{"id":12321,"date":"2016-01-27T17:42:35","date_gmt":"2016-01-27T17:42:35","guid":{"rendered":"http:\/\/blogs.vsb.bc.ca\/dkeller\/?page_id=12321"},"modified":"2016-09-27T05:00:28","modified_gmt":"2016-09-27T05:00:28","slug":"the-comic-book-project","status":"publish","type":"page","link":"https:\/\/blogs.vsb.bc.ca\/dkeller\/the-comic-book-project\/","title":{"rendered":"The Comic Book Project!"},"content":{"rendered":"<div id=\"attachment_14090\" style=\"width: 668px\" class=\"wp-caption aligncenter\"><img fetchpriority=\"high\" decoding=\"async\" aria-describedby=\"caption-attachment-14090\" class=\"size-full wp-image-14090\" src=\"http:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/Comics.jpg\" alt=\"Image source comiconverse.com\" width=\"658\" height=\"277\" srcset=\"https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/Comics.jpg 658w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/Comics-150x63.jpg 150w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/Comics-300x126.jpg 300w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/Comics-560x236.jpg 560w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/Comics-260x109.jpg 260w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/Comics-160x67.jpg 160w\" sizes=\"(max-width: 658px) 100vw, 658px\" \/><p id=\"caption-attachment-14090\" class=\"wp-caption-text\">Image source comiconverse.com<\/p><\/div>\n<h1><strong>What is a Comic Book?<\/strong><\/h1>\n<h4>A comic book or comicbook, also called comic magazine or simply comic, is a publication that consists of comic art in the form of sequential juxtaposed panels that represent individual scenes. Panels are often accompanied by brief descriptive prose and written narrative, usually dialog contained in word balloons emblematic of the comics art form. Although comic books have some origins in 18th century Japan and 1830s Europe, comic books were first popularized in the United States during the 1930s. The first modern comic book, Famous Funnies, was released in the United States in 1933 and was a reprinting of earlier newspaper humor comic strips, which had established many of the story-<br \/>\ntelling devices used in comics. The term comic book derives from American comic books once being a compilation of comic strips of a humorous tone; however, this practice was replaced by featuring stories of all genres, usually not humorous in tone. (Wikipedia)<\/h4>\n<div id=\"attachment_12342\" style=\"width: 585px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" aria-describedby=\"caption-attachment-12342\" class=\"wp-image-12342 size-full\" src=\"http:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/Evolution-of-Robin.jpg\" alt=\"Evolution-of-Robin\" width=\"575\" height=\"350\" srcset=\"https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/Evolution-of-Robin.jpg 575w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/Evolution-of-Robin-150x91.jpg 150w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/Evolution-of-Robin-300x183.jpg 300w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/Evolution-of-Robin-560x341.jpg 560w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/Evolution-of-Robin-260x158.jpg 260w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/Evolution-of-Robin-160x97.jpg 160w\" sizes=\"(max-width: 575px) 100vw, 575px\" \/><p id=\"caption-attachment-12342\" class=\"wp-caption-text\">Image source www.newsarama.com<\/p><\/div>\n<p>&nbsp;<\/p>\n<h2><strong>Procedure:<\/strong><\/h2>\n<p>Follow the activities and the directions in this booklet!<br \/>\nUse your sketch book for much of your brainstorming and character development.<\/p>\n<p><strong>P1 <\/strong><\/p>\n<p><strong><span style=\"color: #993300\">Front Cover<\/span><\/strong><\/p>\n<p>Don&#8217;t touch until last!!!<\/p>\n<p style=\"padding-left: 30px\">Please include:<\/p>\n<p style=\"padding-left: 60px\"><em><strong><span style=\"color: #000000\">Main character<\/span><\/strong><\/em><br \/>\n<em><strong><span style=\"color: #000000\">setting<\/span><\/strong><\/em><br \/>\n<em><strong><span style=\"color: #000000\">Title<\/span><\/strong><\/em><br \/>\n<em><strong><span style=\"color: #000000\">Credits<\/span><\/strong><\/em><br \/>\n<em><strong><span style=\"color: #000000\">Barcode<\/span><\/strong><\/em><\/p>\n<div id=\"attachment_12368\" style=\"width: 632px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" aria-describedby=\"caption-attachment-12368\" class=\"wp-image-12368\" src=\"http:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/sp3.jpg\" alt=\"sp3\" width=\"622\" height=\"904\" \/><p id=\"caption-attachment-12368\" class=\"wp-caption-text\">Image source charltonhero.wordpress.com<\/p><\/div>\n<p><strong>P2-3\u00a0<\/strong><\/p>\n<p><strong>Defining the project<\/strong><\/p>\n<div id=\"attachment_14102\" style=\"width: 410px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-14102\" class=\"size-full wp-image-14102\" src=\"http:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/the_walking_dead_daryl_comic_version_by_komickarl-d7bbw4f.jpg\" alt=\"Image source www.actuarialoutpost.com\" width=\"400\" height=\"616\" srcset=\"https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/the_walking_dead_daryl_comic_version_by_komickarl-d7bbw4f.jpg 400w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/the_walking_dead_daryl_comic_version_by_komickarl-d7bbw4f-97x150.jpg 97w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/the_walking_dead_daryl_comic_version_by_komickarl-d7bbw4f-195x300.jpg 195w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/the_walking_dead_daryl_comic_version_by_komickarl-d7bbw4f-260x400.jpg 260w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/the_walking_dead_daryl_comic_version_by_komickarl-d7bbw4f-160x246.jpg 160w\" sizes=\"(max-width: 400px) 100vw, 400px\" \/><p id=\"caption-attachment-14102\" class=\"wp-caption-text\">Image source www.actuarialoutpost.com<\/p><\/div>\n<p><strong>P4-5 <\/strong><\/p>\n<p><strong>Character Development\u00a0<\/strong><\/p>\n<p style=\"padding-left: 30px\">Answer all the question in the booklet. \u00a0(use a pencil first, until you 100% positive)<\/p>\n<p style=\"padding-left: 60px\"><span style=\"color: #000000\"><em><strong>Name:<\/strong><\/em><\/span><br \/>\n<span style=\"color: #000000\"> <em><strong>Age:<\/strong><\/em><\/span><br \/>\n<span style=\"color: #000000\"> <em><strong> Birth:<\/strong><\/em><\/span><br \/>\n<span style=\"color: #000000\"><em><strong> Death:<\/strong><\/em><\/span><br \/>\n<span style=\"color: #000000\"> <em><strong>Gender:<\/strong><\/em><\/span><br \/>\n<span style=\"color: #000000\"> <em><strong>Eye colour:<\/strong><\/em><\/span><br \/>\n<span style=\"color: #000000\"> <em><strong>Weight:<\/strong><\/em><\/span><br \/>\n<span style=\"color: #000000\"> <em><strong>Build:<\/strong><\/em><\/span><br \/>\n<span style=\"color: #000000\"> <strong><em>Family:<\/em><\/strong><\/span><br \/>\n<span style=\"color: #000000\"> <strong><em> Mum:<\/em><\/strong><\/span><br \/>\n<span style=\"color: #000000\"> <strong><em> Dad:<\/em><\/strong><\/span><br \/>\n<span style=\"color: #000000\"> <strong><em> others:<\/em><\/strong><\/span><br \/>\n<span style=\"color: #000000\"> <strong><em>Personality type:<\/em><\/strong><\/span><br \/>\n<span style=\"color: #000000\"> <strong><em>Life Story:<\/em><\/strong><\/span><\/p>\n<p style=\"padding-left: 60px\"><span style=\"color: #000000\"><strong><em>Ethical background:<\/em><\/strong><\/span><\/p>\n<p style=\"padding-left: 60px\"><span style=\"color: #000000\"><strong><em>Educational Background:<\/em><\/strong><\/span><\/p>\n<p style=\"padding-left: 60px\"><span style=\"color: #000000\"><strong><em>Goals:<\/em><\/strong><\/span><\/p>\n<p style=\"padding-left: 60px\"><span style=\"color: #000000\"><strong><em>Clothing style:<\/em><\/strong><\/span><br \/>\n<span style=\"color: #000000\"> <strong><em>Accessories:<\/em><\/strong><\/span><br \/>\n<span style=\"color: #000000\"> <strong><em>Likes:<\/em><\/strong><\/span><\/p>\n<p style=\"padding-left: 60px\"><span style=\"color: #000000\"><strong><em>Dislikes:<\/em><\/strong><\/span><\/p>\n<p style=\"padding-left: 60px\"><span style=\"color: #000000\"><strong><em>Flaws:<\/em><\/strong><\/span><br \/>\n<span style=\"color: #000000\"> <strong><em>External traits:<\/em><\/strong><\/span><\/p>\n<p style=\"padding-left: 60px\"><span style=\"color: #000000\"><strong><em>Internal Traits:<\/em><\/strong><\/span><\/p>\n<div id=\"attachment_14096\" style=\"width: 175px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-14096\" class=\" wp-image-14096\" src=\"http:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/www.rarecomicbooks.fashionablewebs.com_.jpg\" alt=\"Image source www-rarecomicbooks-fashionablewebs-com\" width=\"165\" height=\"248\" srcset=\"https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/www.rarecomicbooks.fashionablewebs.com_.jpg 660w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/www.rarecomicbooks.fashionablewebs.com_-100x150.jpg 100w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/www.rarecomicbooks.fashionablewebs.com_-200x300.jpg 200w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/www.rarecomicbooks.fashionablewebs.com_-560x842.jpg 560w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/www.rarecomicbooks.fashionablewebs.com_-260x391.jpg 260w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/www.rarecomicbooks.fashionablewebs.com_-160x240.jpg 160w\" sizes=\"(max-width: 165px) 100vw, 165px\" \/><p id=\"caption-attachment-14096\" class=\"wp-caption-text\">Image source www-rarecomicbooks-fashionablewebs-com<\/p><\/div>\n<div id=\"attachment_14092\" style=\"width: 176px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-14092\" class=\" wp-image-14092\" src=\"http:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/2www.rarecomicbooks.fashionablewebs.com_.jpg\" alt=\"Image source www-rarecomicbooks-fashionablewebs-com\" width=\"166\" height=\"250\" srcset=\"https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/2www.rarecomicbooks.fashionablewebs.com_.jpg 682w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/2www.rarecomicbooks.fashionablewebs.com_-100x150.jpg 100w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/2www.rarecomicbooks.fashionablewebs.com_-200x300.jpg 200w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/2www.rarecomicbooks.fashionablewebs.com_-560x841.jpg 560w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/2www.rarecomicbooks.fashionablewebs.com_-260x390.jpg 260w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/2www.rarecomicbooks.fashionablewebs.com_-160x240.jpg 160w\" sizes=\"(max-width: 166px) 100vw, 166px\" \/><p id=\"caption-attachment-14092\" class=\"wp-caption-text\">Image source www-rarecomicbooks-fashionablewebs-com<\/p><\/div>\n<div id=\"attachment_14093\" style=\"width: 162px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-14093\" class=\" wp-image-14093\" src=\"http:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/charltonhero.wordpress.com_.jpg\" alt=\"Image source charltonhero-wordpress-com\" width=\"152\" height=\"233\" srcset=\"https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/charltonhero.wordpress.com_.jpg 426w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/charltonhero.wordpress.com_-98x150.jpg 98w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/charltonhero.wordpress.com_-196x300.jpg 196w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/charltonhero.wordpress.com_-260x398.jpg 260w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/charltonhero.wordpress.com_-160x245.jpg 160w\" sizes=\"(max-width: 152px) 100vw, 152px\" \/><p id=\"caption-attachment-14093\" class=\"wp-caption-text\">Image source charltonhero-wordpress-com<\/p><\/div>\n<p>&nbsp;<\/p>\n<div id=\"attachment_14091\" style=\"width: 177px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-14091\" class=\" wp-image-14091\" src=\"http:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/1www.rarecomicbooks.fashionablewebs.com_.jpg\" alt=\"Image source www-rarecomicbooks-fashionablewebs-com\" width=\"167\" height=\"256\" srcset=\"https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/1www.rarecomicbooks.fashionablewebs.com_.jpg 660w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/1www.rarecomicbooks.fashionablewebs.com_-98x150.jpg 98w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/1www.rarecomicbooks.fashionablewebs.com_-196x300.jpg 196w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/1www.rarecomicbooks.fashionablewebs.com_-560x858.jpg 560w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/1www.rarecomicbooks.fashionablewebs.com_-260x398.jpg 260w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/1www.rarecomicbooks.fashionablewebs.com_-160x245.jpg 160w\" sizes=\"(max-width: 167px) 100vw, 167px\" \/><p id=\"caption-attachment-14091\" class=\"wp-caption-text\">Image source www-rarecomicbooks-fashionablewebs-co<\/p><\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>P6-7<\/p>\n<p style=\"padding-left: 30px\"><strong><span style=\"color: #993300\">Follow the directions and sketch out your character.<\/span><\/strong><\/p>\n<p>P8-9<\/p>\n<p style=\"padding-left: 30px\"><strong><span style=\"color: #993300\">Draw out your location<\/span><\/strong><\/p>\n<p style=\"padding-left: 60px\">Understanding speech bubbles and thought bubbles<\/p>\n<p style=\"padding-left: 30px\"><strong><span style=\"color: #993300\">Character monologue<\/span><\/strong><\/p>\n<p style=\"padding-left: 60px\">Use this page to Play with at least Seven different text boxes and have your character give a speech. Please Draw your character in a setting from your story.<\/p>\n<div id=\"attachment_14098\" style=\"width: 703px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-14098\" class=\" wp-image-14098\" src=\"http:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/quotesgram.com_.png\" alt=\"Image source quotesgram-com\" width=\"693\" height=\"554\" srcset=\"https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/quotesgram.com_.png 1280w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/quotesgram.com_-150x120.png 150w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/quotesgram.com_-300x240.png 300w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/quotesgram.com_-768x614.png 768w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/quotesgram.com_-1024x819.png 1024w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/quotesgram.com_-560x448.png 560w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/quotesgram.com_-260x208.png 260w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/quotesgram.com_-160x128.png 160w\" sizes=\"(max-width: 693px) 100vw, 693px\" \/><p id=\"caption-attachment-14098\" class=\"wp-caption-text\">Image source quotesgram-com<\/p><\/div>\n<p>P10-11<\/p>\n<p style=\"padding-left: 30px\">Panels and Layouts<\/p>\n<p style=\"padding-left: 60px\"><strong><span style=\"color: #993300\">Practice making different panels.<\/span><\/strong><\/p>\n<p>P12-13<\/p>\n<p style=\"padding-left: 30px\">Story Development<\/p>\n<p style=\"padding-left: 60px\"><em>Parts of a story:<\/em><\/p>\n<p style=\"padding-left: 30px\"><em>Exposition\/introduction: is the insertion of important background information within a story; for example, information about the setting, characters&#8217; backstories, prior plot events, historical context, etc.<\/em><\/p>\n<p style=\"padding-left: 30px\"><em>Rising action: in a plot is a series of relevant incidents that create suspense, interest and tension in a narrative. In literary works, a rising action includes all decisions, characters&#8217; flaws and background circumstances that together create turns and twists leading to a climax.