Graphic Novels

EAL 9
Nicki Marquis

https://www.pinterest.com/pin/254664553902074408/

Outline
Survey (handout)
Story Arc
Parts of a graphic novel
Speech Balloon Activity
How do we read a graphic novel?
Group discussion questions (handout)

What do I know about Graphic Novels???

Survey (handout)

Planning a story: The Story Arc

TURNING POINT
4
3
2

PLOT POINT

PLOT POINT

1
BEGINNING

PLOT POINT

5
6
ENDING

 Graphic novels use text and

pictures to represent
information

Graphic Novel
basics

They use the same format as

comic books
However, they differ from
comic books because they
usually contain stand-alone
stories with complex plots
http://www.getgraphic.org/resources/HowtoReadaGraphicNovel.p

Parts of a Graphic Novel

Cover

http://theflash.wikia.com/wiki/File:The_Flash_Rebirth_Graphic_Novel_Cover.jpg

Inside pages

http://punksthetic.weebly.com/graphic-novel.html

Graphic Novel Page Elements

PANELS
squares or rectangles that contain a single scene
A box that contains the pictures showing what is
happening in the story, and the dialogue of the
characters.
Panels literally frame the information in the story.
Panels are arranged to flow in sequential order and
help the reader quickly understand the gist of the story.
Panels are arranged from left to right and then top to
bottom.
A graphic novel page is usually made up of multiple
panels.
Panels are the paragraphs we read in regular texts.

Graphic Novel Page Elements

GUTTER

The space between panels on a page

is called the gutter.
PANEL BORDER

A panel border is the box that

encloses the actions of the scenes.
Panel borders are not always the
same shape; sometimes they are not
used at all.

Graphic Novel Page Elements

DIALOGUE BALLOONS

THOUGHT BALLOONS

contain communication between/among

characters
The balloons may be singles or multiples, based
on the length of the dialogue.
Balloons come in a number of different shapes,
each of which indicates a different sound level
or mood.
The most
common shape
of the word
balloon is oval.
A balloon of this
shape contains
dialogue.

A wo

contain a characters thoughts

A fluffy cloud-shaped word
balloon contains the thoughts
of a character.
Instead of a tail, a thought
balloon usually has bubbles
leading to the character who is
thinking.

rd ba
repre lloon wi
th
sents
surp a jagged
rise o
o
r out utline
rage
.

How important is
dialogue/text?
Speech Balloon Activity

Graphic Novel Page Elements

CAPTION
contains information about a scene or
character
fills in the details of the story being told.
Captions add to the speech and artwork.
They do not repeat what the artist has
drawn.
Their purpose is to fill in the gaps with the
time and place of the action
Usually a caption appears in a rectangular
box at the top or bottom of a panel.

Graphic Novel Page Elements

ONOMATOPOEIA:
sound effects (word that
imitates the sound it
represents)
visual sound clues
i.e.. Wonk! Pow!

http://dogtrax.edublogs.org/2011/12/page/5/

http://www.getgraphic.org/resources/HowtoReadaGraphicNovel.p

How do we
read a graphic
novel?
Graphic novels are
read left to right, just
like traditional texts

How do we read this example?

How do we
read a graphic
novel?

11
1
1

We also read the

dialogue balloons
from left to right OR
from top to bottom

5
3

http://www.getgraphic.org/resources/HowtoReadaGraphicNovel.p

Group discussion questions(handout)

Panels & gutters
Description & word balloons
Sound effects & motion lines
Art
Share findings for 7 Generations Stone

Please read

7 Generations: Stone
and complete the
Graphic Novels summary chart
(handout)
for homework

Graphic Novels
EAL 9
Nicki Marquis

https://www.pinterest.com/pin/254664553902074408/

Outline
Recap elements of Graphic Novels
Share discussion question answers from last day (if we ran out of
time)
Literary Devices (possibly)
Background Information to Aboriginal Culture & History
7 Generations Stone Analyze
Cover
Pages 1-5

The Blackfoot
The Blackfoot Confederacy, sometimes referred to as the
Blackfoot Nation orSiksikaitsitapi, is comprised of three
Aboriginal nations, the Kainai, PiikaniandSiksika.
Before external pressure from the Canadian government
and the disappearance of the buffalo forced their
relocation toreservesin the 19th century, the people
were nomadic and relied on thebuffalo hunt.
The traditional territory of the Blackfoot Confederacy
has been described as roughly the southern half of
AlbertaandSaskatchewan and the northern portion of
Montana. In the west the confederacy was bounded by
theRocky Mountains, and its eastern limits stretched
past the Great Sand Hills of easternSaskatchewan.
Because of their portability, Blackfoot people lived in
camps populated by tipis.

