The Graphic Hero
Seventh Grade
4 weeks
Marissa Kast
EDUC 463- Fall 2011
Introduction:
This unit will be taught to one section of Language Arts 7. The students in this class are approximately 12-13
years old and attend a middle school located in a middle class neighborhood. It is a mixed ability class of twenty seven
students. According to last year’s test scores, approximately nine are considered high level learners, thirteen are at grade
level, and five are considered low level learners. There are fourteen boys and thirteen girls. Almost all students are
interested in today’s pop culture and their lives are largely consumed by various types of technology. Most are involved
in some type of extra-curricular activity including sports, drama, various clubs, yearbook, etc.
This year in Language Arts 7 will be composed of seven units all focusing on the hero’s journey. The first unit
delves into the origins and myths surrounding heroes by looking at classic, mythological heroes. The most popular of
these are the Greek and Roman hero stories. Looking at these stories and types of heroes will provide the basis for the
rest of the units this year. Students will look at what ancient cultures deemed a hero to be, and what characteristics these
figures must have to be heroes. Discussing the actual tasks and challenges these heroes faced will become extremely
important when looking at different types of heroes in later units and how these tasks change. Students will read several
Greek hero myths as well as look at clips from movie adaptations to see how society today views these ancient figures. At
the end of the unit, students will create and present to the class an Ignite presentation on one hero they investigated
further.
Following mythological heroes, a superheroes unit will focus on the fictional stereotypes of heroes that often
formulate our society’s views on what constitutes a hero. The rest of the units include: wartime heroes, female heroes,
cross culture heroes, nontraditional heroes, and modern day heroes.
The Colorado standards for Reading, Writing, and Communicating will be used for this unit taught at Boltz
Middle School in the Poudre Valley School District.
List of texts:
Various comic booksSupergirl and the legion of super-heroes by Mark Waid
The Amazing spider-man.
Superman Brainiac by Geoff Johns
Catwoman : When in Rome by Jeph Loeb
Batman : Year One by Frank Miller
League of America : The Lightning by Brad Metzler
Heroes Volume 1
FilmSpiderman (2009)
The Green Lantern (2011)
NBC’s Heroes Season 1
Catwoman (2004)
Batman Forever (1995)
Justice League of America (1997)
Superman Returns (2006)
CartoonWalt Disney Cartoon Classics Edition II (1985)
Poetry“Super Hero” by Anonymous
“If I Could Be a Superhero” by Steve Lazarowitz
“Steve the Superhero” by Kenn Nesbitt
RapCharacters, Setting, Plot by educationalrap.com
Prefixes, suffixes, roots by educationalrap.com
Rationale:
Our next unit will be focusing on studying the concept of the hero in graphic narratives, particularly comic books.
The comic books will be used primarily for the study of superheroes and how they differ from the heroes we have studied
so far this year. In addition to character analysis, we will also narrow in on storytelling and the literary elements that
correspond such as plot, suspense, climax, etc.
One of the main goals this year is to master certain literary elements, particularly those relating to fundamentals
of a story. Utilizing comic books allows us to look at these elements within shorter texts that are also entertaining for the
students to read. It is very easy for students to identify plot elements in a short text, yet the new and different format
challenges their traditional thinking. Personally, I believe that the superhero and comic book genre is a vastly untapped
resource for the classroom. The superhero concept is such a huge part of today’s culture that to ignore it in literature
would be a disservice to students. Delving into such a pop culture phenomenon will draw students attention to just how
influential superheroes are in our culture. As Michael Bitz, founder of the Comic Book Project, states, “children discover
meaningful dimensions of their worlds when they can explore them through creative arts, including comic books” (575).
When studying these comic books, we will be specifically looking at plot and story lines. Story lines are generally
very specific and follow a certain sequence. At the end of the unit, students will be required to create their own comic
strip following such a plot line. As a result, students will be able to follow a sequence of events in other types of writing
and recognize it in a wide variety of other areas. “Through comics, students investigate the use of dialogue, succinct and
dramatic vocabulary, and nonverbal communications” (Morrison 759).
A major attraction to reading comic books is the motivation factor. Many students are very attracted to the idea
of reading a comic book over a traditional novel because they are usually not presented with this opportunity. It is
important to provide students of all abilities with diverse reading materials. Graphic narratives often involve rich,
complex plots and narrative structures that can satisfy the needs of advanced readers. Because of the rich plot, yet
colorful and more entertaining format, these advanced readers will be more inclined and invested than they might be
with a traditional text. According to James Bucky Carter, “superhero comics can help gifted students examine complex
moral and ethical issues” (50).
