Due to the time constraints of the shortened class schedule, Mr. Stone skipped the quiz for today.
He shared numerous examples of graphic/visual literature with the class: Art Spiegelman's Maus, Marjane Satrapi's Persepolis, Scott Chantler's Two Generals, and Harvey Pekar and Joyce Brabner's Our Cancer Year.
Mr. Stone went over the spelling strategy for roots ending in a double-consonant, the meaning of several words containing the root -stat-, and selected vocabulary from an excerpt from Scott McCloud's Understanding Comics: The Invisible Art (vocabulary worksheet 169).
Mr. Stone also discussed how to use visuals as a key to meaning in graphic/visual literature (reading strategy worksheet 171). He directed students to describe how pictures add humor in "Too Narrowly" (698, frame 7)and "Failed Miserably" (698, frame 3). Students should use "The World" (699, frame 1) and one of the "Sequential Art" frames on the left side of page 700 to describe how pictures add details or ideas to the text provided by the writer. To show how pictures can signal flashbacks, fantasies, or imaginative/abstract ideas, students should use "Practice, practice, practice" (698, frame 1)and any of the starry sky frames (698, frame 8 or 9; 701, frame 8).
Homework: Finish reading the excerpt from Scott McCloud's Understanding Comics, vocabulary worksheet 179 and reading strategy worksheet 171 if any of these were not completed in class.
No comments:
Post a Comment