journey to the centre of the earth
TRANSCRIPT
Curriculum Development Division. Ministry of Education Malaysia. 2009
Table of Contents
IntroductionThe WriterSynopsisElementsActivitiesExtension
Beyond the textAssessment
GlossaryPanel of Writers
GRAPHIC NOVELS
LITERATURE COMPONENT FOR FORM 1
Graphic Novel
By definition “graphic novels” are “ novels whose narrative is conveyed through a combination of text and art, usually in comic strip form.” Eisner,W (1978) –
The term “ graphic novel” is now generally used to describe any story book in a comic format that resembles a novel in length and develops as one piece of narrative work.
Novels are presented as books in linear form; picture books tell a story with text accompanied by illustrations; films work with moving images and dialogue but graphic novels combine all these elements as a medium for story-telling.
“They are like prose in that they are written in printed form, but they are also like films in that they tell a story through visual images.”
Smith. J(2005) –
In a graphic novel, readers derive information visually from pictures which are presented in sequence. Facial expressions and physical movements are relayed visually so much so that they, “… graphic novels are literature in cinematic format .”
By definition “graphic novels” are “ novels whose narrative is conveyed through a combination of text and art, usually in comic strip form.” Eisner,W (1978) –
The term “ graphic novel” is now generally used to describe any story book in a comic format that resembles a novel in length and develops as one piece of narrative work.
Novels are presented as books in linear form; picture books tell a story with text accompanied by illustrations; films work with moving images and dialogue but graphic novels combine all these elements as a medium for story-telling.
“They are like prose in that they are written in printed form, but they are also like films in that they tell a story through visual images.”
Smith. J(2005) –
In a graphic novel, readers derive information visually from pictures which are presented in sequence. Facial expressions and physical movements are relayed visually so much so that they, “… graphic novels are literature in cinematic format .”
In an increasingly visual culture, the use of graphic novels will definitely promote literacy
especially amongst the younger generation due to the elements of humour and fun.
Encourage reluctant readers to read as the medium of visuals complement reading of
graphic novels. They are more appealing to the eye.
Visuals have a very strong impact on the reader, who makes meaning through pictures
and images.
Graphic novels offer value , variety and creativity. Pictures make texts more accessible
especially to second language users and reluctant readers.
Offer diverse alternatives to traditional texts – text light, actions faster and more reader
friendly format.
Introduce literary works like the classics to young adults who would probably not read
them in their traditional novel form.
Reading graphic novels may require more complex cognitive skills than the reading of
texts alone. (Lavin 1998).
Makes learning effective as graphic novels promote brain based learning making use of
both the right and left brain.
In an increasingly visual culture, the use of graphic novels will definitely promote literacy
especially amongst the younger generation due to the elements of humour and fun.
Encourage reluctant readers to read as the medium of visuals complement reading of
graphic novels. They are more appealing to the eye.
Visuals have a very strong impact on the reader, who makes meaning through pictures
and images.
Graphic novels offer value , variety and creativity. Pictures make texts more accessible
especially to second language users and reluctant readers.
Offer diverse alternatives to traditional texts – text light, actions faster and more reader
friendly format.
Introduce literary works like the classics to young adults who would probably not read
them in their traditional novel form.
Reading graphic novels may require more complex cognitive skills than the reading of
texts alone. (Lavin 1998).
Makes learning effective as graphic novels promote brain based learning making use of
both the right and left brain.
1
Introduction
What are graphic novels?What are graphic novels?
Why use graphic novels?Why use graphic novels?
Teachers and educationist are now aware of the strong attraction that comics have
over young people.
Most youngsters would not read novels but they are most willing to read comics.
Making the most of this attraction, graphic novels are now being brought into the
classrooms as a means of getting youngsters to read.
As opposed to common beliefs that comics are all violent, raunchy, or sexist there are
now classics such as Black Beauty by Anna Sewell, David Copperfield by Charles
Dickens and Huckleberry Finn by Mark Twain as graphic novels.
Teachers and educationist are now aware of the strong attraction that comics have
over young people.
Most youngsters would not read novels but they are most willing to read comics.
Making the most of this attraction, graphic novels are now being brought into the
classrooms as a means of getting youngsters to read.
As opposed to common beliefs that comics are all violent, raunchy, or sexist there are
now classics such as Black Beauty by Anna Sewell, David Copperfield by Charles
Dickens and Huckleberry Finn by Mark Twain as graphic novels.The words in graphic novels are minimal, yet the pictures help youngsters to
comprehend.
Second language learners give up reading if texts are too wordy. Graphic novels pull
in reluctant readers rather than pushing them away as the visuals function as clues to
help their understanding.
A good picture paints a thousand words. As the pictures in the Graphic Novels are
universal, they are readily recognized and accepted by the reluctant second language
reader.
The words in graphic novels are minimal, yet the pictures help youngsters to
comprehend.
Second language learners give up reading if texts are too wordy. Graphic novels pull
in reluctant readers rather than pushing them away as the visuals function as clues to
help their understanding.
A good picture paints a thousand words. As the pictures in the Graphic Novels are
universal, they are readily recognized and accepted by the reluctant second language
reader.
