Teacher: Shook Unit Name / Length: Bleeding History Number of periods this lesson will take: Week-At-A-Glance

Subject / Grade Level: Date:

Honor’s 10th N/A

1

N/A for Sample Lesson Title: What’s in a book?” Unit Goal: Students will write an analytical essay based on Maus which answers the corresponding question, “Does the author’s depiction of real human characters as nonhuman animal types enhance the impact of the story? Or does it detract from the story’s impact?” Common Core Learning Standards

11RL 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 11 RI7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem Today’s Aim: How can I develop arguments about the literary merit of graphic novels using both literature and informational text? Exit Slip/Assessment of Mastery: Students will write an argumentative paragraph to answer the question: Should graphic novels be taught as equals to books/ plays/ poems? Why or why not? Description of Co-teaching Model utilized for lesson Key Questions (Check for Understanding) Do graphic novels destroy the imagination component that comes with reading? Why or why not? 2. Could the authors of the texts you are reading have expressed the same ideas without using graphics? Why or why not? 3. How would literary elements such as characterization, theme, and setting be different in your text if it were written as a traditional text? Key Ideas: What 3-5 key ideas or steps will I emphasize? Are there certain skills I want to emphasize? Reading informational text Citing evidence Analyzing literary element in the context of subject matter. 1.

Cross-curricular Inclusion Students will analyze works of non-fiction from science and history in their response. Students will analyze propaganda posters as both art and historical documents in their response

Potential Misunderstandings: What might students misunderstand or struggle with? Students may struggle to understand how detachment works practically in these scenes. Picture and sound clips will be provided to enhance understanding. Additionally, students will be grouped according to

Comment [N1]: Make sure to include references to the Campbell article and examples from Stitches. In the future, include a narrative that has been adapted to a graphic novel such as Dante’s Inferno or The Canterbury Tales. This will offer students more of an opportunity to legitimately compare narrative vs. graphic genre. Also, students have a tendency to base this off of basic qualifications such as nice pictures or being “easier to read.” This thinking must be discouraged and classified as counter-productive. ALL answers must be based in textual evidence.

data so that stronger students can clarify misconceptions in group discussion. UDL Strategies: Visual students can use the graphic organizer provided on the hand-out. Kinesthetic learners can write their ideas on chart paper hung by the images. Auditory learners can discuss their response with a partner (while writing down their answer). A done-early activity will be provided for students who successfully complete the task before their peers. Students will be grouped heterogeneously to offer support from student-to student based on individual skill mastery. Vocabulary: Detachment Alienation Depravity

Mins 10 minutes

5 minutes 20 minutes

iLearnNYC Integration (If Applicable): How will you utilize the resources of iLearnNYC in your lesson? Not applicable

Homework (on board before class starts): None

Description of Instruction—Include detailed explanations of the lesson to be delivered. Free Writing: What is literature? Examine the five artifacts on the board (and your hand out) to create a definition of what does and does not constitute literature. 1. Image one: Cave paintings, Lascaux, France 2. Excerpt from the Egyptian Book of the Dead. 3. Brueghel’s Icarus 4. Performance of Shakespeare’s Macbeth 5. Batman: The Joker Comic Done early? Should there be standards to determine what is “good literature?” If so, what are they? And if not, why not? Give examples in your response. Volleyball discussion. What is literature? Do any of these artifacts classify as literature? Students will alternate giving answers between volunteers and cold-calls to ensure complete student understanding. Students will work in two sections for 20 minutes. Each group will get 10 minutes to a) Group Discussions: Groups will be divided into three “Teams” to read excerpts from from David Small’s “Stitches” While reading, students will take notes in the graphic organizer provided to answer the question: “Could the author have achieved the same effect writing in a traditional style? Why or why not?” Check for Understanding:

Comment [N2]: Make this more focused on graphic genre rather than such an open question about what is literature. This is overly ambitious and needs to be refocused based on the genre of graphics. Include video clips perhaps such as Simonova’s sand art. This will have a wider depth of discussion rather than simply limiting students (to forgive the paradox) to broad generalizations. This is also an excellent time to refer to prior knowledge about multiple genres of literature.

Does your graphic novel fit within your definition of “literature?” Why or why not?” Done early? Attempt to re-write your section in a traditional style. When done, compare it to the actual text. Is it as effective? Why or why not? b). Students will read Julia Campbell’s “Picture This: Inside the Graphic Novel.” While reading, students will take notes to answer the corresponding question: Are critics of graphic novels fair when they say that these texts “decrease students’ reading skills? Why or why not? Check for understanding: “Do graphic novels ruin the imagination aspect of reading or enhance it? Why or why not?” Done early? Should people be allowed to create their own image of characters even if it does not match the author’s why or why not? 15 minutes

10 minutes Write it Out: Students will be assessed by writing out a response to the question below: Should graphic novels be taught as equals to books/ plays/ poems? Why or why not? Done early? Should other “litature-esque” things such as television, film and music be taught as literature? Why or why not? 5 minutes Volleyball Family Meeting

Task One: Examine the five artifacts on the board (and your hand out) to create a definition of what does and does not constitute literature. Question: What is literature? ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ For each image, determine whether or not it is literature using examples from the image 1.

2.

3.

Image one: Cave paintings, Lascaux, France Is it literature? Why or why not? ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ Excerpt from the Egyptian Book of the Dead. ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ Bruegel’s Iccarus ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

4.

