Grade 6 Graphic Novel Unit Plan

1. St. Joseph’s School
Michele Martyn
English Language Arts 6
Fall 2014

2. Table of Contents
Objectives
1.1 Experiment with language and forms
– experiment with a variety of forms of oral, print & other texts to discover those best suited
for exploring, organizing, & sharing ideas, information, & experiences.
2.1 Use prior knowledge
– apply knowledge of organizational structures of oral, print & other texts to assist
constructing & confirming meaning.
2.1 Use textual cues
– identify & use structural elements of texts (magazines, newspapers, newscasts & news
features) to access and comprehend ideas and information.
2.2 Experience various text
– experience oral, print and other media texts from a variety of cultural traditions & genres,
such as autobiographies, travelogues, comics, short films, myths, legends & dramatic
performances.
- discuss the author’s, illustrator’s, storyteller’s, or filmmaker’s intention or purpose.
2.2 Construct meaning from texts
– summarize oral, print or other media texts, indicating the connections among events,
characters & settings
-identify or infer reasons for a characters actions or feelings.
- make judgments & inferences related to events, characters, setting & main ideas of oral,
print & other media texts
2.2 Appreciate the artistry of texts
– experiment with sentence patterns, imagery & exaggeration to create mood & mental
images.
2.3 Understand forms & genres
– identify key characteristics of a variety of forms or genres of oral, print & other media texts
2.3 Understand techniques & elements
– discuss the connections among plot, setting & characters in oral, print & other media texts
- explore techniques, such as visual imagery, sound, flashback & voice inflection, in oral,
print & other media texts
2.4 Generate ideas
– choose life themes encountered in reading, listening & viewing activities and in own
experiences for creating oral, print & other media texts

3. 4.1 Appraise own & other’s work
– work collaboratively to revise & enhance oral, print & other media texts
- ask for & evaluate the usefulness of feedback and assistance from peers
4.1 Revise & edit
– revise to provide focus, expand relevant ideas & eliminate unnecessary information
- edit for appropriate verb tense & correct pronoun references
4.1 Expand knowledge of language
– choose words that capture a particular aspect of meaning and that are appropriate for
context, audience & purpose.
4.2 Attend to spelling
– edit for & correct commonly misspelled words in own writing, using spelling
generalizations & the meaning & function of words in context
4.2 Attend to capitalization & punctuation
– use colons….
- identify parentheses & colons when reading, & use them to assist comprehension
- identify ellipses that show words are omitted/sentences are incomplete when reading, &
use them to assist comprehension
5.1 Appreciate diversity
– compare personal challenges & situations encountered in daily life with those experienced
by people or characters in other times, places & cultures as portrayed in oral, print & other
media texts
Final Project – Students will create their own narrative, structured as
a graphic novel.
Rationale
“For students who lack the ability to visualize as they read, it
provides a graphic sense that approximates what good readers to
as they read.”
“…it provides an excellent way for reluctant writers to communicate
a story that has a beginning, middle and end.”
“…easy for the students to look at a short comic strip & ident ify
story elements.” – Rachael Sawyer Perkins

4. Unit Overview
Lesson 1: Subject & Predicate (Double Period)
Word of the Day; note taking
Lesson 2: Before You Read: Pre-reading Strategies
WotD, Subject & Predicate Review, Subject & Predicate Worksheet,
Sentence Fragments worksheet, Brainstorm Pre-Reading strategies,
Venn Diagram (Comparing Traditional novels with Graphic novels)
Lesson 3: Writing Paragraphs, Writing Practice
WotD, paragraph structure, hamburger graphic organizer, Writing
prompt (take it in)
Lesson 4: SRA
WotD, hand back paragraphs, placing reading levels, introducing
SRA Reading Laboratory
Lesson 5: Reading Graphic Novels
WotD, Students to choose graphic novels, Pre-Reading Journal
Reflections: making predictions, recording information from title,
cover, summary, etc. , Reading time
Lesson 6: Story Structure (Beginning) (Double Period)
WotD, Read 1st part of Roxie and the Hooligans, Brainstorm
information that you get in “The Beginning”, “The Beginning”
Graphic Organizer – fill out for Roxie…
Lesson 7: Reading & Responding
Lesson 8: Run-on sentences, Writing Practice
Lesson 9: SRA
Lesson 10: Fragments & Run-ons, Writing Practice
Lesson 11: Reading & Responding; Story Structure (Middle)
Identifying the Beginning & the Middle in the graphic novels that
they are reading
Lesson 12: Reading & Responding

5. Lesson 13: Proper Nouns (Capitalisation), Writing Prompt
Lesson 14: SRA
Lesson 18: Writing Practice
Lesson 19: Subject & Predicate Review, Reading & Responding
Lesson 20: Story Structure (The End)
Lesson 21: SRA
Lesson 22: Book Projects (Introduction & Choosing Options)
Lesson 23: Working On Book Projects (Planning)
Lesson 24: Working On Book Projects (Planning)
Lesson 25: Working On Book Projects (Planning)
Lesson 26: Working On Book Projects (Planning)
Lesson 27: Working On Book Projects (Planning)
Lesson 28: Working On Book Projects (Typing)
Lesson 29: Working On Book Projects (Typing)
Lesson 30: Working On Book Projects (Putting it Together)
Lesson 31: Last Work Period
Assessments:
Response Journals
Graphic Novel Plan
Graphic Novel
Materials:
Story Structure Graphic Organizer
The Beginning Graphic Organizer
Planning Documents
Graphic Novel Templates
Graphic Novels (for students to read)