<\/em><\/p>\n<p style=\"padding-left: 30px\"><em>Conflict: The conflict in the story is often introduced in the exposition but is given more detail throughout the rising action. The conflict can be between characters (man vs. man), between a character and societal norms or values (man vs. society), between a character and natural forces (such as weather or animals), or between a character and him or herself when he or she has an internal struggle (man vs. self).<\/em><\/p>\n<p style=\"padding-left: 30px\"><em>Climax: (from the Greek word \u00bb\u00bc\u00b1\u00be, meaning &#8220;staircase&#8221; and &#8220;ladder&#8221;) or turning point of a narrative work is its point of highest tension or drama or when the action starts in which the solution is given. Climax is a literary element.<\/em><\/p>\n<p style=\"padding-left: 30px\"><em>Falling action: is defined as the parts of a story after the climax and before the very end. An example of falling action is act four in a five-act play.<\/em><\/p>\n<p style=\"padding-left: 30px\"><em>Denouement\/resolution: the final part of a play, movie, or narrative in which the strands of the plot are drawn together and matters are explained or resolved.<\/em><\/p>\n<div id=\"attachment_14103\" style=\"width: 292px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-14103\" class=\"size-full wp-image-14103\" src=\"http:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/picclick.ca_.jpg\" alt=\"Image source picclick.ca\" width=\"282\" height=\"400\" srcset=\"https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/picclick.ca_.jpg 282w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/picclick.ca_-106x150.jpg 106w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/picclick.ca_-212x300.jpg 212w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/picclick.ca_-260x369.jpg 260w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/picclick.ca_-160x227.jpg 160w\" sizes=\"(max-width: 282px) 100vw, 282px\" \/><p id=\"caption-attachment-14103\" class=\"wp-caption-text\">Image source picclick.ca<\/p><\/div>\n<p style=\"padding-left: 60px\"><em>TIPS<\/em><\/p>\n<p style=\"padding-left: 60px\"><em>Only little kids and the immature really stick with comics that offer nothing but action and titties. You NEED a story. And not just any story, but a really good story. With substance.<\/em><\/p>\n<p style=\"padding-left: 60px\"><em>And how do you get ideas for such plots? DON&#8217;T JUST READ COMICS. Read books. Watch movies. Listen to music. Comics in general don&#8217;t get the emotional reaction that a great novel or movie do.<\/em><\/p>\n<p style=\"padding-left: 60px\"><em>And to make a great comic, you must engage your reader&#8217;s mind and emotions. You can be sure that almost anything you come up with has already been done. What you need to do, is spin it in a direction no one&#8217;s seen before.&#8221; (By Nate Piekos)<\/em><\/p>\n<p style=\"padding-left: 30px\"><strong><span style=\"color: #993300\">5 Rough plot \u00a0Ideas<\/span><\/strong><\/p>\n<p style=\"padding-left: 30px\"><strong><span style=\"color: #993300\">Please write your ONE page story on the back of this booklet.<br \/>\n*** You are WELCOME to type the story up, and glue it into the box on the back!!!<\/span><\/strong><\/p>\n<p>P14-15<\/p>\n<p style=\"padding-left: 30px\"><strong><span style=\"color: #993300\">Storyboard your idea<\/span><\/strong><br \/>\nNotice that the first spread p1-2 is your\u00a0Splash page!<\/p>\n<p style=\"padding-left: 60px\"><em>Larry Hama posted these on FB the other day. I stole them so we could talk about them.<\/em><\/p>\n<p style=\"padding-left: 60px\"><em>These are my ten rules for drawing a comic book page, that sums up what I have learned in forty odd years in the biz. They are not universal, they are my own personal guidelines, so there is nothing to disagree about.<\/em><\/p>\n<p style=\"padding-left: 60px\"><em>1. Don&#8217;t have people just standing there.<\/em><br \/>\n<em>2. ANY expression is better than a blank stare.<\/em><br \/>\n<em>3. Avoid tangents, and any straight line that divides the panel.<\/em><br \/>\n<em>4. If you use an odd angle in the shot, there has to be a reason for it.<\/em><br \/>\n<em>5. If you don&#8217;t have at least one panel on each page with a full figure, your &#8220;camera&#8221; is too close.<\/em><br \/>\n<em>6. Plan out your shots in &#8220;Lawrence of Arabia&#8221; mode rather than in &#8220;General Hospital&#8221; mode.<\/em><br \/>\n<em>7. Don&#8217;t think of backgrounds as &#8220;things to fill up the space after the figures are drawn.&#8221;<\/em><br \/>\n<em>8. If you know what something is called, and you have an Internet connection, there is no reason to draw it inaccurately.<\/em><br \/>\n<em>9. If the colorist has to ask if a scene takes place at night, you haven&#8217;t done your job.<\/em><br \/>\n<em>10. If you can&#8217;t extend the drawing beyond the panel borders and still have it make visual sense, you&#8217;ve cheated on the perspective<\/em><\/p>\n<p>P16-31<\/p>\n<p style=\"padding-left: 30px\"><strong><span style=\"color: #993300\">Comicbook good copy<\/span><\/strong><\/p>\n<p style=\"padding-left: 60px\">Refer to you storyboard!<\/p>\n<p style=\"padding-left: 60px\">Keep your style the same<br \/>\nStart in\u00a0pencil-<br \/>\nFinishsh all panals befor you Ink up<\/p>\n<p>P31<\/p>\n<p style=\"padding-left: 30px\"><strong><span style=\"color: #993300\">Self Evaluation<\/span><\/strong><\/p>\n<p style=\"padding-left: 60px\"><span style=\"color: #000000\"><em>What did you learn during this project?<\/em><\/span><\/p>\n<p style=\"padding-left: 60px\"><span style=\"color: #000000\"><em>Did you enjoy this project, why or why not?<\/em><\/span><\/p>\n<p style=\"padding-left: 60px\"><span style=\"color: #000000\"><em>How many hours did you spend on this project?<\/em><\/span><\/p>\n<p style=\"padding-left: 60px\"><span style=\"color: #000000\"><em>What would you do differently next time you make a comic?<\/em><\/span><\/p>\n<p style=\"padding-left: 60px\"><span style=\"color: #000000\"><em>Write out a written description of the original character.<\/em><\/span><\/p>\n<p style=\"padding-left: 60px\"><span style=\"color: #000000\"><em>What is the character&#8217;s name? What type of character will it be?<\/em><\/span><\/p>\n<hr \/>\n<p>&nbsp;<\/p>\n<p>Describe the personality and what type of events or circumstances the character might be involved in. Will the character have a supporting cast or a side-kick? Will the character have props or a special environment that they live in?<br \/>\nBegin making thumbnail sketches of what the character might look like. Take one idea and continue to develop the character showing both a frontal and side view. Include the full body and any props the cartoon will need. Add color and detail.<\/p>\n<p>Look at different layouts of a comic strip.<br \/>\nSketch ideas in each panel. Think about point of view, size, cropping, and the rule of thirds when designing each panel. Turn in rough draft for approval. Transfer rough draft to final draft paper. Draw lightly in pencil. Add lettering, detail and color. Finish with a fine point marker outline.<\/p>\n<p>Comic Book Cover. . Create a rough draft book. Include the title, character, background, props, captions, etc. Think about point of view, size, cropping, and the rule of thirds, and a border when designing the cover. Turn in rough draft for approval. Transfer ideas to the final draft. Draw lightly in pencil, add color and finish in marker. The cover design should include details such as a bar code, price, and other details found on a real comic book cover.