Using Comics in the Classroom

Graphic novels offer readers a chance at making inferences in both the text and imagery used on the pages.

Where traditional texts allow readers to use context clues, graphic novels also make use of symbolism in establishing understanding. This is especially beneficial to English Second Language learners, and struggling readers.

It’s important, that as a tool in the classroom, students are shown how to read and analyze the medium. Comic books offer readers a chance to move at their own speed while processing the content, and is easy to use when looking back at previous content. This accessibility allows readers to perform close reads effectively as they may have missed information upon their first reading.

While students perform additional readings of the text, they are able to scan the panels of artwork that accompany the text for clues that they might have not previously noticed. These same pieces of information are beneficial to those that struggle with certain vocabulary in the text.

( It is important to note that comic books and their creators are always evolving the medium and finding new ways to convey information. )

Examples of Graphic Novels that work with High School Reading Lists:

Mirroring Literary Devices

When utilizing images in conjunction with literary devices, the writer and artist of a comic book can express ideas in similar, yet different ways from traditional literature. Readers are able to utilize their visual literacy alongside their reading literacy as they receive information from the text and images.

Literary devices are used in traditional forms to enhance a piece. These tools express ideas and allow the reader to think critically and creatively about what they are reading. With the addition of art alongside these devices, the reader is able to build an understanding of the devices used with assistance.

Moving Panel to Panel

Panels are the individual frames within a comic book. These frames are typically rectangles but may vary in size and shape depending on their intention. Some pages will consist of a single image which is called a “splash page.” Such pages are designed to create impact or emphasis of a specific item or event. When an image or scene covers two open pages this is referred to as a “spread.”

Typically, panels will have gaps between them, the gap is referred to as the “gutter.” Some panel arrangements will make use of large gutters, or no gutter space at all.

Panels can be of any shape or size, because of this it is important to analyze the intention of the panel choice just as much as the imagery held within it. Ultimately the panel must move the readers eye through the story so that it is easy to follow. Should the panels confuse the reader, they may become discouraged at following the story and get lost.

As readers begin their initial read of the text they will begin at the top left of the page and then move across to the right of that page. After the reader completes that row, they will then begin with the next panel beneath the first panel they read and then move across the page from left to right. They will then continue to move from left to right as they move towards the end of the page.

Panel Arrangement

There is no standard layout of panels for a page. The panels are used to create pacing within the story. Smaller, tight panels tend to indicate urgency, where as larger panels tend to slow down the pace. In the arrangement of panels labeled 1, you can see that the 9 panels grouped together work as beats, steady and consistent. In the group of panels labeled 2, we see that the rhythm of the arrangement slows down in the second row and even more so in the third. The “splash” page numbered 3 shows us that something is very important and creates a sense of drama as the scene would be unfolding.

Splash pages are often used to establish a setting, character, or plot point. The introduction to the story, climax, and resolution of a story may be revealed in this fashion. These splash pages shouldn’t be overused in a story, as the repetition of them will slow the story down and would make the story more of a picture book than a comic book.

Speech Bubbles

There are many ways that the creators of comics attempt to convey information. In the case of speech, it is important to convey the way in which auditory parts are expressed. This is done through bubbles.

In the case of normal speech, the letterer (the person who adds the text and balloons), will use an enclosed oval with a simple tail trailing to the speaker.

Character thoughts are expressed with cloud shaped balloons that have tails made up of smaller clouds.

Weak or exasperated speech is placed within a cloud that looks wobbly and unsure. The tail of this balloon is also weak.

Whispering is conveyed through dotted lines, or dashes that encompass the balloon form.

Yelling and shouting is often shown with jagged balloons to show harshness.

Broadcast or amplified speech is shown in a variety of shapes but tend to have a jagged tail and may show some extra line work to show an amplified illustration.

Colors

There is power in color. It has the ability to alter mood and convey emotion.

• Warm Colors: reds, oranges, and yellows.