2
Graphic novels in the classroomGraphic novels in the classroom
Treat it just like a book or a comic book. Read, read and enjoy reading.
Keep it fun. Introduce fun activities while exploring the graphic novels . Extend the
activities to go beyond the text, to areas found in real life.
Open up their minds while trying out these activities using graphic novels as a take off
point.
Use graphic novels as materials for language learning as students are familiar with
them. Graphic novels are interesting materials in an easily understandable format for
youngsters.
Encourage students involvement and participation in the activities by making them
play the leading roles.
Create a sense of ownership by assigning responsibilities to the students. Some of
them can serve as experts or consultants because they probably know more about
comics than the teacher .
Treat it just like a book or a comic book. Read, read and enjoy reading.
Keep it fun. Introduce fun activities while exploring the graphic novels . Extend the
activities to go beyond the text, to areas found in real life.
Open up their minds while trying out these activities using graphic novels as a take off
point.
Use graphic novels as materials for language learning as students are familiar with
them. Graphic novels are interesting materials in an easily understandable format for
youngsters.
Encourage students involvement and participation in the activities by making them
play the leading roles.
Create a sense of ownership by assigning responsibilities to the students. Some of
them can serve as experts or consultants because they probably know more about
comics than the teacher .
3
Using graphic novels in the classroom?Using graphic novels in the classroom?
How to read graphic novels?How to read graphic novels?
GRAPHIC NOVELS ACTIVITY GN1
4
To compare and contrast Graphic Novels and Comics
To identify features of graphic novels
pictures from graphic novels and manga comic; manila cards pictures from graphic novels and manga comic; manila cards
Divide students into groups. Distribute sets of pictures from graphic novels and manga comics
Students sort out the pictures to get pictures from Journey To The Centre Of The Earth, Black Beauty, Mystery of Boscombe Valley Denko Oshoko-Manga comics
Students compare and contrast the features of graphic novels and manga comics.
On the white board Teacher placeses two charts with headings and notes as a guide for pupils look for the features of graphic novels and manga comics.
Students enter features of graphic novels and manga comic on the two charts pasted on the white board in front of the class.
Individually, students to enter details into handout 1, which is a table contrasting graphic novels and manga comics. Teacher summarizes referring to the features of graphic novels.
GRAPHIC NOVELS
5
Graphic Novels Is Like But Not Comics!
MaterialsMaterials
Notes
Preferably carry this out so that students will
know the features of the graphic novel.Four sets of pictures are
given.
StepsSteps
Aim(s)Aim(s)
40 minutes
Jules Verne was born in 1828 in France and died in 1905. He wrote over eighty books. His
passion was Geography. He learned everything from reading and kept up with the emerging
knowledge in many fields of Science. He was considered the “Father of Science Fiction”.
Verne’s adventures and inventions were based on the then current Science knowledge which
makes his work unique. He forecast with remarkable accuracy many scientific achievements
of the 20th century. He anticipated flights into outer space, submarines, helicopters, air
conditioning, guided missiles and motion pictures long before they were developed in his
novel The Time Machine.
GRAPHIC NOVELS
6
The Writer
SYNOPSIS
This graphic novel is adapted from a book of the same name. The story is about the quest to
the centre of the earth. The expedition is led by Professor Otto Lidenbrock and includes Axel
and their Icelandic guide, Hans. Lidenbrock decodes a message written by an Icelandic
alchemist, Arne Saknussemm, found in a 300-year-old book in Germany in 1862. In the
message Arne writes that he has been to the centre of the earth. He goes on to describe how
exactly he did it. So Professor Otto Lidenbrock, Axel, and Hans depart for Mt Sneffles, the
point through which they gain access to the core of the earth. Throughout many stumbles and
setbacks, this team discovers an underground sea and face several prehistoric creatures.
They finally get blown out of the earth and land in Sicily, over 3,000 miles from where they
started their adventure. After the journey, they return to Hamburg to great acclaim - Professor
Lidenbrock is hailed as one of the greatest scientists of history, Axel reunites with his
sweetheart, Gretchen. Hans eventually returns to Iceland.
GRAPHIC NOVELS
7
Synopsis
PLOT SUMMARY
Chapter 1 – A Great Discovery
Hamburg, Germany, May 1862, Professor Lidenbrock and his nephew, Axel, decoded a
message written 300 years ago by a famous Icelandic explorer, Arne Saknussemm. In his
coded message, Arne Saknussem wrote that he had been to the center of the earth and he
went on to describe how he did it. Brushing aside the concerns of his nephew, the Professor
insists that Axel accompany him on the expedition. Sadly, Axel takes his leave from his
beloved Gretchen.
Chapter 2 – Our Journey Begins
Professor Lindenbrock and Axel travel for ten days by ship before reaching Iceland. Professor
Lidenbrock employs, Hans Bjelke, as their guide on their adventure. Gathering supplies, the
trio depart for Mt. Sneffels, the point through which they can gain access to the core of the
earth. Ten days later, on Monday, June 29th, they reach the top of Mount Sneffel. The shadow
of the afternoon sun shows which crater they should descend.
