Comics Teacher Resources
Find Comics educational ideas and activities
Showing 41 - 60 of 2,002 resources
Here's a twist on the old compare-and-contrast lesson. Budding art historians compare an Assyrian limestone relief to comic book superheroes. They discuss the similarities and differences in the three-dimensional relief to two-dimensional cartoon images. Additionally, they discover how each is used to covey feelings and concepts and create their own superhero. The lesson finishes when pupils present their projects in a digital story format.
Fourth graders comprehend the differences between political parties and some of the key issues brought up in political debates (health care, social securtiy, military, education, etc). They view a comic and students write down what they think the comic is trying to say. Students work with a partner and review who the comic is about and they determine when the comic is set.
Bring humor into your own writing! Writers consider how professional authors create humor in their writing. They read and analyze comic strips and poetry to determine the devices used by writers to create humor. Some of the examples aren't particularly hilarious, so you might want to supplement them with additional examples.
Boring dialogue can run a great story into the ground; get your novelists using dialogue as a tool to move their story into deeper and more developed territory. As part of a larger writing series, this lesson has a worksheet that can easily be found online. Learners consider why daily discourse isn't interesting and read some examples. They complete a boring comic strip and then spice it up by writing a separate comic from an exciting prompt. Writers apply these skills to their novel by creating another comic using dialogue between their main character and villain. Have them illustrate it for homework!
Students analyze graphical forms of Eudora Welty and interpret the shorts stories in the representations. In this graphical representations lesson, students analyze the short story genre in comic strips. Students then create their own story through a comic strip.
Help your learners identify the inferences they make every day with this SMART board lesson. With a comic strip in the first presentation slide, they make inferences about the situation. A discussion addresses what type of prior knowledge they needed in order to understand the comic. This resource also guides into an activity that provides practice making inferences. Though designed for special education pupils, the lesson could work in any class setting.
Students fight poverty. In this current events lesson, students research the listed Web sites to find out how Red Nose Day was established by Comic Relief to raise funds to fight world poverty.
SHINE stands for Stand up for yourself, Help other, Inform adults, Never us technology to bully, Encourage other to stand up. Using this tenet students role-play bullying scenarios and create a comic strip showing the SHINE steps. Several web links, rubric, examples, and worksheets are included.
Middle schoolers recognize heroic authors and illustrators and create their own comic strips. In this language arts lesson, students examine characteristics of heroes and work in groups to create their own comic strips and hero books.
Fifth graders reorganize comic strips to have them make sense, complete outline and organize their thoughts into outline form to explain directions, and use that outline to complete their own directions for geometry activities.
Students are given evidence in the target language of French in order to explain the metro system. The instructional activity strengthens communication skills. They recreate a comic book story from French into English for fun.
Students write a comic. In this writing instructional activity, students discuss comic books and why they continue to be so popular. Students create a comic book using an imaginary character. Students must present a problem and solution in their comic.
In this family comic book worksheet, students examine examples of comic strips about families. They plan and draw their own 3 panel family comic strip using drawing tools. They investigate more about drawing comic strips by visiting a web site.
Fifth graders select a comic strip that shows anger or frustration being mismanaged and create new frames with the characters handling the situation in a more positive way. They participate in a class discussion about anger and ways to handle anger more positively.
Fifth graders read the book Frindle and create a comic strip. In this creative writing project students make their own comic strip. Students retell the plot and incorporate character traits in their comic strip.
Students create a comic strip. In this technology lesson students are read the book Superdog: The Heart of a Hero by Caralyn Bueher. Students discuss what it means to be a hero and create their own superhero for a comic strip. Students create a comic strip and share with their classmates.
Learners view a wordless comic before using it as a story starter. They access a story that uses the same characters at a website in order to better understand the nature of the characters. They write a story inspired by the comic and the online story.
Use picture cues as a tool in order to create meaning along with text. With a wordless comic, young illustrators discuss the main idea and character traits, and independently write a summary for a page of a wordless comic. This strategy has application to both literature and informational text.
Students examine comic strips and evaluate the techniques used to create them. They design their own comics as a continuation of the ones they read, or they create their own characters.
Learners design an original cartoon character. They explain the creative process and development of a cartoon from brainstorming to final draft and study different types of cartooning. Use the correct terminology associated with cartooning