Grade 5 BA Unit 6
Media Arts
Graphic Novel Overview
Review Visual Arts Professional Learning Module
Here’s a link to the Professional Learning Module for Visual Arts. It may be helpful to review the module before beginning the integrated unit, especially Unit 5 (Teaching Visual Arts) and Unit 6 (Assessing Visual Arts).
Recommended: Make Your Own Copy
Make a copy of the Unit so you can edit the slide deck.
Media Arts Unit: Enduring Understanding
Essential Question:
How can text, images and layout tell a powerful story?
BIG IDEA:
Students will create a digital three-panel graphic novel page that summarizes key ideas and details from a literary text based on the theme of survival. (Examples in this unit are from Call of the Wild by Jack London)
Overview: 5th Grade California Media Arts Standards
5.MA:Cr1
Envision original ideas and innovations for media artworks using personal experiences and the work of others.
5.MA:Cr3.a
Create content and combine components to convey expression, purpose, and meaning in a variety of media arts productions, utilizing sets of associated aesthetic principles, such as emphasis and exaggeration.
5.MA.Pr.4
Create media artworks through the integration of multiple contents and forms.
5.MA.Re.7.a
Identify, describe, and differentiate how messages and meaning are created by components in media artworks.
5.MA.Re.9
Determine and apply criteria for evaluating media artworks and production processes, considering context, and practicing constructive feedback.
5.MA.Cn.10.a
a. Access and use internal and external resources, such as interests, knowledge, and experiences, to create media artworks.
Overview: Media Arts Skills
Skills Assessed
Additional Skills
Media Arts Vocabulary
Arrange -- To put in some kind of order, pattern, or design.
Resize -- Change the size of an image.
Narrative structure -- The framework or arc for a story, showing conflict and resolution.
Positioning -- The placement and sizing of objects for a visual effect.
Overlapping-- Placing one object in front of another.
Order -- The placement or layering of overlapping objects from back to front.
Unity -- Selecting and arranging objects so all of the components fit together as a whole.
English Language Arts Vocabulary (Graphic Novel)
Caption -- Captions contain information about a scene or a character ; they often tell the time and place of the story.
Dialogue -- The conversation between characters or the words of one character speaking to themselves or the reader.
Layout -- The arrangement of panels on the page.
Panel -- Squares, rectangles or other shapes that contain text and illustrations.
Frame -- The lines and borders around a panel.
Speech Balloons-- A balloon with a tail that shows the spoken words of a character.
Thought Bubbles -- a cloud-like bubble with text that shows what a caracter is thinking.
Sound Effects -- Visual sound clues such as “zonk” or “whoosh”
Overview: CCSS.ELA-LITERACY Standards
RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
L.5.2e
Spell grade-appropriate words correctly, consulting references as needed.
