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I, Robot Goes Graphic

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nb24 nb25 I, Robot Goes GraphicSequential Art Summaries of Asimov’s Short Stories

For this extension, students must read I, Robot by Isaac Asimov.

Objectives

  1. The students will become familiar with the sequential art format by reading a variety of graphic novels and identifying common features.
  2. The students will learn how to create graphic novels by using an online tool to design a three-four panel sequential art representation of a familiar event.
  3. The students will demonstrate their ability to apply their knowledge of the sequential art format by creating a sequential art summary of a short story from Isaac Asimov’s science fiction collection, I Robot.

STANDARDS   ADDRESSED

http://standardstoolkit.k12.hi.us/index.html

LA.11.3.2

LA.9.4.1, LA.10.4.1, LA.11.4.1, LA.12.4.1

LA.9.4.3 -LA.9.4.4, LA.10.4.2, LA.11.4.2, LA.12.4.2

LA.9.5.4, LA.10.5.3, LA.11.5.1, LA.11.5.3, LA.12.5.2

Materials


Time Allotment:  Approximately 3 weeks (based on students’ prior experiences with graphic novels)

Procedure
Prerequisite:  The students will have read I, Robot , Isaac Asimov’s collection of short stories about robotics.


Week 1: What Is a Graphic Novel?

Week 1:  What Is a Graphic Novel?

  • State the objective for the week:  You will become familiar with the sequential art format by reading a variety of graphic novels and identifying the common features of these novels.
  • Assess prior knowledge. Brainstorm - What comes to mind when I say graphic novel? List responses.
  • Introduce graphic novels by projecting excerpts from selected graphic novels on the Smart Board
  • Identify features that make these excerpts graphic novels. List these features on a chart and form a definition of a graphic novel.
  • Introduce the term “sequential art” (term used for an art form using a train of images drawn in sequence to tell a story)
  • Discuss features that make graphic novels appealing (Include use of color, layout of frames, print features, quality of drawing, relationship between text and drawing, quality of story)
  • Discuss value of graphic novels (content/purpose, audience)
  • Break the students into groups of 4-6.
  • Have each group select a graphic novel that they will read, analyze, and critique as a group.
  • After students have read and discussed the novel, have each group plan a brief presentation to the class:
  • Assign presentation roles as follows (for a 6 person group):
    1. Gives title, author, main characters, setting
    2. Summarizes plot
    3. Tells ending
    4. Tells why this book is considered a graphic novel
    5. Critiques - positive
    6. Critiques - negative
  • If any new features of graphic novels come up during group presentations, add them to the chart.


Assessment:

Students address the following questions in a learning log (or on paper):

  • What is a graphic novel?
  • What features do all graphic novels have in common?
  • What kind of content would you find in a graphic novel?



Week 2 - Using Sequential Art to Convey a Message

    nb5
  • Think-Pair-Share : Review definition and features of graphic novels.
  • State objective for this week: You will learn how to create a sequential art story by using an online tool to design a three-four panel sequential art representation of a familiar event.
  • Introduce students to one of the online tools for creating sequential art.  Model how to use the tool.  Then create a three frame sequential art segment together on the Smart Board.
  • Assignment:  Think of an event or scenario you would like to share using sequential art.  Write about this event or scenario.  Then convert it to a sequential art story using the online tool (or you may draw freehand).  Your story should include 4-6 frames.  Be prepared to share your sequential art with the class.
  • Students share their sequential art story with a partner to get feedback and revise as needed.
  • Students complete the Sequential Art Check List Form and turn it in before their presentation. (TR)
  • Students present their sequential art story to the class (or to a small group) using the Smart Board
  • In their journals, students reflect on how they feel about reading and writing stories in sequential art format.


Assessment

Sequential Art Check List (TR)



Week 3 - Sequential Art Summary of I, Robot

  • Review what has been learned so far about graphic novels.
  • State this week’s objective:  You have read I, Robot by Isaac Asimov.  This week, you will demonstrate your ability to apply your knowledge of the sequential art format by creating a sequential art summary of a short story from Isaac Asimov’s science fiction collection, I Robot.
  • Give students time to review the book and select the story they want to use for their summary.
  • Ask students to prepare a written summary of the plot of the story using a simple plot diagram.
  • Describe sequential art assignment.
      nb3
    • You will turn your summary into a sequential art format.
    • 3-6 panels/frames
    • write title of story on top
    • show problem, rising action, climax, falling action, and resolution
    • attach written summary
  • Work will be graded in the following categories:
    • Content (all parts of plot represented in sequence)
    • Sequential Art (use of sequential art format & techniques)
    • Appeal (neatness, effective use of color, size)
    • Text (spelling, word choice, punctuation)
  • From their plot diagram they decide how many panels they’ll need for their summary (should not need more than 6) and plan what will go in each panel.
  • The following link has a variety of cartoon panels students can useto plan their work or they can sketch the panels out on blank paper.
  • Students create their sequential art summary of the story. They may do this freehand or use an online tool.
  • Students present their summary to the class or to a group.
  • The completed assignment should be turned in with the written summary.


Assessment

Sequential Art Grading Rubric (TR)
Written Summary

Extension
After exploring the graphic novel “genre”, students may want to write their own graphic novels involving robots.

They could also expand their use of sequential art to other areas such as

  • events from history
  • science or math concepts
  • poster expressing their opinion on an issue (similar to the political cartoons)



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Contact Info

  • Kathleen Letsky, Curriculum Specialist
  • Nathan Patia, STEM Specialist
  • Salvador Cabusi, Technology Specialist
  • Robot Invasion
  • Krause Family Foundation
  • Honolulu, Hawaii
  • Tel: 808.778.1265

The Krause Family Foundation: ‘Alana Ke Aloha

  • ‘Alana Ke Aloha places relationship at the heart of all learning.  We create and support projects that engage participants’ imagination, collaboration, and problem solving toward a healthy planet.
  • The Krause Family Foundation: ‘Alana Ke Aloha is a private, 501(c) (3) nonprofit organization (EIN: 27-1531421) registered (01/21/2010) in the State of Hawai‘i.