Chapter 3 – Into the Earth
The trio descend into the crater and they travel downward until they reach the bottom of the
pit. There are two tunnels and the Professor chooses the one on the right. After several days
trekking underground and almost out of water, they have to retrace their steps because the
path leads to a dead end. Finally returning to the beginning of the two tunnels, Axel collapses
and assumes they will return to the surface. Although the Professor shows concern for Axel,
he asks for one more day to find water before they abandon the journey. On Wednesday, July
8, they descend into the second tunnel and emerge into a chamber of clear white mica. The
chamber resembles a giant diamond cavern.
Chapter 4 – Lost
8
Elements
Hans finds an underground river and they quench their thirst. On Thursday, July 9, they
continue on with their journey. By the next evening the professor estimates their position to
be 90 miles southeast of Mount Sneffels and eight miles deep. They come to an abyss and
make their way down a naturally formed staircase. On Sunday, July 12, they climb down
about 20 miles. Over the next two weeks they climb down deeper and deeper into the earth.
On Thursday, August 6, Axel finds himself alone. In desperation he retraces his steps but
becomes hopelessly lost.
Chapter 5 – The Great Sea
It is only after much suffering that Axel is reunited with his uncle and Hans. They can hear the
sound of waves. In fact, the three have arrived at a vast underground body of water which is
given the name Lidenbrock Sea. Exploring the area around the sea, the travellers find what
looks like a forest of giant mushrooms. They also see ferns as tall as trees and a mastodon
skeleton. On Tuesday, August 11, the Professor decides that they must cross the ocean.
Hans builds a raft from giant reeds and a sail from a sleeping rug. On Thursday, August 13,
they push out to sea leaving behind the shore which they named Port Gretchen. The raft
moves quickly and they travel about 75 miles in 24 hours. On Friday, August 14, Hans drops
a hook and soon a fish is caught. It is an ancient species long extinct in the world above and
they cook it for their meal. The professor wants to learn the depth of the sea so Hans attaches
a pickaxe to a long rope and throws it overboard. When Hans retrieves the pickaxe it bears
marks that look like teeth. On Tuesday, August 18, two huge sea monsters surface, battle,
and almost swamp the raft. On Friday, August 21, a storm hits them. The raft is eventually
cast up on a rocky shore in the midst of the storm and Hans carries Axel to safety. As the
storm dies down they find, to their dismay, that they have been carried back to the same
shore from which they left.
Chapter 6 – The Boiling Tunnel
Exploring an area which is farther along the shore than their starting point, the Professor and
Axel find a huge field of bones. The Professor is delighted when they find a human skull.
Continuing their exploration they come across a vast forest of prehistoric plants. They spot
gigantic mastodons and in the distance see a twelve-foot tall human being. Afraid of
confrontation, they leave the area. Going back to the shore they find a huge rock, with the
initials A. S. carved on it, beside the entrance to a dark tunnel. With evidence that Arne
Saknussemm has traveled this way, they enter the passage only to discover that it is blocked
9
by a big boulder. They decide to blast the boulder using gunpowder. They set the charge and
retreat to the raft. The explosion opens a deep hole that lets in the underground sea. They
and their raft are swept along with the rushing waters. They head up the tunnel at an amazing
speed. They ascend swiftly as the waters push up the raft along a narrow shaft. Axel worries
about the rising temperature. The trio soon discover that the water beneath the raft is boiling
hot. Finally Axel sees a tiny circle of light above. The professor realizes that they are inside
an erupting volcano which leads out to the earth’s surface. They land outside the volcano.
While making their way down, they learn from a young shepherd that they are on the island of
Stromboli in Italy. They have entered the earth by one volcano and come out by another, over
3,000 miles apart. Four months after discovering Arne Saknussemm’s coded message they
return to Hamburg where the trio are treated like heroes and the Professor's achievements are
recognized.
SETTING
This adventure story is set in 1862 when there were no modern facilities. The story starts in
Hamburg, Germany and the journey takes Lidenbrock and Axel to Iceland where they meet
Hans and together they go below the earth’s surface. After four months, they get blown out of
the center earth in Sicily before they finally make their way back to Hamburg, Germany.
CHARACTERS
Professor Otto Lidenbrock - An intelligent, determined and adventurous scientist
Axel Lidenbrock - A faithful and loyal nephew. He is young and easily
scared.
Hans Bjelke - A brave Danish guide. He is very quiet but is always
on hand to save the other two explorers.
Gretchen - A young woman who loves Axel.
THEMES
1. Seeking knowledge
Professor Otto Lidenbrock went on a journey to the center of the earth to seek knowledge.
2. The spirit of adventure
The trio went on an adventure and experienced wondrous sights.
10
3. Explorations
To explore unknown places where humans have not gone before.
4. The wonders of the human mind
The human mind is forever seeking new knowledge and the mind of Professor Lidenbrock is a
good example of this.
5. The wonders of Science
There is still so much that we do not know. We have to be brave to discover new wonders of
Science.
VALUES
Some values found in this graphic novel are:
1. When we really want something, we should persevere.
Uncle Lidenbrock refused to listen to Axel’s excuses on why they should not go on the
journey.
2. We should not endanger others because of our passion for something.
Otto Lidenbrock put Axel, Hans and himself in danger by going to the center of the earth.
3. We must dare to take risks.
Otto Lidenbrock dared to go on an adventure to the center of the earth.