<\/p>\n<div id=\"attachment_12330\" style=\"width: 610px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-12330\" class=\"wp-image-12330 size-full\" src=\"http:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/1tankgirlfinal.jpg\" alt=\"1tankgirlfinal\" width=\"600\" height=\"408\" srcset=\"https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/1tankgirlfinal.jpg 600w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/1tankgirlfinal-150x102.jpg 150w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/1tankgirlfinal-300x204.jpg 300w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/1tankgirlfinal-560x381.jpg 560w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/1tankgirlfinal-260x177.jpg 260w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/1tankgirlfinal-160x109.jpg 160w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><p id=\"caption-attachment-12330\" class=\"wp-caption-text\">Image source tankgirl.wikia.com<\/p><\/div>\n<h2 style=\"padding-left: 30px\"><strong>Marking Criteria:<\/strong><\/h2>\n<p><strong> Character development 5<\/strong><br \/>\n<strong> Character sketches 10<\/strong><br \/>\n<strong> Character monologue 10<\/strong><br \/>\n<strong> Plot development 5<\/strong><br \/>\n<strong> One page story 25<\/strong><br \/>\n<strong> Storyboard 20<\/strong><br \/>\n<strong> 16 page comic 100<\/strong><br \/>\n<strong> The cover design 20<\/strong><br \/>\n<strong> Self Evaluation 5<\/strong><\/p>\n<p style=\"padding-left: 150px\">Total Marks 200<\/p>\n<h2>DO YOUR BEST! &amp; DON&#8217;T BE BORING!<\/h2>\n<hr \/>\n<p>&nbsp;<\/p>\n<h1 class=\"yt watch-title-container\"><span id=\"eow-title\" class=\"watch-title \" dir=\"ltr\" title=\"Comic Books For Beginners\">Comic Books For Beginners<\/span><\/h1>\n<p><iframe width=\"956\" height=\"538\" src=\"https:\/\/www.youtube.com\/embed\/5wXvdH1WG5M?feature=oembed\" frameborder=\"0\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<h2><strong>Comics Vocabulary<\/strong><\/h2>\n<p><strong><span style=\"color: #000000\">Juxtapose<\/span><\/strong> \u2013 to place close together or side by side.<\/p>\n<p><strong><span style=\"color: #000000\">Comics<\/span><\/strong> \u2013 the phenomenon of juxtaposing images in a sequence<\/p>\n<p><strong><span style=\"color: #000000\">Industrial process<\/span><\/strong> \u2013 comics are created as a collaborative product with the task of developing comics divided between writer, artist, inker, etc (like an assembly line).<\/p>\n<p><strong><span style=\"color: #000000\">Artisan process<\/span><\/strong> \u2013 comics are created by an individual cartoonist who does all the creative work (drawing, writing, etc).<\/p>\n<p><strong><span style=\"color: #000000\">Simple narrative<\/span><\/strong> \u2013 the story revolves around a problem and ends with the resolution of that problem (like a children\u2019s book).<\/p>\n<p><strong><span style=\"color: #000000\">Complex narrative<\/span><\/strong> \u2013 the main plot is extended by back story, character development, and ongoing subplots (like Harry Potter)<\/p>\n<p><strong><span style=\"color: #000000\">Anti-narrative<\/span><\/strong> \u2013 may contain narrative elements such as setting, characters, and action, but these elements do not tell a comprehensible story. The artist is trying to evoke a mood from the reader, or creating the art just to be appreciated.<\/p>\n<p><strong><span style=\"color: #000000\">Braided narrativity<\/span><\/strong> \u2013 narrative that follows the intertwined destinies of a large cast of characters. Has no global plot, but a number of sub plots (like a soap opera).<\/p>\n<p><strong><span style=\"color: #000000\">Proliferating narrativity<\/span><\/strong> \u2013 the main plot functions as a support for the telling of adventures and anecdotes, accumulating many little stories. It is a mythos (most super hero comics).<\/p>\n<p><strong><span style=\"color: #000000\">Synecdoche<\/span><\/strong> \u2013 using a part to represent a whole.<\/p>\n<p><span style=\"color: #000000\"><strong>Sequence metapho<\/strong>r<\/span> \u2013 two juxtaposed images that together create a meaning not present in either image alone.<\/p>\n<p><strong><span style=\"color: #000000\">Splash page<\/span><\/strong> \u2013 a full page panel, usually at or near the beginning of a comics narrative and used to establish the situation in which a story begins<\/p>\n<p><strong><span style=\"color: #000000\">Chiaroscuro<\/span><\/strong> \u2013 a stark contrast of light and dark to funnel attention to a particular point in a panel.<\/p>\n<p><strong><span style=\"color: #000000\">Onomatopoeia\/onomatopoetics<\/span> <\/strong>\u2013 a word that imitates or suggests the source of the sound that it describes.<\/p>\n<p>&nbsp;<\/p>\n<div id=\"attachment_12354\" style=\"width: 181px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-12354\" class=\"wp-image-12354\" src=\"http:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/superman_v1_0233-205x300.jpg\" alt=\"superman_v1_0233-205x300\" width=\"171\" height=\"250\" srcset=\"https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/superman_v1_0233-205x300.jpg 205w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/superman_v1_0233-205x300-103x150.jpg 103w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/superman_v1_0233-205x300-160x234.jpg 160w\" sizes=\"(max-width: 171px) 100vw, 171px\" \/><p id=\"caption-attachment-12354\" class=\"wp-caption-text\">Image source tomtificate.wordpress.com<\/p><\/div>\n<div id=\"attachment_12353\" style=\"width: 177px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-12353\" class=\"wp-image-12353\" src=\"http:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/silversurfer_small_001-1.jpg\" alt=\"silversurfer_small_001\" width=\"167\" height=\"250\" srcset=\"https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/silversurfer_small_001-1.jpg 265w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/silversurfer_small_001-1-100x150.jpg 100w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/silversurfer_small_001-1-201x300.jpg 201w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/silversurfer_small_001-1-260x389.jpg 260w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/silversurfer_small_001-1-160x239.jpg 160w\" sizes=\"(max-width: 167px) 100vw, 167px\" \/><p id=\"caption-attachment-12353\" class=\"wp-caption-text\">Image source thelongboxproject.com<\/p><\/div>\n<div id=\"attachment_12351\" style=\"width: 173px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-12351\" class=\"wp-image-12351\" src=\"http:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/jungleaction01sunday_thumb.jpg\" alt=\"jungleaction01sunday_thumb\" width=\"163\" height=\"250\" srcset=\"https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/jungleaction01sunday_thumb.jpg 335w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/jungleaction01sunday_thumb-98x150.jpg 98w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/jungleaction01sunday_thumb-195x300.jpg 195w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/jungleaction01sunday_thumb-260x400.jpg 260w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/jungleaction01sunday_thumb-160x246.jpg 160w\" sizes=\"(max-width: 163px) 100vw, 163px\" \/><p id=\"caption-attachment-12351\" class=\"wp-caption-text\">Image source www.comicsreporter.com<\/p><\/div>\n<div id=\"attachment_12347\" style=\"width: 176px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-12347\" class=\"wp-image-12347\" src=\"http:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/godzilla1-200x300.jpg\" alt=\"godzilla1\" width=\"166\" height=\"250\" srcset=\"https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/godzilla1-200x300.jpg 200w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/godzilla1-100x150.jpg 100w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/godzilla1-260x391.jpg 260w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/godzilla1-160x240.jpg 160w, https:\/\/blogs.vsb.bc.ca\/dkeller\/files\/2016\/01\/godzilla1.jpg 400w\" sizes=\"(max-width: 166px) 100vw, 166px\" \/><p id=\"caption-attachment-12347\" class=\"wp-caption-text\">Image source comicvine.gamespot.com<\/p><\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2><\/h2>\n<h2><\/h2>\n<h2><\/h2>\n<h2><\/h2>\n<h2><\/h2>\n<h2><\/h2>\n<h2><strong>Plot Templates<\/strong><\/h2>\n<p>Here are some of the most helpful.