BOOK INTRODUCTION

OVERVIEW
Parable of the Sower: A Graphic Novel Adaptation, by Damian Duffy and
John Jennings, is a powerful update to award-winning author Octavia Butler’s
original. African American protagonist Lauren Olamina comes of age in 2024
amidst a dystopian reality that is simultaneously horrifying and uncomfortably
possible. The graphic novel explores a range of themes relevant to young
people and our current world. Readers will find many compelling reasons to
relate to Lauren as she establishes her own religion, Earthseed, and gathers
a diverse community of believers.

Supporting the national Common Core State Standards (CCSS) in Reading

Literature for high school curriculums, Parable of the Sower: A Graphic
Novel Adaptation is an appropriate selection for Grades 11-12 in Language
Arts, Advanced Placement Literature and Composition, and Advanced
Placement Language and Composition classes. At the college level, the book
is appropriate for Composition and Literature classes and Environmental
Science classes and is also ideal for first year and common reading programs.

The following prompts provide for a critical analysis of Parable of the Sower: A Graphic
Novel Adaptation using the CCSS for Reading Literature for Grades 11 and 12. In addition,
classroom activities are provided to enhance analysis of the text.

STANDARDS
KEY IDEAS AND DETAILS
CCSS.ELA-LITERACY.RL.11-12.1 Cite strong and thorough textual evidence to support an
analysis of what the text says explicitly, as well as an analysis based off of inferences from
the text. Include specifications where the text leaves matters uncertain.

CRAFT AND STRUCTURE

CCSS.ELA-LITERACY.RL.11-12.5 Analyze how an author’s choices on structuring
specific parts of a text (e.g., the choice of where to begin or end a story, or to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact. 3

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 PRE -READING IDEAS
These pre-reading ideas are intended to help educators
create an environment that enables students to deeply
engage with the text. By drawing from students’ prior
knowledge, educators prepare young people to
understand this complex text on multiple levels.

Teachers can spend time familiarizing students with the

works of the award-winning author Octavia Butler and
her importance as an African American science fiction
writer. Examining her Google Doodle and her New
York Times obituary provides an overview of her life
and career (see Resources) that can acquaint students
with her accomplishments. Teachers can also share
pictures and interview clips of Butler, where she talks
candidly about her writing process, her influences, and
her reasons for selecting the topics of her texts. During
these introductory activities, teachers can reinforce
the importance of Butler’s voice in the world of science
fiction, especially given the predominance of white
authors in the genre. Teachers might also choose to
have an extended discussion about the Afrofuturism and
the influences they notice between Butler, Parable of the Sower, and contemporary popular culture, with consideration to how some have
cited her importance as an early influencer for Afrofuturism.

Graphic novels are works of sequential art, which “features a series of panels that convey a single story” (Kelley, p. 3) and benefit from
multiple readings. A teacher can guide students through these revisits with a focus on images, words, and how the two work together in each
reading. The article “Sequential Art, Graphic Novels, and Comics” asserts:

In sequential art and visual narrative . . . the pictures conveyed through multiple panels work together with words to tell a story or
provide information to a reader. While the image sometimes enhances the meaning of the text, frequently the image and text work
in concert throughout multiple panels and are symbiotic in nature. The reader must pay careful attention to both image and word,
understanding how the two work together, to clearly comprehend worded graphic novels. (p. 5)

Students will most likely have a range of familiarity with reading graphic novels. To make their reading of the text successful, teachers should
spend time helping students first understand that graphic novels are rigorous texts, and the same active reading strategies they incorporate
for other genres of texts are applicable when reading graphic novels. For instance, to prepare readers for thinking about and analyzing how
text and images work together, teachers can pull images of Lauren from different parts of the text for analysis. Then, teachers can use the
following questions to guide discussions based off of one panel or image:

• “What is the story in this panel? How do we know? Is there more to this story than we’re aware of? How do we know?” (Kelley, p. 10)

Next, teachers can build students’ competence for close reading of the text by adding a second image, asking: “Have we learned anything
new about the character, the setting, or the situation from the addition of a second panel?” (Kelley, p. 11), and use their responses as the basis
for thoughtful discussion.

The concept of change is a central one. Teachers can select page 2 to begin a conversation about the various meanings of change in
students’ own lives and guide them through making predictions about Lauren and the changes affecting her. As they read, they can either
confirm or correct predictions based on textual evidence.

The text spans several years and locations, a potential challenge for readers. Collaboratively construct a timeline of key dates to help
students keep track of plot points. Teachers can also have students sketch or chart the names and other identifying information in each
community Lauren lives within as she travels. These tools will assist students in keeping track of settings and characters as they read.

