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Teacher’s Guide
Published by Red Brick ® Learning,
7825 Telegraph Road, Bloomington, Minnesota 55438
http://www.redbricklearning.com
Copyright © 2007 Red Brick ® Learning. All rights reserved.
Created by Kent Publishing Services, Inc.
Edited by Jerry Ruff, Editorial Group Manager, Red Brick ® Learning
Cover design by Gene Bentdahl, Design Group Manager, Red Brick ® Learning
Interior design/page production by The Design Lab
No part of this book, with the exception of the blackline masters, may be reproduced without permission from the publisher. The publisher takes no responsibility
for the use of any materials or methods described in this book, nor for the products
thereof. Printed in the United States of America.
Teachers using Graphic Revolve Teacher’s Guide may reproduce the blackline master
sheets in quantities for classroom use.
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Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Reciprocal Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Mini-Lessons
Comprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Blackline Masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Introduction
Welcome to Graphic Revolve. This engaging
and respond to all kinds of media.
series of graphic novels makes classic
Graphic novels can be a valuable asset in
literature accessible to all your students.
this regard.
Whether your students are reading above,
on, or below grade level, Graphic Revolve
novels, students must pay attention
novels harness students’ natural interests
on several fronts. There are the usual
to develop critical literacy skills. Graphic
literary considerations of character,
Revolve novels also provide an appealing
setting, plot, dialogue, and point of view,
way to analyze literary conventions,
as conveyed through print. Added to
character development, dialogue, plot and
these are visual considerations of color,
conflict, and language structure, as well as
shading, perspective, characterization,
develop writing and research skills.
panel sequencing, and layout. In
To read and understand graphic
fact, each story panel provides visual,
Why Use Graphic Novels
In Your Classroom?
organizational, and other cues to
Graphic novels are experiencing a surge
the text. Thus, readers of the Graphic
in popularity and educators have taken
Revolve books are using and learning
notice, using graphic novels to help
sophisticated literacy skills such as
students develop critical thinking and
inference, prediction, and connecting text
literacy skills as well as to teach genre
to personal experience—and enjoying a
and content.
great story in the process!
help readers understand and interpret
Ours is a media-saturated, highly
visual society. Both practical information
and stories about modern culture come
Graphic novels can be an invaluable
from a range of sources, many of which
resource for struggling readers or English
have high visual appeal such as film,
language learners. Too often, these
video, and the Internet. The ability to
students have but two choices: dumbed-
read and write print is today only one—
down, overly simplified text, or text
albeit critical—aspect of what it means
they can neither read nor comprehend.
to be literate. Students must acquire the
Neither choice is motivating, appealing,
analytic tools necessary to understand
or effective. Graphic novels present
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4
as well as academic and everyday
Support for No Child
Left Behind
vocabulary, in a highly inviting and
The No Child Left Behind Act identifies
motivating format that reduces the
five essential components for reading
cognitive demand of reading.
instruction at the primary level. These are
phonemic awareness, phonics, vocabulary
sophisticated content and concepts,
In addition, graphic novels allow
students initially to rely most heavily
development, reading fluency, and reading
on what they already know: visuals.
comprehension strategies. Many struggling
Illustrated story panels provide valuable
intermediate and middle grade readers
context for students to understand
continue to need instruction and practice
sequencing, dialogue, and inference.
in one or more of these areas. The Graphic
Recognition of the similarity between
Revolve books, combined with the teaching
how visual artists and writers use
support provided here, give valuable
their medium to communicate ideas
support in addressing these needs.
becomes a bridge for teaching reading
comprehension as well as writing.
Teachers can ask students questions
Following, then, are tips and resources
about how they know, helping to develop
for getting the most out of the Graphic
metacognitive skills students can then
Revolve books in your classroom. These
apply to any number of literacy tasks,
include mini-lessons in the areas of
both in school and in the world at large.
comprehension, fluency, vocabulary,
and writing. We begin with reciprocal
teaching, an instructional approach
that utilizes dialogue to teach four main
comprehension strategies: summarizing,
predicting, generating questions, and
clarifying.
