Engaging students in comprehension activities can be grueling for both the students and teacher alike. These comic activities are a fun way to engage the student in critical thinking without using a question/answer format. Like normal, model appropriate comprehension strategies with the student as he or she reads, and use the comic templates below to review the important information within the story! Like they say, a picture is worth a thousand words!
Often times authors will create a quick character sketch to help them organize their thoughts of what the characters look like. In this Character sketch activity, students collect information about what the characters look like, and record it on the first side of the sheet. On the other side, students can draw their own character sketch, based on the information they found. By breaking classrooms up into groups, your classroom can tackle many characters at once! Post the illustrations as you read through the novel together!
The PDF for this activity is found here: Character Sketch
Below I’ve attached a quick example of a character sketch I had done while reading the amazingly beautiful book written by RJ Palacio called Wonder. In the book, the main character, August Pullman is self-conscious about the way he looks. He refuses to describe himself, but the author provides many clues that allows the reader to imagine what the character looks like. August has a genetic disorder as well as a cleft palate. He keeps his hair in front of his face, and he is concerned that people will notice that one eye sits lower than the other. If you have not read the book, please do. It’s an incredible book to share with your students.
Students will use organic shapes and reflections to create symmetry.
Students will practice reading comprehension and fluency.
Vocabulary: Totem, Pacific Northwest, Ovoid, U-Form, Split U-Form, L-Form, S-Form, Symmetry, Reflection, Repetition
Time: 1 hour and a half
What You Will Need: Sharpies in Black, Red, Turquoise and Tan, Pencil, Drawing Paper cut 12X12. The books, “Sharing Our World,” by Native Northest, and “Totem Pole,” by Diane Hoyt-Goldsmith. Printed Tracers (found here:Bear Eagle frog Orca owl Raven Salmon SeaTurtle Wolf ), and information packets (found here: Native American Art of the Pacific Northwest )
Preparing For The Project: Cut drawing paper 12 inch squares. Print out tracers and information packets. Read “Sharing Our World,” and “Totem Pole.” Review the vocabulary from the unit. Pass out paper, rulers, pencils and
Project time: Pass out 12X12 paper, and allow students to chose tracers.
- Have students cut out their tracers and recycle the excess.
- For students who plan on creating a bear, eagle, frog, owl, sea turtle, or wolf, they will fold their 12X12 paper in half. Raven, salmon and Orca will not need to be folded.
- Students will place the straight edge of their tracer on the folded edge of their paper. Students will trace the animal’s silhouette on to half of the project. Can students guess why we would only trace half of their animals?
6. Students will then fill the rest of the negative space with the Ovoids, U-forms, Split U-forms, L-Forms and S-Forms only. The shapes should fit together like pieces of a puzzle. Students should look for areas where the shape might fit perfectly, even using the silhouette lines as lines for their shapes. See images below.
7. Students will then take their work to the window or lightbox. They will trace the opposite side of their work on the opposite side of the paper. This is how their work will create symmetry. Students who create a raven, orca or salmon will have to create symmetry some other way (note the salmon’s tail). When students open their work, they should have an animal with symmetrical patterns inside.
8. Students will trace their work with sharpies.
9. Students will color in their work. They will only use the colors black, red turquoise and tan. These colors are significant to Pacific Northwest Totems, because of the materials used to create the paint. Black Paint was created from ash, and was used liberally in Totem art. Red paint was created from Terra cotta clay and was the other main color used in the art. The turquoise color was (from my understanding) created from a mineral found in sedimentary rock, and was difficult to create, and was often only used sparsely. The tan represents the cedar wood that the totem would have been carved into.
*I generally ask the students to color with black first (note image on the right). Then allow them to move to red, tan and turquoise.
10. When students are finished coloring, they can cut their work out and mount it onto brown construction paper.
Assessment: Hang the artwork around the room. Pair students up with another student’s work. Ask students to find all 5 shapes in that work. Discuss their findings. If students have access to ipads, students can take pictures of the different animals in the class. With a photo editing program, students create a totem pole out of their favorite works. They can post a picture of their totem pole with a writing element. Students could ask readers to respond to their post by providing their own totem or written response. Teachers can tweet a link to student blogs for more traffic; the #commentsforkids will guide other educators to interact with your students’ writings.
Objective: Students will be able to exercise their reading comprehension skills by creating an illustration that uses as many of the story’s details as possible.
What You Will Need: Paper, Pencils, Erasers, Colored Pencils, Sharpies and Reading Comprehension Stories (PDF below)
Preparing For The Project: Read through the 8 short stories in the PDF below. Choose one story and make enough copies for each student. READING COMPREHENSION STORIES
1.At the beginning of the project. Read the story you’ve chosen to aloud to the class. Be expressive and emphasize as many of the adjectives as you can to help students retain the information. Send the students to their seats and ask them to begin to illustrate the story only using the details in the story. Give them about 5 minutes to draw.
2. Pass out the stories to the students. Ask students to follow along with you as you read aloud again. Ask the students to flip their story over and continue to illustrate only using the details in the story. Give them another 5 minutes to draw.
3. Allow the students to read their stories silently to themselves. As they read, allow them to underline details that they forgot in their story. Then have the students flip their papers over again and allow them to finish their drawings.
4. As they finish drawing they can trace over their pencil lines with sharpie and color their work.
Assessment: This project is a great item to put out on a bulletin board. Post the story and your students illustrations. You can also guide students through a self-assessment activity, where students can read through the story again. If they added the detail into their illustration they can circle the adjective, if they forgot it they can underline it.