Introduction-My Why
When I am challenged professionally, when it comes to teaching, I find myself feeling one of two ways-if you think I do not know what I am doing, do not bet on the horse, bet on the jockey and think of my classroom as an ocean full of fish and each fish is a feeling-try to be the ocean, not the fish-now Clock that tea.-Instagram
At Hearne High School, a small rural campus in Texas, many of my students will enter my classroom carrying stories shaped by immigration, language barriers, and cultural dislocation. These students, many of whom will be emergent bilinguals, will bring with them incredible resilience as they navigate a school system that can feel both welcoming and alienating, depending on the day. While federal and state policies may claim that these students are supported, the reality is that true advocacy often begins with the basics: translated newsletters, access to interpreters, or simply ensuring someone takes the time to listen truly. I will find myself in situations where I must speak up for what should already be in place. It is frustrating that fairness is not the default. However, I also recognize that each of us, as educators and stakeholders, plays a vital role in fostering a truly inclusive and welcoming environment for these students.
When my students begin to engage with graphic novels, both reading them and creating their own, they will be doing something far more meaningful than learning new words. They will be "clocking" their stories. They will chart emotional landscapes, document real-life experiences, and begin to carve out space in a curriculum that does not always reflect who they are or what they have been through.
The graphic narratives we will explore in this unit will serve as bridges across language, culture, and identity. They will give students new ways to express themselves and feel empowered through creativity. In the act of writing speech bubbles or designing panels, I hope my students will start to see their own lives as stories worth telling. I want them to recognize that their voices have power and that they belong in this space.
Given how immigration continues to be politicized in Texas, I will not pretend that I do not feel uneasy about bringing some of these themes into the classroom. The importance of creating a space where my students feel seen, heard, and valued outweighs my fear of retribution. While I was not always a believer in the power of graphic novels, I have come to understand how wrong I was. They were too light, perhaps even too casual for serious academic work. These texts, while rich in emotional depth and storytelling, can break down language barriers, spark empathy, and invite critical conversations that traditional texts often fail to do. They have the power to make us all more empathetic.
In this unit, I will not reduce language learning to drills or grammar exercises. Instead, it will become a tool for students to claim their rightful space in their school and their community. Graphic narratives will guide that journey. Through comic creation, close reading, and peer discussion, my students will explore who they are, where they come from, and how their voices can shape the world around them.
Engaging with these texts, my students will build more than literacy; they will build confidence, connection, and cultural awareness. The speech bubbles and panel border they work with, both literal and symbolic, will become tools for self-definition and visibility. In a system that does not always make room for them, this unit will help students claim that space for themselves. This unit ensures that students' voices will not only be included in the curriculum, but they will also drive it. Clock it: graphic novels will not serve as the only tools for reading and writing; they will also become instruments of identity, agency, and belonging.
Comments: