Cartoon comic ideas

Students examine graphic novels and comic books and discuss the important components of the genre, such as captions, dialogue, and images. They then use an online tool to create a six-panel comic highlighting six key scenes in a book they have read. By creating comic strips or cartoon squares featuring characters in books, students are encouraged to think analytically about the characters, events, and themes they've explored in ways that expand their critical thinking by focusing on crystallizing the significant points of the book in a few short scenes. Comic Creator : This online tool allows students to easily create and print comic strips.

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Content:

• 15 Absolutely Hilarious Comic Strips Showing That Animal Life Is Also Full of Fun
• How to create a comic
• The Celebration Of Comic Strip And Cartoon Art
• i want to make cartoons & comics but i have no idea where to start!
• make your own comic strip
• The 25 Best Sunday Comic Strips of All Time
• Animation Resources
• How to Create a Comic Strip in 6 Steps

WATCH RELATED VIDEO: Comic Strips

15 Absolutely Hilarious Comic Strips Showing That Animal Life Is Also Full of Fun

Students examine graphic novels and comic books and discuss the important components of the genre, such as captions, dialogue, and images. They then use an online tool to create a six-panel comic highlighting six key scenes in a book they have read. By creating comic strips or cartoon squares featuring characters in books, students are encouraged to think analytically about the characters, events, and themes they've explored in ways that expand their critical thinking by focusing on crystallizing the significant points of the book in a few short scenes.

Comic Creator : This online tool allows students to easily create and print comic strips. Comic Strip Planning Sheet : Use this worksheet for students to plan their comic strips before using the online tool. This activity invites the student to think symbolically. The students choose key scenes for their characters and books, find landscapes and props that fit the scenes, and compose related dialogue. These student representations of the books, with their multifaceted texts using symbols, images, texts, and metaphor, succeed in the classroom because they provide a snapshot of the students' comprehension of the ideas in the texts.

As Vokoun describes, the alternative to a traditional book report "allows students to create something unique and show their understanding of what they read. This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

Graphic novels and comic book versions of well-known books for inspiration and comparison optional. For more formal assessment, use the Comic Strip Rubric which is tied to the elements included in the planning sheet.

On the other hand, nothing is as useful as the feedback that they'll receive by sharing their comic strips with their peers. Informal feedback from students who read the comics and search out the related book are excellent feedback for students. In this article, Versaci details the many merits of using comics and graphic novels in the classroom, suggests how they can be integrated into historical and social issues units, and recommends several titles. Students create a short, humorous story with at least one action character, and then use online tools to make a flipbook.

We have launched the new ReadWriteThink. Give Feedback. Standard Lesson. Traci Gardner. Instructor of Technical Writing. Featured Resources. From Theory to Practice. Alternative Book Reports Voukon. Common Core Standards. Grade Select 6 7 8. State Standards. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features e.

Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Students use spoken, written, and visual language to accomplish their own purposes e. Materials and Technology. Integrative Art: American Comic Strips. Scott McCloud. Before this lesson, students will read a book independently, in literature circles, or as a whole class.

Ask students to bring copies of the book that will be the focus of their comic strips to class for reference. Make copies or overheads of the planning sheet and the rubric.

Practice the steps for using the Comic Creator with your computers. Visit the Website of Scott McCloud , author of Understanding Comics and Reinventing Comics , for background on the genre, inspirations, and sample comics. Student Objectives. Students will identify appropriate landscapes, characters, and props that relate to the events and characters in the books they've read.

Session 1. Introduce the writing activity, sharing the planning sheet, rubric, and sample graphic novels and comic books. Share the example graphic novels and comic books with students and explain the assignment, pointing out each of the parts that are included.

Lead students through discussion of the key elements for each part. Sample discussion questions can include the following: What are the important characteristics of a caption?

What do the words in the captions tell you about the scene depicted? What kind of landscape makes sense for the scene? What props can you associate with the scene? How kind of dialogue bubble makes sense for the interaction? What connects one scene to the next in the comic strip? Once you're satisfied that students understand the assignment, demonstrate the Comic Creator student interactive and discuss its relationship to the Comic Strip Planning Sheet.

Be sure to cycle through the options for characters and dialogue bubbles to show students the range of options available. Have students begin work with the Comic Strip Planning Sheet to plan their book reports. Students can work individually or in groups on this project. Encourage students to interact with one another, to share and receive feedback on their plans for comic strips. Since these comics will be shared in the class as well as in the library, hearing the feedback and comments of other students helps writers refine their work for their audience.

Students can continue working on the project for homework if desired. Session 2. Remind students of the goals and elements included in this project. Answer any questions students have. To make comic strips, have your students follow these basic steps, referring to their planning sheet as they work in the Comic Creator : For the comic title, name the scene or scenes that will be depicted. For the comic subtitle, name the book where the scene is found.

Include your name or the names of the members of your group as the authors of this comic strip. Choose the six-frame comic strip. Alternately, have students choose the one-frame cartoon square and focus their work on an important scene in the book. In each of the six frames of the comic strip show a significant event from the book. Under each picture or cartoon, write a caption that provides additional detail on the scene.

Print at least three copies of your finished comic strip. While students work, again encourage them to interact with one another, to share and receive feedback on their plans for comic strips. After the comic strips are printed out, students can decorate them with markers or other classroom supplies.

As students finish, ask them to turn in two copies of the comic strip one for you and one for the librarian-the third copy is for the students to keep. In this alternative to the traditional book report, students respond to a play they have read by creating a resume for one of its characters.

Grades 3 - 5. Students identify the elements of fiction in a book they have read and share summaries of them by writing and illustrating their own mini-book. Grades 6 - 8. Students respond to a book they have read by thinking symbolically to create a business card for one of the characters. Students make bookmarks on computers and share their ideas with other readers at their school, while practicing summarizing, recognizing symbols, and writing reviews—all for an authentic audience.

Students select a book to read based only on its cover art. After reading the book, they use an interactive tool to create a new cover for it. Students explore book covers of a variety of books then create a new cover for a book they have read.

Students write resumes for historical fiction characters. They first explore help wanted ads to see what employers want, and then draft resumes for the characters they've chosen.

Students explore familiar literary characters, usually first encountered as adults, but whose childhood stories are only told later. Students then create childhoods for adult characters from books of their choice. Students write a persuasive letter to the editor of a newspaper from a selected fictional character's perspective, focusing on a specific issue or situation explored in the novel. Students select a job listing for a character in a book they have read, then create a resume and application letter for that character.

Comic frames are traditionally used to illustrate a story in a short, concise format. In this lesson, students use a six-paneled comic strip frame to create a story map, summarizing a book or story that they've read. Each panel retells a particular detail or explains a literary element such as setting or character from the story.

Grades 5 - 8. In this alternative book report, students identify the elements of fiction in books they have read by creating glogs, interactive multimedia posters, and then share their glogs.

Grades 6 - This lesson invites students to create a "Driver's License" for characters that have made a contribution to western expansion in the United States. Grades 7 - In this alternative to the traditional book report, students report on their novel choices using Facebook-like pages.

How to create a comic

There's a cast of characters in William Korman's head, and the 9-year-old is bringing them to life panel by panel. William, a fourth grader at Jefferson Elementary School in Pierre, is an aspiring newspaper comic artist. Starting with sketches from the how-to-draw sections of Dav Pilkey's "Dog Man" graphic novel series, he learned to favor cartoon drawing over a more realistic art style. William usually shows his comics to friends and family, but he submitted his first comic publicly in a letter to the Argus Leader three weeks ago.

The Celebration Of Comic Strip And Cartoon Art

Hey everyone! Sorry for the hiatus. So, I developed a lecture on how three-act story structure is present in stories no longer than 4 pages, including daily comic strips. In just three to four comic panels, you can utilize three-act structure to tell a story. Panel 1 yellow is Act 1. But there is no story without a problem. Calvin continues to play Superman despite the reality of his situation, thus revealing something about his character. This is where you get to show how your character behaves or thinks. In a well-written comic strip, it results in something funny or unexpected.

i want to make cartoons & comics but i have no idea where to start!

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make your own comic strip

Ideas for how educators can use comics and avatars in their classroom. In this lesson, students will have the opportunity to practice using language to describe the basic features of three dimensional shapes. Students will use key vocabulary to compare and discuss shapes. In this lesson, students will have the opportunity to practice using both active and passive voices. This is often the result of bias in reporting, whether conscious or not. Use this lesson to promote critical thinking and introspection among your students.

The 25 Best Sunday Comic Strips of All Time

Many people associate comics with silly stories about superheroes, detectives, or talking animals, rather than high quality stories. But that doesn't have to be the case, and in fact, it isn't anymore! A comic is a visual story told through images. Words are often used in a combination of onomatopoeia, narration, and speech bubbles. The images are single scenes, and changes in action or location happen by using multiple cells.

Animation Resources

Creating a comic book is a very expressive art form that stimulates your imagination like no other. The first and key step is coming up with a story or basic plot. Read on, to learn key points in forming a comic book story.

How to Create a Comic Strip in 6 Steps

Comics provide narrative experiences for students just beginning to read and for students acquiring a new language. Students follow story beginnings and endings, plot, characters, time and setting, sequencing without needing sophisticated word decoding skills. Images support the text and give students significant contextual clues to word meaning. Comics act as a scaffold to student understanding.

Comic artists and cartoonists are two types of visual artists who can create exciting images for new pieces of media. While many people consider comic artists and cartoonists to be very similar, the two career paths can differ in a few specific ways, including their usual employers and the genres of media they produce. If you have a background in illustration and are interested in becoming a cartoonist or a comic artist, it can be helpful to learn about the differences between the two career paths so that you can pursue the job that's right for you. In this article, we define what a cartoonist is and what a comic artist is, explore a few of their key differences and list tips for choosing between the two careers. Related: 13 Types of Drawing for Artistic Careers. A cartoonist draws illustrations that convey a particular message or idea. The illustrations that a cartoonist draws are called cartoons.

Finding good comic strip ideas might not be so obvious at first. It seems like all good ideas have already been done! So how do you find a subject that will be interesting and original? First, you need to be aware of what has already been done in the world of comic book!