<\/p>\n<p><strong>The most simplistic plot template<\/strong><\/p>\n<ol>\n<li><strong>Adventure comes to you.\u00a0<\/strong>A Stranger comes to town.<\/li>\n<li><strong>You go to Adventure.<\/strong>You leave town.<\/li>\n<\/ol>\n<p><strong>Plot template<\/strong><\/p>\n<ol>\n<li>Character oriented story, the protagonist searches for something and winds up changing him\/herself.<\/li>\n<li>Plot oriented, this features a goal-oriented series of events.<\/li>\n<li>This is the typical Chase Plot. Definitely action-oriented.<\/li>\n<li>Another easy to recognize action-oriented plot.<\/li>\n<li>A variation on the Rescue is when the protagonist escapes on his\/her own.<\/li>\n<li>Ah, character comes back in with this one. Someone is wronged and vows to take revenge.<\/li>\n<li><strong>The Riddle.<\/strong>Love a good mystery? This is the plot for you.<\/li>\n<li>Character oriented, this story follows two main characters, one on a downward track and one on an upward track and their interactions.<\/li>\n<li>Everyone is the US roots for the Underdog. This is the plot where the under-privileged (handicapped, poor, etc) triumphs despite overwhelming odds.<\/li>\n<li>Pandora\u2019s Box extended to novel form.<\/li>\n<li>This is a physical transformation of some kind. If you recently watched the movie, \u201cDistrict 9\u201d, you\u2019ll recognize this plot form. It\u2019s Dracula, Beauty and the Beast, or the one I remember best is The Fly.<\/li>\n<li>Similar to the previous, this plot features an inner change, instead of changing the outer form.<\/li>\n<li><em>Bildungsroman<\/em>, rite of passage, coming-of-age\u2013these terms all refer to someone growing up morally, spiritually or emotionally. Often, it\u2019s just a hint of growth, or a tiny change that hints at larger changes.<\/li>\n<li>The classic Boy-meets-Girl plot.<\/li>\n<li><strong>Forbidden Love.<\/strong>Oh, hasn\u2019t Stephenie Meyer milked this one in her<em>Twilight\u00a0<\/em>series? Brilliant use of the forces that keep her characters apart, while still attracting.<\/li>\n<li>From the Biblical tale of Jesus to the story of parents sacrificing for their children, this is a staple of literature.<\/li>\n<li>You know those secrets you\u2019ve buried deep in your past? This story digs around, exposes secrets and watches them affect the characters.<\/li>\n<li><strong>Wretched Excess.<\/strong>When a character is in a downward spiral from alcohol, drugs, greed, etc. this is the plot form.<\/li>\n<li><strong>Ascension or Descension.\u00a0<\/strong>A rise or fall from power puts a character into this plot form.<\/li>\n<\/ol>\n<p><strong>Hero\u2019s Journey: Adapted from Joseph Campbell\u2019s Mythic Hero<\/strong><\/p>\n<ol>\n<li><a href=\"http:\/\/www.amazon.com\/Writers-Journey-Mythic-Structure-3rd\/dp\/193290736X\/ref=nosim?tag=darpatsrevnot-20&amp;link_code=ur2&amp;creative=9325&amp;camp=211189\">Christopher Vogler\u2019s explanation of the Hero\u2019s Journey\u00a0<\/a>is excellent. The basic stages, along with the corresponding character arc are these:\n<ul>\n<li>Ordinary World \u2013 Limited awareness of problem<\/li>\n<li>Call to Adventure \u2013 increased awareness<\/li>\n<li>Refusal of Call \u2013 reluctance to change<\/li>\n<li>Meeting the Mentor \u2013 overcoming reluctance<\/li>\n<li>Crossing the First Threshold \u2013 committing to change<\/li>\n<li>Tests, Allies, Enemies \u2013 experimenting with 1st change<\/li>\n<li>Approach to the Inmost Cave- preparing for big change<\/li>\n<li>Supreme Ordeal \u2013 attempting big change<\/li>\n<li>Reward \u2013 consequences of the attempt<\/li>\n<li>The Road Back \u2013 rededication to change<\/li>\n<li>Resurrection \u2013 final attempt at big change<\/li>\n<li>Return with Elixir \u2013 final mastery of the problem<\/li>\n<\/ul>\n<\/li>\n<li>You write comedy or humor and want a plot for a novel?<br \/>\nJohn Vorhaus, in\u00a0<a href=\"http:\/\/www.amazon.com\/Comic-Toolbox-Funny-Even-Youre\/dp\/1879505215\/ref=nosim?tag=darpatsrevnot-20&amp;link_code=ur2&amp;creative=9325&amp;camp=211189\">The Comic Toolbox<\/a>adapts the hero\u2019s journey into a Comic Throughline.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<hr \/>\n<p>&nbsp;<\/p>\n<h1 style=\"text-align: center\"><strong>For the Teacher<\/strong><\/h1>\n<p>By<\/p>\n<h2><strong>Amelia Carl &amp;\u00a0<\/strong><strong>Corey Creekmur<\/strong><\/h2>\n<p>Understanding and Creating Comics Lesson Plans<\/p>\n<ol>\n<li>Pass out the Comics Vocabulary paper. Students will keep this in their Language Arts folders for the entire unit, using it to study for their comics vocabulary quiz and as a reference during analysis. Begin the unit by defining JUXTAPOSE and COMICS. This way students will know exactly what is meant by the term comics, how many different types of stories it describes, etc.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"2\">\n<li>Begin with a discussion to ascertain what the kids already know about the subject, and what stereotypes or assumptions they may already have. Have kids volunteer to write down items in two columns on the board: COMICS I READ and WHERE I READ THEM. An example would be, \u201cGarfield, in the newspaper at home.\u201d<\/li>\n<\/ol>\n<p><strong>Homework:<\/strong> Students write a paragraph answering the following questions: Who reads comics? Who are comics for? Describe your own comics reading habits (if any). Have you ever seen a movie or a TV show with characters from comics? What did you think?<\/p>\n<p>&nbsp;<\/p>\n<ol start=\"3\">\n<li>Frontload students with a presentation on the history of comics. Have them fill out a presentation companion with 3 questions and 2 connections. If their questions are answered in the course of the presentation, they can also fill in the answers on their worksheet. This will be collected for points. This would also be a time to show a documentary if a suitable one is found and there\u2019s enough time to show it. Vocab: INDUSTRIAL PROCESS, ARTESAN PROCESS<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"4\">\n<li>Discuss, as a class, the difference between content and form. Give examples of each and have students take notes. They will use these notes in an upcoming small group activity. Project an image of a comic strip up on the board and analyze it first for content, then form. Slowly release control of the discussion to the students and allow them to spy examples of each.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"5\">\n<li>Put students in groups of 3-5. Each group needs their notes from the previous discussion, as well as a \u201cscribe\u201d to continue taking notes as they participate in a small-group analysis. Each group will receive a comic strip and a comic book, and they are to read and analyze both for form and content. After analysis, they are to compare the two for similarities and differences. Teacher observation may be required to prompt students along and keep kids on task. Vocab words: SIMPLE NARRATIVE, COMPLEX NARRATIVE, ANTI-NARRATIVE, BRAIDED NARRATIVITY, PROLIFERATING NARRATIVITY<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"6\">\n<li>Student groups will do a short, informal presentation of their analysis for the rest of the class. Analysis notes will be turned in for credit, and each group will be evaluated by the teacher for the quality of their presentation (see rubric).<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"7\">\n<li>Students will create a poster-sized comic strip using the Industrial Method. They all must contribute to the whole. They can do this by assigning jobs (inker, letterer, etc) or having one person do each panel. Have them write a paragraph after sharing their poster with the class. Was this easy or hard for you? What made it easy or difficult? How were you able to complete the assignment? Who had what job? This paragraph will be turned in for<\/li>\n<li>DAYBOOK: During this portion of the unit, I will be incorporating lessons I\u2019ve \u201cscavenged\u201d from the Daybook of Critical Reading and Writing (see photocopies). Some of this section was lifted from the teacher\u2019s guide to this series. The big difference here is that the Daybook is supposed to be a consumable, but we can\u2019t afford to keep buying them, so I use them as a textbook and kids write on their own paper or worksheets I\u2019ve made.