• Cool Colors: blues, greens, and purples.

• Grey Scale: black, white, and greys.

Warm colors can promote a wide range of feelings and emotions: love, anger, passion, warmth, day light, Summer, and comfort.

Cool colors help to portray sadness, Winter, night time, shyness, fear, pride, and calmness.

Grey Scale allows the artist to have stark contrasts, depict coldness, isolation, mournfulness, depression, and stoicism.

Principles of Art

• 1. Balance (symmetrical and asymmetrical)

  • Balance is the weight of the image, there are three types of balance that occur. 1.a. Symmetrical, asymmetrical, and radial. In the case of symmetrical balance, the image is the same on both sides. It is almost as if someone placed a mirror in the middle of the page. 1.b. Asymmetrical balance is where the image isn’t the same on both sides, but both sides have equal weight. In the case of the image provided, the figure in the bottom left of the image helps to give the left side of the image weights against the larger buildings on the right that occupy space. Radial balance works circular, much like a round stain glass window of a cathedral.

• 2. Harmony

  • Harmony ties in both, different and similar pieces within a work to create a unified piece of art.

• 2. Rhythm

  • Rhythm makes use of repeating objects in a piece. The objects help to create a flow within the piece, much like in a musical arrangement.

• 3. Emphasis

  • Emphasis is what your eye goes to. It’s the main point of the piece and the intention of the artist.

• 4. Proportion

  • Proportion can be used to keep everything in the image together, or to exaggerate situations/ objects.

• 5. Gradation

  • Gradation is the step-by-step change that occurs as images become less in focus or gradually get smaller in size. This strategy is used to create depth or even help to show movement.

  6. Movement

• Movement creates life in a piece of art that allows the viewer to image what that moment was like. Movement grabs the viewers attention by creating suspense and excitement.

LESSON PLAN EXAMPLES

#1

Subject /Course: History

Topic: Storytelling in Comics

Lesson Title: Breaking Down for Content

Grade: 9-10

Level: Beginner

Lesson Duration: 5 class periods

Standards: CCSS.ELA-Literacy.RH.9-10.1, 9-10.2, 9-10.3, 9-10.4, 9-10.5, 9-10.8, 9-10.10

Lesson Objectives: 

• Identify the who, what, when, where, why, and how from the initial read through.

• Identify the introduction to the story and rising actions.

• Utilize context clues to make inferences in the work.

• Identify major events.

• Identify the overarching theme.

• Identify how different mediums can be used to pass along information.

Summary of Tasks / Actions:

• Teacher will model how to read a graphic novel.

• Teacher will read the graphic novels along with the class.

• At the end of each page, the teacher will then go back and discuss each panel for visual and textual clues in the narrative.

• Students will be encouraged to participate by being asked open ended questions about the text and illustrations.

• At the end of each page discussion, the teacher will model how to write notes about what they read so far.

• At the beginning of every day, after the first, students will partake in a discussion about what they read the prior day.

Materials / Equipment:

• March by John Lewis

• Computer paper

• Pencils and coloring tools.

Take Home Tasks:

• Create a character map of John Lewis. Students will identify his appearance, personality traits, background information and a selection of quotes from the story.

• Each day, students will add to their character map more information they gain from that day’s reading.

• Students at the end of the reading will create their own two page illustrated story depicting a day in their life.

#2

Subject /Course: History

Topic: Storytelling in Comics

Lesson Title: Breaking Down for Content

Grade: 9-10

Level: Intermediate

Lesson Duration: 5 class periods

Standards: CCSS.ELA-Literacy.RH.9-10.1, 9-10.2, 9-10.3, 9-10.4, 9-10.5, 9-10.8, 9-10.9, 9-10.10

Lesson Objectives: 

• Identify the characters and setting of the story.

• Identify major events that take place.

• Make connections between in text references with prior class lessons on segregation and the Civil Rights Movement.

