Jane the Fox and Me

Graphic novels are becoming more and more popular and many students will be familiar with them. Discuss the following questions: What makes a book a graphic novel? What are the layout features of this format (e.g., panels, lettering, etc.)? What information do these elements convey? How does a graphic novel compare to a picture book or other illustrated book? How does it compare to a novel? What are the strengths of this medium? Create a list of features generated by the class discussion and leave it posted in the classroom.

Take a few minutes to look briefly at the illustrations in the book with students. Discuss what they can learn about the story from this quick review. What do they think the story will be about? Where is it set? What themes will it address? Will it be funny? Serious? Sad? Action-packed? What sort of feelings do the illustrations evoke?

As students read the book, have them keep an eye out for words that are unfamiliar, or used in an interesting way. Instruct students to keep a list of these words and attempt to derive the meaning from context. Then have students consult reference materials to determine the precise meaning of the words, their parts of speech and etymology. Come together as a class to create a vocabulary list for this book.

Why do students think Jane, the Fox and Me has this title? Working as a class, discuss the different ways it is appropriate. What did students expect the book to be about based on its title? Did the book meet those expectations? Ask students to suggest alternate titles to share with the class.

Have students engage in a close-reading of this book focused on creating a character map of Hélène. Working individually, students will create a graphical representation or a chart identifying Hélène’s primary characteristics and qualities, citing specific evidence from the story to support their claims. Evidence for these character traits can be direct or indirect and can be conveyed via the form of text, illustrations or a combination.

Hélène’s relationship with the girls who bully her is a main theme of this story. Citing specific references in the text, have students track the relationship between Hélène and her tormentors through the course of the book. Be sure students characterize the relationship before the story begins, during the story and at the end of the book. How does Hélène cope with their bullying and her new status as an outsider? How do her behaviors change by the end of the story? As a class, make a chart to track the progress of this theme through Jane, the Fox and Me.

The section in which Géraldine and Hélène make friends is an excellent example of the strengths of the graphic novel format. Break students into small groups and have them analyze the friendship between Hélène and Géraldine, creating an outline of the key moments in the friendship. Be sure they address the following questions: What do Géraldine and Hélène have in common? What do they learn from each other? How does Hélène’s behavior change due to this friendship? How do the illustrations convey the emotions and actions of the characters? What unique insights does the text communicate? How do the illustrations and text work together to provide complexity and deeper meaning? Have each group create a short presentation based on their analysis and present their findings to the class, using illustrations and examples from the book.

At the end of the book, Hélène and Géraldine have plans to visit each other during summer vacation.

Review with the class the roles that the basic elements of a graphic novel (such as text, word balloons, panels and illustrations) have in telling a story. Based on this discussion, have students create a script and storyboard for a graphic novel sequence in the style of Jane, the Fox and Me showing Hélène and Géraldine’s visit. Break students into small groups and have them share and explain their first drafts. Based on peer feedback, have students revise their work and create a completed graphic novel sequence. Students may illustrate their work using drawings, digital photos, or other media. Work with students to scan their pages into a computer and compile a class collection. Share the results with the class.

When Géraldine joins Hélène and the outcasts in their tent, she says that it is because of a disagreement with a group of classmates. Have students review the text closely and write an opinion piece on what Géraldine is referring to and how she reacted and what she is thinking and feeling. What does “serving up group justice” mean to them?

Have students reflect individually on what constitutes figurative language. Next, break students into pairs and send them on a “scavenger hunt” through the text for metaphors, similes and other figurative language. Have students come together as a class to share their findings and discuss what each phrase means. Which pair found the most examples of colorful language?

Illustrations are not always realistic depictions. They are often stylized, serving the same purpose that metaphor and figurative language do for the written word. Such abstract illustrations are powerful ways to communicate. In addition, they can be used to show how a character feels and convey an emotional state or point of view. Discuss with the class how images can be used to relay complex messages. Have each student select a favorite metaphorical picture from the story and write a passage to replace that illustration. Come together as a class and share what the students have written. Discuss the pros and cons of using text versus images.

The encounter with the fox is a very important moment for Hélène and a critical moment in the story. This sequence uses a mix of text, images and page layout to tell its story. In this case, the pictures eloquently show the real-world, physical details of the encounter, while the text describes Hélène’s feelings and reactions. Discuss with the class the way the words, the pictures and the layout work together to tell the story of the encounter and Hélène’s reaction to it.

One theme of Jane, the Fox and Me is Hélène’s love for the book Jane Eyre. Have students independently review the sections of the graphic novel that illustrate Jane Eyre and come to class ready to discuss them. Encourage students to analyze all elements of the illustrations, including color palette, font choice, layout, etc. What qualities do students feel these illustrations convey? What emotions do they elicit? What draws Hélène to the book so strongly?

The title of this book draws the reader’s attention to the connection between the fox and Jane Eyre. One way to read this story is to see the encounter with the fox as a parallel with Jane’s encounters with Rochester. A wild, colorful creature enters the life of a smart, but quiet girl who is oppressed by her life, peers and surroundings. She is attracted to the fox/Rochester, but circumstances push them apart and society tells her how dangerous he really is. Discuss this possible interpretation with the class. What visual clues tie Rochester and the fox together? In what way does Hélène see her life paralleling Jane Eyre’s?

This book was translated from French into English. Often we overlook the role a translator plays in the experience we have in reading a book. Locate a passage in electronic form from a suitable work written in a foreign language, perhaps coordinating with a foreign language instructor. Have students use online translation tools (e.g., https://translate.google.ca) to create a literal translation of the passage into English. Have students then independently work to refine that translation to make it as polished and professional as possible. Encourage them to be creative. Break students into small groups to review their first drafts. Based on peer feedback, have them revise their work. Next, come together as a class and share the different translations of this one passage. Discuss the power the translator has in creating the readers’ impressions of an author’s work.