Write an Illustrated “I Am” Poem in Comic-Book Style
- Preview |
- Resources & Preparation |
- Instructional Plan |
- Related Resources |
- Standards
Overview
Students will read Great Immigrants, Great Americans: The Comic Book and will then conduct research on immigrants to the United States who have had a positive impact on US history and society. Students will then craft focused “I Am” poems in an illustrated, comic-book format.
Thousands of students across the United States write “I Am” poems about themselves. In this series of lessons, students will (1) review two-page comic-book narratives on immigrants to the country who have had a significant and positive impact on our society; (2) will research and take notes on a nationalized US citizen; (3) will create an “I Am” poem of that individual; and (4) will create a 1–2 page comic-book style illustrated version of their “I Am” poem.
Featured Resources
- Digital or printout copies of Great Immigrants, Great Americans: The Comic Book
- “I Am” Poem template (ReadWriteThink)
- Quick List of Naturalized Citizens (for research)
Materials and Technology
- Lined 8.5" paper and copy paper
- #2 lead pencils (for writing and drafting comic book format panels and images)
- Color pencils or gel pens
- Comic Panel Page template designs (blank examples)
- Optional: 11"×17" copy paper
- Optional: fine-tipped pens (for inking/finalizing comic format)
Printouts
- “I Am” Template and example (ReadWriteThink)
- Complex/more detailed examples of “I Am” Poems for reference
- Comic Book Page templates (design ideas)
- Beginning List of Immigrants/Naturalized Citizens who have had a significant impact on American life; (for research; not an all-inclusive list)
Websites
Examples of narrative comic pages/poetry/sequential art; Grant Snyder’s work are great examples for students to look at and get pane or page ideas for their “I Am” poems.
A free online comic book commissioned by the Carnegie Corporation of New York featuring more than a dozen naturalized citizens whose contributions and actions have enhanced and strengthened American society and democracy.
From the website United Through Reading, a group whose mission it is to strengthen military families’ literacy, emotional bonds, and wellbeing through the power of reading together at every age, no matter the distance.
Preparation
- Explore and become familiar with a variety of examples of how “I Am” poems can be written from simple to more complex.
- Review and become more familiar with comic book panels and variety of page designs.
- Have or create examples of simple and complex “I Am” poems of immigrants who are already well known (or students can create “I Am” poems about themselves first).
- Have copies of template ready for students to use as a guide.
Student Objectives
Students will:
- read and analyze biographical comic narratives to identify key events, character traits, and contributions of immigrants to U.S. history.
Reading & Comprehension (RI.1, RI.3) - comprehend and interpret the experiences of immigrants through the lens of social, cultural, and historical contexts. Reading & Comprehension (RI.2, RH.2)
- conduct research on a selected naturalized U.S. citizen to gather biographical details including birthplace, immigration experience, challenges, achievements, and societal contributions. Research & Inquiry (W.7, RH.7)
- synthesize information from multiple sources to create a coherent narrative of an immigrant’s life and legacy. Research & Inquiry (W.8, RH.9)
- compose an “I Am” poem from the perspective of a selected immigrant, using specific details to convey personal history, motivations, challenges, and accomplishments. Writing & Composition (W.3, W.4)
- apply knowledge of poetic structure and figurative language to develop voice and perspective in the poem. Writing & Composition (L.5, W.3.b)
- analyze examples of comics and sequential art to understand panel layout, pacing, and visual storytelling techniques. Media Literacy & Visual Composition (RL.7, RI.7)
- translate written text into a visual format by designing and illustrating a 1-2 page comic that represents the “I Am” poem, applying conventions of comic design. Media Literacy & Visual Composition (SL.5, W.6)
- demonstrate creative expression through the integration of text and images to narrate a biographical story in comic form. Creative Expression & Design (W.4, SL.5)
- utilize drafting, revising, and inking techniques to produce a polished illustrated product. Creative Expression & Design (W.5)
- adjust language, style, and visual choices to effectively communicate to a variety of audiences through multimodal formats. Language & Communication (W.4, L.3)
Session Introduction and Activities
I. Set Up/Front Loading
(1–3 sessions)
- Review the concept of “I Am” poems as a series of statements that reveal the subject of the poem.
- Read and analyze an example or examples of an “I Am” poem; ask (or take notes on) what we learn about the person.
- Read a short biographical comic book narrative from Great Immigrants, Great Americans: The Comic Book.
- Create as a class, individually, or in groups, an “I Am” poem on one person from this comic, using their words and notes. For students who do not want to draw, they can create a script or a panel layout and write text for what they think should go into each panel, as if instructions to an artist.
II. Research and Draft Your Own “I Am” Poem Narrative of a Great Immigrant/Great American
(1–2 sessions)
- Research and take notes on aspects of the person’s life that match the typical experiences of an immigrant to the United States: birthplace, background, movement, drives, goals, hopes, experiences, education, challenges and successes, achievements, etc.
- Write a draft of an “I Am” poem for this individual; focus on specificity and details (versus vague, unspecific, unclear declarations).
Note: Teachers can adjust and vary which statements can be or should be used.
III. Revise Your Own “I Am” Poem Narrative of a Great Immigrant/Great American in Comic Format
(2–4 sessions)
- Review examples of page designs and poetry in comic book narrative form.
- Review draft of “I Am” poem and begin to visualize/design breaking up text into panels in which chosen text parts will be paired with a visual representation = sequential art (use light pencil first).
- Finalize and polish 1–2 page illustrated versions of “I Am” poem with dark outlines and color, if desired. (Can use 11"×17" copy paper to keep pages together.)
- Share in groups, compile into an anthology collection comic book, or post on walls.
Note: For some students, an accommodation can include just creating the page and panel design with indications of where text should go and what could be drawn in the panel (sort of like some comic book writers do).
From Theory to Practice
McCloud, S. (1994). Understanding comics: The invisible art. HarperCollins.
National Council of Teachers of English. (1975). Resolution on promoting media literacy. http://www.ncte.org/positions/statements/promotingmedialit
Norton, B. (2003). The motivating power of comic books: Insight from Archie comic readers. The Reading Teacher, 57(2), 140–147.
Versaci, R. (2001). How comic books can change the way our students see literature: One teacher’s perspective. English Journal, 91(2), 61–67.
Standards
A complete listing of the standards can be found here.
1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).