ELA: Connections to Grade 5 BA Unit 6
Descriptor | Standard | Skills | Guiding Questions | 1 | 2 | 3 | 4 |
Positioning | 5.MA:Cr3.a Create content and combine components to convey expression, purpose, and meaning in a variety of media arts productions, utilizing sets of associated aesthetic principles, such as emphasis and exaggeration. (Positioning) | Images and text are positioned for strong visual effect. Images have been cropped and sized to fit the panels in interesting ways. Overlapping objects are in the correct order. | Are all objects positioned in interesting and effective ways? Are the images cropped and sized appropriately? Are overlapping objects in the correct order so that key items are clearly visible? | Position of text and images detracts from the visual effect. Little evidence of cropping or resizing images. The order of overlapping objects makes it difficult to view items. | Position of text and images somewhat detracts from the visual effect. Some evidence of cropping or resizing of images. The order of overlapping objects makes it difficult to see items such as captions or speech bubbles. | Position of text and images supports the overall visual effect. Images have been cropped and resized to fit the panels.Overlapping objects are mostly in the correct order. | Position of text and images display a strong overall visual effect. Images have been cropped and resized to fit the panels in unique and interesting ways. .Overlapping objects are all in the correct order. |
Narrative Structure | 5.MA.Pr.4 Create media artworks through the integration of multiple contents and forms. | Share narrative text in the form of a graphic novel. | Do the combined text and images show a clear story line based on the original text? Is there variety in the use of text types, such as captions, sound effects, thought bubbles and speech bubbles? | The text and images do not tell a story. Dialogue and text boxes are confusing or missing. | The text and images tell a story unrelated to the original text. There is evidence of two text types. Text and images may not always match. | The text and images generally tell a story based on the original text. Different types of text are used Dialogue contributes to the story line. | The text and images show a clear story line based on the original text.The action moves from one panel to the next. Dialogue and callouts are highly effective and contribute to the story line. |
Image Selection: Unity | 5.MA:Cn10.a. Access and use internal and external resources, such as interests, knowledge, and experiences, to create media artworks. | Find and select images that depict the subject or text in interesting ways. Choose images of a similar type to demonstrate a sense of unity. | Do the images support the subject or text? Was a single type of image used so the images appear unified? (Examples: realistic photos, cartoon images, transparent backgrounds) | Limited use of images; little to no relationship with the subject or text. Several types of images are mixed together without a sense of unity. | Images show some relationship with the subject or text; Different types of images detract from the sense of unity. | Most images depict the subject and text. Images are mostly of a similar type. One image may detract from the sense of unity. | All images enhance the meaning of the text in creative ways.Images are all of a similar type and clearly fit together as a cohesive whole. |
For this unit you will need:
Fifth Grade Skill Building
Media Arts
Fifth Grade Media Arts Skill Building Overview
Media Arts Skills 1: What is a Graphic Novel?
Media Arts Skills 2: Text Boxes and Balloons
Media Arts Skills 3: Working with Images
Media Arts Skills 4: Positioning
Media Arts Skills 1: What is a Graphic Novel?
What is a Graphic Novel?
Graphic novel (noun) /ˈɡrafik ˈnävəl/:
A novel in comic-strip format with images and text in a sequence of panels.
Characteristics:
Observe this graphic.
Observe these panels from the graphic novel Robin Hood.
Panels from Robin Hood: Will Stutely’s Rescue. (BA Grade 5, Unit 5, Small Group)
Media Arts Skills 2: Text Boxes and Balloons
Media Arts Skills 2: Text Boxes and Balloons
Text is written as
Types of Callouts
Callouts
Speech
Speech
Thoughts
Whisper
Sounds
Caption: Narration explains the action.
Type speech here.
Type sound effect here.
Practice Visual Literacy with “Observe, Identify Evidence, and Interpret.”
B.1 Write callouts and captions for a cartoon.
Step 1: Observe the cartoon below. Brainstorm ideas for text. What are the characters saying or thinking?
Step 2: Go to the next slide. Write text for:
1) caption, 2) speech balloon, 3) thought bubble and 4) sound effect.
Write caption here.
Write a thought here...
Write speech here.
Sound
Effect
here
Additional Practice B.2: Write callouts and captions for a cartoon.
Step 1: Observe the cartoon below. Brainstorm ideas for text. What are the characters saying or thinking?
Step 2: Go to the next slide. Write text for:
1) caption, 2) speech balloon, 3) thought bubble and 4) sound effect.
Write caption here.
Write speech here.
Write a thought here...
Sound
here
Media Arts Skills 3: Working with Images
Compare 2 Types of Images
Compare Cartoons to Photos
Cartoon: a drawing of someone or something in a simplified or exaggerated way.
Realistic Photo: a photo of something from real life.
Compare Cartoons to Real Life
A Video Just for Fun!
Unity -- Selecting and arranging objects so all of the components fit together as a whole.
When creating graphics, try to select images of the same type. For example, you might use all cartoon images, all black and white drawings, or all realistic photos. Which box below is an example of unity? Why?
