Class: English Language arts 9

Unit: Three Small Texts to Improve the World

Name: Matthew Fosen
Rationale: As an introduction to the graphic novel format, as well as
an introduction to Canadian graphic artists, this unit aims to broaden
the minds of the students as to what is literary art. Perhaps, as world
issues go, that is a pretty mild one, but from my experience, Art is
usually very narrowly defined by most people, and as an artist and a
teacher, I want to expand peoples minds about what art is and where
it can be found. It is my intention by doing this that I can bring more
joy to peoples lives, as they come to like the things they like, whether
or not they are considered Art, Cool or Relevant. The
conversations that I want to start in these classes go beyond just the
concept of graphic novels, and encompass things like To a NASCAR
fan, driving is an art; is it? A more thought-out definition of art leads
to a more open and understanding view of life and society.
GLOs: 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 5.1 5.2 (See ELA
GLO summary page)
Class 1: Introduction; Skim
Introduction to alternative book source material (graphic novels)
Play trailer for Skim (see file Skim Trailer)
Class discussion on what Skim might be about
Present class with copies of skim, begin reading
Class 2: Skim, continued
Continue reading Skim
Break for discussion about themes in Skim
Based on conversation above, weave in facts about book being
shortlisted for the Governor Generals award but only for the
words (controversy)
Class 3: Harvey
Play trailer for Harvey (see file Harvey Trailer)
Class discussion about potential narratives in Harvey
Show Harvey page by page on SMART Board
Introduce Harvey as first Governor Generals Award winner for
both written and visual

Class 4: Essex County

Play Trailer for Essex County
Class Discussion about, given the fact that the students have
been presented with 2 other books, what the relationship of
Essex County might be.
Hand out Essex County and have students read
Class 5: Essex County, continued; Assignment
Class time to read Essex County
Students will be given assignment: What is the value of graphic
novels in modern literature? Students will have the choice of
answering the question with one of the following projects:
o Poster or graphic image
o Video or animation
o Spoken presentation or skit
Students will need to include references to all three books, as
well as research from the internet to support their ideas. These
ideas must be referenced (no citing necessary, just a list of
sources on a piece of paper)

Unit Assessment: Students will receive assessment based upon

class room discussion participation, as well as exit slips at the end of
each class. In addition, there will be a rubric handed out to give the
students guidelines on their projects.
Class 1: Introduction; Skim
Objectives: Students will:
10/19/2015
1. Be able to interpret and explain the value of
ELA 9
graphic novels as a valid form of both
P1; 8:30-9:25
reading and literary art
2. Be exposed to graphic novels as a source of
reading material and be able to explain the
literary value of the medium
3. Be able to explain that not all literary works
need to be written only; there are a vast
number of different ways to tell a story
Prior Knowledge: Reading of previous Governor General Award-winning
books in previous unit.
Time &
Duration
10 min

8:30
8:40
15 min

8:40
8:55

25 min

Activity & Purpose

Announcements
- General announcements for the
school
- Specific announcements for the
class
- Settling in of students to prepare for
class
- See day planner on desk and school
Google Drive (located on the server
F:\Documents\20151019.pptz) file
for these announcements

Materials
& Prep
- PowerPoint
file from
server
- Desktop
Planner with
announceme
nts

Introduction
- Talk about previous Governor
General award winning books read
in class (see notes from previous
unit in desk planner)
- Spark discussion about other types
of books
- Talk about the graphic novel; have
students give input on criteria for a
graphic novel
- Play the Skim trailer video (See
file Skim Trailer on desktop of
computer)
- Discuss, based on trailer, what
Skim might be about

List of books
previously
talked about
in class
List of other
styles of
books
List of
graphic novel
features
Skim Trailer

Reading time

Copies of

8:55
9:20
5 min

Hand out copies of Skim

Students are to read

Wrap up
- Hand out exits slips, with questions
on the board: Based on what youve
read, is this book worthy of a
Governor Generals Award? What
makes it a worthy choice? What did
you like best? What did you like
least?

Skim

Exit Slips
White-erase
board
Dry-erase
marker

9:20
9:25
Homework: Students can take the books home to read if they wish, but it is
not mandatory
Next Class: Continue reading Skim; teach the controversy of its Governor
General award nomination
Reflection: TBD

Class 2: Skim, continued

Objectives: Students will:
10/20/2015
1. Be able to interpret and explain the value of
ELA 9
graphic novels as a valid form of both
P1; 8:30-9:25
reading and literary art
2. Be exposed to graphic novels as a source of
reading material and be able to explain the
literary value of the medium
3. Be able to explain that not all literary works
need to be written only; there are a vast
number of different ways to tell a story
Prior Knowledge: Reading of previous Governor General Award-winning
books in previous unit. Partial reading of the graphic novel Skim.
Time &
Duration
10 min

8:30
8:40
10 min

8:40
8:50
15 min
8:50
9:05
15 min

9:05
9:20

Activity & Purpose

Announcements
- General announcements for the
school
- Specific announcements for the
class
- Settling in of students to prepare for
class
- See day planner on desk and school
Google Drive (located on the server
F:\Documents\20151020.pptz) file
for these announcements

Materials
& Prep
- PowerPoint
file from
server
- Desktop
Planner with
announceme
nts

Review
- Talk about Skim, based on feedback
from Exit Slips
- Ask students what they have
enjoyed so far about the book; what
questions they may have

Feedback
from Exit
Slips

Reading time
- Hand out copies of Skim
- Students are to read

Copies of
Skim

Discussion
- Teach the controversy of Skims
nomination for Governor Generals
Award
- Get feedback from students based
on knowledge given
o Are graphic novels literary art
or graphic art?

Printout of
controversy
over Skim
article (see
file Skim
Controversy)

o
o
o
5 min

What about a graphic novel

challenges the idea of a
traditional novel?
Should anyone be allowed to
say what exactly art is?
What about for the purposes
of a specific award?

Wrap up
- Hand out exits slips, with questions
on the board: Based on what youve
read, should graphic novels be
considered a form of literary art?

Exit Slips
White-erase
board
Dry-erase
marker

9:20
9:25
Homework: Students can take the books home to read if they wish, but it is
not mandatory
Next Class: Harvey; French-language graphic novel
Reflection: TBD

Class 3: Harvey

Objectives: Students will:

10/21/2015
1. Be able to interpret and explain the value of
ELA 9
graphic novels as a valid form of both
P1; 8:30-9:25
reading and literary art
2. Be exposed to graphic novels as a source of
reading material and be able to explain the
literary value of the medium
3. Be able to explain that not all literary works
need to be written only; there are a vast
number of different ways to tell a story
Prior Knowledge: Reading of previous Governor General Award-winning
books in previous unit. Reading of the graphic novel Skim
Time &
Duration
10 min

8:30
8:40
10 min

8:40
8:50
20 min
8:50
9:10
10 min

9:10
9:20

Activity & Purpose

Announcements
- General announcements for the
school
- Specific announcements for the
class
- Settling in of students to prepare for
class
- See day planner on desk and school
Google Drive (located on the server
F:\Documents\20151021.pptz) file
for these announcements

Materials
& Prep
- PowerPoint
file from
server
- Desktop
Planner with
announceme
nts

Review
- Talk about Skim, based on feedback
from Exit Slips
- Ask students what they have
enjoyed so far about the book; what
questions they may have

Feedback
from Exit
Slips

Introduction to Harvey
- Show copy of Harvey
- Students are to follow along,
making their best guesses to the
narrative

Scanned or
digital copy
of Harvey

Discussion
- Teach the controversy of Harveys
nomination for Governor Generals
Award (1st ever winner)
- Get feedback from students based
on knowledge given
o Based on what we learned
about Skim, and now seeing
Harvey, do you think

none

o
o
5 min

attitudes changed with the

award givers?
Why do you think those
attitudes changed?
Do you think this change is a
good thing?
Why?

o
Wrap up
- Hand out exits slips, with questions
on the board: Based on what youve
read, how is this graphic novel
different from Skim? What makes
this book different from a picture
book? Should picture books be
considered as literary art?

9:20
9:25
Homework: None
Next Class: Introduction to Essex County
Reflection: TBD

Class 4: Essex County

Exit Slips
White-erase
board
Dry-erase
marker

Objectives: Students will:

10/22/2015
1. Be able to interpret and explain the value of
ELA 9
graphic novels as a valid form of both
P1; 8:30-9:25
reading and literary art
2. Be exposed to graphic novels as a source of
reading material and be able to explain the
literary value of the medium
3. Be able to explain that not all literary works
need to be written only; there are a vast
number of different ways to tell a story
Prior Knowledge: Reading of previous Governor General Award-winning
books in previous unit. Reading of the graphic novel Skim and exposure to
the picture book Harvey.
Time &
Duration
10 min

8:30
8:40
10 min

8:40
8:50
10 min

8:50
9:00
20 min
9:00
9:20
5 min

Activity & Purpose

Announcements
- General announcements for the
school
- Specific announcements for the
class
- Settling in of students to prepare for
class
- See day planner on desk and school
Google Drive (located on the server
F:\Documents\20151022.pptz) file
for these announcements

Materials
& Prep
- PowerPoint
file from
server
- Desktop
Planner with
announceme
nts

Review
- Talk about Harvey, based on
feedback from Exit Slips
- Ask students what they have
enjoyed so far about the book; what
questions they may have

Feedback
from Exit
Slips

Introduction to Essex County

- Hand out copy of Essex County
- Show trailer for Essex County to
class
- Based upon trailer, ask students
what they think the book will be
about

Copies of
Essex County

Reading Time!
- Student are to read the book, as far
as they can get in class

Copies of
Essex County

Wrap up

Exit Slips

Hand out exits slips, with questions

on the board: Based on what youve
read, hoe does Essex County tie
into the debate about graphic
novels as literary art? What are the
differences between this book and
Harvey? Do you think one book is
more deserving of an award over
another? How does Skim fit into this
conversation?

White-erase
board
Dry-erase
marker

9:20
9:25
Homework: Students can take the book home to continue reading if theyd
like
Next Class: Continued reading on Essex County; discussion on what is art?
Reflection: TBD

Class 5: Essex County, continued

Objectives: Students will:
1. Be able to interpret and explain the value of

10/23/2015
ELA 9

graphic novels as a valid form of both

P1; 8:30-9:25
reading and literary art
2. Be exposed to graphic novels as a source of
reading material and be able to explain the
literary value of the medium
3. Be able to explain that not all literary works
need to be written only; there are a vast
number of different ways to tell a story
Prior Knowledge: Reading of previous Governor General Award-winning
books in previous unit. Reading of the graphic novel Skim, the picture book
Harvey and partial exposure to the graphic novel Essex County.
Time &
Duration
10 min

8:30
8:40
10 min

8:40
8:50
15 min
8:50
9:05
15 min

Activity & Purpose

Announcements
- General announcements for the
school
- Specific announcements for the
class
- Settling in of students to prepare for
class
- See day planner on desk and school
Google Drive (located on the server
F:\Documents\20151023.pptz) file
for these announcements

Materials
& Prep
- PowerPoint
file from
server
- Desktop
Planner with
announceme
nts

Review
- Talk about Essex County, based on
feedback from Exit Slips
- Ask students what they have
enjoyed so far about the book; what
questions they may have

Feedback
from Exit
Slips

Continued reading of Essex County

- Students will continue reading
Essex County

Copies of
Essex County

Discussion
- Given the three books looked at this
week, are they worthy of the
Governor Generals award?
- This begs the question, what is
literary art? Does a book need to be
words only to have worth?
Introduction to Assignment
- Using the following mediums, the
students will respond to the
questions asked above, creating a

Rubric for
assignment

9:05
9:20
5 min

2-minute presentation on What is

Literary Art; is it tied to traditional
books?.
o Poster or graphic
presentation with readable
text print out for statement
of intent
o Video presentation
o Oral presentation (speech)
o Audio presentation (podcast)
Rubric will be handed out in class

Wrap up
- Hand out exits slips, with questions
on the board: Based on what youve
read, this week, what makes a book
literary art Does it need to be
word-based only? Is there artistic
and literary value in graphic novels
and comic books? Why?

9:20
9:25
Homework: None
Next Class: Work time for assignment
Reflection: TBD

Rubric for Assignment

Exit Slips
White-erase
board
Dry-erase
marker

What is Art; is it Tied to Traditional

Books?
Attribute
Workmanship

Presentatio
n

Research

Argument

Incredible (4)
Students
work was
thorough and
complete,
was
entertaining
and
memorable,
felt complete
and
presented
serious polish.
Presentation
was
complete,
exciting and
not only held
the
audiences
attention, but
had them
talking about
it afterwards
Solid research
was done,
project felt
informative
and complete,
and many
different
sources or
ideas were
adequately
represented
Student not
only took a
strong stance,
but looked at
other opinions
and
addressed
them in a
respectful
way

Remarkable (3)
Students work
was complete,
was
entertaining or
eye-catching,
and felt
complete.

Excellent (2)
Students
work was
complete,
but
possessed
only basic
elements or
felt lacking

Good (1)
Students
work, in
whatever
form, was
incomplete.

Presentation
was complete
and held the
audiences
attention.

Presentation
was
complete but
only to failed
to keep the
audiences
attention

Presentation
was missing
details or
was
haphazard or
improvised

Solid research
was done, the
project felt
informative and
complete, a
single
viewpoint was
given

Some
research was
done, a few
new ideas
presented or
historical
examples
given

Research
was
incomplete
or presented
only ideas
that were
brought up
in class.

Student took a
solid stance,
backed up with
evidence

Student took
a stance, but
it was weak
or
unsupported

Student had
no position
or stance in
project

Score