4. We should take the opportunity to discover the wonders of Science.
The trio were willing to go down into the center of the earth to find out more about the earth
beneath their feet
5. It is important to be courageous.
It took a lot of courage on their part to go into the enter of the earth.
GRAPHIC NOVELS ACTIVITY GN1
11
To utilise skimming skills
To get to know the structure of the graphic novel.
Worksheet GN1 Worksheet GN1
Distribute Worksheet 1
Get students to complete the worksheet.
Get students to present their answers.
Discuss the answers with the students.
GRAPHIC NOVELS WORKSHEET GN1
12
MaterialsMaterials
Notes
Preferably carry this out as an
individual activity so that each
student will know the structure of
the graphic novel.
StepsSteps
Aim(s)Aim(s)
20 minutes
Let’s Play Detective
1. Title :
2. Author :
3. Retelling Authors :
4. Illustrator :
5. Where can you find the table of contents?
______________________________________________________________
6. On which pages can you find an introduction of the characters?
______________________________________________________________
No Chapter Title Page
7 1
8 2
9 3
10 4
11 5
12 6
13. Under which heading can you find the meaning of words?
______________________________________________________________
14. Under which heading can you find more information about the Earth’s center.
______________________________________________________________
15. What website can provide you with more information about this story?
______________________________________________________________
GRAPHIC NOVELS
13
Let’s Play Detective
LET”S PLAY DETECTIVE
1. Journey to the Center of the Earth
2. Jules Verne
3. Davis Worth Miller and Katherine Mclean Brevard
4. Greg Rebis
5. On Page 3 or before Introducing the Characters
6. On pages 4 & 5
7. A Great Discovery page 6
8. Our Journey Begins page 12
9. Into the Earth page 16
10. Lost page 26
11. The Great Sea page 36
12. The Boiling Tunnel page 54
13. Glossary
14. More About Earth’s Center
15. www.facthound.com
GRAPHIC NOVELS ACTIVITY GN2
14
Answer Key
To promote teamwork
To use skimming and scanning skills
To communicate with each other
Worksheet GN2 Worksheet GN2
Stick questions all over the room e.g. on the wall, behind the students’ chairs etc. A sample of the questions can be found in the handout.
Divide students into groups of three. Students take on the role of a runner, seeker and writer.Runner – to locate the questions and inform the seeker. Seeker – to seek the answer to the questions from the graphic novel. Writer – to write down the answer.
Ask students to locate the questions and seek the answer from the graphic novel. Set a suitable time limit for the students to complete the task.
After getting all the answers, students should be able to arrange the first letters of the answers to form a word.
GRAPHIC NOVELS WORKSHEET GN2
15
MaterialsMaterials
Notes
If the group has only two students then the first
student will play the role of a runner while the
second student will play both the roles of a seeker and writer. The group size can also be increased to four in which case they should be two runners.
StepsSteps
Aim(s)Aim(s)
40 minutes
Treasure Hunt
Below are examples of the sentence strips to be used in the Treasure Hunt activity. Cut the strips and place them around the classroom.
1. What is the name of the famous Icelandic explorer?
2. What does the Latin word ‘terrestre’ mean?
3. What type of mountain is Mount Sneffels in Iceland?
4. The trio escaped from the centre of the earth through a boiling _________ .
5. On August 18, Otto Lidenbrock and his two companions have travelled more than 800
miles to the centre of the Earth which puts them directly under which country?
6. In chapter 5, when Otto Lidenbrock checked his compass he found the needle pointing
to the______________
7. What language does Hans speak?
8. What kind of symbols did Otto Lidenbrock and Axel find?
9. What is Otto Lidenbrock’s relationship to Axel?
The word is:
GRAPHIC NOVELS
16
Treasure Hunt
1. Arne Saknussemm
2. Earth
3. Volcano
4. tunnel
5. England
6. North
7. Danish
8. Runic
9. Uncle
The word is ADVENTURE
GRAPHIC NOVELS ACTIVITY GN3
17
Answer Key
Sequence the events in each chapter
a folded long strip of paper, scissors, cellotape, coloured pencils a folded long strip of paper, scissors, cellotape, coloured pencils
Divide students into pairs or groups of three. Teacher instructs students on how to prepare the folded paper strip.
Students cut blank sheet of paper into rectangles or panels measuring 7 by 12 cm. Later the panels will be linked to form a story chain.
Students can prepare a minimum of four panels or more depending on the number of events found in each chapter. Students need to ascertain the number of panels that they need to prepare per chapter. Students glue the panels together to form a long folded strip of paper.
Students need to write the following linkers on top of the panel so that it reads ”First, “Next”, “Then”, “After that” and “Finally”. Teachers can help students by giving them more linkers if they are using more than 5 panels.
Under the headings, ”First, “Next”, “Then”, “After that” and “Finally” students illustrate and describe three or more events for each chapter.
Finally students close the panels so that it looks like a book. Then they design a cover. Teacher displays students’ finished product or work on the notice board, reading corner or file them in their portfolio.
GRAPHIC NOVELS ACTIVITY GN4
18
Unfolding Events
MaterialsMaterials
Notes
Preferably carry this out
as an individual activity so
that each students will
know the structure of the
graphic novel. A sampel
of the linked panels is
given below.
