Lesson Plan Template

Your Name: Carissa Mathena

Lesson Information
Lesson title Graphic Novel
Lesson description The students will gain a basic understanding of graphic novels through the use of the
(include concepts and analysis of the graphic novel I Kill Giants aloud with their fellow students. This is lesson 1
skills and where this of 5.
lesson fits within the
curriculum)
Lesson length 55 minutes
Grade level and 12th grade English
course
Source of lesson plan Goble, Pam B., and Ryan R. Goble. Making curriculum pop: developing literacies in all
and how I modified it content areas. Golden Valley, MN: Free Spirit Publishing, 2016. Print.

Made my own activities from the LEOs and used the websites presented in the graphic
novel section to create a new and engaging lesson for my students.

Lesson plan summary

Prior knowledge Have an idea of what a graphic novel consists of, and why it is profound in literature.
needed for success
How will you address The first section of this lesson will present the students with a graphic novel and we will
students who do not explore the important aspects of the novel.
have this prior
knowledge?
Materials for Copies of the graphic novel, copies of the graphic novel handout that describes a graphic
instruction (include novel in the form of the graphic novel, Blank drawing paper and drawing utensils if you
rationale for why the have them, Kahoot quiz link, power-point describing graphic novels, lesson description
materials are sheet and lesson rubric
appropriate)

Pre-test and post test A Kahoot It quiz with questions about graphic novels: the definition, how many pictures
data collection does it contain, what is the ratio of picture and written word, whether or not they are a form
requirement of literature, can they learn anything from them.
 Materials for informal Vocal assessment about their thoughts and what they believe to be important after graphic
assessment novel presentation.
Materials for formal Their drawings and character descriptions will be picked up at the end of class, post kahoot
assessment quiz.

Accommodations and Partners can be assigned with higher and lower level students paired together if necessary.
modifications

Lesson plan details

Oklahoma
Academic Learning Objective in
Standard terms of what students will Formal and Informal
number and text do Lesson Activities and Materials Assessments
12.5.W.3 Students Students will learn the Read through graphic novel Go around the room
will demonstrate writing process in a more presentation and have the students
command of creative way. We will Read graphic novel together and share why they think
Standard continue to work on story analyze the form and content graphic novels are
American English, building and the creativity Explain and take questions on important and their
grammar, of narratives and assignment description and rubric thoughts, collecting
mechanics, and characters. Begin drawing their own characters their bell ringer at the
usage through for their own graphic novels end of the class.
writing,
presentations, Have students hand in
and/or other their character
modes of drawings and written
communication to characteristics and
convey specific post Kahoot quiz.
meanings
and interests.
12.1.R.1 Students Students will listen to the Follow along with presentation Go around the room
will actively listen presentation that is given through the notes provided. and have the students
and speak clearly by the teacher about Provide answers to questions given share why they think
using appropriate graphic novels, and ask Discuss ideas within a group graphic novels are
discussion rules questions and provide important and their
with control commentary when thoughts, collecting
of verbal and needed. their bell ringer at the
nonverbal cues. end of the class.
 Have students hand in
their character
drawings and written
characteristics and
post Kahoot quiz.

Essential Question(s) and/or Anticipatory Set

What essential Why are graphic novels an important form of literature? Because they can be
question(s) guide(s) misunderstood as child entertainment, how can we use them to say something important?
this lesson plan and/or
unit? What
anticipatory set are
you presenting to
engage the students?

Minute by Minute (Tick Tock)

Additional
Time (minutes) The teacher will The students will. information
5 min Ask the students to Begin to think about the question
complete bell ringer: what and answer the question on a
is a graphic novel and are separate sheet of paper.
they important?
10 min Present the students with Take notes when necessary, look Ask students about
the power point covering over handout when necessary, ask their opinions
graphic novels and go over questions to provoke discussion
handout describing
graphic novels
10 min Handout graphic novel and Follow along in graphic novel with
begin to read to the class teacher
10 min Ask questions that provoke Answer question asked by teacher If no one volunteers
thought about novel: do and think about the use of graphic put them into small
you think it is saying novels groups to discuss this
something important and
how is it doing this
5 min Handout assignment sheet Ask questions if they do not
 and rubric and go over it
with students to ensure
understanding
15 Ask students to start
developing characters and
their characteristics
understand
Begin drawing and describing their
character on the blank sheet of
drawing paper
Allow them to talk and
use devices if they are
out of ideas, dont
forget to remind them
to turn them in to you
at the end of class.

