Lesson Plan Template Candidate Name:Tracy R.

Williams
Strategy (circle one): Task Rotation; NAL; Mystery; Decision Making;
C/C Thinking; Metaphorical; Windows Notes; Other

Unit Name
Dystopian Realities

Lesson Name Time Needed (Hours/Days)

Understanding how to rea and Analyze a graphic novel 1.5 Hours

Grade Subject Course

10th Language Arts 10th Honors Literature and
Composition
GA Standards of Excellence & TAG Standards
Please include both GSE & TAG Standards
GSE Standards:
ELAGSE9-10RL10: By the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
T.A.G Standards:
Advanced Research Skills Standard:
6. The student develops and uses systematic procedures for recording and organizing information
Creative Thinking & Problem Solving Skills Standard:
6. The student, independently or through collaboration with classmates, clarifies, illustrates, or
elaborates on an idea for product improvement.
Higher Order Critical Thinking Skills Standard:
14. The student identifies and illustrates basic principles and the foundational concepts that are
central to understanding the essence of a field of study.

Essential Question(s)
What should students know when lesson is completed?
What concepts are essential to understanding how to analyze graphic novels and how do they work
together to develop the text?

Teacher Lesson Preparation

Create Prezi for guided notes.
Gather questions to enforce understanding.
Activating Strategy (for example: Hook/Mini-Lesson/Warm-Up/Connection to Prior Learning)
Hook/Warm Up:
1. Each group will have pictures of various political cartoons; each set will address a different
concept. Students will need to evaluate each cartoon and answer the following question: What
underlying concept joins each cartoon together? What about the pictures helped you
determine what the concepts were.
2. We will then have a discussion about how political cartoons just like graphic novels dont rely
simply on words or pictures to make meaning, all graphic pieces use a plethora of concepts in
order to establish meaning.
Mini Lesson:
3. I will then pass out the guided note sheet that students will use to help them take notes as I
work them through the new American lecture.
4. The lecture is divided by three parts: analyzing layout, figures, and text.
5. Each section will provide specific literary terms that must be attained in order to analyze
graphic novels.
6. After each section students will be asked questions to help solidify their understanding of the
text:
a. Layout: Mastery Task
i. What term relates to the shift between frames?
ii. What term relates to the combination of images and text?
iii. What aspect relates to how an image draws reader attention more than others
do?
b. Figure: Understanding Task
i. How do the character's hands and feet add to the urgency of the scene?
ii. Consider the character's face; what technique is the author using to
characterize the emotions of the character? How do you know?

Instructional Sequence and Activities including use of technology

Student Work Period:
1. After student complete the last section on Text, students will first take a kahoot game to
review all graphic novel terms.
2. Afterwards, students will be given the synthesis activity:
a. Students must read chapters 1 and 2 of V for Vendetta analyzing the graphic
elements of the piece. As they read, they will use sticky notes to take note of aspects
of: Layout; Figure; and Text.
b. Then, students will choose one panel they thought was particularly poignant to the
chapter to write an analysis of how the author uses layout, figure, and text to make
meaning;
c. They will post their response on schoology. Then they will read someone elses post
and discuss their thoughts of what they wrote..
Closure:
1. Students will then complete a windows note sheet to give me feedback on what they thought
of the New American Strategy.

Assessment Strategies
The New American Lecture begs the opportunity for scaffolding and discussion. Students will be able to process the
lecture in chunks, rather than digesting the entire bit of notes all at once.
Differentiation
Scaffolds/ Interventions/Extensions/Enrichment
Questions posed progress as the lecture composes. Students are able to be scaffolded up to synthesis.

Materials/Links/Text References/Resources
Prezi on Graphic Novel Terms
NALHandout
Kahoot
Online E discussion platform