Comic-Style Classics- What is the Impact?

 
Lesson Created by Carrie Kagan 

Objectives:
○ Students will recognize the characteristics, strengths, and “language” of graphic
novels (CP1.1.a)
○ Students will appreciate comic style writing and illustration as an art form
○ Students will examine how graphic novel media messages are constructed
(CP1.1.b)
○ Students will evaluate the effect of messages and meanings when converting
classic literature to comic book media (CP 2.8)

Target Audience
This lesson is ideal for secondary level students in 8th or 9th grade.

Curriculum Areas/Contexts
English Language Arts Pop Culture
Art Media Literacy

Lesson Length
The lesson will take two class days to complete. Addition of the project extension will require
more time for creation and presentation at the teacher’s discretion.

Learning Standards
CCSS.ELA-LITERACY.SL.8.1​: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.8.2​: Analyze the purpose of information presented in diverse media
and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social,
commercial, political) behind its presentation.
CCSS.ELA-LITERACY.RL.9-10.7​: Analyze the representation of a subject or a key scene in
two different artistic mediums, including what is emphasized or absent in each treatment
CCSS.ELA-LITERACY.RL.9-10.9​: Analyze how an author draws on and transforms source
material in a specific work
Media Rationale
Comic style writing is increasing in popularity for younger readers. Graphic novels have become
a part of our pop culture and reflect an artistic expression in storytelling. Many elementary
readers are finding graphic novels a more approachable medium for engaging in reading. As
these young readers advance, fewer options like these are available on grade level. Would
classics as graphic novels make otherwise intimidating literature, such as Shakespeare, more
enticing for readers? We often evaluate literature as film or as stage production. This is a new
medium for comparison, but one that has a long history of storytelling. What is the impact?

Vocabulary

Graphic Novel Foreground Thought Bubble

Panel Background Color Palette
Frame Camera Angle Positive Space
Gutter Graphic Weight Negative Space
Emanata Caption
Symbol Speech Bubble

Step-by-Step Procedure

Introduction and Prior Knowledge

○ Ask students if they have ever read a comic book. Have the students give
examples of comic books and bring out any prior knowledge they may have about
comic book characteristics.
○ Introduce graphic novels (sometimes referred to as comic book style writing).
Pose the essential questions: Are graphic novels literature? Could they be?
○ Discuss further to connect prior knowledge with new ideas. Ask questions such
as: What do you know about graphic novel style writing? Have you read any?
(Diary of a Wimpy Kid or Big Nate, for example, but there are many others)
What if you were to read Romeo and Juliet as a graphic novel? Huckleberry Finn?
A Christmas Carol? Would these stories hold up as classic literature in this
format? Would they be different? Better?

Instruction and Modeling

○ Today we are going to examine a little bit about what goes into this media,
including written skill, artistic skill, and literary awareness.
○ Use the POWERPOINT PRESENTATION to examine elements of graphic
novels.
Opportunity for Students to Practice (Lesson Activity)
○ Working with a partner or small groups, all students will examine a comic book
scene from ​Classics as Comics​. Teachers can assign each group to work on a
different page (for variety) or students can choose freely. There should be active
discussion among peers to analyze what is seen and how the graphic novel page
has been constructed.
○ Students will use the Analysis Document (below) to guide evaluation of these
iconic works as comic book art. They will work together to complete the
document. Students may not be familiar with all of the stories, but analysis should
only focus on the one page shown.
○ Students share their evaluations in a whole class discussion. This allows students
to gain insight from other perspectives and to add to their own interpretations for
validation.

The activity may bridge the two-day lesson. Introduction, PowerPoint, and begin activity on
Day 1. Activity work can continue to completion on Day 2, followed by the whole class
discussion.

Extension Activity (Optional)

○ Whatever novel the class has recently completed can serve as a foundation for the
final activity/assessment.
○ Create a comic book page for a scene from the novel we have just read. Students
can use a free online comic creator, such as ​Pixton​, or more artistic students can
choose to free draw panels using ​Printable Templates​.
○ Consider all graphic novel elements and vocabulary from the powerpoint and
include a line of text quoted from the story.
○ Then write a one page analysis of your work using the questions you just
completed for the Graphic Novel Page Analysis Document.
○ Be sure to explain your artistic decisions as they relate to layout, text, and
artwork.

Materials/Technology Needed
● How to Read a Graphic Novel PowerPoint Presentation
● Classics as Comics​ site
● Graphic Novel Page Analysis Document (below)
● Pixton​ Comic Creator site
● Printable Comic Templates
● Lesson Activity Rubric (below)
● Extension Activity Rubric (below)
Assessment and Feedback
Assessing understanding of this unit will take several forms:
1. Observation of participation and collaboration during lesson activity: Students should
demonstrate engagement in analysis of graphic novel pages within their small groups.
Teachers should provide active feedback during collaborations to offer guidance and to
bring quiet voices into the discussion.
2. Students should submit the Analysis Document for teacher review (see rubric guide
below)
3. Observation of Participation during whole class follow-up discussion: Students should all
contribute at least one substantial comment to the evaluation discussion. Teachers should
provide guidance to keep students on topic, but this can be a student-led discussion for
more advanced classes using the Analysis Document and graphic novel pages provided.

Assessing the Extension Activity will require the rubric below.

