Classroom Activities
Materials students need are a sketchbook, pencil, color pencils/marker and notebook. Students will also need a video recording device to record the interview. Devices can be their school Chromebook or personal device. Incorporating technology is important because students mostly use device for self-entertainment like video gaming, streaming videos and social media. Students need to learn that there is more to technology.
Students can state their clan and develop questions
Day one students will complete an all about me activity. There will be a section where students will fill out their clans. Students will also be given a list of clans with both English and Navajo, so they can use it as a reference. The list of clans will have grouped clans; there is about 20 plus group clans and in those group clans there are about 10 plus listed to relate to each other. There will be blanks to fill-in their clans. Students will be given the opportunity to introduce themselves, not just Navajo clans, but their whole “about me” sheet. The “All About Me” will also contain their favorites overall (favorite color, subject, hobby, sport and etc.). While student state their clans, it will allow me to assess who can say their clans and who need help. Next, students will be asked if they know how they got their clan and what is the story behind it. This will allow the students to ask themselves “How did my clan originate?” This activity is to assess if students know their clans and I would like for them to practice saying their clans. If they do not know their clan, this will give students the opportunity to go home and ask, “What are my clans” to their parent(s) or guardian(s). I will give them a whole week to collect their clans and practice introducing themselves in Navajo” Also, students can write down “How I get my clan?” “What is the story of my clan?” students can develop questions that pertain to their clan. Students can write down their questions into their notebook to ask their relatives.
Students can interview relatives about their clan origin and write a rough narrative
Students will be given a duration of one week to interview a family member. Students must focus on the questions, “How did we get this clan? What is the story behind it?” and students will be encouraged to ask more questions to get their clan origin story. If students cannot find answers, they can utilize the campus Culture Center to collect information, or I can give them articles about their clan story. Students can use their device to record an interview, but they will need to get consent. I will draft up an interview recording consent for participants to sign. While listening to the interviewer, students will focus on characters, setting and the plot of the story. A graphic organizer will benefit students to keep track of character, setting and plot, so I will create the graphic organizer. If students need more time they will be given an extended time frame to gather information about their clan. Once students collect their findings they will write a narrative about their clan origin. Writing the narrative will help students organize how they will draw the important aspect onto their graphic narrative.
Students can determine elements of a graphic novel
Students will get exposer to graphic narrative so they can understand the mediums of creating their graphic narrative. Students will be given graphic novels like Trickster, Lumber Jane, Guts, and American Born Chinese to familiarize themselves with panels and speech bubbles. The panels will give them an example of how to place their structure on their sketchbook, “Comics panels fracture both time and space, offering a jagged, staccato rhythm of unconnected moments.” Therefore, I would like for students to focus more on a moment-to-moment style of panel. Novak, R.J. (2014). Teaching Graphic Novels in the Classroom: Building Literacy and Comprehension (Grades 7-12), has and active I would like to implement, “Make a copy of a graphic novel that contains at least six panel pages of a graphic novel and cut the pages into individual panels. Working in small groups of two to three students, have the students figure out the sequencing of the page and put the panels back together in proper order.” The analyzing of the mediums on the graphic novel will help them create story. It is important to look carefully at the sequence of the panels. The examples of graphic novels will help students get a sense of how to place panels, moment-to-moment, and speech bubbles are placed in a graphic narrative.
Students can practice drawing
Students will play around with their drawings. By having students place their pencil on paper to create shapes and figures will allow them to get comfort in drawing. According to Making Comics (Barry, Lynda 2019), “This language is what I’m trying to teach in my comics classes. This language moves up through your hand and into your head. Young Children are Native speakers.” (pg. 8) Students will practice daily drawing or doodling, and build up to drawing their characters, setting, panels, figures, and other elements that make their story into a graphic narrative. Making Comics (Barry, Lynda 2019), mentions, “Line and SHAPE REVEAL the IMAGE WORLD, the ‘ONCE UPON A TIME’ of Now” Most students do not have confidence to draw, but by having them practice drawing their panel and figures on paper will allow them to see their drawing get better. Figures they can practice drawing are human entity, plants, and land formation. We can look at catus, sage, trees, plateaus, mountains, rivers, human motion, etc. to practice sketching on our sketchbooks. By having students practice drawing, it will give the students confidence in creating their graphic narrative.
Student can begin their rough sketch
Students can use four or more panels to complete their graphic novel. Students can get an additional week to practice drawing their characters, setting and plot. At this stage students will create a storyline that show the audience how their clan originated. As the students begin the process of creating their graphic novel, I would advise them to write and sketch daily for the next two weeks. Students in the 5th grade want their drawing to be realistic as possible. I will remind them that we are simply doing our best to create a graphic narrative.
I will remind students about the task and ask, “What is the goal?” The goal is to create a story, which is their clan origins. I can guide them with the plot and give them a direction on what to draw. For example, how did the clan come to be? In my case a deity gave a man a cane and told him to start digging for water. What is the setting? In my case it was in desert setting and in the desert, there are catus, sages, and juniper trees. What did they character do to get their clan? My character dug with his cane and the man drank from it and the water had a bitter tase to it. Now I would ask students to start a rough sketch stick figure, create panels and speech bubbles. Repeat the process daily for the next two weeks. I would also mention to go back to their notice write down the scene they want to draw and go back to your sketch and slowly add speech bubbles. According to Making Comics (2019), “One of our oldest natural and spontaneous languages. Words and pictures together make something happen that is more than good or bad drawing. You don’t have to have any artistic skill to do this. You just need to be brave and sincere.” (pg. 18) I know I’ll have students that think that their finish product must look like an DC or Marvel comic book, but it is the story and the ability to leap over the problem of drawing in a realistic style. Encouraging students to put a pencil to the paper and do the best to draw figures, because what we draw is what we will see, it’s just like our ability to see faces in objects.
Students can present their finds.
Final step is to have students look back at their previous sketches with panels and dialogue and draw the best you can make it pop. Students can add color to their final sketches and present to the class. Students will use a premade google slides to present. They can take pictures of their graphic novel and insert them in the slides. They will be able share their Clan Story with the class using google slides. They will need to introduce themselves in their Dine language and present their clan origin. Students will focus on character, setting and plots of their clan origin while presenting. I will encourage students to practice presenting to their family so, they get a sense of how to present. I believe students will take pride in their Dine culture and language. This project will not only bring relevance in indigenous curriculum incorporated into indigenous demographic schools.
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