Reading Images, Finding Belonging

Overview

In this opening lesson of New Kid: Finding Belonging, students are introduced to Jerry Craft, the graphic-novel form, and visual literacy. They will analyze how setting and character details work together, using evidence from both words and images to make supported inferences.

Learning intentions

Students will be able to:

• Identify settings and explain how they influence a story.
• Identify Jordan and other introduced characters using textual and visual details.
• Explain how graphic-novel techniques communicate meaning.
• Make an inference supported by one visual clue and one textual clue.

Success criteria

• I can identify at least two settings and explain how each affects the story.
• I can identify Jordan and other introduced characters using two details.
• I can cite one visual clue and one textual clue to support an inference.
• I can distinguish between an observation and an inference.

Curriculum links

• Reading Literature — analyze how setting, character, and plot elements interact.
• Reading Literature — cite several pieces of textual evidence to support explicit understanding and inferences.
• Reading Literature — read and comprehend grade 6–8 literary texts with appropriate scaffolding.
• Reading Literature — analyze how techniques unique to visual or filmed versions affect meaning.

Lesson structure (50 minutes)

1. 0–5 min · Notice, wonder, infer. Teacher displays a teacher-selected wordless panel using the opening visual prompt and invites students to silently record one notice, one wonder, and one inference. Students write independently, then share with a partner if comfortable; multiple interpretations are welcomed, and no personal disclosure is required.

2. 5–15 min · Mini-lesson and modeling. Teacher briefly introduces Jerry Craft and the graphic-novel form, then models reading one panel with the graphic-novel features and modeling slides. Point out panel sequence, gutters, captions, speech balloons, facial expression, posture, color, and perspective. Think aloud using a three-column notice/inference/evidence chart, emphasizing that an observation is directly visible or stated while an inference is a reasonable conclusion supported by evidence. Students annotate the modeled example and help identify which details are visual, textual, or both.

3. 15–25 min · Visual-literacy scavenger hunt. Teacher distributes the visual-literacy organizer and a teacher-selected opening excerpt or chapter, chunked as needed; explain that editions vary, so students should follow the excerpt provided rather than page numbers. Pairs locate examples of panels, gutters, captions, speech balloons, perspective, facial expression, posture, color, and setting details, recording what each feature helps the reader understand. Students cite or paraphrase specific textual evidence and describe visual evidence.

4. 25–38 min · Setting-and-character map. Teacher asks groups of three or four to use the same organizer to create a map of Jordan’s neighborhood or home and school, modeling the sentence frame “The setting may matter because…” on the collaborative map instructions. Students identify Jordan and other introduced characters, record at least two details for each, and connect each setting to mood, relationships, choices, conflict, or expectations. Groups must include both textual and visual evidence and may draw, type, or write their map.

5. 38–43 min · Structured share and daily quiz. Teacher invites groups to share one evidence-based statement, allowing students to pass or contribute through writing, then displays the discussion prompt and quiz questions. Students respond to the following five-minute quiz independently:

6. What is a gutter?

7. Which is an inference: “Jordan is wearing a uniform” or “Jordan may feel uncomfortable in a new environment”?

8. Name one way an image can reveal character.

9. How can setting influence a story?

10. What is one visual or textual clue that helped you understand the excerpt? Review answers briefly: a gutter is the space between panels; the inference is “Jordan may feel uncomfortable in a new environment”; images can reveal character through facial expression, posture, clothing, color, or positioning; setting can shape choices, relationships, conflicts, or mood. Accept evidence-based responses to question five.

11. 43–50 min · Exit ticket and reading guidance. Teacher distributes the exit-ticket section and displays the closure and homework guidance. Students name one setting, one introduced character, and explain one way a visual detail shapes their understanding. With remaining time, explain that students should read or listen to the next teacher-selected excerpt or chapter and record two notices and one question; students should not use assigned page numbers because editions vary.

Resources

• Projector or interactive display
• the visual-literacy lesson deck
• Teacher-selected wordless opening panel
• Copies or digital access to a teacher-selected opening excerpt from New Kid
• the visual-literacy organizer
• Chart paper or whiteboard
• Sticky notes
• Pencils and highlighters
• Audio or read-aloud access

Assessment

• Circulate during the scavenger hunt and map activity with a checklist for setting identification, character evidence, and supported inference.
• Conference with students who confuse observation and inference; ask, “Where do you see or read that in the panel or excerpt?”
• Collect the quiz and exit ticket to check whether students can identify setting, character, and visual evidence.

Differentiation

• Provide an annotated panel, vocabulary bank, chunked excerpts, audio or read-aloud access, sentence frames, and a partially completed setting-and-character map.
• Offer the frames “I notice…,” “This may suggest…,” and “My evidence is…” to support precise observation and inference.
• Permit students to draw, type, speak, or record responses; provide enlarged panels and reduced visual clutter for students with visual-processing or attention needs.
• Support multilingual learners with visuals and student-friendly definitions for graphic novel, panel, gutter, caption, perspective, setting, inference, and visual detail. Avoid asking students to compare the text directly to their own identity or school experiences; keep discussion fictional and text-based.