Elementary Library

Standard 5.R.6: Determine the theme or main idea of a text including those from diverse cultures and how it is conveyed through particular details and summarize the text. (RL & RI) Standard 5.R.12: Analyze how the visual and multimedia elements contribute to the meaning, tone, or beauty of a text. (RL) Draw on information from multiple sources including media to locate an answer to a question or to solve a problem. (RI)

USBE Fine Arts -Visual Arts Grade 3

Students will generate artistic work by conceptualizing, organizing, and completing their artistic ideas. They will refine original work through persistence, reflection, and evaluation (Standards 3.V.CR.1–5).

WELCOME & ACTIVATE BACKGROUND KNOWLEDGE Greet students warmly at the library door. Follow opening procedures to prepare students for learning. Lead a short Think-Pair-Share asking: “Have you checked out a graphic novel from the library before? Do you like to read graphic novels? Why or why not?” OBJECTIVE Say: Graphic novels are some of the most popular books in our library. Today we are going to explore the elements of a graphic novel that make it an effective and unique format to tell stories. A graphic novel is a format of book. Other book formats include picture books, novels, pop-up books, poems, cookbooks, and manuals. Author-illustrators tell many different kinds of stories–fiction and nonfiction, and every literary genre through the graphic novel format. All graphic novels follow specific conventions and use similar storytelling elements. Say: Today we will identify unique elements of the graphic novel format and then put our new knowledge into practice by writing and illustrating our own panels. DIRECT INSTRUCTION & PRACTICE Step 1: Identify Elements of Graphic Novels Divide students into small groups. Provide them with a small selection of graphic novels. Show and review the Panel Power Vocabulary Reference Sheet. For each element, have students identify an example in a graphic novel in front of them and share with their group. Step 2: Students Retell Folklore in Graphic Novel Format Students will choose a folktale to retell as a graphic novel. Briefly introduce each story to assist students making their choice quickly. They may choose to retell a single scene from the story (recommended). Students may work individually, partnered, or in groups. Instruct students to include as many elements of graphic novels as possible from the Panel Power reference, but they must use at least three. They can use provided panel sheets or choose to design their own on blank paper (provide rulers for drawing panels). Instruct students to use their creativity to include dialog, thoughts, or details that may not be in the original source text. 191 Display “I can” objective or compelling question.