Literature Module Lesson 1
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Slide 1 - Tekstslide
For lesson 1 it is our objective to get the students familiar with the topic of reading in general, the aims of the assignment and general rules and ideas on how to read comics.
Slide 2 - Tekstslide
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Slide 3 - Tekstslide
(10-15 minutes)
The lesson starts with a broad introduction to reading. Some students enjoy reading and some do not. By ways of a conversation card game students are going to talk about the different reading habits they have or do not have and why. This will take about 10-15 minutes, after which it is essential that the teacher opens up the discussion class wide to go over these different reading habits. Students should be made aware that there is no right or wrong answer to give here, and should not feel insecure about being a less avid reader. This part of the lesson is very interactive and should spark some conversation.
Slide 4 - Tekstslide
(15-20 minutes)
In this part of the lesson students are made familiar with the final assignment for the module. Hand out, or make available online, the booklets and let students read these for themselves first. Afterwards, or during the individual exploration of the assignment students write down questions they have so far. This can be done in LessonUp or just on a piece of paper. The benefit of using LessonUp here is that it makes clear for the teacher, as well as all the other students, what is going to be clarified. They can erase their questions while you, or other students, answer them. It might be nice to first ask any other students if they can answer a question which is posed by a classmate. Write down any questions you may have for the assignment...
Slide 5 - Open vraag
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Slide 6 - Tekstslide
(10 minutes)
Now introduce the essential question. Put the essential question on the board, or screen. And have students make a wordweb, which can be done in LessonUp, with the word freedom in the centre. This should entice a discussion amongst the students about what freedom is. It is just an introduction to the essential question, so any form of debate this sparks is good. Freedom
Slide 7 - Woordweb
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Slide 8 - Tekstslide
(30-40 minutes)
During this part of the lesson we are going to go over a couple of aspects of reading graphic novels. This will serve as a guideline for them while they read the graphic novel. We will introduce several parts of cartoon artforms and how they influence the reading journey. This is necessary for them to get a deeper understanding of how the graphic novel is a different reading experience from a regular novel. Slide 9 - Tekstslide
- Closure/Abstraction (15-20 minutes)
As a warm-up activity give each pair of students a subject to draw. One student from the couple should draw this very detailed the other as undetailed as possible. On the screen you can provide a example of a face. Students get 5 minutes to draw, afterwards they swap their drawings with another couple. What does detail do to a drawing other than providing clarity? Have a small group discussion about this after the activity. Go over the use of abstraction in comics and how this provides room for interpretation or self-reflection.
Slide 10 - Tekstslide
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Slide 11 - Tekstslide
- Subtractive and additive (15-20 minutes)
Give each student a copy of page 84/85 of the book ‘Understanding Comics’, as presented at the bottom of this guide. Have students read this for 5 minutes silently and think for themselves. In pairs or via an online wordweb let them answer to the questions what the use is of using multiple frames and what the use is of using less frames. Discuss given answers in class with everybody. Go over action to action frames, moment to moment frames, subject to subject frames, gutters and time lapses.
Moment-to-moment (very slight change, high reader involvement)
Which story did you prefer?
53 frames
11 frames
5 frames
2 frames
Slide 12 - Poll
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What is the use of using more frames?
Slide 13 - Woordweb
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What is the use of using less frames?
Slide 14 - Woordweb
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Slide 15 - Tekstslide
Time left (10-15 minutes)
Have students read in the graphic novel Lord of the Flies for about 10 minutes silently (keeping in mind the amount of time you have left in class). Afterwards discuss what you have read?, what stood out?, How does this read?.
You can also choose to read together. The goal, however, is for the students to safely and efficiently flow into the reading. We want them to properly experience the graphic novel and get as much out of it as possible when they start reading it independently.
This LessonUp also provides some nice pages from the Graphic Novel to talk about gutters, frames, mood etc.
Slide 16 - Tekstslide
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Slide 17 - Tekstslide
This page shows a good use of perspective to perspective frames and moment to moment frames.
Ask students about the artist's reasoning for using one form of frames vs another, what does it establish?
Answer: The perspective to perspective opens up the conversation to the reader, how astranged they are from each other and the contrast between the moods of piggy and Ralph.
The moment to moment frame amplifies Ralph carelessness. He has no idea how much power his questions hold.
Slide 18 - Tekstslide
There is only one picture which is framed on these two pages. The unframed drawings amplify the vastness of the island and the kids being lost in it, whilst Ralph is in his own little careless world.
The kids in the forest are drawn in shades and dark colors, as they feel helpless and abandoned.
Slide 19 - Tekstslide
The artist cleverly uses subtraction to amplify the kids temporarily forgetting their dire situation, finding there are multiple of them on the island. Piggy is happy that people seem to notice him, he also forgets all the negative things he has been talking about so far.
