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Lesson Plan by Cassie Bermel B. Ed.

Identities by W.D. Valgardson

Pixton Lesson Plan on Identities by W.D. Valgardson

Make short stories come to life with comics!

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Featured Layouts

When students complete the activities in this lesson plan, they will use the following comic layout types.

  • Character Map
  • Mind Map
  • Storyboard
  • Comic Strip
  • Graphic Novel

Your students will create amazing images like these in no time!

Pixton Lesson Plan on Identities by W.D. Valgardson
Pixton Lesson Plan on Identities by W.D. Valgardson
Pixton Lesson Plan on Identities by W.D. Valgardson

Main Characters

Identities by W.D. Valgardson

When you import any of the activities below, you can choose to share these ready-made characters with your students.

  • Protagonist from Identities by W.D. Valgardson
    Protagonist

    The unshaven man in a nice car

  • The policeman from Identities by W.D. Valgardson
    The policeman

    The man who stops the protagonist

Featured Props

Identities by W.D. Valgardson

Student creations come alive with these themed objects – in addition to our library of over 3,000 props!

  • Building
    Building
  • Fence
    Fence
  • House
    House
  • Pistol
    Pistol
  • Prop Car Interior
    Prop Car Interior
  • Ruins
    Ruins
  • Seat
    Seat
  • Skyline
    Skyline
  • Tree
    Tree
  • Wheel
    Wheel
Print this Teacher Guide

Teacher Guide

Identities by W.D. Valgardson

Step 1Class discussion with students
  • What does the word "identity" mean? What are some ways people are identified? How do you identify yourself?

  • How safe is your neighborhood? Are there parts of your city or town that you avoid because it is dangerous?

  • What do your parents describe when they talk about how things were when they were younger (e.g. playing outside, no internet or cell phones, etc)?

  • If you see someone, how do you know if they are dangerous or not? How well can we trust these judgments?
Step 2Pixton comic-making activities
Step 3Concluding discussion with students
  • What happens to the protagonist at the end of the story? Why doesn’t the author say what happens? What effect does this have on the story?

  • What kind of character is the protagonist? Why do you think the author chose not to give him a name?

  • What is the significance of the title?
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Pixton Activity: Identities 1 Character Map

Featured Layouts

  • Character Map

Intro

Understanding characterization is an important skill that will help reinforce key attributes of the play’s characters, and help create connections with the plot and theme. The characteristics that make up the protagonist and other characters help shape the outcome of the narrative.

Instructions

Create a Character Map for the protagonist in Identities.

  • It's important to add sufficient detail to all the parts of the map.
  • Include an appropriate illustration based on the character's attributes that are outlined in the story.
  • See the rubric for grading guidelines.

Rubric: Character Map

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The character map is thoughtful; descriptions are detailed and informative. The character map is fully developed; accurate details and insightful descriptions. The character map is complete; descriptions are simple and settings are accurate. The character map includes basic details, but is not fully developed. The character map does not accurately reflect the characters.
Meaning Ideas, information and use of detail • strong point of view
• summary is clear and highly detailed
• descriptions are thoughtful and highly developed
• significant details that make characters unique and dynamic
• relevant ideas with consistent analysis
• summary is clear and accurate
• logical descriptions that clarify and develop the idea
• characters are similar; includes relevant details
• relevant ideas with some analysis
• summary is short, but accurate
• descriptions are simple and consistent
• characters similar to description
• some relevant ideas
• summary has several errors
• descriptions are brief and lack detail
• characters vaguely looks like description
• often very brief
• summary is has significant errors
• descriptions are difficult to follow
• characters do not look like description
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence • proper organization
• panels are thoughtful and detailed
• all panels are organized or logical
• all panels are present
• most panels are organized or logical
• all panels are present
• some panels are organized or logical
• some panels may be missing
• panels are not organized or logical
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total
Print this Activity

Pixton Activity: Identities 2 Imagery

Featured Layouts

  • Mind Map
  • Storyboard
  • Comic Strip
  • Graphic Novel

Intro

Translating words into images is an important skill to have, whether you physically draw the images or imagine them in your head. The more attention you pay to the words, the more detailed the image will be.

Instructions

Create a comic using 1-4 panels, and choose a scene from the story to develop.

Be sure to do the folllowing:

  • Identify scene in title
  • Read the chosen section of the story carefully, paying attention to details

See the rubric for grading guidelines.

Rubric: Imagery

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The image is focused, has thoughtful details and is insightful. The image is clear, well developed, and logical. The image is easy to follow; ideas are correct, but may be basic or simple. The image discusses some relevant ideas, but may have frequent errors. The image is hard to follow; ideas are not developed.
Meaning Ideas, information and use of detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Form Organization and sequence (beginning, middle, end) • proper organization
• sequence is highly effective and has purpose
• panels are thoughtful and detailed
• all panels are organized or logical
• logical sequence
• all panels are present
• most panels are organized or logical
• consistent attention to sequence
• all panels are present
• some panels are organized or logical
• some attention to sequence
• some panels may be missing
• panels are not organized or logical
• no attention to sequence
• panels are missing
Conventions Complete sentences, spelling, punctuation, grammar (e.g.,
use of pronouns; agreement; verb tense
• correct sentence structure, grammar, spelling and punctuation; may include some errors in complex structures • few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning • occasional errors in sentence structure, spelling, punctuation, or grammar; errors rarely interfere with meaning • several errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow • repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand
Total

Example Comic Strip

Imagery in “Identities” by Student

Here's the link to share this comic:

Student Handout

Share this comic with your students to demonstrate the activity without giving away the farm :)

Imagery in “Cinderella” by Pixton
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Pixton Activity: Identities 3 Major Themes

Featured Layouts

  • Mind Map
  • Storyboard

Instructions

Determine the major theme in Identities and identify at least two examples in the story and depict them in a Mind Map or Storyboard:

  • Identify the theme in the title or map center
  • Identify the paragraph in the panel title
  • Create an image that summarizes the scene
  • Formulate a brief description of how the example fits the theme
  • In a final panel, briefly describe how the theme causes the reader to reflect

See the rubric for grading guidelines.

Rubric: Major Themes

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview The theme is highly developed; examples have significant purpose and are highly detailed. The theme is well developed; examples are specific and provide ample support. The theme is briefly discussed; examples are accurate but not fully explained. The theme is poorly discussed; vague or irrelevant examples. The theme is not identified; lacks any supporting examples.
Meaning Ideas, information and use of detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence • proper organization
• examples are properly referenced
• panels are thoughtful and detailed
• all panels are organized or logical
• examples are properly referenced
• all panels are present
• most panels are organized or logical
• examples are properly referenced
• all panels are present
• some panels are organized or logical
• examples are not/improperly referenced
• some panels may be missing
• panels are not organized or logical
• examples are not referenced
• panels are missing
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total

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