Lesson Plan: Day 3 Graphic Novels Objective: By the end of the lesson, students will be able to Identify the major characteristics of the graphic novel genre Examine the novel Persepolis as it corresponds to the characteristics of the genre Generate their own graphic novel panels in groups in response to a given prompt NCSCOS Competency Goals: English I 1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non print expressive texts o Analyzing author s craft and style o Identifying and analyzing text components 4.02 Read and critique various genres o Identifying and using standards o Judging the impact of different stylistic and literary devices 5.01 Read and analyze various literary works o Explaining how point of view is developed and its effect on literary texts o Produce creative responses that follow the conventions of a specific genre 10 min Bellwork Journal prompt: Describe in one or two paragraphs a story from your family s history. 5 min Announcements/Goals Today s Objective: Today we will examine the graphic novel as a genre and learn to identify the characteristics of a graphic novel in Persepolis. 10 min Quiz: 10 questions, T/F Re: pp. 18 32 of the text 10 min Discussion using KWL organizer Graphic Novels: What do we know, what do we want to learn about, and what have we learned so far 10 min Small group Activity Hypothesize: What makes a graphic novel a distinct and unique way of telling a story create a list of defining characteristics, use KWL to help you think 10 min Large group Discussion Round Robin to create a list of characteristics 15 min Lecture w/ powerpoint Graphic Novels & their history Examples, terms
GN v. comic book GN & manga GN & film 15 min Small Groups (2 3 students) Graphic Novel Prompt 5 min Wrap Up Homework: pp. 33 46 for tomorrow Vocab worksheet #1 Definitions due Friday (Day 5) Exit ticket write one fact for the L section on the KWL chart as you leave. Attachments: 1. Comprehension Quiz T/F 2. PowerPoint: History of the Graphic Novel 3. Graphic Novel prompt 4. Vocabulary Worksheet #1 ACTIVITY DETAIL: KWL Organizer Students will contribute to a large group discussion about assumptions about and prior knowledge of graphic novels. This activity allows students to drive the conversation, and gives the instructor a chance to quickly assess her student s knowledge and experience with graphic novels. Students will volunteer to be scribes, one for K (Know) and one for W (want to learn). L will be filled in by students individually as they leave the room. ACTIVITY DETAIL: Graphic Novel Prompt Students will create the next three panels in an imaginary graphic novel, using the first panel as a prompt. Students should take on roles to move the activity through quickly and efficiently. Editor (leader) an Illustrator a Writer Students will turn in the worksheet at the end of class for a quiz grade. Prompt taken from The Mysteries of Harris Burdick by Chris Van Allsburg (1984, Houghton Mifflin Books for Children).
Name: Date: Quiz Persepolis: The Water Cell, Persepolis (pp. 18 32) Based on the readings, decide whether each statement is True or False. Circle T for true or F for false. T F 1. Marji s parents protested every day since the beginning of the revolution to bring down the King. T F 2. The Shah s father, Reza Shah, wanted to make Iran a republic T F 3. The British had no interest in what kind of government was in Iran. T F 4. Marji s grandfather was the prime minister of Iran under Reza Shah. T F 5. The title of the story, The Water Cell, refers to how Marji s grandfather was tortured in prison, by being submerged in a room of water. T F 6. After her grandfather was jailed, Marji s grandmother continued to live a wealthy lifestyle. T F 7. After the death of Reza Shah, the Shah of Iran promised to return Iran to the royal state of Persia. T F 8. Citizens of Iran were allowed to take photos of protests and demonstrations to send around the world. T F 9. The people of Iran ignored the deaths of those who died during demonstrations against the Shah. T F 10. At the end of the story, Persepolis, Marji decides she knows all she needs to know about the Revolution.
Fill in the next four panels based on the prompt below. All members of the group must sign off on this worksheet.
Vocabulary List #1 Persepolis and Graphic Novels You will be assessed for both definitions and spelling. Panel: A distinct segment of the comic, containing a combination of image and text in endless variety. 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: speech between characters Internal dialogue: thought enclosed by a balloon that has a series of dots or bubbles going up to it Memoir: a narrative composed from personal experience Obligatory: binding in law or conscience Secular: of or relating to the everyday world, not religious or part of the clergy Persia: Ancient name of the area in the Middle East that at one time included parts of Iran, Turkey, Afghanistan, Iraq, and Jordan. Marxism: theory developed by German philosopher Karl Marx that advocated for equality between different economic classes, leadership from the working class, and an awareness of where common goods come from and how they are produced. Republic: a government in which supreme power resides in a body of citizens entitled to vote and is exercised by elected officers and representatives responsible to them and governing according to law Conscience: the of the moral goodness of one's own conduct, intentions, or character together with a feeling of obligation to do right. Pessimism: an inclination to emphasize negative aspects, conditions, and possibilities or to expect the worst possible outcome Splendor: shining, brilliant, marked by showy magnificence