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>Daybook \u201cDay One:\u201d Describe to students what is expected of them in this unit. \u201cThrough excerpts of graphic novels, you will learn the importance of interpreting visual text. Comprehending visual text requires learning a new set of skills and applying previously learned skills to assist with reading words and pictures.\u201d<\/p>\n<p>&nbsp;<\/p>\n<ol start=\"9\">\n<li>Provide students with background information: \u201cWe\u2019ll be reading excerpts from the Bone series of graphic novels by Jeff Smith. Born in the American Midwest, Jeff Smith began learning about cartooning at an early age from the comic strips, comic books, and animated shorts on TV that so captivated him. He started drawing the Bone series in kindergarten and founded his own animation studio at Ohio State University. Bone has been reprinted and translated into 13 languages.\u201d<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"10\">\n<li>\u201cThe characters in this series are the Bone cousins, creatures with some human characteristics and some special powers. Phoney Bone concocts scams that often result in chaos. Fone Bone is kind of the main character. He has the ability to cope with almost any situation. Smiley Bone participates in outlandish plots with no hope for success. Thorn, a girl who befriends Fone, is one of several human characters the Bone Cousins meet in the course of their adventures and escapades.\u201d<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"11\">\n<li>Read the explanatory text on MAKING INFERENCES. I have reproduced this page as a handout to avoid having the kids write in the book. What can they tell about the story, characters, plot, based on one frame? Students will write their answers\/observations solo, and then discuss as a class. Vocab Words: SYNECDOCHE, SEQUENCE METAPHOR, SPLASH PAGE.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"12\">\n<li>Discuss the first panel of the selection on page 135 of the Daybook (\u201cYou know what I want? Some honey!\u201d). Read the panels aloud, giving parts to read (Fone, Thorn, and Tom.)<\/li>\n<\/ol>\n<p>-What can you tell about Fone in this frame? What do the hearts mean? Facial expression?<\/p>\n<p>-How about the panel right below it?<\/p>\n<p>&nbsp;<\/p>\n<ol start=\"13\">\n<li>Discuss sequence. \u201cAuthors of graphic novels use several ways to suggest the passage of time and sequence of events. They can use the shape of the panel (a wider rectangle might seem to indicate a longer passage of time) the white space around the panel, and the words within the panel. It\u2019s still up to the reader to fill in the gaps by making inferences. That means that comics are read differently by different readers who have had different experiences and perceptions. \u201c<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"14\">\n<li>Have students look at the 2nd and 3rd panels, which are connected by Thorn\u2019s sentence. Ask them how much time has passed between this frame and the next. Ask about frames 3-4, then the 3rd row series.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"15\">\n<li>Have students look at Fone\u2019s facial expressions (and the expressions of other characters).<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"16\">\n<li>Students will work on the inference chart alone first, and then share with a partner. I have reproduced this chart to avoid writing in the book.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>Daybook \u201cDay Two\u201d<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ol start=\"17\">\n<li>Put the following words on the board for clarity while reading. I like to have the kids try to guess what words mean like, \u201cCupie might be like Cupid because they\u2019re spelled the same.\u201d It gets them thinking about spelling and word roots etc.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>cupie &#8212; variation in spelling of <em>kewpie<\/em> doll, an early 1900\u2019s doll with a round body and a wisp of hair.<\/p>\n<p>toddle &#8212; to walk unsteadily (ie toddler)<\/p>\n<p>carnie &#8212; a mildly insulting slang term for carnival worker<\/p>\n<p>&nbsp;<\/p>\n<ol start=\"18\">\n<li>Provide students with background knowledge. \u201cBeekeepers use a smoker (a portable firebox with a nozzle and bellows) to extract honeycombs from beehives. The smoke dulls the bees\u2019 receptors so they can\u2019t warn the colony of invasion, and makes them drowsy. Once the bees are subdued by the smoke, the beekeeper can remove the honeycombs from the hive.\u201d Vocab Words: CHIAROSCURO, ONOMATOPOEIA. (set the date for the quiz so kids have time to study!)<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"19\">\n<li>Read the panels of the next section (\u201cWhy don\u2019t you lose the cupie doll\u201d and \u201cThat\u2019s enough!\u201d), dividing up the parts again. Ask students how they knew which words to emphasize as they read. Discuss text differences and other \u201cformal elements\u201d of the genre.<\/li>\n<\/ol>\n<p>-variations in text appearance<\/p>\n<p>-speech balloons<\/p>\n<p>-thinking bubbles<\/p>\n<p>-mood symbols (surprise lines, anger lines)<\/p>\n<p>&nbsp;<\/p>\n<ol start=\"20\">\n<li>Pass out Comics: Characteristics. Have them fill out the prediction and share with a partner. Have students write about how they read the panels of Bone&#8230; left to right, top to bottom, diagonal, and why? Discuss Fone Bone and his relationship with Thorn. Ask students about how Fone separates Tom and Thorn, and then have them write their responses.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>Daybook \u201cDay Three\u201d<\/p>\n<p>&nbsp;<\/p>\n<ol start=\"21\">\n<li>Give students the vocab words.<\/li>\n<\/ol>\n<p>maiden \u2013 a young or unmarried woman<\/p>\n<p>foreboding \u2013 the feeling or notion that some future evil or misfortune will come to pass.<\/p>\n<p>Grim \u2013 ghastly, repellant, savage, serious<\/p>\n<p>adjacent to \u2013 next to, adjoining, neighboring<\/p>\n<p>&nbsp;<\/p>\n<ol start=\"22\">\n<li>Discuss visual elements of genre. What do horror movies look like? (they are dark, shadowy, lots of \u201cjump out and surprise\u201d moments vs. bright, colorful comedies etc.) Comics work the same way.<\/li>\n<li>\u201cSimilarly, there are genres of graphic novels and comics, including fantasy stories, historical fiction stories, nonfiction stories, and super heroes. Various style elements are typical of each sub genre. Nonfiction pieces tend to have straight lines, subdued colors. Same with historical fiction. Super heroes have bright colors, curved lines.\u201d<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<ol start=\"24\">\n<li>Get ready to read Lizzie Borden selection. Read students this excerpt: \u201cLizzie Borden was 32 years old when she reported that her father and stepmother, with whom she lived, had been killed. Lizzie was charged with the murders, and the circumstantial case against her was strong. The facts at the trail were presented as the following: both Bordens were slain with an ax, although witnesses saw no trace of blood on Lizzie after the murders, three days later a friend saw Lizzie burning a dress she claimed was paint stained. No other relatives or servants in the home were charged with the crime. Nobody was ever convicted. Lizzie was acquitted but she lived in the shadow of the crime her entire life. \u201c<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"25\">\n<li>Read intro to selection. \u201cArtists who write and illustrate graphic novels use such elements as lines, depth of field, and space to convey their ideas. The choices artists make about the design of the visual images contribute to their individual styles. In <em>The Borden Tragedy<\/em>, Rick Geary presents the story of Lizzie Borden, who was accused of using an axe to kill her father and stepmother in 1892. Although she was found not guilty, suspicion remained, especially since the murderer was never found. Geary claims that his story has been \u201cexcerpted and adapted from the unpublished memoirs of a thus far unknown lady of Fall River, Massachusetts.