Lesson Plan Template

Your Name: Carissa Mathena

Lesson Information
Lesson title Graphic Novel
Lesson description Through the analysis of one graphic novels characters, students will be able to understand
(include concepts and how important character development is in a graphic novel. This is lesson 2 of 5.
skills and where this
lesson fits within the
curriculum)
Lesson length 55 minutes
Grade level and 12th grade English
course
Source of lesson plan Goble, Pam B., and Ryan R. Goble. Making curriculum pop: developing literacies in all
and how I modified it content areas. Golden Valley, MN: Free Spirit Publishing, 2016. Print.

Made my own activities from the LEOs and used the websites presented in the graphic
novel section to create a new and engaging lesson for my students.

Lesson plan summary

Prior knowledge The students need to have read I Kill Giants, and they need to have a firm grasp on why
needed for success graphic novels are an important form of literature. Students will also need to understand
the importance of a main characters development and characteristics.
How will you address Copies of the graphic novel will be handed out to anyone that was absent, as well as a
 students who do not printed form of the PowerPoint that was discussed in the previous lesson.
have this prior
knowledge?
Materials for Casting Director LEO worksheet, my example of the casting director using a character from
instruction (include a book we have read in class, bell ringer question: how do you create a well-rounded, three-
rationale for why the dimensional main character? Give some tips
materials are
appropriate)

Pre-test and post test Pre: Bell ringer

data collection Post: Ask the same bell ringer question and see how their answer changes
requirement

Materials for informal Group discussion answers

assessment
Materials for formal Casting Director worksheet
assessment

Accommodations and Students of different levels will be paired together when necessary.
modifications

Lesson plan details

Oklahoma
Academic Learning Objective in
Standard terms of what students will Formal and Informal
number and text do Lesson Activities and Materials Assessments
12.3.W.3 Students Students will complete the -complete worksheet by their selves Formal-sheet will be
will elaborate on casting director worksheet, -get into small group form to turned in at the end of
ideas by using by drawing and describing discuss their findings class
logical reasoning the main character to -share on finding with the class Informal- discussion
and illustrative understand how much group answers.
examples to development goes into
connect creating a character.
evidences to
claim(s).
12.2.W.4 Students Students will continue -students will gather in small Formal-students will
will edit and working on their graphic groups to do some small peer hand end progress at
revise multiple novels beginning to put review then continue developing the end of class
drafts for logical together the pieces and the idea of their novel Informal-visual
organization, creating an idea. assessment of the
enhanced group peer review
transitions and
coherence,
sentence variety,
and use of tone
and point of view
through specific
rhetorical devices.

Essential Question(s) and/or Anticipatory Set

What essential How do you create a three-dimensional character that is the protagonist of your story?
question(s) guide(s)
this lesson plan and/or
unit? What
anticipatory set are
you presenting to
engage the students?

Minute by Minute (Tick Tock)

Time (minutes) The teacher will
3 min Ask the bell ringer
question
7 min Hand out the casting
director worksheet and
show them my example
taking questions when
need
10 min Visually assess as students
are working on the
handout
Additional
The students will. information
Students will begin to answer the
question on a separate sheet of
paper and hand it in when they are
finished
Follow along on the worksheet and
answer questions when confused
Students will use their resources to
complete the casting director
worksheet.
10 min Get students into small
group discussion to discuss
their findings
20 min Hand students back their
character sheet in their
small group form and ask
them to peer review and
then discuss their ideas for
their graphic novel for
feedback and have them
work on their novels after
they are done
5 min Ask same bell ringer
question again
Students will discuss their
worksheets and share one answer
they found they agreed upon
Give feedback and receive Visually assess
feedback on their characters and
the ideas for their graphic novels
Students will think about how the
worksheet has changed their
previous answer, then hand in their
answer

