Batman: The Dark Knight Returns
Teaching Graphic Novels in the Classroom
  • Home
  • About This Site & Author
  • Rationale
    • Tennessee Curriculum Standards
    • Statement of Rationale
    • Assessment of Need
    • Reviews
  • About the Author: Frank Miller
  • Before Reading...
    • What is a Graphic Novel?
    • History of the Batman
    • Batman: The Dark Knight Returns Character List
    • Prior to Reading and Preview Activities
  • Graphic Novel Summary
    • Book 1 "The Dark Knight Returns"
    • Book 2 "The Dark Knight Triumphant"
    • Book 3 "Hunt the Dark Knight"
    • Book 4 "The Dark Knight Falls"
  • Historical Context
  • Cultural Connections
  • Literary Explorations
  • Themes
  • Additional Resources
    • For Parents, Administrators, and Teachers>
      • Censorship Concerns
      • Works Cited and Consulted
      • Additional Resources
      • Downloads
    • For Students

Prior to Reading and Preview Activities 

Picture
  • Brainstorming/Activating Prior Knowledge
    "What makes a hero/super hero?"
    and/or
    "What makes a villain/super villain?"

    *This can also be a debate/group project 

     Before reading the graphic novel, fill out a chart with students (or break students into small groups that will report back and discuss with the class) on what makes a superhero.  Ask for qualities, reasons why we need super heroes, what purpose (or purposes) does the villain/hero serve, what does each represent, and so on.  This activity can then be revisited after reading the novel.
    (See activities under Book 4 Summary, this activity can turn into an argumentative paper and/or group discussion)
    Below is a blank chart that can be edited for your needs and an chart with possible answers to use a a reference.

what_is_a_super_hero_blank.doc
File Size: 27 kb
File Type: doc
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what_is_a_super_hero_example.doc
File Size: 29 kb
File Type: doc
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  • Story Mapping 
    This activity can be done in small groups, or pairs.  After the instructor explains and models how to work with the organizer (see below), students will map out what they think are key points in the story with a graphic organizer.  This will help with comprehension of the text.  (Also, paper topics could be selected from certain elements --such as theme, conflict, characters. symbols, dialect, mood, and protagonist(s)/antagonist(s).)
    After completion, groups can report back to the class with their findings.

    TN Standards:
    English III (Grade 11)
  • Standard 1 - Language 

    CLE 3003.1.4 Consider language as a reflection of its time and culture. 

    Standard 2 - Communication

     
    Speaking 
    CLE 3003.2.7 Participate in work teams and group discussions.   

    Standard 8 -Literature 
     
    CLE 3003.8.5 Know and use appropriate literary terms to derive meaning and 
    comprehension from various literary genres.   
    -----------------------------------------------------------------------------------------------------------------------------
    English IV (Grade 12)
  • Standard 1 - Language 

    CLE 3005.1.4 
    Consider language as a reflection of its time and culture. 

    Standard 2 - Communication

    Speaking 
     
    CLE 3005.2.7 Participate in work teams and group discussions.  

    Standard 8 -Literature
     
    CLE 3005.8.5 Know and use appropriate literary terms to derive meaning and 
    comprehension from various literary genres.   
story_map.docx
File Size: 144 kb
File Type: docx
Download File


  • Follow the Characters (Character Analysis)
    This activity can be done in small groups, or pairs.  After the instructor explains and models how to work with the organizer (see below), characters can be assigned or selected.  (See Character List)  As the student reads, he or she can fill in the organizer to gain a deeper understanding of his/her character. (This could be turned into a prewriting exercise for a paper.) 
    After completion, groups (or individuals) can report back to the class with their findings. 

    English III (Grade 11)

    Standard 1 - Language 


    CLE 3003.1.4 Consider language as a reflection of its time and culture.

    Standard 2 - Communication
     
    Speaking 
    CLE 3003.2.7
     Participate in work teams and group discussions.  

    Standard 3 -Writing

    CLE 3003.3.2 Employ various prewriting strategies.  
    CLE 3003.3.3 Organize ideas into an essay with a thesis statement in the introduction, well constructed paragraphs, a conclusion, and transition sentences that connect paragraphs into a 
    coherent whole.  
    CLE 3003.3.4 Revise documents to develop or support ideas more clearly, address potential 
    objections, ensure effective transitions between paragraphs, and correct errors in logic. 

    Standard 4 - Research  

    CLE 3003.4.2 Gather relevant information from a variety of print and electronic sources, as 
    well as from direct observation, interviews, and surveys.  
    CLE 3003.4.5 Use a standard format to arrange text, to cite sources, and to document 
    quotations, paraphrases, and other information.  

    Standard 7 - Media 

    CLE 3003.7.2 Examine the agreements and conflicts between the visual (e.g., media images, 
    painting, film, graphic arts) and the verbal.  

    Standard 8 -Literature 

    CLE 3003.8.5 Know and use appropriate literary terms to derive meaning and 
    comprehension from various literary genres.  
    -----------------------------------------------------------------------------------------------------------------------------

    English IV (Grade 12)

    Standard 1 - Language 

    CLE 3005.1.4 Consider language as a reflection of its time and culture.

    Standard 2 - Communication 

    Speaking  
    CLE 3005.2.7 Participate in work teams and group discussions.  

    Standard 3 -Writing

    CLE 3005.3.2 Employ various prewriting strategies.  
    CLE 3005.3.3 Organize ideas into an essay with a thesis statement in the introduction, well constructed paragraphs, a conclusion, and transition sentences that connect paragraphs into a 
    coherent whole.  
    CLE 3005.3.4 Revise documents to develop or support ideas more clearly, address potential 
    objections, ensure effective transitions between paragraphs, and correct errors in logic.  

    Standard 4 - Research

    CLE 3005.4.2 Gather relevant information from a variety of print and electronic sources, as 
    well as from direct observation, interviews, and surveys.  
    CLE 3005.4.5 Use a standard format to arrange text, to cite sources correctly, and to 
    document quotations, paraphrases, and other information.  

    Standard 7 - Media   
     
    CLE 3005.7.2 Examine the agreements and conflicts between the visual (e.g., media images, 
    painting, film, graphic arts) and the verbal.  
    CLE 3005.7.3 Recognize how visual and sound techniques or design (e.g., special effects, 

    Standard 8 -Literature
     
    CLE 3005.8.5 Know and use appropriate literary terms to derive meaning and 
    comprehension from various literary genres.
character_analysis_grid.jpg
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File Type: jpg
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Buehl, Doug. Classroom Strategies for Interactive Learning. 3rd ed. Newark: International Reading Association, 2009.
       Print.

Miller, Frank. Batman: The Dark Night Returns. 9th ed. New York, NY: DC Comics, 2002.  Print.

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