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Reciprocal Teaching
Reciprocal teaching facilitates dialogue
Predicting
between teachers and students, with the
Predicting occurs when students
ultimate goal of providing students with
hypothesize “what’s next” in a text. In
comprehension strategies to make them
order to do this successfully, students first
more effective readers. The activity is
tap any relevant background knowledge
reciprocal because it takes the form of a
they have regarding the subject at hand.
dialogue between teacher and students,
Predicting also adds a layer of purpose
as they play a mutually active role in
for reading—to confirm or disprove one’s
bringing meaning to a text. Ultimately,
predictions. After reading, students forge
the goal is for students to become self-
a new link between what they already
sufficient in the comprehension strategies
knew (background knowledge) and what
that reciprocal teaching employs, i.e.,
they have since learned. This linking of old
summarizing, predicting, questioning,
and new knowledge encourages strong
and clarifying. Model these strategies with
recall as well as an active involvement
your entire class first, to prepare students
and connection with the text. Predicting
to next exercise them in small groups, and
also encourages use of text structure,
ultimately internalize them as skilled and
as students learn that chapter titles,
effective readers.
headings, subheadings, and questions
imbedded in the text are useful means of
anticipating what might occur next.
Summarizing
Summarizing involves identifying
Questioning
and integrating the most important
As they read, students are encouraged
information in a text. Text can
to ask themselves questions about what
be summarized across sentences,
they have just read. In order to ask
paragraphs, and a passage as a whole.
questions, a general understanding of
Begin by modeling and having students
the text is useful—this reinforces the
practice summarizing at the sentence
value of summarizing while leading the
and paragraph levels. As they become
reader to deeper comprehension. Students
more skilled, they can summarize at the
also must identify what is significant
paragraph and passage levels.
in the text to provide the substance for
a valuable question. Periodically selftesting through questioning builds a more
reflective and involved reader.
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Clarifying
There are four important instructional
Clarifying is particularly important
practices embedded in reciprocal
when working with students who have a
teaching:
history of comprehension difficulty. When
• d irect teaching of strategies, rather
clarifying, students identify roadblocks
than reliance solely on teacher
to their understanding of a text, such
questioning;
as new vocabulary, unclear references,
• s tudent practice of reading strategies
or unfamiliar or particularly difficult
with real reading;
concepts. Some students need to be made
• s caffolding of instruction;
aware that reading is more than simply
• a nd peer support for learning.
pronouncing words correctly, that true
comprehension is the goal. Students
then are taught how—having identified
Modeled first by the teacher, then
roadblocks to their understanding of a
practiced more and more independently
particular text—they can take measures to
by students, reciprocal teaching
restore or clarify meaning, for example, to
involves positive social interaction
reread, use a dictionary, or ask for help.
and collaboration as a means to the
construction of knowledge.
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Implementing
Reciprocal Teaching
in the Classroom
Before reciprocal teaching can be used
Discuss with the class things we use
successfully by your students, you will need
to make predictions such as what we
to explicitly teach the four comprehension
know already, what we’ve seen happen
strategies and provide time for students
before, and so on. Then ask students,
to practice them. At first you will lead the
“How do you know if you are making a
discussion, but as students gain confidence
good prediction, though?” Discuss with
and become more adept, allow them to
students that predictions are made and
assume the leadership role. It is important
then revised based on new learning.
that students understand that skilled
readers employ these strategies every time
Start by looking at the title and the
they read.
illustrations on the cover and making
Next, read a short book to the class.
a prediction based on them. Then
page through the book, scanning short
Getting Started—
Model for the Class
phrases and illustrations to make more
Begin modeling the four comprehension
Several times in the story, stop and make
strategies by asking students about the
changes to your predictions or point out
weather forecast for that day or how they
that your predictions were correct based
expect a favorite sports team to do in an
on what you’ve read so far. Ask questions
upcoming game. After students have offered
to help clarify your understanding of the
some ideas, ask them, “What are you doing
text, especially when you come across a
when you say what you think the weather
difficult word or passage. Periodically,
will be like or how well a team will do in
summarize what you’ve learned so far.
a game, when you can’t really know for
Indicate what else you would like to know.
predictions. Begin reading the book.
sure?” Guide students to respond that they
are predicting.
