Lesson Plan: Beyond the Buzz - Visual Storytelling in Samuel Sattin's "Buzzing"

Materials Needed:

• A copy of the graphic novel "Buzzing" by Samuel Sattin and Rye Hickman
• Plain or grid paper (8.5" x 11")
• Pencils and erasers
• Colored pencils, markers, or crayons that match the book's color palette (especially yellows, blues, grays, and black)
• Optional: A smartphone or computer for the "Soundtrack" activity
• Optional: Digital drawing tablet if Kamie prefers

1. Learning Objectives

By the end of this lesson, Kamie will be able to:

• Analyze how visual elements like panel layout, color palette, and character design are used to convey emotion and internal conflict in "Buzzing."
• Evaluate how the graphic novel format effectively portrays the experience of living with Obsessive-Compulsive Disorder (OCD) and the importance of friendship.
• Apply understanding of visual storytelling by creating an original, one-page comic that emulates the artistic style and thematic depth of "Buzzing."

2. Alignment with ELA Standards (High School)

• CCSS.ELA-LITERACY.RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. (Applied here to panel structure).
• CCSS.ELA-LITERACY.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums. (Adapted to analyze the interplay between text and image).
• CCSS.ELA-LITERACY.W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (Applied to the creative comic page).

3. Instructional Activities & Strategies

Part 1: The Hook - What's the "Vibe"? (10 minutes)

Begin with an open-ended discussion to get Kamie thinking about the book's unique feel.

1. Ask Kamie: "Before we even get deep into the story, just flip through 'Buzzing'. If you had to describe the book's 'vibe' or 'mood' in only three words, what would they be? What visuals—colors, character expressions, or specific drawings—made you choose those words?"
2. This quick activity encourages Kamie to think about art as a storytelling tool from the very beginning.

Part 2: Deconstructing the Buzz - A Guided Analysis (25 minutes)

This section moves from general feelings to specific analytical points. Have Kamie find examples in the book as you discuss these questions.

• Color as Emotion: "Notice the very specific color palette. The world is mostly grayscale, but there are pops of yellow and blue. When does the yellow 'buzz' appear? What emotion or state of mind do you think it represents? What about the cool blues? How do the colors help us understand what Isaac is feeling, even when he isn't speaking?"
• Panels and Pacing: "Find a page with lots of small, quick panels. Now find one with a single, large image (a splash page). How does changing the panel layout affect the pacing of the story? When do the creators use chaotic panels versus big, open ones?"
• Words vs. Pictures: "Find a scene that has no dialogue at all. How is the story still being told? What do the character's body language and the background details tell you? Why do you think the creators chose to make that moment silent?"
• Thematic Connection (Soundtrack a Scene): "Choose a key scene that you feel is the emotional heart of the book (e.g., Isaac explaining his compulsions, Isaac and Ravi talking, the final scene). Now, find a real song that you think would be the perfect soundtrack for it. Be ready to explain your choice: Do the lyrics fit? Does the music's tempo or mood match the feeling of the panels?"

Part 3: Creative Challenge - Create a "Lost" Page (60 minutes)

This is the core application activity. Kamie will step into the role of the creator.

The Prompt: "Your challenge is to create a single, 'lost' page from 'Buzzing.' This is a scene that didn't make it into the final book. It must fit the story and the art style. You have two options:"

1. Option A: A Different Perspective. Redraw a scene from the book, but from another character's point of view (like Ravi or Isaac's mom). How would the 'buzz' look from the outside? What would they be thinking?
2. Option B: An In-Between Moment. Create a new scene that could have happened between existing scenes. What did Isaac do right after a difficult day at school? What was a quiet moment of friendship between him and Ravi?

Step-by-Step Creation Process:

1. Brainstorm (10 min): Choose an option and jot down a simple idea for the scene. What happens? What is the key emotion?
2. Thumbnail Sketch (15 min): On a scrap piece of paper, quickly sketch a few different layouts for your page. How many panels will you use? Will there be a big one? A small one? Don't worry about details, just map out the flow.
3. Pencil and Ink (25 min): On your main paper, lightly pencil your final comic page. Draw the panels, characters, and any dialogue or narration boxes. When you're happy with it, you can go over the lines in a black pen or dark pencil to make them pop.
4. Color (10 min): Using your colored pencils or markers, add color. Remember to stick to the book's palette: use grayscale for most things, but add yellow for the 'buzz' or anxiety, and blues for moments of calm or sadness.

Part 4: Author's Note & Reflection (15 minutes)

To conclude, Kamie will reflect on her creative process, connecting it back to the learning objectives.

1. Write an "Author's Note": At the bottom or on the back of her comic page, ask Kamie to write a short paragraph explaining her choices. Why did she pick that scene? How did she try to use color and paneling to create a specific mood, just like in "Buzzing"?
2. Final Discussion: Talk about the experience.
   • "What was the most challenging part of creating this page?"
   • "Did making your own page change how you view graphic novels?"
   • "After this, what makes a graphic novel a powerful way to tell a story about a sensitive topic like mental health?"

4. Assessment & Feedback

The "Lost Page" and the "Author's Note" serve as the primary assessment. Evaluate them based on effort and thoughtful application, not just artistic talent. Use these criteria for feedback:

• Visual Storytelling: Is there a clear beginning, middle, and end to the page? Do the panels flow logically?
• Stylistic Connection: Was there a clear attempt to use the color palette, lettering style, and character feel of "Buzzing"?
• Thematic Depth: Does the page's content connect meaningfully to the book's themes of friendship, anxiety, or self-acceptance?
• Reflection and Clarity: Does the author's note clearly explain the creative choices made and show an understanding of the concepts discussed in the lesson?

5. Differentiation and Inclusivity

• For Support: If drawing is a barrier, Kamie can use pre-made comic strip templates (easily found online) or focus on creating a detailed script and storyboard (thumbnail sketches) for her page instead of a polished final drawing. The reflection can also be done verbally.
• For an Extension/Challenge: Kamie could expand her "lost page" into a 3-4 page mini-comic. She could also write a formal analysis comparing how "Buzzing" handles its theme versus another graphic novel she has read that deals with similar issues.
• Inclusivity: The lesson centers on a book that promotes empathy for neurodiversity. The discussion questions are framed to encourage understanding and respect for different internal experiences.