Lesson Plan Template

Your Name: Carissa Mathena

Lesson Information
Lesson title Graphic Novel
Lesson description Through the use of analyzing one graphic novels dialogue, the students will be able to
(include concepts and process how dialogue works in a graphic novel, and its importance. This is lesson 3 of 5.
skills and where this
lesson fits within the
curriculum)
Lesson length 55 min
Grade level and 12th grade English
 course
Source of lesson plan Goble, Pam B., and Ryan R. Goble. Making curriculum pop: developing literacies in all
and how I modified it content areas. Golden Valley, MN: Free Spirit Publishing, 2016. Print.

Made my own activities from the LEOs and used the websites presented in the graphic
novel section to create a new and engaging lesson for my students.

Lesson plan summary

Prior knowledge The students need to have read I Kill Giants, and they need to have a firm grasp on why
needed for success graphic novels are an important form of literature.
How will you address Copies of the graphic novel will be handed out to anyone that was absent, as well as a
students who do not printed form of the PowerPoint that was discussed in the first lesson.
have this prior
knowledge?
Materials for Dialogue Master worksheet, my example of the dialogue master done from a separate
instruction (include graphic novel, Four strip comic pre and post test,
rationale for why the
materials are
appropriate)

Pre-test and post test Pre: Bell ringer: How important do you think dialogue is in a graphic novel and why? If you
data collection can give examples from the graphic novel I Kill Giants
requirement Post: Show them a four-strip comic with and without the words side by side and ask them
how the dialogue changes what you are looking at and have them explain why?

Materials for informal Their discussion in their small groups

assessment
Materials for formal The Dialogue Master worksheet will be handed into me at the beginning of class.
assessment

Accommodations and Students of different levels will be paired together when necessary.
modifications

Lesson plan details

Oklahoma Learning Objective in Lesson Activities and Materials Formal and Informal
 Academic
Standard terms of what students will
number and text do Assessments
12.2.W.4 Students Students will continue Students will meet in small groups Progress will be
will edit and working and developing to discuss their characters and do handed in at the end
revise multiple their own graphic novel, peer review of class
drafts for logical with characters and Students will begin thinking of their
organization, dialogue that explain and important social or political issue to I will visually assess
enhanced important social or political discuss their process and how
transitions and issue. well they peer review
coherence,
sentence variety,
and use of tone
and point of view
through specific
rhetorical devices
to establish
meaningful texts.
12.3.R.3 Students Students will analyze the Students will fill out the dialogue Students will hand in
will analyze how authors use of dialogue master worksheet and then get into the sheet at the end of
authors use key and see what elements small groups to discuss why they class
literary elements she uses to make her chose those specific moments of
to contribute to dialogue important to her dialogue and how they are I will ask each group to
meaning and overall meaning and how important to the novel itself. share one quote of
interpret how she matches it with her dialogue to share and
themes are images. why they thought it
connected across was important
texts.

