Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Did You Know?

Your students can save their work with Student Interactives.

More more

HomeClassroom ResourcesLesson Plans

Lesson Plan

Gabbing About Garfield: Conversing About Texts With Comic Creator

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 
Grades 3 – 5
Lesson Plan Type Standard Lesson
Estimated Time Two 60-minute sessions
Lesson Author

Deborah Kozdras, Ph.D.

Deborah Kozdras, Ph.D.

Tampa, Florida

Publisher

International Reading Association

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

With many of your students probably familiar with comics and manga, this lesson offers the perfect chance to get students to think critically about the comics they see in the paper every day. Students begin the lesson by playing an online game that requires them to sequence Garfield comics and answer questions about the strips. Each round has three questions targeted to specific skills: comprehension, vocabulary building, and drawing inferences. Then, students are introduced to the features and conventions of comics and examine how the Garfield strips use these comic conventions. Students work in pairs to conduct a written conversation about Garfield comics and record their conversations using the interactive Comic Creator, incorporating features of the comic strip genre into their original texts.

back to top

 

FEATURED RESOURCES

Comic Creator: This easy-to-use tool allows students to create, edit, and publish their own customized comics.

back to top

 

FROM THEORY TO PRACTICE

Xu S.H., Perkins, R.S., & Zunich, L.O. (2005). Trading cards to comic strips: Popular culture texts and literacy learning in grades K–8. Newark, DE: International Reading Association.

  • Popular culture texts, such as comics, trading cards, television shows, and graphic novels, provide opportunities to engage children's literacy interest and motivation.

  • Successful comics mimic reality and stimulate readers to think about current issues.

  • Comics are similar to other narrative texts in terms of story elements (e.g., characters, story sequence, conflicts), and similar to a television show or picture book in that pictures tell part of the story.

  • Comics also include some unique structural features, such as the use of speech bubbles, conversational tone of text, and the reliance on visual effects to enhance meaning.

Read more about this resource

 

Van Sluys, K., & Laman, T.T. (2006). Learning about language: Written conversations and elementary language learners. The Reading Teacher, 60(3), 222–233.

  • Students learn about how they use language for authentic purposes as they converse with peers on paper.

  • Collaborative writing provides an opportunity for students to merge their knowledge and understanding of how language can be used.

     

back to top