StepsSteps
Aim(s)Aim(s)
40 minutes
Write meaningful informal speech
Worksheet GN4 with empty speech bubbles and narrators’ boxes Worksheet GN4 with empty speech bubbles and narrators’ boxes
As an optional activity the students can perform a role play based on the dialogues they have prepared for this activity.
As an optional activity the students can perform a role play based on the dialogues they have prepared for this activity.
Teacher distributes the worksheet to the
students.
Students work in pairs and complete the
blanked speech bubbles and narrator boxes
using their own words.
The students compare their work with the
actual speech in the graphic novel.
GRAPHIC NOVELS WORKSHEET GN4
19
Speech Bubbles
MaterialsMaterials
Notes
This activity can be carried out at any stage of the lesson. It can be used at the beginning, middle and end of the teaching
stage of the graphic novel.
StepsSteps
Aim(s)Aim(s)
40 minutes
Let’s ExploreLet’s Explore
A.
B.
20
Speech Bubbles
C.
21
GRAPHIC NOVELS ACTIVITY GN5
22
To make students aware of 1862 setting.
To prepare students mentally for the graphic novel
To arouse students’ interest in the graphic novel.
To allow students the opportunity to give reasons why a thing can or cannot be taken.
Worksheet GN5a and GN5b Handout GN5 Worksheet GN5a and GN5b Handout GN5
Randomly put up the cut words on the walls
Divide the class into pairs.
Distribute the worksheet.
Explain what the students are going to do for this activity.
Go through the answers
GRAPHIC NOVELS HANDOUT GN5
23
The adventure Of A Lifetime!
MaterialsMaterials
Notes
Alternatively, the
teacher can ask
students to lead the
discussion.
StepsSteps
Aim(s)Aim(s)
40 minutes
(words are to be cut and put on the walls )
A thermometer A tent
A pair of walking boots A handycam
A knife Some warm clothes
A pick axe A first aid box
A mobile phone A rifle
A camera A rope
A laptop Some water bottles
Some candles A family photograph
A pair of binoculars A box of matches
A sleeping bag A compass
Things to be selected by the students.
1 A pair of walking boots 6 A rifle
2 A knife 7 A rope
3 A pick axe 8 Some water bottles
4 A tent 9 A box of matches
5 Some warm clothes 10 A compass
24
The adventure Of A Lifetime!
GRAPHIC NOVELS WORKSHEET GN5a
The year is 1862. You are going on the adventure of your life with two friends. You will be
climbing mountains, walking through jungles and crossing rivers. You’ll be sleeping under the
stars and in tents.
Your task:
1. You and your friends can only take 10 items with you as a group.
2. Label the pictures using the words on the walls in your classroom.
3. Then, discuss with your partner and tick the items you will take with you.
4. Give your reasons why a thing can or cannot be taken.
1 11
2 12
3 13
4 14
5 15
6 16
7 17
8 18
9 19
10 20
25
The adventure Of A Lifetime!
GRAPHIC NOVELS WORKSHEET GN5b
26
The adventure Of A Lifetime!
To make students aware of the setting To make students aware of 1862 setting.
To enable students to trace the time frame for each setting given To prepare students mentally for the graphic novel
To encourage the spirit of co-operation amongst students To arouse students’ interest in the graphic novel.
To help students comprehend the graphic novel better To allow students the opportunity to give reasons why a thing can or cannot be taken.
Worksheet GN6 Envelops and blue-tac Handout GN6 Graphic novel
Worksheet GN6 Envelops and blue-tac Handout GN6 Graphic novel
GRAPHIC NOVELS ACTIVITY GN6
Divide the class into groups.
Explain what the students are going to do for this activity.
Distribute the worksheet.
Distribute the envelope and the blue-tac.
Go through the answers
27
Trace Me
MaterialsMaterials
Notes
For better students,
bubbles can be
jumbled up & they can
be asked to sequence
them.
StepsSteps
Aim(s)Aim(s)
40 minutes
GRAPHIC NOVELS WORKSHEET GN6
GRAPHIC NOVELS HANDOUT GN6
28
JOURNEY TO THE CENTER
OF THE EARTH
Started to cross the sea on the raft built by Hans____________
Discovered a sea and a forest_________
Went deeper into the earth_____________
Reached 90 miles southeast of Sneffels_________
Found a stream_________
Began second descent_________
Reached dead end in the tunnel_________
Began the descent into Mt Sneffels_________
Landed in Sicily after being blown out of the cave__________________
Found an old book_________
Saw gigantic creatures in the sea___________
Hit a storm________
Trace Me
(cut up strips and place in the envelope )
22 August 1862 8 July 1862
18 August 1862 10 July 1862
May 1862 4 July 1862
29 June 1862 21 August 1862
8 July 1862 13 August 1862
12 July 1862 6 August 1862
GRAPHIC NOVELS
29
Trace Me
TRACE ME (Answers go clockwise)
1 Found an old book = May 1862 7 12 July 1862
2 29 June 1862 8 6 August 1862
3 4 July 1862 9 13 August 1862
4 8 July 1862 10 18 August 1862
5 8 July 1862 11 21 August 1862
6 10 July 1862 12 22 August 1862
GRAPHIC NOVELS ACTIVITY GN7
30
Answer Key
To enable the students identify a particular setting and event
To enable the students to rephrase the events in their own words.To encourage the spirit of co-operation amongst students.
worksheet graphic novel worksheet graphic novel
Divide the class into pairs/groups.
