One-Week High School Lesson Plan: Graphic Novel Study of Buzzing by Samuel Sattin

Day 1: Introduction to Buzzing and Graphic Novels as a Medium

Lesson Title:

Getting to Know Buzzing: Exploring Graphic Novels and Their Power

Learning Objectives:

• Students will identify the unique elements of graphic novels, including visual storytelling and layout.
• By the end of the lesson, students will summarize the premise of Buzzing and relate the graphic novel format to their own experience.
• Student will express initial impressions and questions about the novel to guide further study.

Materials Needed:

• Copy of Buzzing by Samuel Sattin (print or digital)
• Notebook or digital device for notes
• Samples of graphic novel pages (if possible, from Buzzing or other graphic novels)
• Whiteboard or chart paper and markers

Lesson Introduction:

• Engage with a quick discussion: "What is a graphic novel? How is it different from a traditional novel or a comic book?"
• Ask the student to share any graphic novels or comics they've read before and what they noticed about the format.
• Introduce Buzzing with a brief overview of who Samuel Sattin is and the graphic novel’s main topic or themes (without spoilers).

Instructional Procedures:

• Exploration: Read the first few pages together. Notice the use of panels, speech bubbles, art style, and how text and image work together.
• Explanation: Discuss key elements of graphic novels — panel layout, use of color or black and white, word-image relationship, pacing.
• Application: Have the student summarize those first pages in their own words, noting how the images contributed to their understanding.
• Reflection: Prompt them to reflect on how the graphic novel format affects their engagement compared to traditional books.

Assessment and Evaluation:

• Informal assessment through discussion and summary.
• Adjust expectation based on student's familiarity and comfort with graphic novels.

Integration with Other Subjects:

• Art: analyzing illustration style and color use
• English: narrative techniques, characterization
• Technology: use of digital devices for reading

Differentiation and Personalization:

• For a visual learner, focus on analyzing art and design.
• For stronger readers, emphasize themes and literary devices.
• Encourage parental involvement by having them discuss initial impressions with the student.

Real-Life Applications and Field Activities:

• Visit a local library or bookstore to explore graphic novels.
• Have a family comic night, reading graphic novels together.

Resources for Further Learning:

• Website: Comic Book Legal Defense Fund (https://cbldf.org)
• Video: Introduction to Graphic Novels (YouTube)
• Book: Understanding Comics by Scott McCloud (adapted sections)

Day 2: Character Analysis and Themes in Buzzing

Lesson Title:

Meet the Characters: Understanding Motivations and Themes in Buzzing

Learning Objectives:

• Students will identify main characters and explore their relationships and motivations.
• Students will recognize at least two central themes in Buzzing.
• By day's end, students will write a short character profile using evidence from the text and images.

Materials Needed:

• Buzzing graphic novel
• Character chart worksheet (name, traits, motivations, relationships)
• Highlighters or sticky notes
• Notebook or journal

Lesson Introduction:

• Begin with a brainstorming activity: “What makes a character memorable or realistic?”
• Invite student to share favorite characters from other books or shows and why.

Instructional Procedures:

• Exploration: Read designated chapters focusing on character introduction and development.
• Explanation: Identify character traits by analyzing dialogue, thoughts, actions, and visual cues.
• Application: Complete a character chart for one or more key characters.
• Reflection: Discuss how the characters' interactions advance the themes of the novel.

Assessment and Evaluation:

• Evaluate character charts for completeness and textual support.
• Use discussion to assess understanding of theme.

Integration with Other Subjects:

• Writing: character sketch writing
• Psychology: discussing motivations and emotions
• Discussion skills: articulation of ideas during reflection

Differentiation and Personalization:

• For students who prefer writing, encourage more in-depth journal entries.
• For visual learners, sketch the characters or create a mind map.
• Parents can facilitate by prompting discussion or assisting with character chart.

Real-Life Applications and Field Activities:

• Invite student to interview or observe people to understand motivations and emotions.
• Role-play scenes or create alternative dialogues.

Resources for Further Learning:

• Website: TeachingBooks.net (for author interviews)
• Podcast: Graphic Novel Narratives (selected episodes)
• Book: How to Analyze Characters guide (online PDF)

Day 3: Visual Storytelling – Panels, Layout, and Symbolism

Lesson Title:

Reading Between the Panels: Visual Storytelling Techniques in Buzzing

Learning Objectives:

• Students will analyze the use of panels, framing, and symbolism in Buzzing.
• Students will explain how visual elements influence mood and tone.
• By the end, students will create a storyboard mimicking Buzzing’s style to tell a short scene.

Materials Needed:

• Buzzing graphic novel
• Blank storyboard templates or drawing paper
• Colored pencils or markers
• Ruler for panel layouts

Lesson Introduction:

• Show examples of different panel layouts from Buzzing.
• Prompt: “How does the way a story is framed on the page affect your feelings or understanding?”

Instructional Procedures:

• Exploration: Pick key scenes and analyze the panel sizes, angles, and placement.
• Explanation: Discuss how these choices create emphasis, pacing, or mood.
• Application: Student creates their own 4-6 panel storyboard scene telling a personal or fictional story using techniques discussed.
• Reflection: Review and discuss how layout affected the story’s impact.