Lauren has hyperempathy, a condition in which she feels the emotions and pain of others. It is worthwhile to lead students in a robust
discussion of their beliefs and misunderstandings about people with disabilities so they can begin to understand Lauren from a strengths-
based perspective (see Resources).

Earthseed, the religion Lauren creates, grounds the book. Lauren also embraces community as important to this religion. Spending some
time considering students’ personal religious beliefs—especially how they came to have them—and their ideas about community could be
additional topics for discussion.

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Finally, teachers can define terms with students to help them frame the text, adding vocabulary as the novel study progresses based on
student interest, input, and areas of confusion. Keeping these terms and definitions available while reading the text allows students to
reference them regularly. Some suggested words include: dystopia, survivalism, climate change, climate action, ableism.

Note to readers: Parable of the Sower: A Graphic Novel Adaptation features images of nudity and scenes of physical and sexual violence.
A teacher must preview the book before reading it with students, noting what parts of the text could be triggering for readers and where to
take necessary precautions.

DI SCUS SION QUE STIONS

COMING OF AGE
Lauren is a complex character. Identify plot points in
the text that challenge Lauren’s beliefs and make her
think differently. Who is she before these moments of
conflict, and how does she continue to mature
and change throughout the novel? How does she
exemplify Earthseed?

Lauren initially lives at home with her father, stepmother,

and siblings. What does Lauren’s family expect from
her? What does Curtis want from her? What does
Lauren want for herself? How does she handle these
expectations and the conflict between them?

Following a fight with their father, Keith leaves home and

returns to tell Lauren about his life outside the community,
providing other details for his sister about a world that is
unknown to her. Later, Keith is killed and Lauren’s father
uses his death as a warning for others. How does Keith’s
death, his fate, and her father’s response to her brother
impact Lauren’s view of the world?

Lauren’s home and family are destroyed in a fire. She returns to collect her family’s belongings in the presence of scavengers. Consider the
impact of this moment on Lauren’s personal development.

ABILIT Y/DISABILIT Y/CRITICAL DISABILIT Y

Outside the gates, Lauren observes the street poor and explains her hyperempathy. Analyze the image on page 9. How do the illustrations
work together to help the reader understand the severity of Lauren’s disability? In what ways is her hyperempathy seen by others as
a limitation, and is it indicative of how people with a disability have historically been treated? In what ways is Lauren’s hyperempathy a
strength? Provide evidence from other parts of the text to support your claims. Later, Lauren learns that Emery, Tori, and the Moras are also
“sharers,” and escaped enslavement. What are the dangers of others knowing about their hyperempathy?

Shortly after shopping for provisions at a Hanning Joss, Lauren is conflicted about telling her companions about her hyperempathy, calling
it her “weakness” and a “shameful secret” (p. 146). When Lauren does eventually tell Zahra and Harry, determine the significance of their
reactions on Lauren and on their group dynamics.

RELIGION AND BELIEF

Lauren is often in conflict with her father, a Baptist minister, particularly around issues about God and religion. She grapples with thinking
her father’s religion is a lie and with her desire to start her own religion, which she eventually does. How does Lauren cope with the tension
between her father’s expectations and her own dreams? What do her reactions suggest about her maturity?

Lauren’s father goes missing and is assumed dead. Lauren preaches a sermon in remembrance of him. Analyze her message, its impact on
their community, and her own understandings about this change in her life.

“All struggles are essentially power struggles” Lauren writes (p. 74). Assess the power struggle between Keith and his father as well as Keith’s
internal struggles, taking into account how toxic masculinity, pride, and family dynamics come into play.

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COMMUNIT Y
When the novel begins, Lauren lives inside a gated community in Robledo,
California. Examine how the community is supported within this society, the
different people within it, and the roles they play. How is safety constructed
and enforced? What limitations does this safety have?

Analyze the impact of Amy Dunn’s death on Lauren (pp. 39¬40), especially
her resignation over how the community will respond. What conclusions
can the reader draw about unpredictable violence and safety within the
gated community?

Once she is outside of the gates, Lauren must create her own community.
What aspects of this new community are similar and different to her
previous one? What is the significance of Lauren’s determination to forge a
community in such challenging circumstances? What do her actions suggest
about her character?

EARTHSEED
Consider Lauren’s beliefs about Earthseed on page 21. What is the
relationship between God and change? What does Lauren mean when she
says, “My God just IS” (p. 21). Why does she say that the question “Is any
of this real?” is “dangerous”? What systems and beliefs are threatened by
acknowledging these truths?

