Comic Book You

Grade 9 English Language Arts

Miss. Denyer
Duration: September 12th September 30th

Unit Overview
Topic: Comic Book You using creative writing
Grade 9: English Language Arts
Timeline: 15 lessons 59 min. classes (approx. 3 weeks).
Central Emphasis: Using a variety of different comic books students will expand on their
current knowledge using this genre. First students will focus on how to read a comic or cartoon.
Students will be engaging with many different stories building up their ability to recognize satire,
feel the emotions and understand the message. Finally they will be able to create their own comic
and share it with the class during a comic book caf.

Daily Instruction: Typically the lessons will start with the selected readings for the day. There
will be many different kinds of reading strategies introduced throughout the unit. Strategies that
will be utilized include: individual reading, teacher led reading (students will follow along in
their own book), partner reading (1 page each back and forth), chunk reading (each student will
be given a different chunk from a chapter), student led reading (students take on different
characters and read aloud), and small group reading. Following the daily reading there will either
be a discussion or an activity in which theme/message, plot, plot diagrams or other literary
elements will be explored more in depth. Both the discussions and the activities will take on
different forms depending on the different comics.

Texts and Materials: There will be no primary text for this unit as each student will have
chosen their own primary text. Other materials include: a variety of different comics. The texts
are chosen to highlight certain themes or symbols and will fit with the different levels that the
students are currently at and relate to the students interests. Once the students reading levels
have been assessed the materials will most likely change in order to fit with what they know.

Presentation: Each student will be given a unit outline or overview which they will keep their
binder. Within the overview there will be: a list of the assignments, the texts we will be using,
and the objectives for the unit. This overview will help to keep the students organized, to show
the students the expectations, and will ensure the students are accountable for their own learning.

Assignments: There are a multitude of assignments that will be used during this unit in order to
give students many different opportunities to demonstrate their understanding.

KWL Chart: This chart will be started on the first day and the students will continually

add to it as they progress through the unit. The know section in particular will be
completed based only on the previous engagement with comics and the comics in which
they choose prior to starting this unit.
Placemat: The placemat will include 2 discussion questions and 2 spaces for the
students to create their own questions. The reverse side will be divided into different
sections focusing on how to read a comic. Students will be given this at the beginning
of the unit and they will continually and to it throughout the unit.
Entrance/Exit Slips: These slips will be used as formative assessment to see where the
students are at. These should be considered as a check in. Although not for marks these
slips will help both the student and the teacher see what needs to be worked on more and
what has been learned. The slips will take on many forms, some examples include:
questions, comic readings, matching and multiple choice questions.
Plot Diagram: Creating a plot diagram will happen throughout the unit. This is an
integral part of this unit and it is what the students will be tested on at the end of the unit.
Students will be given a handout with a plot diagram near the beginning of the unit as a
base for drawing their own.
Superhero Paragraph Assignment: Students will be given two classes to work on
this assignment. It will fall in the middle of the unit for a mid-point evaluation and will be
worth marks. The purpose of this assignment is to critically evaluate superheroes and
villains. The students will conduct research and show their learning in a paragraph essay.
A paragraph planner will be provided to the students.
Letter to a Comic Character: After the mid-point evaluation the students will be
asked to write a letter to a comic character. They can choose which character to write to
and the content within the letter. It is up to them what they wish to talk about but they
need to use content and language that has been discussed in class. Examples of
acceptable content includes: terminology, plot structure, and questions to the character.
Create your Own Comic: This will be the summative assessment for the unit where
the students create their own comic. The students will be asked to put themselves into the
comic but it is up to them and their artistic view. If they are uncomfortable drawing the
artwork they can create it digitally on the computer. After the comic is complete the
students will create a write up in the form of a one two paragraph reflection to
accompany their creation explaining their choices and rationale.
Evaluate your Knowledge: The same plot diagram that the students were given at the
beginning of the unit will be used for the final evaluation. The students will be given two
plot diagrams to complete after reading three comics. They will have the choice as to
which they want to do their plot diagrams on.