The Blackfoot
Throughout most of the 18th and 19th centuries, the equestrian Blackfoot dominated their
hunting area and were almost constantly at war with the Cree, Assiniboine, Crow, Nez Perc,
Shoshone and other nations.
The Assiniboine and the Cree were allied together, and helped each other fight tribes from
the Blackfoot Confederacy. The Blackfoot were often disadvantaged because the Cree and
Assiniboine to the east could conquer Blackfoot territory with European rifles and
technology.
Despite their unwillingness to meet the fur traders on their terms, the Blackfoot felt that
were not being treated in trade as well as their Cree enemies, particularly in the case of
firearms. The resulting tensions sometimes erupted into violence as Blackfoot Indians
burned the fields around several NWC posts to scare game away. Also, as the Cree and
Assiniboine pushed west and encroached on Blackfoot lands, they became embroiled in
severe hostilities.

The Blackfoot
With constant fighting, raiding and pillaging by their neighbors, it became apparent to the
Blackfoot people that alliances needed to born. The confederacy was born when the Blood,
Peigan and Blackfeet formed the Blackfoot confederation. The Gros venture and the Sarcee
were later added as allies but not as a part of the confederation. The Blackfoot
confederation lasted until the mid 1850's when great battles erupted between the
Confederation over stolen horses, and ended in a great bloodshed.
When plains aboriginal tribes began to acquire horses and firearms in the 1700s, territorial
rivalries became a fact of life. Among the bitterest of rivalries was that between the Cree
and the Blackfoot con-federacies. Most elders could recall a time when warriors of either
tribe took a vicious swipe at each other in hunting or trade competition.
Their domination of the buffalo trade earned the envy of their rivals, and for decades, the
Cree and Blackfoot played a chess game of counting coup, horse stealing and hit-and-run
warfare.
Facing the reality of dwindling buffalo herds and increased European settlement, they
signed a treaty with the American government in 1855, and in 1877 signed Treaty 7 with
the Canadian government under the framework of the newly passed Indian Act.

Plains Cree
The Cree (nehiyawakin the Cree language) are the
most populous and widely distributed
Aboriginal peoplein Canada. Cree First Nations
occupy territory in theSubarcticregion fromAlberta
to Qubec, as well as portions of thePlainsregion in
Alberta and Saskatchewan.
After the arrival of Europeans, participation in the
fur tradepushed Swampy Cree into thePlains.
During this time many Cree remained in the boreal
forest and the tundra area to the north, where a stable
culture persisted. They lived by hunting moose,
caribou, smaller game, geese, ducks and fish, which
they preserved by drying over fire.
They travelled bycanoe in summer and by
snowshoesandtoboggan in winter, living in conical
or dome-shaped lodges, clothed in animal skins and
making tools from wood, bone, hide and stone.

Plains Cree
Plains Cree exchanged the canoe for horses, and subsisted primarily through the buffalo hunt,
and developed cultural practices, like theSun Dance.
Religious life was based on relations with animal and other spirits which revealed themselves
in dreams.
People tried to show respect for each other by an ideal ethic of non-interference, in which each
individual was responsible for his or her actions and the consequences of those actions.
The Cree worldview incorporatesTrickster (wsahkchk) mythology and describes the
interconnectivity between people and nature.
During the late 1700s and the 1800s, Cree who had migrated to the Plainschanged with rapid,
dramatic success from trappers and hunters of the forest to horse-mounted warriors and bison
hunters. Epidemics, the destruction of the bison herds, and government policies aimed at
forcing First Nations to surrender land through treaties.

Cultural Awareness
What Is Racism?

What Is Stereotyping?

