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Lesson Plan

Graffiti Wall: Discussing and Responding to Literature Using Graphics

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Graffiti Wall: Discussing and Responding to Literature Using Graphics

Grades 9 – 12
Lesson Plan Type Standard Lesson
Estimated Time Five 50-minute sessions
Lesson Author

Patricia Schulze

Yankton, South Dakota


National Council of Teachers of English


Student Objectives

Sessions 12: Reading and Journaling

Sessions 34: Constructing Group Graphics

Session 5: Publication and Summation


Student Assessment/Reflections



Students will

  • indicate personal preferences by voting on a novel for class study from a teacher-provided list.

  • demonstrate understanding of the elements of fiction by creating a graffiti journal to guide their discussion.

  • work individually and in cooperative groups to create a graffiti graphic over their section of the novel.

  • present their group graphic to the whole class as a way of sharing their section and connecting their graphical representation to the text.

  • participate in whole-class discussion of the character development, plot line, themes, and symbolic structure developed in the novel.

  • write an individual essay on a topic related to their described literary element.

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Sessions 12: Reading and Journaling

  1. Hand out the graffiti journal and the Graffiti Wall handout, and give students an overview of the project.

  2. Introduce the Literary Graffiti student interactive either through an LCD projector or at each of their computer stations if available. Allow them to practice doodling online if they have access to computers.

  3. Review the elements of fiction with students.

  4. Give students approximately five class periods to read the novel and complete their graffiti journals and their work using the online interactive. Some reading will have to be done outside of class.

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Sessions 34: Constructing Group Graphics

  1. When students have completed reading and journaling, have them meet in groups to construct their graffiti graphic.

  2. Assign each group a different section of the novel.

  3. Students use their journals and printouts from the Literary Graffiti tool to discuss their section of the novel and decide which graphics, words, and quote will best explain their section of the novel. Each student must be represented on the graphic. Each element of fiction that is developed in their section must be covered on the graphic.

  4. Using butcher paper or newsprint, and crayons or markers, groups create their graffiti graphic.

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Session 5: Publication and Summation

  1. After all groups have finished their graphics, they take turns presenting them to their classmates. They should be prepared to connect what happens in their section of the novel to what has been presented before and to answer any questions from their classmates.

  2. Display students' graphics on a bulletin board or a wall (the Graffiti Wall), or photograph them with a digital camera and publish on a Website.

  3. After discussion and for homework, students will write individual essays analyzing the development of an element of fiction in the novel.

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Have students develop a Website about the novel by posting graffiti graphics in chronological order and hyperlinking student essays to their particular graphics.

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