Mapping Comic Vocabulary
Author: Matthew Puckett
Date created: 11/18/2007 1:34 PM EDT ; Date modified: 11/19/2007 10:06 PM EDT
VITAL INFORMATION
Subject(s)
Language Arts (English), Science
Topic/Unit of Study & Time
Allotment
Vocabulary
Grade/Level
Grade 6
Objective
The learner will study the characteristics of science fiction and mythology.
The learner will use use strategies to determine and commit to memory the meaning of likely unfamiliar vocabulary
words.
The learner will examine fictional interpretations of the universe and compare this to what is really known of the
universe.
Summary
IMPLEMENTATION
Strategies
Focus and Review:
The class will discuss the characteristics of science fiction and mythology genres in reading.
Teacher Input:
As a whole class activity, the teacher will introduce the graphic novel entitled “Superman Aliens 2: God War”. The main
character, Superman, will be explored as to his origins and the feasibility of aliens in our vast galaxy and the unique qualities
found on Earth that are needed to sustain life of this hero. Students will be asked if there are other planets with Earth’s unique
qualities, based on what they are learning or have learned in science class or independently. The teacher will ask students what
types of vocabulary words do authors use in science fiction novels to “show" and not just tell the readers the plot. Students will
be given a list of special words that enhance the meaning and author’s purpose of the story to pay attention to as the class reads
the graphic novel together. The word list will include: astute, chagrined, embryonic, Orion, implanted, vermin, legions.
Guided Practice:
As the teacher reads the graphic novel, there will be pauses at the targeted vocabulary words so that students may “quick write”
a note about what they think the word means using context clues.
Independent Practice:
The teacher will give each student a vocabulary map and a dictionary. Students will be told to use the dictionary and their notes
to fill out a vocabulary map for each word. On the vocabulary map students will place the vocabulary word in the center of the
graphic organizer. Surrounding the word will be places for the student to include: the quick note they jotted down during the
reading, the matching dictionary meaning, synonym, antonym (or opposite), other parts of speech forms of the word, use of the
word in an original sentence, and an illustration of the word.
Closure:
The students will punch holes in their vocabulary word maps and place in their vocabulary section of their binders for reference.
Students will use the words to write a letter to Superman about their opinion of the story read.
Differentiated Instruction
English Learners will work together with more advanced English Learners and use handheld translators.
Academically Gifted Students may be allowed the opportunity to write a sequel or prequel to the story with
illustrations.
Learning Disabled Students may be allowed the opportunity to work in groups or do the lesson as a warm up over the course of
seven days to allow one day to focus per word.
Time Allotment
1 class periods. 55 Min. per class.
MATERIALS AND RESOURCES
Instructional Materials
Attachments:
1. Vocabulary Word Map
Page 1 of 2
Resources
STANDARDS & ASSESSMENT
Standards
NC- (2008) North Carolina Standard Course of Study
Subject: English Language Arts
Grade: Sixth Grade (outdated)
Sixth grade students use oral language, written language, and media and technology for expressive, informational, argumentative, critical, and literary
purposes. Students also explore the structure of language and study grammatical rules in order to speak and write effectively. While emphasis in sixth
grade is placed on personal expression, students also:
Interpret and synthesize information.
Develop an understanding of the foundations of argument.
Critically analyze print and non-print communication.
Use effective sentence construction and edit for improvements in sentence formation, usage, mechanics, and spelling.
Interpret and evaluate a wide range of literature
Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes
Standard 5.02 : Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
Benchmark or Practice: reading a variety of literature and other text (e.g., novels, autobiographies, myths, essays, magazines, plays,
pattern poems, blank verse)
Benchmark or Practice: interpreting what impact genre-specific characteristics have on the meaning of the work
Benchmark or Practice: exploring how the author’s choice and use of a genre shapes the meaning of the literary work
Benchmark or Practice: exploring what impact literary elements have on the meaning of the text such as the influence of setting or the
problem and its resolution
Goal 6: The learner will apply conventions of grammar and language usage
Standard 6.01 : Demonstrate an understanding of conventional written and spoken expression by:
Benchmark or Practice: using a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons
Benchmark or Practice: using appropriate subject-verb agreement and verb tense that are appropriate for the meaning of the sentence
Benchmark or Practice: demonstrating the different roles of the parts of speech in sentence construction
Benchmark or Practice: using pronouns correctly, including clear antecedents and correct case
Benchmark or Practice: using phrases and clauses correctly (e.g., prepositional phrases, appositives, dependent and independent clauses)
Benchmark or Practice: determining the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, a
thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words
Benchmark or Practice: extending vocabulary knowledge by learning and using new words
Benchmark or Practice: exploring the role and use of dialects and of standard English to appreciate appropriate usage in different
contexts
Benchmark or Practice: developing an awareness of language conventions and usage during oral presentations
Subject: Science (implemented in the 2005-2006 school year)
Grade: Grade 6
Subject Area: Learners will study natural and technological systems. All goals should focus on the unifying concepts of science defined by the
National Science Education Standards: Systems, Order, and Organization; Evidence, Models, and Explanation; Constancy, Change, and
Measurement; Evolution and Equilibrium; and Form and Function. The skills of inquiry and technological design are targeted for mastery. The
concepts for which in-depth studies should be designed at sixth grade level include: Scientific Inquiry, Technological Design, Lithosphere, Cycling
of Matter, Solar System, Energy Transfer/Transformation, and Population Dynamics.
Goal 5: The learner will build understanding of the Solar System.
Standard 5.05 : Describe the setting of the solar system in the universe including:
Benchmark or Practice: Galaxy.
Benchmark or Practice: Size.
Benchmark or Practice: The uniqueness of Earth.
Assessment/Rubrics
Assessment will be informal for the most part, as the teacher will field questions and observe word map creation. The letter to Superman will be
evaluated using the letter writing rubric attached, but students should be given an opportunity to correct their paper without penalty.
Attachments:
1. Letter Writing Rubric
Reflections
Page 2 of 2