back in time to learn about what ancient Egyptians ate and how they dressed, worked, and worshipped. Evans, Hestia. Mythology. Cambridge, MA: Candlewick Press, An adventurous reader will love exploring the text, illustrations, flaps, fold-outs and treasures inside this book about ancient myths. Horowitz, Anthony. Myths and Legends. London: Kingfisher Publishing, Learn about myths and legends from around the world with this modern, humorous collection. Jurgens, Dan. You Can Draw Marvel Characters. New York: DK Publishing, Inc., Know any aspiring artists? They will love learning how to draw famous comic book characters with this easy-to-use handbook. McCaughrean, Geraldine. The Golden Hoard. New York: Margaret K. McElderry, Using rich, beautiful language, the author tells twenty-two tales from countries such as Ethiopia, Spain, and Ceylon. Wallace, Daniel, et al. Marvel Encyclopedia. New York: DK Publishing, This comprehensive encyclopedia of Marvel characters will keep comics fans busy and happy for hours. WEBSITES Encyclopedia Mythica This website contains information about mythology from around the world. Garfield Comic Creator Students will love creating their own comic strips featuring characters like Garfield, Jon, Odie, and Nermal. Kids Love Comics Kids can read reviews of graphic novels and comic books on this colorful, kid-friendly website. No Flying, No Tights This well-respected site offers reviews of many graphic novels. The Sidekick section was designed for elementary-age students. Read Write Think: Comic Creator index.html Students can make their own comic strips by picking a title, choosing characters, and writing captions on this site.
9 Say What? 9 Thor and Loki: In the Land of Giants story by Jeff Limke and pencils and inks by Ron Randall. Copyright 2007 by Lerner Publishing Group, Inc. Reprinted with the permission of Graphic Universe, a division of Lerner Publishing Group, Inc. All rights reserved. No part of this text excerpt may be used or reproduced in any manner whatsoever without the prior written permission of Lerner Publishing Group, Inc. Teaching Graphic Universe
10 10 Storyboard Name Teaching Graphic Universe
11 11 Outline Name I. A B II. A B III. A B Teaching Graphic Universe
12 12 Predicting and Inferring Name Inferences (What came before?) Proof from the book Predictions (What comes next?) Hint from the book Teaching Graphic Universe
13 Create a Character Name 13 Name of character Positive Traits Negative Traits Talents/Powers Background Information Adventure/Quest Likes to... Teaching Graphic Universe
14 14 Create a Character Name Name of character Positive Traits Negative Traits Talents/Powers Background Information Likes to... Adventure/Quest Teaching Graphic Universe
15 Twisted Path 15 Setting the Scene Problem Choice 1 Choice 2 Result Result Choice 1A Choice 1B Choice 2A Choice 2B Ending Ending Ending Ending Teaching Graphic Universe
16 16 Colorist Name Isis and Osiris: To the Ends of the Earth story by Jeff Limke and pencils and inks by David Witt. Copyright 2007 by Lerner Publishing Group, Inc. Reprinted with the permission of Graphic Universe, a division of Lerner Publishing Group, Inc. All rights reserved. No part of this text excerpt may be used or reproduced in any manner whatsoever without the prior written permission of Lerner Publishing Group, Inc. Teaching Graphic Universe
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