In reference to more reluctant readers, comic books are often viewed as not actually reading. As one low level
ninth grade student stated after reading a comic book during silent reading time in my class, “I read the entire thing and I
really liked it because it was more fun than the regular books we read.” There are some students who are completely
capable of reading on their grade level, but simply do not wish to. Because they can be read more quickly, these readers
can accomplish more reading during in class reading time and therefore, can apply their reading more easily.
Graphic narratives also work wonderfully with differentiating with special needs and English language learners.
The illustrations throughout provide contextual clues to the meaning of the narrative that is written. Students can use the
illustrations to provide support for words or passages they might not understand. They also serve as potential puzzle
pieces in puzzling together the plot. When students can see the emotions that characters in a comic book are feeling, they
can use their own experiences to understand the emotional context. Graphic narratives also provide new vocabulary and
can increase the English proficiency with English Language Learners. The reading demands many of the same skills as
reading of a regular text. The combination of linear written narrative, illustrations, moving images, and dialogue benefit
all students.
Transforming English with Graphic Novels: Moving toward Our "Optimus Prime"
James Bucky Carter
The English Journal , Vol. 97, No. 2 (Nov., 2007), pp. 49-53
Published by: National Council of Teachers of English
Article Stable URL: http://0-www.jstor.org.catalog.library.colostate.edu/stable/30046788
The Comic Book Project: Forging Alternative Pathways to Literacy
Michael Bitz
Journal of Adolescent & Adult Literacy , Vol. 47, No. 7 (Apr., 2004), pp. 574-586
Published by: International Reading Association
Article Stable URL: http://0-www.jstor.org.catalog.library.colostate.edu/stable/40017191
Using Student-Generated Comic Books in the Classroom
Timothy G. Morrison
Journal of Adolescent & Adult Literacy , Vol. 45, No. 8 (May, 2002), pp. 758-767
Published by: International Reading Association
Article Stable URL: http://0-www.jstor.org.catalog.library.colostate.edu/stable/40012828
Superheroes Introductory Activity (Day 1)
Overview & Purpose
Education Standards Addressed
Today students will be introduced to storytelling and will use prior
knowledge about superpowers and superheroes to create their own
story.
2.1 Small and large group discussions rely on
active listening and the effective contributions
of all participants
3.2.b. Write informative texts to examine a
topic and convey ideas, concepts, and
information through the selection, organization,
and analysis of relevant content
Teacher Guide
Objectives
(Specify skills/information that
will be learned.)
Instruction
Student Guide
Materials Needed
 Student journals
 Pencil/pen
 Trunk
 Colorful cape
Introduction to storytelling
Impromptu writing and speaking
Teacher will have writing
prompt written on whiteboard
During journal time, take
attendance (5 min)
Notebook entry- If you could
have one superpower, what
would it be and why? (5
minutes)
After journaling, separate
students into groups based on
same/similar superpowers (4
minutes)
After the notebook entries,
students will write a brief story in
groups about a time when they
used their superpowers. Each
student must have a role in the
story. (20 minutes)
Tell students that they are now
going to take their superpower
and make a story out of it.
Their prompt is “One day when
we put on our magic capes…”
(3 minutes)
After 20 minutes, pull out trunk
with 5 capes inside. Students
will wear capes when
presenting.
Call on groups to present (rest
of class)
When they are called on, each
group will come to the front of
the room and put on their capes.
The magic cape enables these
students to have their superhero
powers. With capes on, they will
read their story aloud to the
class in whichever way they
choose.
Narratives should be no longer
than 3-4 minutes and should
include the superpower as well
an event or action that caused
them to have to use their
superpowered cape. (rest of
class)
Differentiation
Activity
No homework for today
(Describe the independent
activity to reinforce this
lesson)
Additional notes
All students who present will
receive 5 participation points.
Introduction to Graphic Texts (Day 2)
Overview & Purpose (link to what students have done before and
how relates)
Students will be introduced to graphic texts and learn their various
parts
Teacher Guide
Education Standards Addressed
2.2.b. Use craft and structure to interpret a
variety of graphical representations and
connect them to information in the text
Student Guide
Objectives
(Specify skills/information that
will be learned.)