Racism is the belief that race is a primary

determinant of human traits and capacities and
that racial differences produce an inherent
superiority of a particular group

Stereotyping is a fixed and general

set of characteristics or images
believed to be true or essential about
a community or group of peoples.

in other words, members of one race are

intrinsically superior to members of other races.
Racism is virtually always associated with power
seekers and with forces seeking inequality, and
includes violent actions such as harassment,
prejudice, discrimination, and stereotyping.
Racism is embodied in discriminatory actions
and behaviours toward members of a race
simply because they are members of it.

It influences the way individuals are

treated by those who assume how
they will behave, often before they
even enter the room.
Stereotyping is almost always
harmful.

Talking Circle - Discussion

Each participant is equal, and each one belongs.
learn to listen and respect the views of others.
Is a powerful symbol of connectivity and
completeness; the circle is the earth, the sky, the
sun, the moon, the teepee, the seasons, the cycle
of life.
develop confidence in presenting their views,
exchanging ideas, examining concepts, raising
questions, and exploring ideas.
learning to respect and appreciate differences
between groups.

Reading and Responding

Anticipation Guide & Four Quadrant Reading
Response
Cover
Examine the cover the only colour image in the graphic
novel.
Notice some seemingly connected and similar images.
Notice other parts, such as the detailed font, some of the
evident uses of certain numbers and certain colours.

Reading and Responding

Pages 15
Examine & Questions

Homework:
What might happen if a person did not know his or
her own history? What is valuable about knowing
ones history? What is perhaps not so valuable?

Graphic Novels
EAL 9
Nicki Marquis

https://www.pinterest.com/pin/254664553902074408/

Outline
Share answers to discussion question from last day
Literary Devices
7 Generations Stone Analyze
Pages 6-10

 Literary Devices:
Foreshadowing
Flashback
Metaphor

Graphic Novel
Devices

Personification
Hyperbole
Simile
Idiom
Rhetorical Question

Examples:
Little did they know what was
coming.
His skill was about to be tested.
The worst was still to come.
We would soon find out.

http://teachinginroom6.blogspot.ca/2015/01/foreshadowing-in-tuck-everlasting.html

https://www.pinterest.com/tcook9807/for-the-classroom/

https://www.haikudeck.com/definitions-of-personification-onomatopoeia-simile-hyperbole-metaphor-alliteration-idiom-uncategorized-presentation-

Rhetorical Question:
Is the type of question we ask to get
someones attention or emphasize a
point, but do not really expect an answer.
Is used to create a stronger effect than
stating what you mean directly.

http://quotesgram.com/humorous-rhetorical-quotes/
http://tvtropes.org/pmwiki/pmwiki.php/Main/RhetoricalQuestionBlunde

Reading and Responding

Pages 6-10
Homework:
Stone walks into the forest and is surrounded by
birch trees. What were birch trees used for in Plains
Cree tradition or in other Aboriginal cultures?

Pages 10-14
Homework:
Gift-giving seems to be an important aspect of the
meeting between the two families. What does gift
giving mean in Plains Cree culture? How would you
feel if your family was involved in your decision to
get married? What would be the benefits or problems
with this?

Graphic Novels
EAL 9
Nicki Marquis

https://www.pinterest.com/pin/254664553902074408/

Outline
Share answers to discussion question from last day
Gift-giving seems to be an important aspect of the meeting
between the two families. What does gift giving mean in Plains
Cree culture? How would you feel if your family was involved in
your decision to get married? What would be the benefits or
problems with this?

7 Generations Stone Analyze

Pages 10-14

Reading and Responding

Pages 10-14 - Talking Circle 1

Pages 14-17
Homework: In your opinion.
Are there any places where your ancestors spirits
live?
For instance, people often equate memories and
places. Do you think memory and place are tied to
spirituality?
When people pray and/or reflect, what might they
be thinking of?
Does it matter where people are when they pray
and/or reflect? Why or why not?

