Throughout the first module in the Digital Resources for Teaching and Learning course at the University of West Georgia, we have been learning about the implementation of graphic novels and comics in our instructional practices. After reading variety of articles on the usage and validity of comics and graphic novels in the classroom and reviewing the different types of software and web-based applications that allows one to create comics, it is essential for one to understand that the usage of this type media can improve reading comprehension skills, allow students to demonstrate mastery of content standards, engage the reluctant learner and reader, and improve their visual literacy. Throughout this process, I have gained a valuable resource that will engage my special education students and a new way to access their learning. After much thought and consideration, I decided to create a comic strip to supplement student preparation for the Middle Grades Writing Assessment.


The comic strips below walks students through the steps of preparing for the Middle Grades Writing Assessment. This will serve as a great reminder for the students to follow the correct steps when taking the assessment.

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6


Although a time consuming project, I had an amazing time completing the requirements. I had previously used Toondoo several times, but I had never heard of Comic Life until this assignment. It was great to explore a new comic tool that I could use in my classroom with my special education student. Becoming proficient with these comic tools was not the only skill or knowledge that I gained by working on my cartoon. I also learned a lot about the characteristics of a good comic. There are specific elements that each comic should have that ties them all together or makes the reader want to read more.


Quinnisha Marion is a special education teacher in Fulton County Schools. She has been teaching for the past five years. She previously taught in Baltimore, Maryland. She is currently pursuing a specialist degree in Instructional Technology from the University of West Georgia and plans to graduate in May 2014. Quinnisha spends most her professional time writing IEPs and co-teaching 8th grade ELA.