\u201d As you read about Lizzie\u2019s visit to Alice Russell on the night before the murders, pay attention to the art as well as the words.\u201d<\/li>\n<li>Read selection, assigning parts &#8212; discuss narration bar at the top of each page. Narrator and Lizzie are the characters that need readers.<\/li>\n<li>Students will use notebook paper to create a compare\/contrast Venn diagram individually. They will compare the art and other elements of Bone vs. Lizzie Borden. Then discuss as a class. Have them answer the following question on the other side of the paper with their diagrams. COMPARE JEFF SMITH\u2019S STYLE IN BONE TO RICK GEARY\u2019S IN THE BORDEN TRAGEDY. WHICH STYLE DO YOU PREFER? WHY? They need at least 5 sentences. This response and the venn diagram are <strong>homework<\/strong>.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"28\">\n<li>As a class or in small groups, allow students to thumb through the comics packet of examples that I\u2019ve drawn or collected. Have them identify elements of form and content in an informal discussion. This packet may be used for reference during comics creation and analysis.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"29\">\n<li>It is finally time to create comics. I plan to start with a one page comic that includes at least three panels (more of a comic strip). The content is up to the kids to choose, but they are required to use recognizable formal elements of comics (perhaps choose from a list, say choose three of five, etc.)<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"30\">\n<li>Students will take the Comics Vocab quiz.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"31\">\n<li>Comics Show \u2018n\u2019 Tell (Carter). Students are put in pairs. Each student writes a comics script with dialogue and action. This will be scaffolded with examples. Then they will give their script to their partner and they will turn the short script into a short comic. Questions that will arise in discussion: how can you write your script in a way that conveys how you want your comic to look visually? What kinds of words can you use that evoke images in the artist\u2019s mind?<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"32\">\n<li>Depending on how much time remains for the unit, I\u2019d like to assign more comics to make and push the students to use more formal elements. One option would be to do a poetry comic (as seen in the last section of the Daybook excerpt), or a song lyric comic (translating a poem or song lyrics into a comic, see the \u201cAnnabel Lee\u201d example). One of these will be the culminating project.<\/li>\n<\/ol>\n<h2><strong>Amelia Carl<\/strong><\/h2>\n<h2><strong>Corey Creekmur<\/strong><\/h2>\n<h2><strong>008:190:SCA<\/strong><\/h2>\n<h2><strong>American Comic Book<\/strong><\/h2>\n<p><strong><em>Unit Rationale: Comics in the Classroom<\/em><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>One of my favorite things about teaching Language Arts at Mid-Prairie Middle School is the freedom to choose what I teach. I am still responsible for covering the standards and benchmarks and doing my part to support the curricular \u201cspiral\u201d but for the most part I choose my own teaching materials. For example, in 7<sup>th<\/sup> grade I need to teach plot, character, setting, and theme, but I get to choose the novel I use to teach those things. This allows me to select stories and genres that I\u2019m passionate about, and that passion keeps the kids interested and excited in their learning. The first reason why I chose to do a unit on comics is because it\u2019s something I\u2019m fascinated with and I know my enthusiasm will be contagious.<\/p>\n<p>I designed this comics unit with my students in mind. I teach at a small, rural middle school. This particular class has a little over eighty students divided into four Language Arts sections. Our school population is 26% free\/reduced lunch. Our school district is 200 square miles wide and contains many farming families. We are also a fully included school, meaning I have special education students in classes alongside my most gifted. All receive the same instruction; we just modify things for the IEP students based on accommodations. Our opportunities for gifted instruction are minimal. Needless to say, I have many different types of learners in my classroom and I wrote this unit with the intention of engaging as many of them as possible.<\/p>\n<p>Teacher-researcher James Bucky Carter states in his book <em>Building Literacy Connections with Graphic Novels, \u201c<\/em>There is a graphic novel for virtually every learner in your English language arts classroom\u201d (1). Though we aren\u2019t studying graphic novels per se, I believe comics have a lot to offer my reluctant readers, and are still complex enough to engage strong readers (especially in terms of creativity and analysis). \u201cLearners can attain higher levels of achievement through their engagement with the arts. Moreover\u2026 learning in and through the arts can help \u2018level the playing field\u2019 for youngsters from disadvantaged circumstances\u201d (Fiske qtd. in Carter 3). The use of pictures makes comics easier to understand for those who struggle with reading while the additional meaning-making of visual information can challenge stronger readers who aren\u2019t used to critically analyzing visual information. Teaching my students to scrutinize the visual and textual elements of comics allows them to enter in at whatever level they are most capable, and to take the analysis as far as is possible through scaffolded instruction and collaborative learning. These higher order thinking skills are necessary for all students and with comics they can practice them successfully (and maybe have fun while they do it).<\/p>\n<p>I want to teach an art-rich curriculum in a high-stakes testing educational environment. I am using comics to train my students in visual literacy and independent thinking. This is my form of resistance against the current educational climate. I want to teach my students not to go for a grade or a test score, but how to think. \u201cWe think of the English classroom as a place for students to develop their thinking skills. We do this through a variety of texts and genres. We devote our instructional time to developing students\u2019 thinking skills so that they can understand, learn from, and appreciate what they read\u201d (Fisher and Frey 26). While some of these elements are reflected in the standardized tests my students take (like reading comprehension) it is essential for teachers to see the bigger picture when it comes to their students\u2019 learning \u2013 beyond the next big test and into their futures as learners. Therefore this unit <em>is<\/em> in compliance with preparing my students for their ITBS and MAP tests (focusing on reading comprehension and vocabulary) without being ABOUT the tests. \u201cGraphic novels\u2026 are the perfect blend of word and picture, story as text and story as art. As such, they offer important, unique, and timely multiliteracy experiences\u201d (Carter 7).