How Graphic Memoirs Tell Stories

In this lesson, students will explore how interpretation influences the way a story is translated from listening into images. Students analyze how visual and textual choices in graphic memoirs reflect careful listening and interpretation of personal experiences. By examining panels from David’s story, students will consider how images, layout, and pacing reflect careful listening and interpretation of personal memories.

Guiding Questions

• How does interpretation influence the way a story is translated from listening into images?

Preparation

Teachers will want to gather materials.

• copies or projected pages of But I Live: ‘A Kind of Resistance’
• student journals or analysis sheets
• sticky notes

Lesson Activities

Introduction

Revisit the anchor idea from Lesson 1: Stories are shaped by both telling and listening.

For example, “Last class, we focused on identity, memory, and the importance of listening when someone shares their story. Today, we’re going to look closely at how listening shows up on the page—through images, layout, and storytelling choices.”

From Hearing to Interpreting

This activity is designed to help students understand that interpreting a story always involves choices, and that visuals reflect how someone understood what they heard—not a perfect copy of the original story.

Step 1: The Listening Moment

Tell students a very short, neutral story out loud (30–45 seconds). For example:

“Someone is sitting alone in a room. It’s quiet. They’re waiting for something important to happen. Time feels slow.”

Or

Use a short, written paragraph and read it aloud once (do not show the text yet).

Step 2: Visual Interpretation

Ask students to quickly sketch what they pictured while listening.

• Stick figures are fine.
• No art skill expected.
• This can be done after actively listening to what was said.

Step 3: Compare

In pairs or small groups, have students compare:

• What did you draw?
• Look at similarities or differences

Step 4: Guided Discussion

Bring the class together and ask:

• Why did our drawings look different if we heard the same story?
• What choices did you make when you turned listening into an image?
• What details did you add or leave out—and why?

Anchor idea (write on board): Listening leads to interpretation, not duplication.

Step 5: Connection to graphic memoir / Transition

Teacher framing (example): “This is exactly what happens in a graphic memoir. David shared his memories, and the artist listened, interpreted, and made visual choices. Today, we’re going to read the graphic narrative while paying attention to those choices—not just what happened, but how it was understood and represented.”

Introduce the Lesson 2 Inquiry Question

• How does interpretation influence the way a story is translated from listening into images?

Reading with the Creator in Mind (Part 1)

In direct instruction to students, explain the intention when they read the memoir. For example, “When we read a graphic memoir, we’re not just reading what happened. We’re also reading the choices someone made while listening to another person’s memories and turning them into images.”

Introduce the idea that:

• memories are interpreted, not copied.
• images represent meaning, not exact detail.
• the artist makes choices based on what they heard.

Project or reference these images from the text. (Pages 25–26 But I Live)

Pose the question: What does this panel show about how the story was listened to and interpreted?

• Think-pair-share.
• Prompt them to remember the video they watched in the previous lesson.

Reading with the Creator in Mind (Part 2)

Have students read ‘A Kind of Resistance’ using the Guided Analysis Handout, annotating with sticky notes as they read.

Students may work independently, in pairs, or in small groups. They do not need to answer every question; this is meant as a guide when analyzing the frames. Try to use a different colour sticky note for each sub-section, when placing sticky note analysis throughout.

Part A: Noticing the Creation Process (Observation)

• What visual details feel carefully chosen or emphasized?
• What emotions are shown through images rather than words?
• What does this panel ask you, as a reader, to pay attention to?

Part B: Listening & Interpretation (Process Focus)

• What might David have shared verbally that the artist had to interpret?
• How do you think the artist decided what to include or leave out?
• What clues suggest the artist listened carefully to David’s experience?

Part C: Visual Storytelling Choices

• How do panel size, spacing, or framing affect how this moment feels?
• Why might this moment be slowed down or given more space?
• How do the visuals help communicate feelings that might be hard to explain in words?

Part D: Collaboration & Responsibility

• How does this panel show care or respect for David’s experience?
• What could be misunderstood if the artist had not listened carefully?

Whole Class Share & Synthesis

Bring the class back together.

Guiding questions:

• What did you notice about how listening shows up visually?
• Which panels felt the most careful or intentional? Why?
• How did this way of reading change your understanding of the story?

Conclusion

In the lesson wrap-up, highlight what was practiced and look ahead to the next lesson. For example,

“Today, we practiced reading as listeners—paying attention to how someone else’s memories were interpreted and represented. These same skills are what storytellers and interviewers need when they help carry someone else’s story forward. Next class, you’ll practice these listening skills directly by interviewing another person. You’ll begin to see how questions, attention, and care help shape the stories we tell.”

Additional Resources

Optional Open Ended Question Guide