Information
(Give and/or demonstrate
necessary information)
Explain elements of graphic
texts
Model reading a graphic text
Recognizing a graphic text
Explain what a graphic text is
and it’s different parts using
graphic text power point . Point
out key words and topics for
students to take notes on. (15
min)
Listen to powerpoint and take
notes that teacher points out
(15 min)
Hand out comic books and allow
students to silently read (5 min)
Silently read comic books (5
min)
Come back as a class and
discuss observations, dislikes,
likes,etc. Have students find
examples of elements of a
graphic text discussed in power
point. (15 min)
Point out examples from power
point in actual comic book (15
min)
Introduce storylines and plot
using plot power point (10 min)
Draw the plot structure graphic
on the board
Copy plot structure into
notebooks
Instruct students to think of
some event in their own life.
Pick one student’s story to use
as an example and practice
plotting their story on the board.
Use a personal story to make
another plot on the board.
Instruct students in their
notebooks to create their own
story line using an event from
their own lives. Walk around
and monitor as necessary.
If time, allow a few students to
come put their own plots on the
board. (30 min)
Materials Needed
 Graphic texts
powerpoint
 Various comic
books
Brainstorm events and pick one
event to compare to the plot
structure.
In notebooks, take personal
story and plot it on the plot
structure graphic.
(30 min)
Differentiation
Activity
No homework
(Describe the independent
activity to reinforce this
lesson)
Summary (how
students addressed
standards)
Students were introduced to plot
structure and used events from
their own lives to plot these on
an already existing literary
element.
Additional Notes
Day Three
Overview & Purpose (link to what students have done before and
how relates)
Students will be learning about the various character types that appear
in stories, and especially comic books.
They will also be introduced to prefixes, suffixes, and roots to continue
their grammar instruction
Teacher Guide
Education Standards Addressed
2.3.a. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 7 reading and
content, choosing flexibly from a range of
strategies
Student Guide
Objectives
(Specify skills/information that
will be learned.)
Information
(Give and/or demonstrate
necessary information)
Character types
Pre-fixes, suffixes, and roots
Pass out copies of lyrics to
students & play rap for students
(10 min)
Listen to educational rap twice
(10 min)
Explain to students the definition
of a prefix, suffix, and root.
Provide definitions on board. (10
min)
On their lyrics sheet, students
should copy the definition of
each term (10 min)
Materials Needed
 Rap lyrics
handouts
 Blank pieces of
paper
 Prefix/suffix lists
 Skeleton notes for
character types
Provide students with a blank
piece of paper and hand out
prefix/suffix list (2 min)
Instruct students to pick 10
prefixes and 10 suffixes. They
will divide each side of their
paper into 10 boxes and in each
box draw an interpretation of one
of the prefixes/suffixes. Model a
sample for them. (5 minutes)
Divide paper into 10 boxes on
each side and draw a
representation of a prefix/suffix
with that particular prefix/suffix
written in the top of the box. (20
min)
Mini-lecture on character types
and examples from popular texts
of each (15 min)
Students will listen to character
type lecture and fill in skeleton
notes (15 min)
Introduce character chart. Draw
example of chart on board and
walk around helping students fill
in their charts (20 min)
Students will take their comic
books from the day before and
create a 3 columned chart of
the character’s name, type of
character they believe he/she
is, and provide textual evidence
as to why they believe this. This
will be done in their notebooks
(20 min)
Differentiation
Visual students are
able to draw the
prefixes and suffixes
Skeleton notes are
given so that students
can concentrate on
specific items in their
notes and ones who
have trouble taking
large blocks of notes
are able to zero in on
specifics
Activity
(Describe the independent
activity to reinforce this
lesson)
Summary (how
students addressed
standards)
If students did not finish their
prefixes/suffixes chart, it
becomes homework
Standard 2.3.a addresses the
use of affixes and roots very
extensively. Students are being
introduced to these topics and
making their own definition
visuals for various affixes.
Prefixes, Suffixes, Roots
Educationalrap.com
Chorus
Words are power, and that’s the truth
Prefixes, suffixes, and they all got roots
Words are power, they run this town
So let’s run the track back, and break ‘em on down
Verse I
Let me break this down, we start with root words the truest
Not a full word, just a linguistic unit
You get a lot of room here to improvise
Visualize words of small size as I summarize
“aqua” means water, “ami” means love
“bio” means life, “hemo” means blood
“geo” means earth, and “vita” means life
Let’s hit the next topic so y’all can get it right
Chorus
Verse II
You want to know what’s next, it’s the prefix step
The initial portion of a term or object
Look at the word itself, it’s a two-part patch
“pre” means before, and “fix” is to attach
“anti-” means against, “inter-” means between
“poly-” means many, while “homo-” means the same
“pseudo-” means false, and “trans-” mean across
Prefixes start words, you should never take a loss
Chorus
Verse III
If prefixes come before, then what’s the next chapter
Suffixes follows root words, so they must come after
And while this may sound absurd
A suffix can also change the grammar function of a whole word
“Wait, from adjectives to adverbs?” Like clear into clearly
“But then child into childish?” It’s semantics, can you hear me?
“-ology” means study of, “-ism” is belief in
Additional Notes
“-cide” means killing, and “-or” and “-er” mean demonstration
“-phobia” means fear of, “-kinesis” means movement
And that’s what it is, now you’re getting some improvement
Characters, Setting, Plot
Educationalrap.com
Chorus
We’ve got the characters, the setting, and of course the plot
It’s the elements of fiction that I’m talking about
Verse I
In any decent story, you’ve got to have characters
The people in it, and they can be generic or
They can be complex, interesting, unique
Like a girl who walks on her hands and writes with her feet
The protagonist, the main character, the good guy
In most works of fiction, is usually opposed by
The antagonist, the bad guy, the villain
“But what about the other folks, are they just chillin’?”
Nope, not really, though some of them are static
So they’re flat, one-dimensional, nothing real dramatic
And people with the drama are called dynamic characters
Like if they start out calm and get hysterical
Or if they start out in love and end up not
That’s the motion and emotion that propels the plot
“What’s that?” Fear not, I’ll tell you in verse III
Here’s how it goes writing fictional prose
Chorus
Verse II
For the setting of a story, you need to know when it occurs
Like 7:30 in the morning on November the first
It doesn’t always have to be that specific
For instance, if the characters are using hieroglyphics
Then you know you’re in ancient times, not the present day
But if somebody’s driving up in a Chevrolet
You’re in the present or the future or the recent past
But there’s another setting question that we need to ask
And that’s “Where?” Location, it can be narrow
Like 57 Main Street, Rio de Janeiro
Or it can be broad, not specific at all
Like somewhere in Canada, north of Montreal
So there you have it, the time and the place
Even if it’s in the future or up in outer space
Make up a fundamental element of fiction: the setting
Now here’s the hook again so you don’t forget it
Chorus
Verse III
Now, the plot unfolds in five different phases
I’ll try to get you through it in just a few phrases
Take you all the way from beginning to end
But you’ve got to listen close or rewind again
Before action happens, we’ve got the exposition
Where the author can establish or begin a definition
Of the characters, the setting, and yes, the point of view
And once that’s all established we can move to phase two
The rising action. A period of conflict and crisis
This part is unpredictable, it’s full of surprises
So open up your eyes as wide as they can possibly be
After this we’re gonna hit phase three, which is the
Climax, the high point, a moment most intense
A turning point, a major culmination of events
After that, there isn’t really much more
We gotta end the story, let’s go to phase four
We’ve got the denouement, that’s what we call the falling action
And hopefully it leaves you with a sense of satisfaction
‘Cause phase five is the end, it’s called the resolution
Tying it all together, and we’ve come to the conclusion
Day Four
Students will be continuing with the superheroes theme, but looking at the superhero in
another type of text. They will be comparing and contrasting new images of superheroes
with the ones they have become familiar with in the comic books.
Teacher Guide
Objectives
(Specify skills/information that
will be learned.)
Information
(Give and/or demonstrate
necessary information)
Education Standards Addressed
1.2.a. Engage effectively in a range of collaborative
discussions with diverse partners on grade 7 topics, texts,
issues, build on each others’ ideas and expressing their
own clearly.
1.2.b Analyze the main ideas and supporting details
presented in diverse formats and explain how the ideas
clarify a topic, text, or issue under study.
Student Guide
Materials Needed
 Copies of
superhero poems
Identifying theme in a poem
Recognize elements of a plot
line
Give students journal prompt,
take attendance, etc. (10 min)
Journal prompt: “Who is the
most evil movie character you
can think of and why? Who is the
best?”
