1 – Have a Warm-up: During the last class period, students were given two handouts centered on the idea of interpreting visuals and understanding comic book context. Through these activities, they were presented with a slew of unique images from Daytripper and ultimately asked to evaluate them and formulate predictions of the story through them. So, before diving into the meat and potatoes of this unit, have students get into groups of 3-4 to globally analyze their handouts and come up with a final, albeit simple (a few sentences is fine!) explanation of Daytripper’s possible premise.

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2 – Dish the Background Information: On the second day, the teacher will distribute copies of the graphic novel to students. Before then, it is good practice to clear the air on the principle story behind Daytripper. At this time, the teacher dishes the background information to students through a PowerPoint presentation. All PowerPoint slides are available via the course website or printouts if the former is inaccessible.

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3 – Cultural Awareness: In Daytripper, Brazilian culture plays a strong influence on life of the main protagonist. Because of this, students will have the chance to share their own roots with classmates. To do this, the teacher passes an activity handout with a multitude of questions to get the ball rolling. Students are free to share as much or as little as they deem comfortable. After 5 minutes of individual work, students will divide into pairs and discuss their own “background stories” for 10 minutes. Following this, students will present on their partners for an additional 10 minutes.

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4 – Distribute Books: Last but certainly not least, students get their very own copies of the Daytripper volume, along with vocabulary logs. Students can start reading in-class if there is time left.

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Homework: Chapters 1 and 2 (p.1-56) of Daytripper. Students should make note of any new vocabulary in their logs, and anything of interest related to these chapters, and the theme of time.  

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Anticipated Problems and Possible Solutions: If students are not comfortable sharing their own personal cultural backgrounds, they can talk about anything culturally-related that they find interesting (e.g. art, music, food, etc.). If there isn’t enough time to present, students can do so at the beginning of the following class period. Warm-up can also be shortened by omitting the image analysis, and just having students write about what they recall from the previous class.

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Overview of the Day: