Curriculum Unit
Michelle Wiedenmann
Comprehending and Creating Graphic Novels and Comics
Title Author
KEY LEARNING, ENDURING UNDERSTANDING, ETC.
RI.6.1 : Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; RI.6.2 : Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments; RI.6.3 : Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text; RI.6.7 : Integrate information presented in different media or formats (e.g. video) as well as in words to develop a coherent understanding of a topic or issue; W.6.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ESSENTIAL QUESTION(S) for the UNIT
What are graphic novels and how are they created? How did Art Speigelman use the dynamic relationship of a cat and mouse to portray events of history? How can we use our knowledge of graphic novels to create our own? How can we create our own graphic novels that teach positive character traits to young readers?
CONCEPT A CONCEPT B CONCEPT C
The Holocaust and Graphic Novel Maus
Graphic Novels
ESSENTIAL QUESTIONS A ESSENTIAL QUESTIONS B ESSENTIAL QUESTIONS C
What is the Holocaust? How did Art Speigelman use the dynamic relationship of a cat and mouse to portray events of history?
What are graphic novels? How are they different than comics?
VOCABULARY A VOCABULARY B VOCABULARY C
Anti-Semitism, scapegoat, Holocaust, propaganda, concentration camp
Comic, Graphic Novel, Panel, Gutter
ADDITIONAL INFORMATION/MATERIAL/TEXT/FILM/RESOURCES
Class set of Maus by Art Speigelman
Website: www.EDpuzzle.com
Documentary Aushwitz
Chrome books or laptops
Google Docs and Google Sites