Joanne is the first person that Lauren tells about Earthseed (pp. 42-44).
What does Joanne’s skepticism suggest about Lauren’s ideas? Why is
Lauren devastated later when her father tells her she can no longer talk
about Earthseed? What is the importance of this rejection by two people she
loves? What does her father mean when he later encourages her to change
her approach to teaching people, from making them “look into the abyss”
(p. 50) to encouraging them to be more hopeful? Why are Earthseed’s concepts
scary to imagine?

Assess the relationship between Lauren and Bankole and their negotiation about moving to Bankole’s farm (p. 228). What do these
negotiations suggest about their relationship? What does Lauren’s insistence about what she wants suggest about the importance
of Earthseed?

Lauren’s understandings of Earthseed take shape the more she writes about them. Determine the events throughout the book that
encourage her to articulate her thoughts and her beliefs. How do these events serve as catalysts for her writing? What is the importance of
literacy, especially writing, to help her process her thoughts?

DYSTOPIA
“Dystopias, through an exaggerated worst-case scenario, make a criticism about a current trend, societal norm, or political system”
(ReadWriteThink). Compare examples of dystopian elements in the novel. Some might include climate change, policing, approaches to space
travel, debt slavery, Olivar, and others. What criticisms are being made in the text?

EXTENSION ACTIVITIES
Parable of the Sower has resonance to our present day and offers many interdisciplinary links for deeper study. Students can demonstrate
their understanding of a theme in the text that they want to explore further by creating their own graphic novel panel. To prepare students
for success, select several panels for close reading to study as mentor texts, using some of the same questions from the pre-reading section.
Then, have students aim for similar cohesion in their own illustrations.

Lauren’s hyperempathy can be the basis for understanding Critical Disability Studies. As a Black, disabled young person, Lauren can also be
a way for teachers to introduce “intersectionality,” a term created by Dr. Kimberlé Crenshaw to define the overlapping ways that one’s race,
gender identity, ability, and other traits interact and function. These two frameworks can center discussions about decisions Lauren makes in
the text, how others respond to her decisions, and the significance of these decisions and actions.

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Is Lauren an activist? Students can first establish a working definition of the
term, then participate in either a Socratic Seminar or a debate, drawing on
the text to support their claims.

Lauren’s activism and unyielding desire to forge a new world is a key reason
she is able to start Earthseed. Similarly, young BIPOC (Black, Indigenous,
and People of Color) climate activists are leading movements to challenge
people to change. Teachers can encourage students to research these
young climate activists, then create their own personal action plans for
an issue of interest to them. Sherronda Brown’s article “19 Youth Climate
Activists of Color Who Are Fighting to Protect the Earth” for Wear Your Voice
magazine offers a starting place.

SUPPLEMENTAL READING
Children of Blood and Bone, Tomi Adeyimi

Parable of the Talents, Octavia Butler

Harriet Tubman: Demon Slayer, David Crownson and Courtland Ellis

The Broken Earth series, N. K. Jemison

Who Fears Death, Nnedi Okorafor

RE SOURCE S
Sherronda Brown, Wear Your Voice, “19 Youth Climate Activists
of Color Who Are Fighting to Protect the Earth” (2019):
https://wearyourvoicemag.com/news-politics/
youth-climate-activists-of-color

Octavia Butler interviewed by Charlie Rose (2000):

https://charlierose.com/videos/28978

Kimberlé Crenshaw, TED Talk, “The Urgency of Intersectionality” (2016):

https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality

Margalit Fox, Octavia Butler obituary from the New York Times (2006):
https://www.nytimes.com/2006/03/01/books/octavia-e-butler-science-fiction-writer-dies-at-58.html

Brian Kelley, SANE journal: Sequential Art Narrative in Education: Vol. 1: Iss. 1, Article 10, “Sequential Art, Graphic Novels, and Comics” (2010):
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1009&context=sane

Robert Kingett, Electronic Literature, “6 Anthologies Written By, For, and About Disabled People” (2020):
https://electricliterature.com/6-anthologies-written-by-for-and-about-disabled-people/

ReadWriteThink, “Dystopias: Definition and Characteristics”:

http://www.readwritethink.org/files/resources/lesson_images/lesson926/DefinitionCharacteristics.pdf

Teaching Tolerance, “Understanding Disabilities Lesson Plan”:

https://www.tolerance.org/classroom-resources/tolerance-lessons/understanding-disabilities

ABOUT THIS GUIDE’S WRITER

Dr. Kimberly N. Parker currently prepares pre-service teachers at Shady Hill School in Cambridge, MA. She taught English in a variety of
school settings for sixteen years, is active in the National Council of Teachers of English, and is a co-founder of #DisruptTexts. Dr. Parker
holds a PhD in Curriculum and Instruction from the University of Illinois–Urbana Champaign.

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