The Rock Star English Teacher is here with a unit that is designed to please every student in your classroom! Reluctant readers, artists, high achievers, history buffs – each child will find something to love in this unit that teaches the art of creating and reading the graphic novel using the works of Maus and Persepolis. Although these are the two texts I use in my classroom, this unit can easily be adapted to fit any graphic novel you choose. This product contains 9 pages of handouts and materials, a 13 page article on the history of the graphic novel, a 21 slide power point lecture and an easy to follow lesson plan. Students will learn about the history of the graphic novel, specific graphic novel techniques, how to read a graphic novel critically and analytically, how to form in-depth discussion questions and they will perform research in order to create their own graphic novels based on an historical event. Ignite the passion to read, write and speak within your classroom!
Common Core Standards covered in this unit include:
Key Ideas and Details
• CCSS.ELA-Literacy.RL.9-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.9-12.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.9-12.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Craft and Structure
• CCSS.ELA-Literacy.RL.9-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• CCSS.ELA-Literacy.RL.9-12.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
• CCSS.ELA-Literacy.RL.9-12.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Integration of Knowledge and Ideas
• CCSS.ELA-Literacy.RL.9-12.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
• CCSS.ELA-Literacy.W.9-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
o CCSS.ELA-Literacy.W.9-12.3a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
o CCSS.ELA-Literacy.W.9-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
o CCSS.ELA-Literacy.W.9-12.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
o CCSS.ELA-Literacy.W.9-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
o CCSS.ELA-Literacy.W.9-12.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
• CCSS.ELA-Literacy.W.9-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
• CCSS.ELA-Literacy.W.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)
• CCSS.ELA-Literacy.W.9-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.