Essential Question(s) and/or Anticipatory Set

What essential How can good dialogue shape and change what you are reading? How can you make your
question(s) guide(s) dialogue mean something?
this lesson plan and/or
unit? What
anticipatory set are
you presenting to
engage the students?
Minute by Minute (Tick Tock)
Time (minutes) The teacher will
3 min Ask the students to
complete the bell ringer
question on a separate
sheet of paper and then
ask for volunteers to share
their answers.
5 min Handout the dialogue
master sheet and begin
going over it with the
students and answer
questions when need
10 minutes Let students begin to work
on handout
7 minutes Divide students into small
groups and ask them to
discuss their findings
5 min Ask each group to share
one important quote they
found and why they
thought it was important
20 min Leave students in small
groups and let them
continue working on
graphic novel
5 min Present the post test on
the board
Lesson Plan Template
Your Name: Carissa Mathena
Additional
The students will. information
Answer the bell ringer and Visually assess while
volunteer they are answering.
Follow along with the teacher and
ask questions when confused
Students will use all of their Visually assess
resources to fill in the answers to
the dialogue master sheet
Students will share what dialogue Visually assess
they have found and listen when
others are sharing.
Share their own answers and listen
when others are presenting
The students will ask teacher or
peers for help and continue to
develop their graphic novel
Students will then answer the post Visually assess
test and turn the sheet into me
when they are finished
Lesson Information
Lesson title Graphic Novel
Lesson description Through the plot analysis of one graphic novel, the students will be able to understand how
(include concepts and plot works and apply it to their own graphic novel. Lesson 4 of 5.
skills and where this
lesson fits within the
curriculum)
Lesson length 55 minutes
Grade level and 12th grade English
course
Source of lesson plan Goble, Pam B., and Ryan R. Goble. Making curriculum pop: developing literacies in all
and how I modified it content areas. Golden Valley, MN: Free Spirit Publishing, 2016. Print.

Made my own activities from the LEOs and used the websites presented in the graphic
novel section to create a new and engaging lesson for my students.

Lesson plan summary

Prior knowledge The students need to have read I Kill Giants, and they need to have a firm grasp on why
needed for success graphic novels are an important form of literature. Students will also need to understand
the importance of a main characters development and characteristics. Need to know the
structure of a plot and what the terminology means
How will you address Copies of the graphic novel will be handed out to anyone that was absent, as well as a
students who do not printed form of the PowerPoint that was discussed in the previous lesson. I will create a
have this prior PowerPoint describing the terminology and show them an example of a finished worksheet.
knowledge?
Materials for Plot Master worksheet, bell ringer question: is a graphic novel, a novel, a comic book, or a
instruction (include mix? Explain your answer, PowerPoint opener, Kahoot it quiz
rationale for why the
materials are
appropriate)

Pre-test and post test Kahoot It quiz with plot terminology on it

data collection
requirement
 Materials for informal Bell ringer answer
assessment
Materials for formal Plot Master worksheet will be turned in at the end of class
assessment

Accommodations and Students of different levels will be paired together when necessary.
modifications

Lesson plan details

Oklahoma
Academic Learning Objective in
Standard terms of what students will Formal and Informal
number and text do Lesson Activities and Materials Assessments
12.4.R.1 Students Students will be presented PowerPoint and example Formal-kahoot quiz,
will increase with a PowerPoint that Plot master worksheet-first plot master worksheet
knowledge of explains plot terminology individually then in small groups Informal- Visually
academic, and they will then follow assessment, the
domain- along on the handout as I answers each small
appropriate, explain my example group states
grade-level Students will also fill out
vocabulary to the plot master worksheet
infer meaning of to put the terminology to
grade-level text. use
12.2.W.4 Students Students will continue the Continue to discuss each-others Formal-progress will be
will edit and writing process with more work in small groups turned in at the end of
revise multiple peer editing and revision class
drafts for logical on their own graphic Informal-visual
organization, novels assessment
enhanced
transitions and
coherence,
sentence variety,
and use of tone
and point of view
through specific
rhetorical devices.
Essential Question(s) and/or Anticipatory Set
What essential What is plot and how does it work in a graphic novel? How important is it to a graphic
question(s) guide(s) novel?
this lesson plan and/or
unit? What
anticipatory set are
you presenting to
engage the students?

