Nat Good Enough

Build Engagement, Preview Graphic Story Elements, Set a Purpose for Reading

• Graphic novels have increasingly been used in the classroom over the past decade. Like traditional prose, they offer opportunities to learn about literary elements such as character, plot, and theme. The visual presentation can make a story more accessible and engaging, while also challenging readers to make inferences based on what they see—or don’t see. Our Can’t-Miss Teaching Extras provide links to resources for teaching graphic novels. Ask students if they have read a graphic novel before. If so, ask: What do you enjoy about graphic novels?
• Ask students to predict what this story will be about based on the title, subtitle, and illustration on page 10. Review the predictions after reading.
• Distribute or assign our Graphic Story Glossary to discuss words and features related to the graphic fiction format.
• Invite a volunteer to read aloud the Up Close box on page 10. As students read the story, prompt them to look for how the main character, Nat, changes by the end.

First Read: Get to Know the Text 

• Ask students to read the story independently or in small groups. They can also listen to our Author Read-Aloud to hear Maria Scrivan read her story.

Second Read: Unpack the Text

• Put students in small groups. Ask them to discuss the close-reading questions. Go over the critical-thinking questions together as a class.

Close-Reading Questions

1. Look at the first panel on page 11. What is the setting for the beginning of the story? How do the text and the illustrations support your answer? (setting) The story begins in Ms. Basu’s English classroom at school. A box in the upper left-hand corner reads “Ms. Basu English Class.” In addition, there is a whiteboard or chalkboard behind a woman sitting at what looks like a teacher’s desk with an apple on it. Ms. Basu’s first words are “Good morning, class!,” confirming that this scene is set in a classroom with students.
2. In the second panel on page 11, how does the author indicate that Nat is speaking quietly and privately to her friend Luca? (visual literacy) The outline of Nat’s speech bubble is made of broken lines. Other speech, spoken at a normal level, uses speech bubbles with solid lines.
3. On page 12, why does Nat refuse to show Luca her drawings? (key idea) Nat doesn’t want to show Luca her drawings because she believes that Luca is a better artist than she is. She is having doubts about her talent and appears to feel too upset, and perhaps ashamed, to share with Luca as they usually do.
4. How does Luca respond on pages 12 and 13? What does this tell us about the relationship between him and Nat? (character) At first, Luca responds with surprise when Nat refuses to show him her drawings. This tells us that Nat and Luca are close friends who usually enjoy sharing what they’re working on with one another. Luca runs after Nat after she walks away to find out what’s troubling her. He reassures Nat about her drawing abilities and tells her not to listen to her doubt gremlins. These actions show that Luca is a caring and supportive friend. They also show that Luca knows Nat well because he guesses that she is listening to the doubt gremlins in her head.
5. What is Luca’s advice about dealing with doubt gremlins? Is his advice helpful to Nat? How do we know? (cause and effect/visual literacy) Luca tells Nat to focus on her strengths and what makes her unique. Nat takes Luca’s advice and thinks about the many ways her drawings are special. We can tell that this advice is helpful to Nat because she looks happy again. In the last panel on page 14, the illustration shows that she is busily drawing while her doubt gremlin sadly leaves. Later, in the last panel on page 15, Nat tells another doubt gremlin to leave her alone, popping the thought bubble in which the gremlin appears.
6. In the second panel on page 15, what are Nat and Luca feeling? How do we know? (visual literacy) Nat and Luca are very excited and eager to learn about the contest winner. We know this because they are sitting upright with very big smiles on their faces and lines beaming from their heads.
7. On page 16, what do we learn about the story Nat submitted to the contest? (key details) We learn that the judges also like Nat’s story and plan to publish it in next month’s issue of Your Voice magazine. From looking at the picture Ms. Basu is holding (and from what Nat is drawing in the last panel on page 14), we also learn that Nat’s story is about her doubt gremlins.
8. Look at the final panel. In your own words, state the theme (or lesson) of the story.(theme) Answers will vary but should be similar to: When we (and our friends) believe in ourselves and appreciate the unique things we have to offer, we can achieve great things.

Critical-Thinking Questions

• How do Nat’s feelings about her doubt gremlins change from the beginning to the end of the story? (how a character changes) In the beginning of the story, Nat believes what her doubt gremlins tell her about herself. She thinks that Luca’s comics are better than hers and that she’ll never win the comics contest. By the end of the story, Nat learns to ignore her doubt gremlins by focusing on what makes her drawings special. She begins to believe in herself and her drawings.

• Why do you think the author chose “Nat Good Enough” for the the title of the story? (Hint: What word does the name “Nat” sound similar to?) (author’s craft) Answers will vary but should be similar to: The author probably chose this title because “Nat” looks and sounds similar to the word not. Because of this, the title should remind us of the phrase “not good enough,” which is how Nat feels when the doubt gremlins talk to her in the beginning of the story. 
• Have you experienced doubt gremlins inside your head as Nat does in the story? What might you say (or what do you say) to yourself to get rid of them? (making connections) Answers will vary.

• Distribute or digitally assign the How a Character Changes Skill Builder, and have students complete it independently or together with a partner.
• Ask students to respond to the writing prompt at the end of the story. When they’re done, you can submit their responses to our writing contest (see page 2 of the magazine for details).