Unit
Graphic Novel and Short Story Unit (ELA 9/10)
*This is for a class that I teach on Literary Genres. It is a sophomore-level course offers an
introduction to the study and exploration of different genres.
Standards Addressed
College and Career Readiness Anchor Standards for Speaking and Listening
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
Comprehension and Collaboration
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others'
ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented.
Goals
Principle/Enduring Understandings
Texts and images are not mutually exclusive ways of telling a story (they can be used
together!)
Facts/Conceptual Knowledge
Know the difference between a comic, manga, and a graphic novel.
Skills/Procedural Knowledge
Explain the difference between a comic, manga, and a graphic novel.
Participate effectively in a small group and a large group discussion by clearly expressing
ones own ideas and opinions while also recognizing the ideas and opinions of others.
Present information clearly and coherently to a group.
Instructional Plan
Frontloading Activity
Students Share Their Comics and Their Entries with the Class: I will ask for volunteers to
share their journal entry. Students who volunteer to share will pass their comic around so
that the other students can look at it. This is my opportunity to see if the students have the
schema to move forward (I am looking to see that they have noticed the central
components of a comic like thought bubbles and frames) (10 minutes).
Review of Learning Objectives: I go over with the class what we are going to do today
and what our learning objectives are. By the end of class today, you should know the
difference between a comic, manga, and a graphic novel. By examining the differences
and similarities between the genres, we will eventually craft our own definition of a
graphic novel. We are going to do x, y, and z to help you accomplish these tasks. I will
write these objectives on the board as well as say them verbally (5 minutes).
Scaffolding
Ms. Pratt Models How to Create Venn Diagram and Look at the 3 Texts: I will model what I
want students to do in their groups by playing the student and sitting with a pod (my desks
are arranged in groups of 4 and we call them pods). I will draw a 3-bubble venn diagram on a big
piece of paper, take out my graphic novel, my comic, and the manga copy that each group will
have, and I start to talk to my group about what I think the similarities and differences are
between both. I try to integrate the other group members into the discussion by using the
sentence starters that Ms. Pratt has written on the board. (5 minutes).
Sentence Starters
I notice _____________
X seems similar to y because ____________
I wonder why ___________is here but not here.
Do you think that x is like y? Why?