Instructional Strategies
& Learning Activities
The three week timeline of this unit requires many different instructional strategies in order
to keep the students engaged. Additionally multiple different learning activities have been
created which will ensure the students can demonstrate their understanding.

Instructional Strategies: small-group discussion, whole-group discussion, individual

conferencing, partner activities, think-pair-share, and written guided questions
Learning Activities: KWL chart, placemat, plot diagrams, letter to comic character,
entrance/exit slips, compare/contrast, create your own comic book with reflection and a
final evaluative plot diagram with self-assessment

Materials & Resources

Technology

Smartboard and projection equipment

Whiteboard
Computers and internet
PowerPoint
YouTube
D2L

Resource Texts

Individual student chosen comic books

Maus I and Maus II

Resource Materials

Comic strip template

Differentiation Strategies
In-class readings will take on many different forms in order to include all students. The
reading strategies will range from teacher led to student led to small group. The different
strategies are put into place to ensure all students of all different reading levels can and will be
included in the reading process.
The differentiation strategies that will be used throughout the unit plan will be done as the
students request additional support or if the teacher knows specific students that need help. If the
students need an electronic device they can ask for one or the teacher can offer on. If the students
need extra time on the assignment they can ask for an extension or the teacher can offer it. The
amount of writing for an assignment can also be decreased if the student requires it. This can be
done again through the student asking or the teacher discussing it with the student.

Cross Curricular Connections

This comic book unit will be connected to the economy unit in the Social Studies
curriculum. Additionally if the students choose to illustrate a comic character in the government
sector this will also connect to the Social Studies curriculum. However the students choose to
illustrate their final comic is where the cross curricular will take place. Additionally the comics
that the teacher selects to discuss as a class is another place where cross curricular connections
can take place. Two specific Social Studies general learning outcomes this novel study will
connect to are:
Comic Book You will also tie into the art curriculum through the final summative
performance task. The create your own comic project will require students to make
connections from the text into various visual images. They will need to critically think about
theme, symbols, characters and types of conflict when creating their own comic. Within the
Alberta program of studies the cross connect will touch on outcomes from both compositions,
relationship 1 motifs can be designed to convey personal identity as in popular or folk-art
images and drawings, record students will examine and simplify basic shapes and spaces.

Connections to the English Language

Arts Strands

 Speaking: The students will engage with discussions daily and this strand will be a focal

point. The discussions could be whole-group or small-group. As well during individual

conferences the students will speak about their progress with the novel.
Listening: Direct instruction is the first way that students will use this language strand.
Additionally students will need to listen to each other read aloud, the teacher read aloud,
whole-group discussions, as well as small-group discussions.
Reading: This strand will occur daily through reading the novel. Reading will take on
many different forms such as: individual, following along while others are reading, small
group, or practice reading before a read aloud.
Writing: The students will do some form of writing almost every day. This will be done
through entrance/exit slips, chapter summaries, character trees, KWL charts, job
application, or obituary.
Viewing: This is a major strand for this unit because without visuals there would be no
comics or graphic novels. Students will engage with the visual strand every day for three
weeks when they look and interpret the comic strips.
Representing: The final project encompasses visual representation when the students
will create their own comic. They will need to represent characters while thinking about
conflict, themes and symbols. Throughout the unit there will be other opportunities for
visual representation such as drawing a plot diagram.