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After you’ve finished the story,
predictions. Then have students read the
discuss with students which predictions
passage. Encourage them to write notes
were correct, which you needed to change
on the blackline master as they read to
based on what you were learning,
help them better prepare for their role in
and which were simply incorrect. Also
the discussion.
revisit the text to clarify those difficult
words or passages. Explain to students
summarizer highlight the key ideas up
how you might answer your additional
to now in the reading. The questioner
questions or resolve areas that remain
will then pose questions about the
unclear. Finally, summarize what you
selection, such as character motivation
think the author is trying to say. If
or the reason for a turn of events. The
appropriate, relate that message to your
clarifier will call out points of confusion,
own experiences to demonstrate how to
such as difficult vocabulary or unclear
connect personally with the text, as well
or confusing concepts. The predictor will
as go beyond the text for deeper meaning.
return to the discussion, this time offering
At a given stopping point, have the
guesses about what the author will tell
the group next or suggestions about what
Guided Practice
the next events in the story will be.
Next, tell students they will try using these
strategies in groups. Ahead of time, select
the right and read the next selection,
a short passage from a Graphic Revolve
repeating the process just followed.
book that you are or will be reading. Put
This continues until the students have
students in groups of four. Distribute a
practiced each of the four reciprocal
copy of the blackline master “Notes for
teaching roles. Observe and circulate
Group Discussion” (page 15) to each
among the groups as they work, in part
member of the group and assign each
to ensure that certain students do not
member one of the following tasks:
dominate in the groups and either ignore
Now, rotate roles one person to
• Summarizing
or assume the roles of less assertive
• Predicting
students.
• Questioning
• Clarifiying
After students are comfortable using the
Briefly discuss these four roles. Then,
comprehension strategies, continue to
put the predictor right to work, asking
follow the reciprocal teaching procedure
students with this task to predict for their
as you proceed through the remainder of
group what the passage will be about.
the book.
The predictor should also record his or her
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MINI-LESSONS
The following activities for comprehension,
support it. Monitor group discussions and
fluency, vocabulary, and writing work
provide assistance as necessary. When
particularly well with the Graphic
students are comfortable creating outlines,
Revolve books.
have them work individually to outline
additional sections of the book.
Comprehension
Main Idea Outline
Story Map
Graphic Revolve books present a unique
A story map is a visual depiction of the
opportunity to demonstrate main ideas
overall plot and major events in a story.
and supporting details, as well as
Story maps enable students to visually see
paragraph construction—especially for
story structure and sequence of events.
struggling readers. Explain to students
Story maps can be used as frameworks or
that a paragraph usually contains a topic
outlines for storytelling or retelling.
sentence or main idea, followed by details
that support that idea. In each Graphic
(page 17) to students. Then assign a
Revolve book, the narrator text boxes
Graphic Revolve book or read one together
often work like topic sentences, with the
with the class. As you read or after
illustrations and speech bubbles that go
finishing the book, discuss and map out
with them providing the supporting details.
the story using “Story Map.” To complete
the map, begin by focusing students’
Distribute a copy of “Main Idea
Distribute a copy of “Story Map”
Outline” (page 16) to students. First, model
attention on the overall plot (beginning,
the outlining process by choosing a page
middle, end). Emphasize what happened
from a Graphic Revolve book. Write the
first, next, and so on. As students agree
topic sentence found in the narrator’s box
upon the order of events, record these in
on the line labeled 1. Then discuss the
sequence in the story map.
illustrations and dialogue with students
to decide the details that support the
students retell the story to a partner,
main idea. Write these details on the lines
to a small group, or to the class. For
labeled a, b, c, d.
assessment, observe students’ retellings
in order to gauge their ability to identify
Next, have students work in small
When the maps are complete, have
groups to outline another paragraph,
the plotline and sequence of events in
again using a narrator text box and the
the story.
speech bubbles and illustrations that
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10
MINI-LESSONS
Plot and Conflict Resolution
Explain that the chart asks readers to
This strategy employs a graphic organizer
identify important characters, what they
to help students identify and understand
want, what prevents them from getting
a story’s plot development and resolution.
what they want, and how they resolve the
The organizer lists story elements—setting,
conflict. For example, you might model the
characters, problem(s), event(s), and
following example, using The Hunchback of
resolution. Students complete the organizer
Notre Dame.
using information from the story.