• Identify common literary devices: simile, metaphor, imagery, symbolism, flashbacks, foreshadowing, motif, allegory, juxtaposition, and point of view 

• Identify how different mediums can be used to pass along information.

Summary of Tasks / Actions:

• The teacher will introduce the text by demonstrating how to read a graphic novel.

• After the initial introduction the teacher will discuss artistic choices made in the first pages discussing: framing, negative space, the styles of speech bubbles, and the arrangements of panels on the pages.

• The teacher will then make use of the “I do, you do, we do” strategy as they approach the graphic novel.

• Through the “I do” process, the teacher will be sure to think aloud as they read the content, taking time to pause through each page and after each page to demonstrate the thought process. Imagery will need to be analyzed as well as text.

• Through the “we do” process the teacher will work with the students, asking questions as they go to check for understanding. It is important that the teacher allows the students to ask questions as well. 

• In the “you do” portion, the students will work as a class to discuss the content of the graphic novel. It is important that the teacher monitors the discussion closely, and if needed bring the class back to attention.

• Should the class not be ready to break out on their own, the “we do” portion may take longer or be revisited.

• Students will take notes during the entire process of key events, characters, and the setting.

• At the beginning of every day, after the first, students will partake in a discussion about what they read the prior day.

Materials / Equipment:

• March by John Lewis

• Note paper

• Writing utensils

• Popsicle sticks

• Construction paper

Take Home Tasks:

• Students will write a paragraph about the days reading. They should write about artistic choices that were used in telling the story. They will then recreate a panel from the graphic novel demonstrating the style choices they wrote about.

• Students will also create character maps of three characters from the text. These will show physical traits, personality traits, background information, and quotations.

• Students will also construct a timeline out of construction paper and popsicle sticks indicating major events that happened in the narrator’s life.

#3

Subject /Course: History

Topic: Storytelling in Comics

Lesson Title: Breaking Down for Content

Grade: 9-10

Level: Advanced

Lesson Duration: 5 class periods

Standards: CCSS.ELA-Literacy.RH.9-10.1, 9-10.2, 9-10.3, 9-10.4, 9-10.5, 9-10.8, 9-10.9, 9-10.10

Lesson Objectives: 

• Identify the characters and setting of the story.

• Discuss how the use of literary devices present in the text work with and against certain artistic choices made in the story.

• Identify how the artist utilizes panels to move the story forward and control pacing.

• Discuss the time-line in relation to prior knowledge on segregation and the civil rights movement.

• Identify common literary devices: simile, metaphor, imagery, symbolism, flashbacks, foreshadowing, motif, allegory, juxtaposition, and point of view.

• Identify how different mediums can be used to pass along information.

Summary of Tasks / Actions:

• The teacher will introduce the text by demonstrating how to read a graphic novel.

• After the initial introduction the teacher will discuss artistic choices made in the first pages discussing: framing, negative space, the styles of speech bubbles, and the arrangements of panels on the pages.

• The teacher will then make use of the “I do, you do, we do” strategy as they approach the graphic novel.

• Through the “I do” process, the teacher will be sure to think aloud as they read the content, taking time to pause through each page and after each page to demonstrate the thought process. Imagery will need to be analyzed as well as text.

• Through the “we do” process the teacher will work with the students, asking questions as they go to check for understanding. It is important that the teacher allow the students to ask questions as well. 

• In the “you do” portion, the students will work as a class to discuss the content of the graphic novel. It is important that the teacher monitor the discussion closely, and if needed bring the class back to attention.

• During the last 5 minutes of each class students will work alone to write a reflection paragraph about what they discussed in class that day.

• At the beginning of every day, after the first, students will partake in a discussion about what they read the prior day.

Materials / Equipment:

• March by John Lewis

• Writing utensils

• Note paper

Take Home Tasks:

• Students will write an essay on the effectiveness or ineffectiveness of this medium. 

• Students will then work in groups to create their own short comic depicting another piece of historical information.