Explain what the students are going to do
Distribute the worksheet.
Discuss the answers with the students.
GRAPHIC NOVELS ACTIVITY GN7
31
MaterialsMaterials
Aim(s)Aim(s)
80 minutes
Notes
Alternatively, the
teacher can ask
students to lead
the discussion.
StepsSteps
Where Are We?
The setting is in 1862. Your task :
a) Refer to the graphic novel.
b) Write down the places mentioned in the graphic novel.
c) In your own words, state the event that took place there.
Place :___________________________
Event: ___________________________
_________________________________
_________________________________
_________________________________
Place :___________________________
Event: ___________________________
_________________________________
_________________________________
_________________________________
32
Where Are We?
Place :___________________________
Event: ___________________________
_________________________________
_________________________________
_________________________________
Place :___________________________
Event: ___________________________
_________________________________
_________________________________
_________________________________
Place :___________________________
Event: ___________________________
_________________________________
_________________________________
_________________________________
33
Place :___________________________
Event: ___________________________
_________________________________
_________________________________
_________________________________
Place :___________________________
Event: ___________________________
_________________________________
_________________________________
_________________________________
34
GRAPHIC NOVELS
(Accept any relevant answers pertaining to event)
1 Place = Germany
Event = Decoded a message on a piece of paper found in a 300-year-old book
2 Place = Mt Sneffels
Event = Reached the bottom of the crater where they found three black pits
3 Place = Tunnel deep in the earth
Event = Axel was lost in the tunnel
4 Place = Along the sea underground
Event = Found a forest of giant mushrooms
5 Place = Underground sea
Event = Hans caught a fish that had been extinct for millions of years
6 Place =Cavern
Event = All three were headed up at an amazing speed.
7 Pace = Hamburg
Event = Everyone was home safe
35
Answer Key
To role play
Role play cards Role play cards
GRAPHIC NOVELS ACTIVITY GN8
Teacher picks out students randomly and gives them a role play card. The lines in the role play cards are taken from the graphic novels. (Refer to the handout)
Based on the cards, the students need to act the dialogues in front of the class.
The other students will have to guess the character the student is role playing.
36
MaterialsMaterials
StepsSteps
Aim(s)Aim(s)
40 minutes
Notes
This is a whole class activity. The teacher can prepare many role play cards in order to involve
as many students as possible. Teachers can also expand the activity by getting students to guess the setting as
well.
A Guessing Game
GRAPHIC NOVELS HANDOUT GN8
37
These are runic symbols. What on earth do they mean? Until I discover the meaning of these words, I won’t eat or sleep.
Do you realize we know less about the earth beneath our feet than about the stars over our heads.
Go with your uncle, Axel. Keep him safe. When you come back from your great success, we can be married.
This is insanity! Going down there is like climbing into a cannon that’s ready to explode.
There’s a tunnel to our right that we’ll try tomorrow. Let’s have supper and a good night’s sleep.
Forward, my friends. Forward to the greatest adventure of all. Forward to the center of the earth.
A Guessing Game
Make students aware of some of the themes found in the graphic novelGive students the opportunity to look for textual evidence from the novelEnable students to rephrase the textual evidence
Worksheet graphic novel Worksheet graphic novel
GRAPHIC NOVELS ACTIVITY GN9
Distribute the worksheet to the students.
Explain how to carry out the activity.
Discuss the answers with the students.
38
MaterialsMaterials
Aim(s)Aim(s)
80 minutes
Notes
Alternatively, the
students can
walk around &
share their
answers with the
others
StepsSteps
Journal Entry
GRAPHIC NOVELS WORKSHEET GN9
Axel wants to write about what he has learnt going on the expedition to the center of the Earth
with his uncle and Hans. Help him complete his journal entry
1 Theme Seeking knowledge
Textual evidence from the novel:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2 Theme The spirit of adventure
Textual evidence from the novel:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3 Theme Explorations
Textual evidence from the novel:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4 Theme The wonders of Science
Textual evidence from the novel:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
39
Journal Entry
To give students the opportunity to read other similar adventure stories.To enable the students to pick the values found in the stories.
To enable the students to compare the values found in the storiesTo give students the opportunity to work together in groups.
Worksheet Other short stories Graphic novel
Worksheet Other short stories Graphic novel
GRAPHIC NOVELS ACTIVITY GN10
Divide the class into groups. Explain how to carry out the activity.
Distribute the worksheet. Tell the class that they will have to prepare a power point presentation based on their group discussion.
40
MaterialsMaterials
Aim(s)Aim(s)
80 minutes
Notes
Alternatively, the
final product can
be put up on
mahjong paper.
StepsSteps
Let’s Compare
GRAPHIC NOVELS WORKSHEET GN10
Compare the values found in this graphic novel to the values found in the novel assigned to
your group.
In your comparison,
a) indicate if the values are similar or different in both stories
b) for each value stated, quote 1 example/event from the 2 stories to back up your
answer.