Performance of Shakespeare’s Macbeth ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

5.

Batman: The Joker Comic ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

Done early? Should there be standards to determine what is “good literature?” If so, what are they? And if not, why not? Give examples in your response.

Image One- Lascaux Cave Paintings

Image Two- Egyptian Book of the Dead

Image Three- “Icarus” Bruegel

Shakespeare’s “Macbeth”- Salzberg Theatre Festival

Image Five “The Joker”

Each group will get 10 minutes to: Group Discussions: Groups will watch a reading of David Small’s “Stitches” http://www.youtube.com/watch?v=8Qb7mvbBCBE While reading/listening, students will take notes in the graphic organizer provided to answer the question: “Could the author have achieved the same effect writing in a traditional style? Why or why not?” PROVIDE SPECIFIC EVIDENCE FROM THE TEXT TO SUPPORT YOUR ANSWER: Yes

No

Check for Understanding: Does this graphic novel fit within your definition of “literature?” Why or why not?” ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ Done early? Attempt to re-write your section in a traditional style. When done, compare it to the actual text. Is it as effective? Why or why not? ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________

b). Students will read Julia Campbell’s “Picture This: Inside the Graphic Novel.” While reading, students will take notes to answer the corresponding question: Are critics of graphic novels fair when they say that these texts “decrease students’ reading skills? Why or why not? ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________ Check for understanding: “Do graphic novels ruin the imagination aspect of reading or enhance it? Why or why not?” ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________ Done early? Should people be allowed to create their own image of characters even if it does not match the author’s why or why not? ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________

Exit Ticket: Should graphic novels be taught as equals to books/ plays/ poems? Why or why not? ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ Response from a peer you strongly agree or disagree with:

Done early? Should other “litature-esque” things such as television, film and music be taught as literature? Why or why not? ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________

Picture This: INSIDE THE GRAPHIC NOVEL Graphic novels have taken on subjects ranging from the Holocaust to teen friendship. Are they eye candy, or food for thought? by Julia Campbell IN PERSEPOLIS, MARJANE SATRAPI TELLS her own story of growing up under a veil in postrevolutionary Iran. Ghost World by Daniel Clowes—made into a movie in 2000—is a fictional account of two teens struggling to grow up. In Franz Kafka’s “The Metamorphosis,” a man turns into a giant insect. Jews are mice and Germans are cats in Art Spiegelman’s true Holocaust tale Maus. At first glance, these stories don’t have much in common. Until, that is, you look at the pictures. The four books are illustrated with cartoon strips and bubbles of dialogue, making them graphic novels—an increasingly popular form of telling stories—serious or not. “Graphic novels use images and words to tell a story that has a beginning, middle, and end,” says Francisca Goldsmith, a senior librarian at Berkeley (Calif.) Public Library. “It is different from a comic book in the the story ends. The flow of the words and the images work together—you can’t just look at the pictures and not read the words.” American graphic novels have been around in one form or another for decades. But some say a turning point in their popularity came when Art Spiegelman won a Pulitzer Prize—the first ever for a graphic novel—in 1992, for bringing to life the horror of the holocaust with pictures and words in Maus. Then, in 2000, manga—or Japanese graphic novels—burst onto the U.S. publishing scene, telling translated tales of romance, adventure, and politics. And while some graphic novels are written with superhero action in mind, a large number of the latest books deal with some serious topics. The :comic: style is being increasingly used to tell stories that might otherwise have been written as prose.

The crossover is working, say some experts. “The best graphic novels are the ones where you are able to forget you’re reading a comic because the story becomes so engrossing,” says Steve Weiner, author of Faster Than a Speeding Bullet: The Rise of the Graphic Novel. “It is the same way when you read a good prose novel—the story is just unfolding right in front of you.” Pressed by friends to tell her real-life story of growing up in Iran after a revolution in 1979 cut the nation off from the world and cloaked it in religious conservatism, Marjane Satrapi struggled with how to tell it. A friend gave her a graphic novel to read, and because she was an artist, it seemed like the way to go. In graphic novels, the images help tell the story. “Images are a way of writing,” says Satrapi. :When you have the talent to be able to write and to draw it seems a shame to choose one. I think it’s better to do both.” In Ghost World, the green hue adds to the black and white cartoon drawings to give the book a ghostly feel at the same time that the story brings to life two typical teen girls, Enid and Rebecca. It’s hard to imagine how cartoon-like animal characters in Maus add up to tell the sad story of a young Jewish man who survived the Nazi death camp at Auschwitz—but it works. The story comes alive in the words. “I won’t go to their gas chambers,” says one cartoon mouse. Some critics argue that graphic novels leave little to the reader’s imagination. Do the vivid illustrations in Peter Kuper’s adaptation of the Franz Kafka short story “The Metamorphosis” take away from “seeing” the man-turned insect in your own mind? It’s up for debate. Graphic novels are no longer so easily brushed off as silly comic books. There is “a lack of information and naiveté” in people who believe that graphic novels are for readers with short attention spans, says Goldsmith. “You have to have a pretty solid attention span to weave back and forth between the images and the text.” “You have to think about it as just another form of writing instead of a type of comic book,” says Weiner. “You’ll get serious books, silly books, and everything in between. Just think of it as a new way to tell stories.” MAY 2004 Literary Cavalcade