Creativity Day 1 Lesson Plan for Creativity Small Groups in Graphic

Novels Unit
Standards:
ELAGSE4W3: Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event
sequences.
ELAGSE4SL1: Engage effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.

Objectives
-Students will analyze mentor text graphic novels.
-Students will consider the meaning of creativity.
-Students will think about how they can use creativity in their graphic novel when
generating ideas.

Materials

- Bigger definition of creativity

https://www.youtube.com/watch?v=MTCOExd0hDk
-Student check-in with a jot
-List of questions to guide their thinking when they work independently
-A few graphic novels to look at as a mentor text like “Stinky” and “Bird and
Squirrel”

Small Group Lesson

Connection
“Writers, we just started our graphic novel unit. How many of you have thought
about how creative these graphic novel authors are when they write? What does
creativity mean to you as a writer?” Give students a minute to think and then share
their ideas with the group.
Teaching Point
“Today I want to teach you how you can be creative when you are generating ideas
for your graphic novel character.”
Teaching and Active Engagement
“Let us first broaden our definition of creativity. Sometimes we have misconceptions
about what it really means. We might think it only relates to art, but creativity
means more than just art, singing, and painting. We are going to watch a short clip
about the BIG definition of creativity.”

Play: Bigger definition of creativity

https://www.youtube.com/watch?v=MTCOExd0hDk
Afterward, emphasize the overall message that your ideas should be useful and
original. Have students think about the four following creative elements:

- Fluency – the ability to generate quantities of ideas

- Flexibility – the ability to create different categories of ideas, and to
perceive an idea from different points of view
- Originality – the ability to generate new, different, and unique ideas
that others are not likely to generate
- Elaboration – the ability to expand on an idea by embellishing it with
details or the ability to create an intricate plan

Then watch a minute or two of “Stinky” graphic novel video

https://www.youtube.com/watch?v=LRgsFvlPffk

Also give students a couple of graphic novels to explore. After a few minutes
ask students, “What did these authors do in their graphic novels to be
creative, making sure to think about your new definition?”
Then, relate it back to the narrative rubric they have used before to notice
how the author wrote and illustrated the graphic novel.
Finally take a minute for students to start generating ideas for the character
they are going to develop for their graphic novel. Ask them, “Now students, I
want you to try to take a minute to think of a unique and original character
for your graphic novel. When you are ready to share put a thumb on your
knee.”
**Teacher note: Students are only thinking about their ideas in their head
and sharing verbally. They do not need to write anything down yet. **
Then, give students a minute to share with the person sitting next to them
(elbow partner). As they share, the teacher will coach in to ask questions and
prompt the students’ thinking to create a unique character.
Link
“Readers as you go off today and every day, consider how you are going to be
creative when you generate ideas for your graphic novel. Make sure you use your
new broad definition of creativity when you are planning.”
Then say, “Your goal by the end of today is to make some type of graphic organizer
to think about the character you are creating. Remember that you will come up with
several ideas before picking the idea you are going to write about in your book. You
can look back at some of the mentor texts to consider the following:
-What do you notice in these graphic novels that you could try?
-How did they develop the character?
-How did they develop the plot?
-Use your narrative rubric to help you
-How are my ideas creative for my graphic novel?
Are my ideas original, unique, and useful? If not, what can I change?
Did I come up with many ideas? If not, how can I?
Did I elaborate on details about my character? If so, how?
Did I think about my character from multiple perspectives?”

**Teacher note: Give students in the small group a copy of the questions above to
guide their thinking as they work independently. **