Each group has to come up with at least 3 values.
Your group has to create a power point presentation. You can either follow the sample given
below or present the information based on your own creativity.
Example :Title of second novel = Adventures of Tom Sawyer
Journey to the center of
the earth
Adventures of Tom
Sawyer
Remarks (Similar/different)
Value =
Example =
Value =
Example =
Value =
Example =
Value =
Example =
Value =
Example =
Value =
Example =
(ACCEPT ANY RELEVANT ANSWERS BASED ON THE PARALLEL NOVELS USED)
41
Let’s Compare
GRAPHIC NOVELS ACTIVITY GN11
1. You are Arne Saknussemm and you left a message to whoever is trapped in the dark
tunnel in Chapter 5. Write a message to anyone who finds it on how to escape from
the tunnel. The message should be written backward in the form of a coded message.
Put the message in a bottle. Get your friend to decipher or translate it.
2. Create a series of telegrams the Professor might like to send to his fellow scientists
reporting new discoveries. Collect them in a booklet and write an end piece
summarizing what the Professor learned on his journey.
3. Create a one-page newspaper covering at least three events in the story. Interview the
characters as part of composing the news or feature stories.
4. Decide which scenes or pictures from the novel each main character would want to
remember. Then draw several of these "photos" for an album or write about which
pictures the characters would want in his album.
5. Make a timeline of the trip indicating the important events and also indicating what you
would consider the easy parts as compared to the difficult parts. Share your timeline
with your classmates. Compare the time lines and discuss why they differ.
6. Create a scrapbook for Axel. Draw or cut and paste pictures of things that he saw or
found on his journey that you think he would like to show Gretchen.
7. Create a series of six drawings in six squares showing a significant event in the novel.
Under each picture or cartoon, write a few lines of explanation.
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Extension
GRAPHIC NOVELS ACTIVITY GN12
1. Create a story board/picture outline of this graphic novel that would help a movie
director decide how to represent this graphic novel into a movie.
2. In groups, create a collage for a magazine. Show what you imagined the center of the
earth to be like. Use words as well as speech pictures.
3. Create a one-page newspaper covering at least three events in the story. Interview the
characters as part of composing the news or feature stories.
4. List the equipment you would take or use if you were going on a long journey. Write
down your reasons for choosing that particular equipment.
5. Select 5 events from the graphic novel and indicate pieces of music to be used for
those events if it was going to be produced into a movie. Write why your selections are
appropriate.
6. Write and illustrate a picture book for 8 – 10 year- olds that is interesting but also
teaches them about science. Put in speech bubbles too.
7. Gather information or present to the gentlemen of the 19th century to show them that
women would be capable of this trip. Give examples to support your idea.
8. Read other science fiction stories written by Jules Verne and compare them to The
Journey to the Center of the Earth.
9. Do some research on Iceland either through the internet or the library. The research
can include its climate, people and geography.
43
Beyond The Text
GRAPHIC NOVELS ASSESSMENT 1
I. OPEN-ENDED QUESTIONS
The following questions are based on The Journey to the Center of The Earth.
General Instructions:
Give evidence from the graphic novel to support your answer.
Your response should be written in continuous writing (not in note form).
You should write not less than 50 words.
Plot
1. Write about why you like or dislike the ending of the story.
2. Write about an incident that you think is important or interesting. Give reasons why you
think it is important or interesting.
3. Write about an event that you think is exciting in the story. Give reasons why you think
it is exciting.
Character
4. Write on how the characters work together to obtain success.
5. Write about a character that you find most interesting.
6. Write about a character that you like.
7. Write about two positive or good qualities of one of the characters in the story.
8. Write about a character who is brave in the story.
9. Write about a character who show great determination in the story.
10. Write your opinions on the three characters in the story.
Theme
44
Subjective Questions
11. Write about one of the themes of the story.
12. Write on one of the following themes:
(a) Seeking Knowledge
(b) The Spirit of Adventure
Values
13. Write about an important moral value that you have learnt from the story.
14. Discuss the value of teamwork as shown by the characters in the story.
Setting
15. Write about one of the settings which appeared in the story.
16. Write about a setting that you find interesting. Give reasons why you think it is exciting.
II. QUESTIONS ON STRUCTURED AND PERSONAL RESPONSES
Instructions: Study the pictures below and answer the questions that follow, basing your answers on your knowledge of the whole story.
A.
1. Who is the hidden character in the picture?
2. Why does Axel need to pack the bags?
3. Why is he unhappy?
4. If you were Axel, would you pack the bags? Why?
B.
45
1. Who are the three people in the picture?
2. Where are they?
3. What does Professor decide to do next?
4. Would you do what Professor Lidenbrock has done? Why?
C.
1. Where did Hans go?
2. List two character traits of Hans.
3. What theme is shown in this incident? Why?
4. Do you like Hans? Why?
D.
46
1. What has happened to Axel before this incident?
2. Who is the hidden character in the picture?
3. What will Axel find outside?
4. Is it good to be curious? Why?
E.
1. Where are they?
2. What bones did they find?
3. Why did they run away?
4. Would you have run away like them? Why?
F.