 

   
 Graphic Novel Page 
Analysis Document 
 
Collaborators: 
 
Graphic Novel Page Selected (Book Title): 
 
LAYOUT: 
 
1. Describe the basic layout of the page. How many panels are there? Are they
framed? Are there gutters between panels?

2. About how much time passes on this page (days, hours, minutes)?

FIGURES AND IMAGES: 

1. How has the artist used:

● Emanata to show movement:

● Symbols to show meaning:

● Foreground to emphasize characters or objects:

● Background to minimize characters or objects:

● Camera Angle to affect the reader’s perspective of a scene:

● Graphic Weight to draw attention to characters or objects:

 
A page may not demonstrate all of these artistic choices, but look for them and explain the effect
of those used.
 
TEXT: 
 
1. Are there captions, separate from dialogue? What information is learned?

2. Does the artist use speech bubbles, thought bubbles or both?

3. What shape is used for these bubbles and what does that indicate about the
dialogue?

4. Are there any special sound effects? Describe the text-style used for this
sound.
 
ARTWORK: 
 
1. What color palette (pastels, primary colors, dark tones, etc…) is used?

2. Do the drawings show character emotions, moods, or personality? How

so?

3. Describe the style of art shown (cartoony, realistic, anime, etc…).

4. Does the artist create negative space? What is the effect of that? Are
the panels all positive space? What is the effect of that?
 
EVALUATING MESSAGES AND MEANINGS: 
 
1. What is the content on this page? Summarize the scene stating what you see,
read, and imagine between the panels.

2. What techniques has the artist used to communicate ideas about the
characters and plot of the story?
 3. How does seeing the story images this way change/improve/distract from
your understanding of the scene? Would you prefer to read classic literature
in this format? Why or why not?

4. Do you think the original author (Dickens, Shakespeare, etc…) would

approve of their story being told this way? Why or why not?

   
Graphic Novel Page Analysis Document RUBRIC: 

15 Points 

Layout Figures and Text Artwork Evaluation

Images

1 Point Students Students Students Students Students

write address only respond with explain a explain a
minimal one feature details to response to response to
response to with detail only one only one only one
one question question question question

2 Points Students Students Students Students Students

write address two respond with explain a explain a
minimal features with details to two response to response to
responses to details questions two questions two questions
both
questions

3 Points Students Students Students Students Students

write address at respond with explain explain
complete least three details to at responses to responses to
responses to features with least three at least three at least three
both details questions questions questions
questions
   
 Extension Activity RUBRIC: 18 Points 

Overall Layout Figures and Text Artwork Written

Design Images Expression
Presentation

1 Work does Some Some vocabulary Some Some Writing contains

Point not contain vocabulary is is mentioned in vocabulary is vocabulary is only simple
color or mentioned in analysis, but no mentioned in mentioned in sentences. There
detail, but analysis, but explanation given analysis, but no analysis, but no are numerous
only basic no for use in design. explanation explanation errors in spelling,
shapes. No explanation given for use in given for use in grammar and/or
text. given for use design. design. punctuation.
in design. Writing lacks
transitions.

2 Work shows Analysis Analysis mentions Analysis Analysis Writing shows

Points effort in mentions some vocabulary mentions some mentions some effort in sentence
design. panels, (emanata, symbol, vocabulary vocabulary structure. There
Contains frames, and foreground, (captions, (color palette, are some errors in
some color, gutters, but background, speech bubble, characterization, spelling, grammar
but excessive does not camera angle, thought bubble, style, and/or
negative explain graphic weight), special effects positive/negative punctuation.
space. Text choices made but does not sounds), but space) but does Writing contains
is used. in design. explain choices does not explain not explain simple
made in design. choices made in choices made in transitions.
design. design.

3 Work shows Analysis Analysis explains Analysis Analysis Writing has

Points great effort explains use use of figures and explains use of explains use of varied sentence
including of panels, images in scene text in scene artwork in scene structures. There
color and frames, and design with design with design with are very few
detail. Text gutters in the correct correct correct errors in spelling,
is used to scene design. vocabulary. vocabulary. vocabulary. grammar and/or
enhance and Details defend Details defend Details defend Details defend punctuation.
guide the choices. choices. choices. choices. Writing contains
scene. effective and
varied transitions.
 

 
 References

Ankiel, J. (2020). ​Graphic Novel/Comics Terms and Concepts​ [PDF] (pp. 1-2).
readwritethink.org. Retrieved from
http://www.readwritethink.org/files/resources/lesson_images/lesson1102/terms.pdf

Chacksfield, M. (2014, October 21). Classic Literature Turned Into Comic Books. Retrieved
April 30, 2020, from
https://www.shortlist.com/news/classic-literature-turned-into-comic-books

English Language & Literature Support Site. (n.d.). Retrieved from

https://www.philpoteducation.com/mod/book/view.php?id=222&chapterid=1350#/

Griffith, P. E. (2010). Graphic Novels in the Secondary Classroom and School Libraries. ​Journal
of Adolescent & Adult Literacy​, ​54​(3), 181–189. doi: 10.1598/jaal.54.3.3

Hamlyn, Charlotte Rose. (2017). ​Getting to Know Graphic Novels: A Guide to Using Graphic
Novels in the Classroom​ [PDF]. Penguin Random House Australia. Retrieved from
https://www.penguin.com.au/content/resources/TR_OppositeLand.pdf