<\/p>\n<p>Comics promote visual literacy, which I believe is a critical skill. The Iowa Core Curriculum is being created in order to move our schools, our teaching, and our students into the 21<sup>st<\/sup> century. I believe visual literacy is a 21<sup>st<\/sup> century skill. The International Visual Literacy Association defines visual literacy as<\/p>\n<p>\u2026 a group of vision competencies a human being can develop by seeing and at the same time having and integrating other sensory experiences. The development of these competencies is fundamental to normal human learning. When developed, they enable a visually literate person to discriminate and interpret the visual actions, objects, and\/or symbols, natural or man-made, that are [encountered] in [the] environment. Through the creative use of these competencies, [we are] able to comprehend and enjoy the masterworks of visual communications (Fransecky &amp; Debes qtd in Carter 12-13).<\/p>\n<p>It\u2019s abundantly clear that we live in an increasingly visual society. The internet is a perfect example of these emerging patterns. Comics can help teach symbol recognition, integration, and organization of visual elements. \u201cReading comic books requires a different type of literacy because on the comic book page the drawn word and the drawn picture are both images to be read as a single integrated text\u201d (Duncan and Smith 14). When students are exposed to a new type of text, they need to know how to stop and say, \u201cHow do I read this? I can\u2019t read this with the other literacies I\u2019ve developed before. I need to teach myself a new way to read, experience, and analyze this.\u201d With comics, one can see a \u201cdynamic and hierarchical thought process \u2013 just like in language\u201d (Cohn qtd. in Carter 12). I am envisioning this unit as an introduction to how to teach oneself a new literacy.<\/p>\n<p>As a teacher, it is important for us to acknowledge our weaknesses. Mine is teaching writing. I feel like I have a pretty good handle on reading \u2013 there is a lot of emphasis on teaching reading strategies due to the critical state of reading test scores. My district has done an excellent job of providing opportunities for teachers continue their own education in this area. However, the teaching of writing has somewhat shoved to the side, as writing is not something tested by ITBS and examined by the government to determine if we are a school in need of assistance.<\/p>\n<p>I have not received as much training in the teaching of writing, and I know middle school students are heading to high school with limited writing skills and a severe difficulty coming up with original ideas. All the high school English teachers complain about it, which of course you hear about through the \u201cgrape vine.\u201d My former students not only lack organizational skills, but something Carter calls authentic student voice. Authenticity encourages students to read and write texts that mirror those of highly literate, proficient adults. To encourage authentic writing during the comics unit, I borrowed instructional ideas from Carter\u2019s Comic Book Show\u2019n\u2019Tell activity, where students write a script for a comic book, and pass it on to a partner who draws the comic based on the script. In his words, the activity \u201cengages students in a writing workshop on authentic voice, editing, and details. As a result, students develop a metacognative sense of the creative enterprise as a whole, while enjoying the opportunity to create an authentic text, a true student classic of sequential art\u201d (152). Adapting this activity for my students is challenging me as a teacher of writing to incorporate more writing instruction in my classroom, and for this instruction to be unique and challenging for all levels.<\/p>\n<p>Though learning new ways to promote creative and nuanced student writing are exciting, reading skills and strategies cannot be ignored either. I believe my students are served well in this area by participating in this unit. One of the most important aspects of reading is using the imagination to visualize what is happening on the printed page. This is something that research proves that good readers do and what struggling readers have a hard time doing consistently. \u201cDrawing, charting, mapping, and other forms of graphic response also serve the range of learning styles that exist in any real classroom\u2026 Many times, drawn or graphic response can capture [the important] elements [of a text] more than words\u201d (Daniels and Stieneke 93). If students are drawing their own comics, they are exercising their mind\u2019s eye. If they are taking a poem and turning it into a comic, they are translating a printed text into a visual one using their own process of internal visualization, which will help them become more engaged readers. Jeff Wilhelm reports in his classic text <em>You Gotta BE the Book!<\/em> that comics helped his less enraptured readers fully enter the story world. \u201c\u2026the pictures, paired with words, helped less engaged readers to visualize the action of a story and to understand how words suggest various characters, settings, and activities\u201d (119). Wilhelm suggests numerous times that teachers need to widen their definition of what types of texts are included in the word \u201cliterature\u201d and that comics deserve a place under that heading. He\u2019s not the only one. \u201cFrom the very beginning of the new boom in graphic novels, librarians and teachers were at the forefront of rejuvenating the American comic book\u201d (Lopes 165). I believe comics are making positive progress in the educational community and I am thrilled to be a part of this movement. They are a legitimate and literary art form that can be used in many vital ways in the classroom.<\/p>\n<p>Works Cited<\/p>\n<p>Carter, James Bucky, ed. <em>Building Literacy Connections with Graphic Novels: Page by Page, Panel by Panel<\/em>. Urbana, Ill.: National Council of Teachers of English, 2007. Print.<\/p>\n<p>Daniels, Harvey, and Nancy Steineke. <em>Mini-lessons for Literature Circles<\/em>. Portsmouth, NH: Heinemann, 2004. Print.<\/p>\n<p>Duncan, Randy, and Matthew J. Smith. <em>The Power of Comics: History, Form and Culture<\/em>. New York: Continuum, 2009. Print.<\/p>\n<p>Lopes, Paul Douglas. <em>Demanding Respect: the Evolution of the American Comic Book<\/em>. Philadelphia: Temple UP, 2009. Print.<\/p>\n<p>Wilhelm, Jeffrey D. <em>&#8220;You Gotta Be the Book&#8221;: Teaching Engaged and Reflective Reading with Adolescents<\/em>. New York: Teachers College, 1997. Print.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>What is a Comic Book? A comic book or comicbook, also called comic magazine or simply comic, is a publication that consists of comic art in the form of sequential juxtaposed panels that represent individual scenes. Panels are often accompanied&hellip;<\/p>\n<p class=\"more-link-p\"><a class=\"more-link\" href=\"https:\/\/blogs.vsb.bc.ca\/dkeller\/the-comic-book-project\/\">Read more &rarr;<\/a><\/p>\n","protected":false},"author":20,"featured_media":12335,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-12321","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.vsb.bc.ca\/dkeller\/wp-json\/wp\/v2\/pages\/12321","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vsb.bc.ca\/dkeller\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.vsb.bc.ca\/dkeller\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vsb.bc.ca\/dkeller\/wp-json\/wp\/v2\/users\/20"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vsb.bc.ca\/dkeller\/wp-json\/wp\/v2\/comments?post=12321"}],"version-history":[{"count":40,"href":"https:\/\/blogs.vsb.bc.ca\/dkeller\/wp-json\/wp\/v2\/pages\/12321\/revisions"}],"predecessor-version":[{"id":14114,"href":"https:\/\/blogs.vsb.bc.ca\/dkeller\/wp-json\/wp\/v2\/pages\/12321\/revisions\/14114"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vsb.bc.ca\/dkeller\/wp-json\/wp\/v2\/media\/12335"}],"wp:attachment":[{"href":"https:\/\/blogs.vsb.bc.ca\/dkeller\/wp-json\/wp\/v2\/media?parent=12321"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}