Journal time (10 min)
Journal sharing (10 min)
Allow students time to share
journal entries and identify types
of characters they are describing
from yesterday’s lesson
Comic book silent reading time
(30 min)
Comic book silent reading time
(30 min)
Separate into groups (3 min)
Separate students into groups
based on reading level and give
each a corresponding superhero
poem (3 min)
Instruct students to read poem
once aloud and once
individually. Explain role of
recorder in group and what to
look for in poem. Walk around
and assist/contribute to
conversations. (22 min)
Read poem once aloud and
once individually. With one
student as the recorder, have
each group find 5 specific
examples of how these
superheroes are like/different
than the ones they have been
reading about in their comic
books (22 min)
Differentiation
Using different poems
based on each
student’s reading
ability
Allowing discussion as
well as written notes
about poems
Activity
No homework
(Describe the independent
activity to reinforce this
lesson)
Summary (how
students addressed
standards)
Students were able to
collaborate to discuss their
poems and build on each other’s
ideas when comparing the
individual comic books they have
read to the poem that the entire
group is reading.
Super Hero
Anonymous
I think I’d like to fly
In an invisible plane,
With a long red cape covering
A skimpy outfit (a motif of red white and blue),
Wearing shiny reflective bracelets
To reflect bullets and death rays
And venomous words.
And wielding a rope of extraordinary strength.
I think I’d like to fly
Down upon some unsuspecting villains,
Spin around three times
And shock them with my wit and charm,
Not to mention my earth shattering high kick.
I’ll have unsurpassing balance
And a heart mixed of steel and gold.
I’ll walk along a 12th story ledge
To save the damsel in distress.
All while I battle evil men and helicopters.
I won’t worry about a relationship.
Who has time for being social when your occupation is
Saving the world?
And somehow, year after year,
I’ll win (cuz I’m the good guy)
And they’ll lose (cuz they’re not).
And through it all I’ll never tire,
Never take a vacation.
And my makeup will be perfect
Additional Notes
And I’ll never break a nail
And you’ll never break my heart
Cuz I’ll have too many things to do.
Perhaps I’ll never have met you.
I think I’d like to fly
Through the air with amazing speed.
Strong yet feminine,
Wondrous and a woman.
http://holyjoe.org/poetry/anon4.htm
If I Could Be A Super Hero
by Steve Lazarowitz
I don’t think I could be Superman
I’m sort of scared of heights
I’d sort of like to be Spiderman
But I’m afraid of spider bites
I suppose I could be Wolverine
But I’m afraid people would stare
I’d consider being the Incredible Hulk
But radition’s bad for your hair
The fantastic four, now there’s a thought
But I’m not sure that’s for me
Ben’s too ugly, Johnny too hot
And Sue I just can’t see
Maybe though I could be Reed
And lead the other three
Well maybe Reed’s a bit of a stretch
I can barely take care of me
Captain America, him perhaps
I love his mighty shield
But I fear I’m not brave enough
When things get rough, I yield
If I could be a superhero
I wonder which I’d be
Or maybe it’s time I tried to find
The hero inside of me
http://www.authorsden.com/visit/viewPoetry.asp?id=106653
Steve the Superhero
I'm Steve the Superhero
and you simply won't believe
the superpowers I possess
by merely being Steve.
My smile can crack a mirror
and my breath can make you faint.
And when I take my socks off
it's been known to peel the paint.
The power in my underarms
can make a grown man cry.
A single burp can make you want
to crawl away and die.
The bad guys know it's hopeless,
so they all get up and leave
whenever they get wind of me-the superhero Steve.
--Kenn Nesbitt
http://www.poetry4kids.com/modules.php?name=Poems&file=index&poemid=244
Day Five
Overview & Purpose (link to what students have done before and
how relates)
Education Standards Addressed
Students will be revisiting their prefixes, suffixes, and roots that they learned about on
Monday. They will also practice plotting story lines based on the information from the
previous week.
2.1. Literary elements, characteristics, and
ideas are interrelated and guide the
comprehension of literary and fictional texts
Teacher Guide
Objectives
(Specify skills/information that
will be learned.)
Information
(Give and/or demonstrate
necessary information)
Student Guide
Distinguishing between suffixes
and prefixes
Plotting story lines
Have prefix/suffix chart projected
onto the board. Divide students
into teams. Give
sentences/phrases with the
prefix/suffix missing and read
aloud to the two swatting
students. Record which one
answers first correctly and
reward points accordingly. (25
min)
Review story line basics from last
week on overhead (10 min)
Explain that students will be
watching a series of short
cartoons and are responsible for
plotting the story line of each
cartoon in their notebooks.
