Sharing Our Stories: A School Library Graphic Novel Plan for 6th Grade ELL Students

This week, I am really intrigued and delighted by the graphic novel nonfiction scene, so that has been my inspiration for this Culture of Literacy discussion.  This plan is for a school library, though I think it could work equally well in a public library. When I was teaching high school English, one of my greatest challenges (but sometimes also my most joyful moments) was finding ways to connect with the myriad of international students in my classes.  By the time the students got to me in senior English, they were supposed to have tested out of ELL classes, but this wasn’t always the case. More often than not, many of the students’ language skills were not advanced enough to keep up in a classroom studying British Literature, so I was always looking for ways to engage these students with the content and skills in a way that made the material more accessible.  This plan is for them.

I envision this plan, which I’m calling Sharing My Story, being put into action in a middle school library, the librarian working with the ELL teachers to facilitate those students’ learning and engagement.  During the unit, students will read a graphic novel and will create their own graphic novel memoirs based on their own experiences. This unit will support the following Common Core standard for writing for 6th grade: “CCSS.ELA-LITERACY.W.6.3–Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.”  The unit will take place during the month of October to coincide with National Graphic Novel Writing Month and to help the students start the school year off in a successful way.  Ideally, this unit would be taught to students who are new to the school and at the beginning of their international studies.

During the first meeting of the unit, sixth grade ELL students will meet in the library with me, the school library media specialist, to be introduced to graphic novels, specifically graphic novel memoirs.  I will first give the students colored pencils and paper, asking the students to draw a series of three pictures that describe their experience so far with studying in this new school and country. After the students have drawn their images, I will ask the kids to add words to each picture.  If the students aren’t comfortable sharing their drawings with the group, they can choose a partner with whom they can share and discuss their work. Upon completion of this activity, I will explain that we will be spending the month reading and working on the students’ own graphic novel memoirs.  I’ll booktalk El Deafo, Smile, and Sisters as the three choices for students to read and will assist them with checking one of those titles out.  I’ll ask them to read the first 50 pages or so of their chosen book for our next meeting later in the week.  

During the second meeting, we’ll discuss what students are reading, and I’ll explain the project: we’ll be writing our own graphic novel memoirs, consisting of at least eight spreads (I’ll be making one too so the students can get to know me a little better).  At the end of the unit, we’ll have a party with the students’ host families to view our books. Students and their families will be asked to bring one snack to share that represents their home country. Students may choose to depict their experience with coming to the U.S., or they can choose an event or time period from their lives at home.  They may make their own physical book, or they may use ToonDoo to create a digital book.  I will provide art supplies for those wanting to make a physical book, and I’ll provide instruction for those wishing to make a digital product.  By the end of this meeting, we’ll decide what event or time period our graphic novels will be about. Since I’ll be making one too, I’ll model brainstorming ideas with a web graphic organizer on the board.  I’ll give the students their own graphic organizers to brainstorm their ideas and decide upon their book’s topics. I’ll ask the students to read the next 50 pages of their chosen graphic novels for our next meeting the following week.  I’ll also send an email home to the students’ host families on this day explaining our project and encouraging them to read the same graphic novel that their student chose so that they can converse about it at home.

During our third meeting in the unit’s second week, we’ll discuss what students are reading, specifically how the artwork communicates things to them that the text alone does not.  We’ll also continue working on our books by creating a storyboard. We’ll do this on paper with a graphic organizer so that the kids can visualize their spreads, deciding upon what artwork and text will go on each page.  I’ll ask the students to read the next 50 pages of their chosen graphic novels and to finish their storyboards for our next meeting that week.

During our fourth meeting, we’ll discuss what students are reading, continuing to focus on how the artwork and text work together and on how the stories are developing.  I’ll conference with each of them about their storyboards as they begin to work on building their books. I’ll ask the students to finish their reading of their chosen graphic novels and to complete at least two spreads of their book for our next meeting the following week.

During our fifth meeting in the unit’s third week, we’ll discuss the conclusions of the students’ readings.  What did they think about the way the authors chose to tell their stories? We’ll spend the rest of our time on our books.  I’ll show the kids what I have so far and will meet with each of them briefly to see how their books are developing. I’ll ask them to complete another two spreads of their book for our next meeting that week.

During our sixth meeting, we’ll continue to work on our books.  Their next two spreads will be due the following week.

During our seventh meeting in the unit’s fourth week, we’ll continue to work on our books.  I’ll share some of my progress and will offer feedback on their work. Their last two spreads will be due at our next meeting that week.

During our eighth meeting, we will put the finishing touches on our books.  I’ll remind that for our meeting next week, their host families will be joining us in the library to view our graphic memoirs.  

During our ninth meeting and the final one of the unit, we will have a party in the library to celebrate and view our projects.  We will have the food that I and the students and their families brought from their home countries. If students feel comfortable with it, I will share their books digitally on the library’s web page or display their books in the library.  I’ll invite the school community to view and comment on them. However, I understand that some of them may feel that their books are too personal, so I will only display the books from students who give me permission. Hopefully, this will be an opportunity for students and their host families to bond and for the hosts to gain a better understanding of the student who is spending the year with them.  If students allow me to share, the opportunity for understanding and building relationships can be expanded to the school community, as well.