#1 | #2 |
| |
Sort types of images. Drag each image below into the box where it belongs. | |
Photo from Real Life | Cartoon Drawing |
| |
Exercise C: Sort types of images (Real Life or Cartoon Drawings)
Compare Types of Backgrounds
Background: The area or scenery you see behind an object.
Transparent background: The object outline is what you see. The background around an object is not visible.
CHALLENGE: Which images are real life? Which images are cartoon drawings?
Background is Visible | Transparent Background. |
| |
| |
Exercise D: Search and Insert Images on Google Slides
Watch the Video Tutorial on the next slide that shows you how to search and insert an image from the web.
Note: Google has already identified images that are free to use and share in media arts projects.
That is why you need to find images using the “Search the web” option in Google Slides. (as described in the video on the right)
Video Tutorial: How To Search the Web for Images
Watch this Video Tutorial that shows you how to search and insert an image from the web.
Search the Web and Insert Images
Media Arts Skills 4: Positioning Objects
Positioning -- The placement and sizing of objects for a visual effect.
Overlapping-- Placing one object in front of another.
How does positioning help to tell the story in these Peanuts comics? Where do you see “overlapping,” or one object in front of another?
Exercise E: How to Copy, Paste, and and Resize an image
Here's how you can copy an image on a Chromebook:
Practice: Copy, Paste, and and Resize an image
| |
Watch the video tutorial “Copy, Paste, and Resize an Image”
Now Itś Your Turn! Copy, Paste, and Resize an Image
| |
Directions:
Copy the image of the dog at the left.
Paste the dog image 2 times, one in each of the boxes on the left.
Resize the images so they fit inside the boxes.
More Practice! Copy, Paste, and Resize an Image
| | |
Directions:
Copy the image of the callout at the left.
Paste the callout 3 times, one in each of the boxes on the left.
Resize the images so they fit inside the boxes. Make the callouts different sizes.
How to Arrange the Order of Objects in Google
Arrange: To put in some kind of order, pattern, or design.
Order: The placement or layering of overlapping objects from back to front.
What do you notice about the order the dogs are arranged in?
ARF!
Integrated Unit
(The Artifact: Graphic Novel)
Project Overview
The publisher of Jack London's works wants to create a graphic novel of The Call of the Wild. Young artists are invited to submit a 3-panel scene based on selected readings from the novela.
Process to Create a Graphic Novel Page
Step 1: Read excerpts from The Call of the Wild. (Unit 6 Week 2)
Step 2: Analyze Graphic Novel pages.
Step 3: Examine criteria in the Media Arts Rubric.
Step 4: Select a paragraph or section from the text.
Step 5: Make a copy of the Student Graphic Novel Template.
Step 6: Use Planning Pages to outline your ideas for text and graphics.
Step 7: Search and insert images.
Step 8: Insert and edit text in callouts and captions.
Step 9: Arrange order of objects for visual effectiveness.
Step 10: Share your work.
Step 11: Upload photos of Graphic Novel pages to Mondrian
Step 1 Read Excerpts from “Call of the Wild”
RECOMMENDED: The Reader’s Theatre Classics version of Call of the Wild is a terrific resource for writing dialogue. (Unit 6: Small Group)
BA Handbook Unit 6 Week 2 pp. 12-19
2. Analyze Graphic Novel pages.
3. Practice Visual Literacy with “Observe, Identify Evidence, and Interpret.”
Note: The next slide has the image in a larger size.
Practice Visual Literacy with “Observe, Identify Evidence, and Interpret.”
Practice Visual Literacy with “Observe, Identify Evidence, and Interpret.”
Unit 6 Week 2 Extended Read pp. 12-13
EXAMPLE 1: Compare descriptive text with the graphic novel format.
Buck's first day on the Dyea beach was like a nightmare. Every hour was filled with shock and surprise. All was confusion and action. Every moment life and limb were in peril. There was imperative need to be constantly alert. These dogs and men were not town dogs and men. They were savages, all of them, who knew no law but the law of club and fang.