Explain they are also identifying
character types. In between
cartoons, discuss the story plots
as a whole and come to a
consensus. (40 min)
Students will play the “Fly
Swatter” game to practice using
prefixes and suffixes. Two
students will be given fly
swatters, and the first one to
correctly “swat” an appropriate
prefix or suffix for the sentence
given by the teacher, gets a
point. (25 min)
Materials Needed
 Cartoons
 Fly swatters
 Story line power
point from
previous week
Review story line notes from
previous week (10 min)
Cartoon story lines and
character identification.
Students will: watch cartoon,
plot and identify with a partner,
discuss quickly as class, watch
cartoon, plot and identify
independently, discuss as
class, watch cartoon, plot and
identify independently, discuss
as class. (40 min)
Differentiation
Kinesthetic learners
have the opportunity to
get up and do
something active in
class. Visual and audio
learners have a
chance to see the
words on the board
and hear the
sentences being read
aloud.
The cartoon is good
for creating something
concrete and for
students to be able to
actually create a
physical story line.
Activity
(Describe the independent
activity to reinforce this
lesson)
Summary (how
students addressed
standards)
Begin brainstorming ideas for
own comic book
Students are applying what they
have learned about plot lines and
character types to a different type
of media and can see how it is
not only traditional literary texts
that follow story conventions.
Additional Notes
Day Six
Overview & Purpose (link to what students have done before and
how relates)
Education Standards Addressed
Students will be comparing the characters they have read about in their comic books to
ones portrayed on screen on television and in movies.
2.1.c.i. compare and contrast a written story,
drama, or poem it its audio, filmed, staged, or
multimedia version analyzing the effects of
techniques unique to each medium
Teacher Guide
Objectives
(Specify skills/information that
will be learned.)
Information
(Give and/or demonstrate
necessary information)
Student Guide
Materials Needed
 Various movie
and television clips
Compare written text and visual
texts
Give journal prompt, take
attendance, etc. (10 min)
Silent journaling (10 min)
Set up stations during silent
comic book reading time (20
min)
Silent comic book reading time
(20 min)
Divide students into groups
based on the comic books they
have read already. Must all have
read about same character in
each group. Give each group
the corresponding
movie/television show to go with
their character. Instruct them
that they are looking for 5
similarities or differences
between the movie version of
their character and the book
version. (35 min)
Watch movie/television clips and
write down at least 5 similarities
or differences between movie
version and book version. (35
min)
Discuss as a class what
students noticed (10 min)
Discuss what they noticed in
each medium (10 min)
Differentiation
Activity
(Describe the independent
activity to reinforce this
lesson)
Summary (how
students addressed
standards)
Come to next class with a one
sentence proposal for what idea
you are considering for your
own comic book.
Students are directly comparing
two types of texts in order to see
how characters change from the
written page to the screen
Additional Notes
Day Seven
Overview & Purpose (link to what students have done before and
how relates)
Students will take what they have learned about reading a graphic text
to make inferences and apply those skills to a film clip.
Teacher Guide
Objectives
(Specify skills/information that
will be learned.)
Information
(Give and/or demonstrate
necessary information)
Education Standards Addressed
2.2.a.i. Use Key Ideas and Details to cite several pieces of
textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Student Guide
Materials Needed
 The Green Lantern
 Copies of Daybook
inferences activity
Making inferences from a
graphic text
Making inferences from a movie
clip
Teacher will pass out Daybook
inferences packet (pgs. 134137).
As a class, read through the
selections in the packet and fill
out one inferences box
together. (20 min)
Watch clip from The Green
Lantern on mute and discuss
how inferences can be made
just by looking at what is
happening on screen. Go over
inferences as a whole.
Play another clip from The
Green Lantern on mute and
have students make their own
inferences in their notebooks.
Come back and discuss.
Now switch to just audio and
allow no picture. Tell students
they must now make inferences
about what is happening strictly
based on sound. Come back
and discuss.
Be sure to discuss which
method was harder for them
and why.
(55 min)
Read along in the packet and
complete the inferences box
with a partner (20 min)
Watch The Green Lantern clip
on mute
Watch another clip on mute and
write 4 inferences in notebook
Listen to movie clip with no
picture and write 4 inferences in
notebook
(55 min)
Differentiation
Students have the
ability to hear and
watch clips from a
movie.