Unit Learning Outcomes

The students will
1. Make predictions about what is happening in the comic or graphic novel by using
2.
3.
4.
5.
6.
7.

inferencing, color, gut feeling, or given information

Use a variety of different reading strategies
Engage in many group discussions both small and large groups
Respond to text using different modes
Explore a variety of comics and graphic novels
Visually represent their own comic strip
Show their knowledge by using plot diagrams with a written reflection

General and Specific Learning Outcomes

General Outcome #2: Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically to oral, print and other media texts.

print

2.1 Use Strategies and Cue

Use Comprehensive Strategies
2.1.2a - identify explicit and implicit ideas and information in texts; listen
and respond to various interpretations of the same text
Appreciate the Artistry
2.2.1 a - discuss how techniques, such as irony, symbolism, perspective
and proportion, communicate meaning and enhance effect in oral,
and other media texts
2.2.1.c - describe how theme, dominant impression and mood are
developed and sustained through choices in language use and the
interrelationship of plot, setting and character
2.4 Create Original Text
Structure Texts
2.4.1 - create oral, print and other media texts that interrelate plot, setting
and character, and reveal the significance of the action

General Outcome #3: Students will listen, speak, read, write, view and represent to
manage ideas and information.
3.1 Plan and Focus
Focus Attention
3.1.1 synthesize ideas and information from a variety of sources to
develop own opinions, points of view and general impressions
3.3 Organize, Record and Evaluate
Organize Information
3.3.3 develop coherence by relating all key ideas to the overall purpose
of the oral, print or other media text
Record Information
3.3.6 choose specific vocabulary, and use conventions accurately and
effectively to enhance credibility

Essential Unit Questions

1. To what extent does this genre of writing affect the message that the author is
trying to convey to the audience?
2. How do different symbols, themes, villains and characters work together to
enhance the comic or graphic novel?

Unit Timeline
Monday, September 12th
Terms, Terms, and More
Terms
Tuesday, September 13th
How to: read a comic

Wednesday, September 14th

How to: understand a comic

Thursday, September 15th

Paragraph Assignment
Friday, September 16th
Paragraph Assignment
Monday, September 19th
Plot Diagrams

Tuesday, September 20th

Plot Diagrams

Wednesday, September 21st

Flex Day

Thursday, September 22nd

Create Your Own Comic
Work Day
Friday, September 23rd
Monday, September 26th
Create Your Own Comic
Work Day
Tuesday, September 27th

Activity: Jigsaw various terms and Find your Match game

Reading: No reading
Due: Entrance slip list of 5 terms with definition (form.)
Activity: focus on characters, word choice, frame elements,
and comic layout
Reading: Comics on Smartboard
Due: Not applicable
Activity: focus on tone, setting, mood, senses, and how the
author emphasizes the meaning
Reading: Comic on Smartboard
Due: exit slip 3 stars and a wish on the last how to days
Activity: Work period in the lab for the assignment
Reading: No reading
Due: Not applicable
Activity: Work period in the lab for the assignment
Reading: No reading
Due: Not applicable
Activity: elements of plot and how to find them. What does a
plot diagram look like and how to fill it out? Introduce create
your own comic assignment.
Reading: Comic on smartboard
Due: Paragraph assignment unless otherwise discussed (sum.)
Activity: practice makes perfect different stations to fill out
multiple diagrams
Reading: Comic on smartboard
Due: 2 different plot diagrams from in class work (form.)
Activity: Catch up on plot diagrams and/or paragraph
assignments. Introduce Letter to a Comic Character as a
sponge activity
Reading: reading will depend on what activities the students
need to catch up on
Due: Plot diagrams
Activity: introduce the rubric and examples
Reading: No reading
Due: Letter to a Comic Character
PD Day
Activity: touch base with students to see how their work is
coming
Reading: no reading
Due: not applicable
Activity: small groups each student will read their comics and

Comicon Storytelling

Wednesday, September 28th

Evaluation

Thursday, September 29th

Evaluation
Friday, September 30th
Finish Evaluation / Self
Assess

students will leave positive sticky notes

Reading: individual comic book readings
Due: positive sticky notes
Activity: introduce the assignment, the self-evaluation process,
the rubric and expectations
Reading: Choice of 3 graphic novels self directed
Due: Not applicable
Activity: work period for the final evaluation
Reading: Choice of 3 graphic novels self directed
Due: Not applicable
Activity: Final work day for evaluation and self-assess
Reading: Choice of 3 graphic novels self directed
Due: All assignments handed in

Assessment Plan
Evaluation: Students will be assessed in a variety of different ways throughout the unit. Each
day the students will be observed by the teacher to ensure they are participating in the class by
contributing to group discussions, trying their best in the various activities and following along
with all readings.