Somebody Frollo
Reproduce “Plot and Conflict
Resolution” (page 18) and distribute it to
Wanted
students. Discuss the organizer, reviewing
But Esmeralda rejected him
together the story elements listed and what
So Frollo had her put to death
Esmeralda to be his wife
each means. Then assign a Graphic Revolve
book for students to read, reminding them
to keep these story elements in mind as
they read. Afterward, discuss the setting,
Storyboard
characters, problem(s), event(s), and
This graphic organizer will help students
resolution with the class. Have each student
sequence the events of each chapter in the
record the discussion in the organizer.
Graphic Revolve books. Duplicate a copy of
“Storyboard” (page 20) for each chapter
Encourage students to create
illustrations depicting each story element
of the book and distribute to students. As
on another sheet of paper to complement
students read each chapter, have them
the written information in their charts.
record important events on the storyboard,
illustrating the event in the box and
writing important details about the event
Character and Plot Chart
below the box. If a flashback occurs in the
This graphic organizer will also help
book, discuss with students how this might
students identify character, conflict,
best be represented on the storyboard.
and resolution. After reading a Graphic
Revolve book, distribute “Character and
Plot Chart” (page 19) to each student.
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11
MINI-LESSONS
Fluency
Reader’s Theater
Graphic Revolve books, simply assign each
Graphic Revolve provides an excellent
character to a student. In addition, assign
opportunity for students to build fluency
one student to be the narrator who will
by performing reader’s theater. Using
convey the story’s setting and action, as
only their voices, facial expressions,
well as provide the commentary necessary
and bodies, students can interpret the
for transition between scenes. (Note: you
emotions, beliefs, attitudes, and motives
may want to supply typed scripts, as these
of the characters in the Graphic Revolve
can be easier for students to handle than
books. Students will also increase their
holding the book.)
sight-word vocabulary, improve reading
comprehension, learn to interpret dialogue
practice their parts by themselves, at home
and communicate meaning, and increase
or in a quiet area of the classroom. You
awareness and appreciation of literature.
might meet with students individually
to discuss their character’s traits,
To perform reader’s theater using
Encourage students to read and
emotions, motives, and so on, and how
Reader’s theater brings drama to literacy
to communicate these through voice and
as it transforms the classroom into a stage.
expression.
Students must delve into the Graphic
Revolve books to bring the characters to
life. Reading is an interpretive act, they
When students are comfortable reading
will come to discover, as they experiment
their parts, bring them together for the
with volume, pitch, stress, and intonation.
first “dress rehearsal.” You may want to
Practicing their roles, students also have
include simple costumes and props. Be
the opportunity to reflect on the text,
sure students perform as many rehearsals
and to evaluate and revise how they
as time allows, as repeated reading is
understand it. For children used to feelings
a key to building reading fluency and
of failure, reader’s theater provides a
comprehension. Finally, provide an
wonderful opportunity to gain expertise
opportunity for students to perform to a
while entertaining others.
group of other classmates.
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MINI-LESSONS
Vocabulary
Preview the glossary at the back of each
book, distribute copies of “Word Map”
book prior to reading. Students may
(page 21). Have students write unknown
still encounter words they do not know
words in the center of the map. Discuss
as they read, however. For these, rather
ways in which students then can find the
than asking students to interrupt the flow
meaning of the word, for example, using
of the text to look words up, have them
context clues or using the glossary or a
keep a vocabulary notebook as they read.
dictionary. Then tell students to:
Prior to reading a Graphic Revolve
• Define the word under
If students have sticky notes, they may
“What does it mean?”
simply mark unfamiliar words with these
• Describe the word under
to return to later. The following exercise
“What is it like?”
may also prove useful.
• Give a synonym and antonym
Word Map
for the word (if there are any)
While Graphic Revolve is carefully written
following those labels
between a second- and third-grade reading
• Provide samples of the word in
level, students will still encounter unknown
context under “How is it used?”
words. Completing a word map is a good
• Draw or illustrate something to
way for students to analyze those words.
suggest the word’s meaning under
“How might it look?”
For example, consider the word starved
What does it mean?
to suffer severely
from lack of food
What is it like?
a growling stomach
a pit in your stomach
a feeling of weakness
from The Adventures of Tom Sawyer.
Synonym: famished
Antonym: full
Word:
Starved
How might it look?
How is it used?
“I’m starved to death.”
“Without food,
the boy starved.”
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MINI-LESSONS
Writing
Working from the “Story Maps” already
Prequels and Sequels
created, students must sketch and script
Graphic Revolve books provide an excellent
their group story. Scriptwriters may create
launching point for students to write
dialogue and narration, while visual
their own graphic novel. Through reading
artists may illustrate each panel. Narration
and discussing, students learn about the
and dialogue must be tightly written,
story elements of character, setting, plot,
and illustrations highly supportive of the
climax, and resolution. They can then
text, for this group novel to work using
apply these narrative elements to their
the “Create Your Own” pages provided.
own graphic novels.
Groups may want to assign one student to
be publisher, providing leadership to the
group and making final decisions.
Group students of varying reading ability,
then have each group brainstorm ideas
complete, have students create a cover
for developing a story. (Depending on your
and title page for their book, as well as a
students, this exercise may work best as an
glossary to put in the back. Make sufficient
individual activity.) This could be a prequel
copies for each member of the group, then
or sequel to the Graphic Revolve book
assemble the pages to form books.
they just read, or a completely new story
based on their personal experiences. When
graphic novels. Tell each group that they
students have agreed to a basic story plot,
will perform a reader’s theater of another
distribute copies of “Story Map” (page 17).
group’s graphic novel. Provide time
Encourage students to map out their story
for students to read the novel they will
with a clear beginning, middle, and end.
perform, as well as time for an author’s
Next, students can further complete their
corner where students can ask the “author
“Story Map” by brainstorming key events.
group” questions about their novel’s
story and characters. Groups should
After stories have been developed,
When each group’s graphic novel is
Now, have groups exchange their
distribute an appropriate number of the
then perform ample dress rehearsals of
“Create Your Own Graphic Novel” blackline
the novel they will read. When groups
masters (pages 22, 23). Students might
are reading with sufficient fluency, stage
want to divide the work at this time,
performances to celebrate. You might
with some acting as page designers and
consider inviting guests to class to enjoy
illustrators, and others as scriptwriters.
these performances.
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14
Notes
for GrouP
Discussion
name:
date:
book title:
Directions: You have been assigned one of the four tasks below. Write notes under
your task and then share these notes with your group.
Summarizing
predicting
questioning
Clarifying
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Main Idea outline
name:
date:
book title:
Directions: Write a topic sentence and supporting details for sections from the book.
Page
1. (Topic Sentence)
Supporting Details
a.
b.
c.
d.
Page
2. (Topic Sentence)
Supporting Details
a.
b.
c.
d.
Page
3. (Topic Sentence)
Supporting Details
a.
b.
c.
d.
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16
story map
name:
date:
book title:
Directions: As you read or after you have finished the book, map out the plot and
six main events in the order they occur.
#1
Beginning
event
#3
event
middle
event
#5
#2
#4
event
end
event
#6
event
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Plot and Conflict resolution
name:
date:
book title:
Directions: Complete the chart by writing about each story element.
setting
Characters
Problem(s)
Event(s)
Resolution
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Character and Plot chart
name:
date:
book title:
Directions: Complete this chart to summarize the story you read.
Somebody
Wanted
But
So
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19
storyboard
name:
date:
book title:
chapter:
Directions: Complete the storyboard by illustrating the key events from the chapter
in the boxes and writing important details about those events on the
lines below. You may not fill the boxes for each chapter.
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20
word map
name:
date:
book title:
Directions: Write a challenging word from your book in the center of the map. Then,
learn what you can about this word to complete the Word Map.
What does it mean?
What is it like?
Word:
How is it used?
Synonym:
Antonym:
How might it look?
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21
Create your own
Graphic novel
TITLE:
PAGE:
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22
Create your own
Graphic novel
TITLE:
PAGE:
Graphic
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