Activity
(Describe the independent
activity to reinforce this lesson)
Summary (how
students addressed
standards)
Come to next class with the plot
line of your comic book filled out
along with a list of characters
Students directly made
inferences from not only a
written text, but also visual and
audio clips from a film. They
were forced to apply what they
learned about making
inferences in new and nontraditional ways.
Additional Notes
Day Eight
Overview & Purpose (link to what students have done before and
how relates)
Students will be physically making comic books based on the types of
characters they have learned about, plot structure, and their own
creativity.
Teacher Guide
Objectives
Education Standards Addressed
1.1.b. Include multimedia components and visual displays
in presentations to clarify claims and findings and
emphasize points.
3.3.a-d. Editing writing for proper grammar, usage,
mechanics, and clarity improves written work.
Student Guide
Creating comic books
(Specify skills/information that
will be learned.)
Information
(Give and/or demonstrate
necessary information)
Activity
(Describe the independent
activity to reinforce this lesson)
Summary (how
students addressed
standards)
Teacher will walk around
classroom and have individual
conferences with students about
their comic books to help if
needed and make sure they are
on the right track.
Students will be responsible for
finishing any part of their comic
book they did not finish in class
Students are able to revise and
edit their own work to form a
cohesive story line and comic
book
Students will be working on
creating their own comic books
(75 min)
Materials Needed
 Paper
 Markers
 Paint
 Colored pencils
 Erasers
 Rulers
Differentiation
Students of all abilities
can create books
based on their own
reading levels and
artistic skill
Additional Notes
Day Nine
Overview & Purpose (link to what students have done before and
how relates)
Students will be presenting their comic books to the class
Teacher Guide
Objectives
(Give and/or demonstrate
necessary information)
1.1. Formal presentations require preparation
and effective delivery (a-e)
Student Guide
Students will be explaining their
storylines and present their
comic book artwork
(Specify skills/information that
will be learned.)
Information
Education Standards Addressed
Teacher will take attendance and
allow students to get
settled/prepared to present (5
min)
Materials Needed
 Rubrics for every
student
Students will present their
comic books to the class
interwoven with a few small
stretch/talking breaks (75 min)
Evaluate cartoon books
Monitor time for small breaks for
talking/stretching
Differentiation
Activity
No homework
(Describe the independent
activity to reinforce this
lesson)
Summary (how
students addressed
standards)
Students have been working on
certain elements of their
presentations for weeks. They
have created polished comic
books which they will present to
the class aligning with Standard
1.1.
Students have the
opportunity to read
their comic book to the
class verbatim, or they
can explain their
concept and storyline.
Additional Notes
Culminating Assessment:
A comic book publisher is looking for new works to publish. He is looking to publish new stories about already existing
superheroes, but also new comics starring new heroes. You are going to pitch your comic to the publisher and convince
him to publish it!
Your comic strip should contain one story line. There is no specific page length as long as your story contains a complete
plot line.
Comic strips will have:




a clear plot line (beginning, rising action, climax, falling action, resolution)
one or more superheroes (must have superpowers/characteristics)
at least two supporting characters
at least one villain/force to be defeated
Rubric:
Storyboard- multimedia : Comic Book Storyline
Student Name: ________________________________________
CATEGORY
4
3
2
1
At least half of the
content is in the
students\' own words
and is accurate.
Less than half of the
content is in the
students\' own words
and/or is accurate.
Content
All content is in the
Almost all content is
students\' own words in the students\' own
and is accurate.
words and is
accurate.
Required
Elements
Storyboard included Storyboard included Storyboard included Three or more
all required elements all required elements all required elements required elements
but one
but two
was missing from the
storyboard.
Spelling &
Grammar
No spelling or
grammatical
mistakes on a
storyboard with lots
of text.
No spelling or
grammatical
mistakes on a
storyboard with little
text.
Clarity and
Neatness
Storyboard is easy to
read and all
elements are so
clearly written,
labeled, or drawn
Storyboard is easy to Storyboard is hard to Storyboard is hard to
read and most
read with rough
read and one cannot
elements are clearly drawings and labels. tell what goes where.
written, labeled, or
drawn.
Created using Rubistar
One spelling or
Several spelling
grammatical error on and/or grammatical
the storyboard.
errors on the
storyboard.