Comics Teacher Resources
Find Comics educational ideas and activities
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Eighth graders complete several writing projects based on The Diary of Anne Frank, including creating fables and comic book scenes based on the play. They also produce a multimedia report on D-Day and construct a model stage set of a scene from the play.
In this journalism worksheet, students use a copy of their local newspaper to complete this page. Students answer questions about the publisher and staff of the paper, the weather, TV programming, comics and classified sections. There are 15 questions.
Make a Social Skills Superhero Comic Book
Get creative as you teach a lesson plan on positive peer and social interactions. Discuss good social interactions through a scenario, brainstorm a positive response to the scenario, then creat a comic book superhero that exemplifies the social skills highlighted in the discussion. Autistic learners then draw a picture of their social skills superhero.
WWI: Life in the Trenches Comic Strip
In this World War I worksheet, students fill in 6 sections by creating a comic strip that depicts either what life was like in the trenches of WWI or what life was like for women on the Western Front.
Students follow the tracks of listening, visualizing, and drawing. They create an original comic script. Students use pencils first and then trace their sketches in pen. They experiment with different methods of creating value (stippling, cross-hatching, etc.).
Comic Book Project
Students write a comic. For this writing lesson, 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.
Families are Funny- Drawing a Comic Strip
In this family comic book learning exercise, 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.
Designers of Comics (Anger Management)
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.
Students explore stock characters and pantomime. In this comic theater lesson, students examine an ancient Greek statuette depicting a comic actor and an ancient Roman lamp decorated with a comic mask. Students pantomime short scenes and create a comic theater mask.
Frindle Comic Strip
Fifth graders read the book Frindle and create a comic strip. For 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.
Make Family Comic Strips
Students create comic strips about humorous real life family events. They examine various comic strips and their components. They add dialogue to the illustrations and display their strips in the classroom.
How Owly And Wormy Became Friends: Using a Silent Comic To Inspire Creative Writing
Students 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.
Using Wordless Comics To Help Create Meaning in Reading
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.
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.
Seventh graders examine the components and structure of magazines. In groups they develop a magazine based on the novel of their choice. Comic strips and promotional advertisements about the novels are included in the magazine. Students design and give an oral presentation about their magazine.
Learning to Do: Creating New Application
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.
Finding Inspiration in the Funny Pages
In these reading analysis worksheets, students read background information and character sketches for the Garfield comic strip. Students read selected comic strips and respond to the prompts to improve their writing skills.
Lesson Plan 10: Writing Really Good Dialogue
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 instructional activity 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!
How Logical is Garfield?
Third graders analyze comics found in the newspaper for samples of logical, emotional, and ethical appeal. They write a paragraph for each selected comic strip explaining how the comic strip represents the use of logic, emotions, or ethics.