Graphic Novels
EAL 9
Nicki Marquis

https://www.pinterest.com/pin/254664553902074408/

Outline
Homework check
Please hand in your 2 questions from p.6-10 & p.10-14
Please hand in the 1 question from p.18-21

7 Generations: Stone - Analyze pages 14-17 in small groups

Complete - Group think/write Q
This means THINK about some ideas as a group
then go back to WRITE your individual answers

Reading and Responding

Analyze pages 14-17

Discuss in your groups how:

The author uses the story of Bear and Stone to

shed light on Edwins life (and arguably vice
versa) through direct similarity (pages 1415)
and indirect similarity (1617). Closely read
both sets of pages.
Describe 3 ways of how are these two stories
the same?
How are the two stories different?

Graphic Novels
EAL 9
Nicki Marquis

https://www.pinterest.com/pin/254664553902074408/

Outline
Homework check
Please hand in pages 14-17 Think/write questions

7 Generations Stone Analyze

Pages 18-21
Pages 22-24
Pages 25-26

Anticipation Guide & Four-Quadrant Reading Response

sheet bring out please

Reading and Responding

Talking Circle: Summarize what has

happened
Pages 18-21
Pages 22-24
Pages 25-26

Four-Quadrant Reading Response

Fill this in during our Talking Circle

Reading and Responding

Start thinking about something from

First Nations or Cree culture from this
book that you would like to know more
about..
Pages 27-30
Homework:
Stone has an eagle on his tepee, in much the same
way that Bear had a bear representation on his horse
on page 6.
What do these two totemic and animal symbols
mean, and how do they shed light on the story?

Graphic Novels
EAL 9
Nicki Marquis

https://www.pinterest.com/pin/254664553902074408/

Outline
Share answers from take-home question from last day
7 Generations Stone Analyze
Pages 27-30

Novel Summary chart

Final Reflection Questions

Reading and Responding

Pages 27-30
Homework: Share.
Stone has an eagle on his tepee, in much the same
way that Bear had a bear representation on his horse
on page 6.
What do these two totemic and animal symbols
mean, and how do they shed light on the story?

Novel Summary
Handout
Complete for 7 Generations: Stone

Complete Anticipation Guide & Four-Quadrant Chart handout

Reflection Questions (handout)

What surprised you about this story? What did not?
What questions do you still have about this story? What is to be continued?
Pick one section that you think is the most important or interesting in the graphic novel.
Explain in one paragraph why you picked this particular section.
What is the most important message the author and illustrator are trying to state?
How does this message influence your thoughts?
Did you view any stereotypes of Aboriginal peoples in this story? How were they the same as
or different from popular representations of stereotypes in the media? How did the author
and illustrator engage with these stereotypes to get you to think about them in different
ways?

 Formulate a question you would

like to pursue further
You will create displays based on
your research.

Inquiry Project
7 Generations: Stone

You may include text, visuals,

sounds, video, or any medium that
is deemed appropriate.
You can also give a four-to-seven
minute presentation that explains
the display.

 DETAILS:
Choose a question, then make note of what you already
know about the question. Assess whether you have
enough of a base to conduct research into this topic.
Find at least three different sources of relevant
information for answering your question. Take notes on
each source, recording source information. Reflect on
the quality of the source information: Have you
included both print and Internet sources?

Inquiry Project
7 Generations: Stone

Select and present the information using summaries,

paraphrases, and quotations.
Develop a display (pictures, text, symbols, objects,
artifacts, models, sounds, borders, other visuals) to best
represent the learning from your inquiry.
We will create a rubric collaboratively in class

Graphic Novels
EAL 9
Nicki Marquis

https://www.pinterest.com/pin/254664553902074408/

Outline
Share take home discussion question
Graphic Novel Literary Devices (alt. to Day 2)
Panel Assembly Activity
Create Inquiry Project collaborative rubric
Work period to finish any summary questions or start brainstorming for inquiry
project

How important is the

story flow?
Panel Assembly Activity

Inquiry Project
Create collaborative rubric with class input

Work period to finish any summary questions or start

brainstorming for inquiry project with partner

Graphic Novels
EAL 9
Nicki Marquis

https://www.pinterest.com/pin/254664553902074408/

Inquiry Project Work Period 1

Handout rubric
Library
Computers
Books
Evaluate your sources (need 3)

Graphic Novels
EAL 9
Nicki Marquis

https://www.pinterest.com/pin/254664553902074408/

Inquiry Project Work Period 2

Library
Computers
Books
Evaluate your sources (need 3)

Graphic Novels
EAL 9
Nicki Marquis

https://www.pinterest.com/pin/254664553902074408/

Inquiry Project Work Period 3

Library
Computers
Books
Evaluate your sources (need 3)
Start putting together finished product!