Pre-Assessment: KWL chart

Formative Assessment: KWL chart, placemat, letter to a comic character, plot diagrams
and entrance/exit slips
Summative Assessment: Paragraph Assignment, Evaluate your Knowledge and
Create your own Comic

KWL Chart

This graphic organizer will be used to assess what the students know about comics and
graphic novels prior to starting the unit. It will later be used as a formative assessment
tool to gauge where they are at throughout the unit leading up to the summative
assessment. The students will start the chart on the first day when they write down what
they know about comic or graphic novels.
No rubric content focused
See example KWL Chart in assessment appendix

Placemat
The placemat will initially be explained using whole-group instruction as this might be

the first time the students have ever used one. Using the Smartboard the teacher will
explain the different sections: frame elements, all about characters, plot stuff, trouble
terms, how tos and question spaces. The students will then be given work time to start
filling it in the different sections. The students will continually add to this chart
throughout the unit.
See example placemat in assessment appendix

Letter to a Comic Character

This will be done mid-way through the unit after the paragraph assignment. The purpose
of this assignment is to use creative writing while connecting with the content. The
students will put themselves into the assignment as they are personally writing to the
characters. The content of the letter is up to the student but it must connect with what has
been discussed in class. Additionally, the students will also get to choose who they write
to. With the students choosing the content there will be example given to them such as:
terminology, plot structure, and questions to the character.

Plot Diagram

The students will be given one template at the beginning of the unit for which they will
follow when completing the various plot diagrams. This template will allow them to draw
their own diagrams in their binders as they will have something to follow.
This will be a formative assessment to prepare the students for the final evaluation at the
end of the unit. There will be 3 comics shown each week and the students will fill out a
quick plot diagram and submit it at the end of the unit. This will be marked on a mastery
basis either the students get all marks or they get no marks. This practice will help to
complete a plot diagram in a short amount of time without overthinking about it.

Entrance/Exit Slips

How is it going thus far?

What can be changed to help your learning?
What is the difference between superheroes and villains?
In one-two sentences summarize the previous class.
Draw a plot diagram and label it
Pick two terms list and define them

Paragraph Assignment

There are four steps to this assignment. First the students will conduct research on both
superheroes and villains. They will get to choose which ones they want to research and
fill out the given template. Next the students will choose a power that they believe to be
the best. Third the students will use the paragraph planner to organize their thoughts and
ideas in which they will explain why they choose their power. Finally the students will
write a paragraph essay to argue their power choice.
This assessment will be a part of the students summative grade. The students will be
given a rubric for which they will be graded on and this will reviewed in class prior to
starting the assignment.

Create your own Comic

Another part of the summative assessment is their own comic. The students will be asked

to create a comic ideally with themselves in it. Students will need to write dialogue for
their characters and will also need to create the artwork. When handing in their final copy
they will also need to provide a complete plot diagram.
A rubric will be provided to the students prior to starting the assignment. The rubric will
be discussed in class to ensure that students understand the expectations for this
assignment.

Evaluate your Knowledge

This will be the final evaluation for this unit. Each student will read three different
graphic novels after which they will choose two to do their evaluation on. After making

their choice the students will complete plot diagrams, one for each comic. The students
will follow the template they were given at the beginning of the unit.
A self-assessment will also be handed in during this evaluation. After completing the
diagrams the students will evaluate their work and give themselves a grade. In a couple of
sentences the students will explain their reasoning for the grade they gave themselves.