Jason's plan

Name: Jason Cheung

Title of planning sequence and grade level: Creation of Graphic Novel for Grade 6 students.

Purpose/Rationale: This writing sequence focuses on the narrative aspects and creation of a graphic novel. Students will be given a choice of three books to read: Coraline, by Neil Gaiman, Harry Potter and the philosopher’s stone, and Varjek Paw, by S.F. Said. Students will then develop ideas to create a fan fiction based graphic novel of a trailer, sequel or unwritten chapter to the book they have chosen to read.

I believe this will be an engaging activity for grade 6 students because it will challenge them to create a story in which they have control of the outcomes of characters in the story that they have chosen to read. As well the grade 6 students will have the opportunity to be creative in bring a character that they have enjoyed reading about to life.

Writing Sequence:

Familiarity with text type:
In this section I plan to read a couple short graphic novels with my students in small groups and explore the different types of text conventions involved in graphic novels so that my students have sense of what to look for and what kinds of techniques different authors use. A chapter from a popular manga can be read to the students: Naruto – Volume 1, by Masashi Kishimoto. This first chapter involves humor and life themes in which all students can make connections.

Capture Ideas:
As the students read through their chosen novels, I will encourage and demonstrate strategies of developing ideas as well. Strategies such as webs, brainstorming and writing notes on sticky pads are good ways to collect thoughts and ideas. Some thoughts to keep track of are the settings, characters, etc.

Plan:
Students will now decide on the setting, font, background, colour and develop characters in the stories they have read and being creating the characters in their chosen novels. The teacher will then provide examples of these features and discuss with students the kinds of effects these features bring to the graphic novel and students will decide what suits their writing best. By now the teacher will have shown examples of other types of graphic novels. It is important to discuss the framing sequences of graphic novels for this determines the pace of the narration. Page 65-67 in the text talks about this. As well discuss the different speech bubbles involved (p.59). Grammarmancomics.com is a great resource to teach the students about parts of speech.

Drafting, Revise, Proof Reading:
For this writing sequence is it important to refer back to previous discussions of text designs and techniques that can be used for graphic novels. When revising the writing encourage students to reorganize their work and check what parts of their stories can be adjusted to improve the cohesion and meaning. And in proof reading show students work that the teacher has edited before and teach strategies as to how students can help each other proof read each others work as well as other strategies such as reading their stories backwards.

Present:
The teacher can make copies of the students finished or unfinished graphic novels. Students can then read their peers work and give feedback as to what they liked about the piece of writing in a class discussion.

Resources:

Bearne, Eve; Wolstencroft, Helen (2007). Visual approaches to teaching writing. Thousands Oak, CA: Paul Chapman Publishing.
- Page 65-67 is a good way to explain graphic novel narrations.

Boyd, Brian. Grammarman EFL/ESL comics for students and teachers. Retrieved December 10, 2008, Website: http://www.grammarmancomic.com/index.html
- Provides writing tips in comic strips. Other good resources as well.

Dickens, Charles (2006). Oliver twist. Hauppauge, NY: Barrons.
- Good for showing examples of graphic novels.

Gaiman, Neil (2002). Coraline. New York, NY: HarperCollins.
- Fun book for students to read and can build upon the ideas.

Kishimoto, Masashi (2003). Naruto, volume 1. Japan: Shonen Jump.
- This is a good chapter to read to the students as it provides humor and a situation that students can relate with the main character. Provides different text conventions as well.

Morice, Dave (2002). Poetry comics an animated anthology. New York, NY: Teachers and Writers Collaborative.
- good for showing examples of graphic novels.

Rowling, J.K (2000). Harry potter and the philosopher’s stone. Vancouver, B.C: Raincoast Books.
- Book that students are familiar with and enjoy, also good to build ideas upon.

Said, S.F (2003). Varjek paw. New York, NY: Yearling
- Interesting book about a cat with special powers. Cat has problems that students can make connections with

Smith, Jeff (2003). Bone, volume 1. Colombus, OH: Cartoon Books.
- good for showing examples of graphic novels.