Graphic Novels
EAL 9
Nicki Marquis

https://www.pinterest.com/pin/254664553902074408/

Mind mapping graphic novels

What are mind maps?
What should be included in a mind map?
Why would we use them when reading graphic novels?

Create a mind-map with the subheadings (or

categories):
Characters, Setting, Genre, Illustrations, Format/Layout

Setting
Where do the stories take
place?
In a school, a small town
a particular country
Try to think of 5 of your
own examples of
settings

Characters
Who is involved in the
graphic novel?
What role do they play?
E.g. superhero, detective,
warrior
What other roles could
characters play in a graphic
novel?

Genre
What type are the graphic
novels that you have read?
E.g. action, romance, fantasy,
sci-fi

How many different genres

can the class come up with?

Illustration
What is the illustration style?
E.g. Cartoon-like, realistic,
manga

Format/ Layout
How is the graphic novel presented?
What are the panels like?
What is the relationship between the
text and the illustration?

1) Insert a title

Graphic
Novels

2) Insert five categories

3) Add arrows to connect ideas

Setting

Genre

Illustration

Graphic
Novels

Format/
Layout

Characters

4) Add 3 elements for each category.

Make sure to include colour and shapes to keep it clear.

5) The next step is to include different fonts/ text

6) Make sure that you include appropriate images
So, your mind-map should end up looking
something like this

Schoo
l

Japa
n

Countr
y Town

Text
under
images

Fanta
sy

Setting

Roman
ce

SciFi

Realis
tic

Genre

Graphic
Novels

Overlap
ping
panels

Characters

Illustration
Magn
a

Format
/
Layout

Colo
ur

School
Girl

Same
sized
panels

ALIEN

HERO

Summary
You will read 3 different graphic novels
You can include the 7 Generations Stone graphic novel if you wish

After reading each graphic novel, complete your Graphic Novel Summary
Charts
These will help you with your mind-map later!!

After you are finished reading all 3 graphic novels, complete a mind-map
of your own
You have the freedom to use your creative flare here! This means you can complete it
using a computer, or you can do it by hand on paper, you can cut out images from
magazines or printed images from online, or you can make a larger poster. You
CHOOSE!

Use the Mind Map Rubric as your guide for evaluation

Colour in the sections on the rubric that you think represents your work, and hand it in
with your finished project!

Take home.
Complete What is a Graphic Novel graphic
organizer
You can cut out and paste images from magazines or
from the internet to fill in the boxes
Or you can write in the boxes
Make it interesting!!!

We will post these on the wall first thing next class!

Graphic Novels
EAL 9
Nicki Marquis

https://www.pinterest.com/pin/254664553902074408/

Outline
Share What is a Graphic Novel? Organizer sheets with the class
Post up on walls

Recap! What is a GRAPHIC NOVEL

Library
Work period:
3 graphic novel project
Graphic novel summaries
Mind maps

What is a Graphic Novel?

A narrative (story) presented
through text and pictures.
Like a literary novel, the graphic
novel may deal with a complex
plot, diverse characters and
settings, and a variety of subject
matters (themes).
Like text-only novels, graphic
novels come in various genres,
from superhero to romance,
fantasy to science fiction,
historical fiction and more.

Library & Work Period

Go to library to choose another graphic novel
Work period:
3 graphic novel project
Graphic novel summaries
Mind maps

Graphic Novels
EAL 9
Nicki Marquis

https://www.pinterest.com/pin/254664553902074408/

Library & Work Period 2

Go to library to choose another graphic novel
Work period:
3 graphic novel project
Graphic novel summaries
Mind maps

Graphic Novels
EAL 9
Nicki Marquis

https://www.pinterest.com/pin/254664553902074408/

Outline
Creating Comics
Steps to Creating Graphic Novels

Creating Comics on the Web - Activity

Creating Comics on the Web
read write think
StripCreator

Steps to creating
graphic novels

1) Learn a drawing style

Manga & US Comic styles are popular, or
you can draw humorous cartoons and
give it a quirky edge.
There are many resources available to
learn how to draw (library or bookstore)
Practice drawing! It can look like what
ever you want!
Most of all, don't be afraid to experiment
with style. Finding your unique style is
often more valuable than simply drawing
like everybody else.