Minute by Minute (Tick Tock)

Additional
Time (minutes) The teacher will The students will. information
3 min Ask bellringer question Answer bell ringer question and
turn it in after they have finished
5 min Kahoot It Quiz Answer questions
12 min Present on plot Pay attention and ask questions
terminology and go over when confused
my example of the plot
master worksheet with
class
10 min Handout plot master sheet Begin answering questions
individually over the graphic novel
I Kill Giants
5 min Split students into small Discuss answers together and give
groups on answer aloud for the class
15 min Let the students stay in Continue giving and receiving Visually assess
small groups and let them feedback and working on graphic
continue working on their novel
own graphic novels
5 min Kahoot It quiz Answer questions
Lesson Plan Template
Your Name: Carissa Mathena

Lesson Information
Lesson title Graphic Novel
Lesson description Through the use of analyzing one graphic novel written by a peer, the students will be able
(include concepts and to identify the importance of the graphic novel as a literature form. Lesson 5 of 5.
skills and where this
lesson fits within the
curriculum)
Lesson length 55 min
Grade level and 12th grade English
course
Source of lesson plan Goble, Pam B., and Ryan R. Goble. Making curriculum pop: developing literacies in all
and how I modified it content areas. Golden Valley, MN: Free Spirit Publishing, 2016. Print.

Made my own activities from the LEOs and used the websites presented in the graphic
novel section to create a new and engaging lesson for my students.

Lesson plan summary

Prior knowledge The students need to have read I Kill Giants, and they need to have a firm grasp on why
needed for success graphic novels are an important form of literature. Students will also need to understand
the importance of a main characters development and characteristics.
How will you address Copies of the graphic novel will be handed out to anyone that was absent, as well as a
students who do not printed form of the PowerPoints that were discussed in the previous lessons.
have this prior
knowledge?
Materials for Blogger worksheet, bell ringer question: how did you like this week?, blogger example
 instruction (include worksheet, kahoot quiz
rationale for why the
materials are
appropriate)

Pre-test and post test Kahoot Quiz questioning the process of writing their graphic novel and a few questions from
data collection the other quizzes too
requirement

Materials for informal Bell ringer answer

assessment
Materials for formal Blogger worksheet and final draft of graphic novel
assessment

Accommodations and Students of different levels will be paired together when necessary.
modifications

Lesson plan details

Oklahoma
Academic Learning Objective in
Standard terms of what students will Formal and Informal
number and text do Lesson Activities and Materials Assessments
12.2.W.1 Students Students will finish their -students will put the finishing Formal-both blogger
will apply graphic novels and then touches on their graphic novel worksheet, and final
components of a analyze another peers -I will take them up and re-hand draft of the graphic
recursive writing novel to ensure that the them back out randomly novel
process for steps of the writing -students will then do the blogger Informal- visual
multiple purposes process have been worksheet based on the other assessment
to create a reiterated. students graphic novel
focused,
organized, and
coherent piece of
writing.
12.1.R.3 Students Students will work in peer -students will be put into groups to Formal-both blogger
will engage in groups and discuss their finish their projects worksheet, and final
collaborative work with their peers to -they will discuss ideas in the draft of the graphic
discussions about effectively peer edit. groups to finalize them novel
appropriate topics Informal- visual
and assessment
texts, expressing
their own ideas by
contributing to,
building on, and
questioning
the ideas of
others in pairs,
diverse groups,
and whole class
settings.

Essential Question(s) and/or Anticipatory Set

What essential How did you like writing your graphic novel? Do you think it is an appropriate form to
question(s) guide(s) present a social or political issue in?
this lesson plan and/or
unit? What
anticipatory set are
you presenting to
engage the students?

Minute by Minute (Tick Tock)

Additional
Time (minutes) The teacher will The students will. information
3 min Bell ringer question Answer the question
5 min Kahoot quiz Answer questions
22 min Visually assess as students Finish final touches and hand in
finish final touches on their finished product to teacher
graphic novels
10 min Hand out finished graphic Complete blogger worksheet based Visually assess
novels randomly and on someone elses graphic novel
handout blogger
worksheet as well
10 min Let the students show the Converse with the person who you
author their blogger work filled out the worksheet on and
 sheet show them the blog they wrote
about their main character and why
5 min Discuss process and ask Answer questions and discuss
students questions about issues about project and things
their likes and dislikes they liked