He had never seen dogs fight as these wolfish creatures fought. And his first experience taught him an unforgettable lesson. There was no warning. There was only a leap in like a flash, a metallic clip of teeth, a leap out equally swift, and Curly's face was ripped open from eye to jaw. This was what the onlooking huskies had waited for. They closed in upon her, snarling and yelping, and she was buried, screaming with agony, beneath the bristling mass of bodies.
ELD Handbook Unit 6 Week 2 pp. 110-111
EXAMPLE 2: Compare descriptive text with the graphic novel format.
Step 2 Look at Criteria in the Media Arts Rubric
Before beginning the process, think about what you have learned about creating a graphic novel. These are the three areas on which your artwork will be assessed.
Positioning -- The placement and sizing of objects for a visual effect.
How does positioning help to tell the story in these Peanuts comics? Where do you see “overlapping,” or one object in front of another?
Narrative Structure
How do the panels tell a story?
Unity -- Selecting and arranging objects so all of the components fit together as a whole.
When creating graphics, try to select images of the same type. For example, you might use all cartoon images, all black and white drawings, or all realistic photos. Which box below is an example of unity? Why?
#1 | #2 |
| |
Descriptor | Standard | Skills | Guiding Questions | 1 | 2 | 3 | 4 |
Positioning | 5.MA:Cr3.a Create content and combine components to convey expression, purpose, and meaning in a variety of media arts productions, utilizing sets of associated aesthetic principles, such as emphasis and exaggeration. (Positioning) | Images and text are positioned for strong visual effect. Images have been cropped and sized to fit the panels in interesting ways. Overlapping objects are in the correct order. | Are all objects positioned in interesting and effective ways? Are the images cropped and sized appropriately? Are overlapping objects in the correct order so that key items are clearly visible? | Position of text and images detracts from the visual effect. Little evidence of cropping or resizing images. The order of overlapping objects makes it difficult to view items. | Position of text and images somewhat detracts from the visual effect. Some evidence of cropping or resizing of images. The order of overlapping objects makes it difficult to see items such as captions or speech bubbles. | Position of text and images supports the overall visual effect. Images have been cropped and resized to fit the panels.Overlapping objects are mostly in the correct order. | Position of text and images display a strong overall visual effect. Images have been cropped and resized to fit the panels in unique and interesting ways. .Overlapping objects are all in the correct order. |
Narrative Structure | 5.MA.Pr.4 Create media artworks through the integration of multiple contents and forms. | Share narrative text in the form of a graphic novel. | Do the combined text and images show a clear story line based on the original text? Is there variety in the use of text types, such as captions, sound effects, thought bubbles and speech bubbles? | The text and images do not tell a story. Dialogue and text boxes are confusing or missing. | The text and images tell a story unrelated to the original text. There is evidence of two text types. Text and images may not always match. | The text and images generally tell a story based on the original text. Different types of text are used Dialogue contributes to the story line. | The text and images show a clear story line based on the original text.The action moves from one panel to the next. Dialogue and callouts are highly effective and contribute to the story line. |
Image Selection: Unity | 5.MA:Cn10.a. Access and use internal and external resources, such as interests, knowledge, and experiences, to create media artworks. | Find and select images that depict the subject or text in interesting ways. Choose images of a similar type to demonstrate a sense of unity. | Do the images support the subject or text? Was a single type of image used so the images appear unified? (Examples: realistic photos, cartoon images, transparent backgrounds) | Limited use of images; little to no relationship with the subject or text. Several types of images are mixed together without a sense of unity. | Images show some relationship with the subject or text; Different types of images detract from the sense of unity. | Most images depict the subject and text. Images are mostly of a similar type. One image may detract from the sense of unity. | All images enhance the meaning of the text in creative ways.Images are all of a similar type and clearly fit together as a cohesive whole. |
4. Select a paragraph or section from the text.
Note: The teacher can assign sections or allow students to choose segments from the following texts:
BA Reader’s Theatre The Call of the Wild Unit 6 pp. 9-10
BA Reader’s Theatre The Call of the Wild Unit 6
ELD Handbook Unit 6 Week 2 pp. 110-112
1
2
3
4
5
6
b. Analyze the text using “Generative questions for planning”
5. Make Your Own Copy of Student Graphic Novel Template
Blank Template Page
Table of Contents
6. Use Planning Pages to outline your ideas for text and graphics.
Planning Pages on Google Slides:
Student Unit Artifact: Graphic Novel Template
Planning Pages to download/print:
Buck
large St. Bernard/Shepherd mix dog
new to Alaska
Billee
nice dog who sleeps in the snow
A dogsledding camp in a snowy forest
Nighttime
1840’s
Buck is new to snow. He does not know where to sleep.
Billee shows Buck how to dig a hole in the snow to stay warm.
SAMPLE
Sample Story Board Sequence Map
SAMPLE
7. Search and insert images.
Sample Search Terms for Photos: dog huskie St. Bernard shepherd Wolf dog fighting dog digging dogsled dogsled driver log cabin call of the wild winter forest winter camp 1840 woodcutter snowy mountain Iditarod miner 49er | Added Terms for Cartoons or Drawings |
Sample Search Terms for Images
Add a word from the list below to a search term from the column on the left.
C. Search for images and insert them into the 3-panel template page.
8. Add text in callouts and captions.
Now it is time to do some writing! What to do:
Step 1: Observe the illustration from Call of the Wild below. Brainstorm ideas for speech. What are the characters saying or thinking? What sounds?
Step 2: Go to the next slide. Write text for:
1) caption, 2) speech balloon, 3) thought bubble and 4) sound effect.
See next slide to view a larger version of this illustration.
Observations
Put a Sound
Here
Write a speech here.
Write a thought here...
Write a caption here.
B. Add text for callouts and captions on to your graphic novel page.
Use the Callout Library for objects you can copy and paste.
Add text to your graphic novel page. Include each of the following:
C. Add at least one sound effect.
Write your own or use the Callout Library for objects you can copy and paste.
D. Review and edit text for spelling and punctuation.
whut a nitmar i never seen dog fight like this im scarred
What a nightmare! I’ve never seen dogs fight like this. I’m scared!
E. Write Your name on your Graphic Novel Page!
9. Arrange order of objects for visual effectiveness.
What to do:
9. Share Your Work!
Turn in a picture of Your Graphic Novel Page to your teacher
How to download your graphic novel page as an image
Docent Talks
Docent Talks (optional): Write an Artist Statement
Writing Prompt:
Think about the process of creating your Graphic novel page.
8. Teachers Upload Photos of Graphic Novel pages to Mondrian.
Mondrian Video Tutorial
Additional resources
Observe this page from the graphic novel
The Little Mermaid.
Observe this page from the graphic novel Johnny Appleseed.
Additional Practice B.3: Write callouts and captions for a cartoon.
Step 1: Observe the cartoon below. Brainstorm ideas for text. What are the characters saying or thinking?
Step 2: Go to the next slide. Write text for:
1) caption, 2) speech balloon, 3) thought bubble and 4) sound effect.
Sound
Effect
here
Write a speech here.
Write a thought here...
Write caption here.
Additional Practice B.4: Write callouts and captions for a cartoon.
Step 1: Brainstorm ideas for text. What are the characters saying or thinking?
Step 2: Go to the next slide. Write text for 1) caption, 2) speech balloon, 3) thought bubble and 4) sound effect.
Put a Sound
Here
Write a speech here.
Write a thought here...
Write a caption here.
Video Tutorial: How to Crop and Edit Images
Note: This is a more advanced level and is not required for this project. However, some students may want to learn this skill.
Here’s a link to the Professional Learning Module for Visual Arts. It may be helpful to review the module before beginning the integrated unit, especially Unit 5 (Teaching Visual Arts) and Unit 6 (Assessing Visual Arts).