2) Come up with a cast of characters

Think about their appearance, personality
and history.
If you have a plot in mind already, that
will drive the creation of your characters.
Develop the character's appearance by
drawing them in as many ways as you
can: you will improve your drawing
ability and your understanding of the
character.
Use the character's appearance to develop
their personality, and use the personality
to develop the appearance.

3) Write out your ideas for the story

Start out with rough ideas!
Eventually you will want a fully developed
plot.
You can develop this plot in many ways:
you can draw out rough pages, you can
write it as a narrative story, you can write a
page full of ideas, a page full of sketches, or
you can write it as a script.
Keep in mind that graphic novels take up
more space than normal novels, so the plot
shouldn't be quite as long.
Use the characters and settings to figure out
the plot.

4) Do a rough sketch of your ideas on scrap paper

Use thumbnails (mini-sketches).
Figure out the final page size, and draw small
boxes in proportion to the final page.
E.g. If your finished page will be 8.5" x 11" then
draw boxes that are 1.5" x 2". You will use these
boxes to plan out the entire book, and while
many artists feel they can skip this step,
generally your design will be better if you do not
skip the thumbnail phase.
Thumbnails can also be very helpful in
organizing the production of the book.
Thumbnails can be changed much easier than
finished pages. They can "map" to the finished
product.

5) Create the finished pages, also known as the original art

There are many ways to work, and they will depend on
many factors.
The basic questions are:
Will there be color, or just black and white?
Will the edges of the book be trimmed down (allowing
bleed) or left untrimmed (no bleed). Bleed is when
page contents extend past the edge of the page, and
are trimmed down to the final size after binding.
Binding (how the pages are held together) is also an
important consideration since it will affect how close
your artwork can go to the center of the book. The
general rule is keep your important content about 1/2"
from the edges and "gutter" (bound side) of the page.
Most graphic novels will have three or four steps per
page: penciling, lettering, inking, coloring.

6) Choose your paper

If you plan on painting, or erasing a lot,
you may want to consider using Bristol
board or some other thick medium.

7) Start by penciling the entire page

Draw lightly and erase with a good eraser.
Be as sketchy or precise as you want. You
should pencil in the text for each panel as
well.

8) Once you're happy with the penciling, begin the inking phase
Use a good black pen or marker.
Have different tips for different line
widths.
Good use of inking can make your
drawings seem dimensional and bold.

9) Ink the lettering

If you don't feel confident lettering
yourself, you may want to get someone
who is, or consider using a computer for
the type.

10) Erase any stray pencil lines

Inking can be touched up with white
paint (even white-out or liquid paper).
Be aware that if you plan on coloring
directly onto the original artwork, white
touch ups might affect the color
adversely.
You may want to color a photocopy of
the inked art.

11) Color your artwork

Any medium can be used for color
reproduction.
Watercolor paint, acrylic paint, art
markers, color pencil, etc.

References
http://www.wallawallakidsread.com/downloads/teaching_GNs_activities-sm.pdf
http://www.getgraphic.org/resources/HowtoReadaGraphicNovel.pdf
http://www.scholastic.com/teachers/lesson-plan/guide-using-graphic-novels-children-and-teens
www.dpcdsb.org/NR/rdonlyres/CEA9730B.../TheGraphicNovel.ppt
http://www.wikihow.com/Create-a-Graphic-Novel
http://www.thecanadianencyclopedia.ca/en/article/blackfoot-nation/
http://
www.virtualmuseum.ca/sgc-cms/histoires_de_chez_nous-community_memories/pm_v2.php?id=
story_line&lg=English&fl=0&ex=00000821&sl=9283&pos=1
http://digital.library.mcgill.ca/nwc/history/10.htm