47
1. What happened before this incident?
2. Why do you think Professor Lidenbrock says, ‘You’re wrong, Axel’?
3. In your opinion, what does the speech show about the characters of the speakers?
4. If you were Axel, how would you feel?
G.
1. What are the names of the three countries mentioned in the story?
2. Which of the settings used in the story do you find most interesting? Why?
3. Give one theme found in the story.
4. Would you want to journey to the center of the Earth? Why?
H.
48
1. What did Hans do at the end of the story?
2. What do you think Axel will do at the end of the story?
3. Do you think Axel’s journey to the center of the Earth has changed him?
4. Do you like the ending of the story? Why?
GRAPHIC NOVELS ASSESSMENT 2
49
I. PORTFOLIO
Instructions:
1. students are required to save and compile their individual work on the graphic novel in
a portfolio.
2. Students organise their work according to the headings below.
a. Setting d. Themes
b. Characters e. Values
c. Plot
3. Marks will be allocated according to the scoring guide given below.
Suggested Scoring Guide for Portfolio
Name: Class:
Marks Content Language Creativity
23 – 30 Complete or all 5 headings compiled
Very accurate language used
Very creative
17 – 22 Incomplete or only 4 headings compiled
Fairly accurate language used
Fairly creative
10 – 16 Incomplete or only 3 headings compiled
Satisfactory language used
Satisfactorily creative
0 – 9 Incomplete or only 2 and less headings compiled
Poor language used Lacking in creativity
Sub-total
(Good attitude,
participation &
collaboration with
the teacher)
10 marks*
TOTAL
Note: * Marks to be given according to teachers discretion.
II. ROLE PLAY
50
Authentic Assessment
Instructions:
1. Divide the students into groups of 3 or more.
2. Each group will have to present a role play on the graphic novel either on certain
chapters or the play as a whole.
3. Students are allowed to use their own props, costume and audio visual aids.
4. Present the play within 20 minutes.
5. Marks will be allocated according to the marking guide given below.
Suggested Scoring Guide for Role Play
Group No.
Presentation
and
Coordination
(35 Marks)
Language
(30 marks)
Creativity
(Plot, special
Effects, Sound
and Costume)
(20 marks)
Positive
values
and
Message
(15 marks)
TOTAL
(100
marks)
1.
2.
3.
4.
5.
6.
7.
8.
III. DIARY ENTRY
Instructions:
51
1. Create a diary entry detailing Alex Lidenbrock’s adventures from the time he entered
the crater at Mount Sneffels until he emerged from the volcano in Stromboli.
2. Ask students to use their own creativity to design their diary making it as interesting
and as attractive as possible.
3. Students are given four weeks to complete the task.
4. Marks will be allocated according to the scoring guide given below.
Suggested Scoring Guide for Diary Entry
Name: Class:
Grade Bands
Content
(20 marks)
Language
(20 marks)
Creativity
(10 marks)
Grand
Total
A
15-20
Very accurate content Very accurate language Sophisticated vocabulary
used Very interesting and
creative
B
11-14
Fairly accurate content Fairly accurate language Fairly sophisticated
vocabulary used Fairly interesting and
creative
C
6-10
Satisfactorily accurate content
Satisfactory language Satisfactory vocabulary
used Satisfactorily interesting
and creative
D
1-5
Limited content Poor language used Limited vocabulary used Uninteresting and lacking
in creativity
Total
REFERENCES
http://www.teachervision.fen.com/curriculum-planning/teaching-methods/3560.html
http://www.teachervision.fen.com/curriculum-planning/teaching-methods/3560.html
GRAPHIC NOVELS
52
Page Word Explanation
7 Runic the alphabet used in the past by people in Northern Europe or written signs
9 crater a large hole in the top of a volcano
23 bowels deep underground
24 mica a kind of mineral
35 cavern a large or deep cave
41 fossils animal bones which have hardened into rocks
43 reed a tall plant, like grass, that grows in or near water
46 colossal very large or huge
46 porpoise a sea animal similar to a dolphin
48 snout a long nose of certain animals
64 pomegranates a round fruit that has a lot of small juicy red seeds that you can eat and a thick reddish skin
Danish words
26 vatten water
45 tander teeth
48 iva two
64 nej no
GRAPHIC NOVELS
53
Glossary
Ewe Choy Choo, Jill
SMK Convent, Teluk Intan, Perak
Hjh. Ashidah Asnan (Panel Head)
IPGM Kampus Raja Melewar, Beg Berkunci No 43, 70990 Seremban, Negeri Seremban
Elyani Khalid
SMKA Kedah, Lebuhraya Sultanah, Alor Setar 05350
Kedah
Masreen Wirda Mohammad Ali (Coordinator)
Bahagian Pembangunan Kurikulum, KPM
Muhammad Khairi Shariff
SMK Seri Bintang Selatan, Taman Shamelin Perkasa,
56100 Cheras, Kuala Lumpur
Norin Norain Zulkifli Anthony
SPBI Sabak Bernam, 45100 Sungai Air Tawar, Selangor
Balvinder Kaur
SMK Putatan, P/S 96, 88858 Kota Kinabalu,
Sabah
Ikbal Kaur A/P Chanan Singh
Kolej Tun Datu Tuanku Bujang, Miri, Sarawak
54
Panel of Writers
55