Assessment and Evaluation:

• Informal assessment of storyboard creativity and use of learned techniques.
• Offer constructive feedback focusing on visual storytelling.

Integration with Other Subjects:

• Art: design and composition
• Drama: scene creation and narrative pacing
• Technology: optional digital drawing apps

Differentiation and Personalization:

• For non-artistic learners, use cut-and-paste comic strip templates.
• Enrichment: research more complex visual techniques (e.g., color theory).
• Parent can collaborate on the storyboard or provide feedback.

Real-Life Applications and Field Activities:

• Create a visual diary or photo story capturing daily life through panels.
• Visit a museum or gallery to focus on symbolism in art.

Resources for Further Learning:

• Video: “How to Read a Graphic Novel” (YouTube tutorials)
• Book: Making Comics by Scott McCloud
• Website: Storyboard That (online storyboard creator)

Day 4: Exploring Social and Cultural Themes in Buzzing

Lesson Title:

Voices and Issues: Social and Cultural Themes in Buzzing

Learning Objectives:

• Students will identify and discuss social, cultural, or political themes in Buzzing.
• Student will connect themes to their own community or contemporary issues.
• By the end, student will write a brief essay or journal entry reflecting on a theme’s relevance today.

Materials Needed:

• Buzzing graphic novel
• Journal or writing paper
• Current news articles or resources on relevant social issues (optional)
• Computer or device for research

Lesson Introduction:

• Open with a question: “How can stories help us understand the world better?”
• Discuss any known social or cultural issues touching on Buzzing’s topics without spoilers.

Instructional Procedures:

• Exploration: Read selected chapters highlighting social themes.
• Explanation: Identify themes such as identity, community, changes, technology, or other relevant topics.
• Application: Compare themes in the novel to current news or personal experiences.
• Reflection: Write a reflective piece connecting the graphic novel theme to the student’s life or society.

Assessment and Evaluation:

• Review written reflection for insight and connection.
• Discuss to confirm understanding and encourage deeper thinking.

Integration with Other Subjects:

• Social Studies: cultural analysis, current events
• Writing: essay or journal entries
• Ethics and Philosophy: discussions about values and perspectives

Differentiation and Personalization:

• Provide sentence starters or outlines for writing support.
• Encourage advanced research or presentation for enrichment.
• Parent can co-read and discuss the themes to scaffold understanding.

Real-Life Applications and Field Activities:

• Volunteer or attend a community meeting relevant to the theme.
• Conduct interviews or surveys about a theme in the community.

Resources for Further Learning:

• Website: Teaching Tolerance (https://www.tolerance.org)
• Podcast: Code Switch by NPR
• Book: The Hate U Give by Angie Thomas (another YA novel dealing with social issues)

Day 5: Creating and Presenting a Personal Graphic Story Inspired by Buzzing

Lesson Title:

Your Story in Panels: Creating a Graphic Novel Scene

Learning Objectives:

• Student will synthesize knowledge by creating a short graphic story inspired by Buzzing.
• Student will present their story and reflect on their creative choices.
• Student will demonstrate understanding of graphic novel narrative and artistic techniques.

Materials Needed:

• Blank comic/storyboard templates or blank paper
• Drawing supplies (markers, pencils, colored pencils)
• Buzzing graphic novel for reference
• Recorder or device for presentation (optional)

Lesson Introduction:

• Discuss how personal stories can be told visually.
• Review previous lessons’ key points on storytelling and visual elements.

Instructional Procedures:

• Exploration: Brainstorm a short story idea—personal experience or fictional—that relates to themes from Buzzing.
• Explanation: Outline sequence of events and plan panel layout.
• Application: Create a 6-8 panel graphic story incorporating learned techniques.
• Reflection: Share story with parent or homeschooling group; discuss creative process and challenges.

Assessment and Evaluation:

• Use a simple rubric evaluating clarity of story, use of panels, and theme integration.
• Provide positive feedback and suggestions for further improvement.

Integration with Other Subjects:

• Art: creative expression
• Writing: narrative construction
• Public speaking: presenting and discussing work

Differentiation and Personalization:

• Allow the student to choose format (hand-drawn, digital, photo-based).
• Provide extra time or scaffolding as needed.
• Parents can join in creating their own story for shared learning.

Real-Life Applications and Field Activities:

• Display the graphic story in a home or community exhibit.
• Create a small portfolio of graphic storytelling.

Resources for Further Learning:

• Website: Webtoon and other free webcomic platforms for inspiration
• Book: Graphic Novels for Teens by David S. Serchay
• Local or online graphic novel workshops or clubs

Additional Notes for Parents/Guardians:

• Flexibility: Feel free to spread lessons over more than one day if needed, or combine days to fit your schedule.
• Environment: Create a cozy, distraction-free reading and creation space with good lighting and access to materials.
• Multi-Age Tips: If teaching siblings, have younger children create simpler stories or read/illustrate picture books, while older students engage with Buzzing.
• Cultural Relevance: Adjust discussion prompts to align with family values and encourage respectful dialogue.
• Parental Role: Act as discussion partner, editor, and encourager—help keep the student engaged and thoughtful about their learning.

This plan encourages active reading, critical thinking, and creative expression, providing a comprehensive exploration of Buzzing that fits perfectly within a homeschooling framework.