Book Report Alternative: Comic Strips and Cartoon Squares

Students examine graphic novels and comic books and discuss  the important components of the genre, such as captions, dialogue, and images. They then use an online tool to create a six-panel comic highlighting six key scenes in a book they have read. By creating comic strips or cartoon squares featuring characters in books, students are encouraged to think analytically about the characters, events, and themes they've explored in ways that expand their critical thinking by focusing on crystallizing the significant points of the book in a few short scenes. Comic strips are universally appealing; they use symbolism and encourage students to interpret as they think critically. This lesson fulfills differentiated instruction goals.

Standards & Objectives

Academic standards
GLE 0801.7.1
Analyze media for their ability to inform, persuade, and entertain.
GLE 0801.7.2
Examine the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media.
GLE 0801.7.4
Apply and adapt the principles of written composition to create coherent media productions.
GLE 0801.8.1
Read and comprehend a variety of works from various forms of literature.
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Student Objectives:

Students will

  • identify appropriate landscapes, characters, and props that relate to the events and characters in the books they've read.
  • interact with classmates to give and receive feedback.
  • explore how audience, purpose, and medium shape their writing.

 

Lesson Variations

Blooms taxonomy level: 
Understanding

Helpful Hints

Preparations:

  • Before this lesson, students will read a book independently, in literature circles, or as a whole class. 
  • Ask students to bring copies of the book that will be the focus of their comic strips to class for reference. 
  • Make copies or overheads of the planning sheet and the rubric. 
  • Practice the steps for using the Comic Creator with your computers. 
  • Visit the Website of Scott McCloud, author of Understanding Comics and Reinventing Comics, for background on the genre, inspirations, and sample comics. Additional information can also be found at  Integrative Art: American Comic Strips from Pennsylvania State University.

 

Materials and Technology:

  • Graphic novels and comic book versions of well-known books for inspiration and comparison (optional)

 

Printouts:

  • Comic Strip Planning Sheet 
  • Comic Strip Rubric

 

Websites:

  • Integrative Art: American Comic Strips
  • Scott McCloud

References

Contributors: