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A strict high school president meets a goth girl and falls for her. The school president is dress in a school uniform while the goth girl is dressed in a long purple and black dress

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Type one line of plot, characters, mood — anything goes.
2
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3
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Tips for High School Comics

Start with a clear story concept
Plan your panel layout carefully
Focus on character expressions
Use speech bubbles effectively

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Create an exciting high school story

Design compelling characters and scenes

Build an immersive comic world

Tell your story with visual impact

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A strict high school president meets a goth girl and falls for her. The school president is dress in a school uniform while the goth girl is dressed in a long purple and black dress

Misty was born with such a big heart and just a little rebellious. One day when Misty was a young woman still in school she decided she wanted to work and help the family. Her parents decided that if she tried working in a low paying hotel job in housekeeping she might decide school would be better.

he Lost English Diary
One sunny morning, Gumball and Darwin went to school. Gumball suddenly opened his backpack and shouted, “Oh no! My English diary is missing!”
Darwin looked worried. “We need that diary! All our English words are inside!”
They searched the classroom, the school yard, and even the cafeteria. Suddenly, Darwin saw a blue notebook under a tree.
“Gumball! I found it!” he cried.
Gumball opened the diary and smiled. “Yes! Our words are safe!”
But then Darwin noticed something strange. Page 6 was completely empty!
“Oh no! We forgot to write our new words!” said Darwin.
Gumball took a pencil, and they quickly wrote the words together. They were happy because they had found their diary and learned an important lesson: always check your backpack!
The End.

Comic Title: A Day of Faith and Service
Art Style Notes: Soft pastel colors, clean lines, and simple expressive characters similar to the Catboy! comic style.

Panel 1: Introduction (Spirit of Faith)
• Visual: Close-up of the main student character smiling cheerfully outside the school entrance (based on the Lourdes E. Campus Building photo).

• Narration Box: Sunday morning at school...

• Speech Bubble (Girl Student): "I’m so excited for our Sunday School today!"

Panel 2: Meeting a Friend
• Visual: The student meets a friend on the pathway leading toward the building.

• Speech Bubble (Student): "Hello! Let’s go together!"

• Speech Bubble (Boy Friend): "Hey! Let's head inside!"

Panel 3: Setting Up (Zeal for Service - Part 1)
• Visual: Wide shot of the bright hall (based on the LinggodSkwela activity hall with chairs and activity materials). The two friends are carrying props and arranging chairs.

• Narration Box: Setting up the venue with fellow volunteers...

• Speech Bubble (Friend): "Thanks for coming early to help!"

• Speech Bubble (Student): "I'm always glad to be of help!"

Panel 4: Preparing for the Kids (Zeal for Service - Part 2)
• Visual: The friends arrange game props and welcome tables in the hall.

• Speech Bubble (Volunteer): "Thank you for attending and serving today!"

• Speech Bubble (Student): "Ready to make this a wonderful day for the kids!"

Panel 5: Welcoming the Students (Communion in Mission - Part 1)
• Visual: The young Sunday school students arrive. The main character and friend wave warmly to them.

• Speech Bubble (Student): "Hello, everyone! Welcome!"

• Speech Bubble (Kids): "Hi Ate/Kuya!"

Panel 6: Interacting with the Group (Communion in Mission - Part 2)
• Visual: Volunteers sitting on the floor together with the kids in a circle, chatting and laughing before the lesson starts.

• Speech Bubble (Student): "Are you excited for today’s activities?"

• Speech Bubble (Kid): "Yes! How are you today, Ate/Kuya?"

Panel 7: Teaching the Lesson (Spirit of Faith - Part 1)
• Visual: A volunteer stands near a cross display/board teaching the gathering of kids sitting attentively on the floor (inspired by the photo with St. John Baptist de La Salle portrait).

• Speech Bubble (Teacher/Volunteer): "God is always with us, guiding our hearts every step of the way."

Panel 8: The Core Message (Spirit of Faith - Part 2)
• Visual: Full shot of the classroom where the kids are listening, and the main student smiles warmly while pointing to a visual aid.

• Speech Bubble (Student): "He is our Savior, teaching us to love and serve one another."

• Narration / Moral Box at Bottom: By serving together in faith and communion, we share God's love with the world.

the comic is called "Misty Adventures"The girl who didn't want to go to school but succeeded through stubbornness and hard work anyways. this is the front page.

DEODORANT BOY (DB)
The Freshness Hero!
Episode 1 — The Smell Strikes!

PAGE 1

Panel 1:
A normal school morning. Kids are walking through the hallway.

CAPTION: “It was an ordinary day at Westside School…”

Panel 2:
A funny green cartoon cloud labelled “BAD SMELL!” floats down the hallway.

STUDENT: “Whoa! What is that?!”

Panel 3:
Students open windows and wave the air away dramatically.

STUDENT: “We need help!”

Panel 4:
A mysterious silhouette appears on the roof.

VOICE: “Did somebody call for a freshness hero?”

PAGE 2

Panel 1:
DEODORANT BOY jumps down from the roof. He wears a colourful superhero suit with a giant DB emblem.

DEODORANT BOY: “Don't worry! Deodorant Boy is here!”

Panel 2:
Close-up of the DB emblem glowing.

SFX: “FWOOSH!”

Panel 3:
Deodorant Boy pulls out his superhero deodorant.

DEODORANT BOY: “Staying fresh is part of taking care of yourself!”

Panel 4:
He gives a thumbs-up.

DEODORANT BOY: “A little deodorant, a shower, and clean clothes can help keep those unwanted smells away!”

PAGE 3 — The Freshness Blast!

Panel 1:
The bad-smell cloud grows bigger.

BAD SMELL: “You can't defeat me!”

Panel 2:
Deodorant Boy activates his special move.

DEODORANT BOY: “DB FRESHNESS BLAST!”

SFX: “WHOOSH!”

Panel 3:
A giant sparkling wave of fresh air pushes the cartoon smell cloud away.

SFX: “FWOOOOOSH!”

Panel 4:
The hallway is fresh again.

STUDENT: “Awesome!”

DEODORANT BOY: “Remember: everybody gets sweaty sometimes. That's normal!”

PAGE 4 — The Freshness Lesson

Panel 1:
Deodorant Boy talks to the students.

DEODORANT BOY: “After sports or when you're getting sweaty, using deodorant can help you smell fresh.”

Panel 2:
A student puts deodorant in their school bag.

STUDENT: “I'll remember to bring mine!”

Panel 3:
Deodorant Boy points toward the sky.

DEODORANT BOY: “Being fresh isn't about being perfect…”

Panel 4:
Deodorant Boy strikes his superhero pose.

DEODORANT BOY: “…it's about looking after yourself and feeling confident!”

CAPTION:

“STAY FRESH. BE CONFIDENT. BE A HERO.”

Create a 4-panel newspaper comic strip in Portuguese about a school science experiment with a baking soda and vinegar volcano. Show the materials, the preparation, the foamy eruption, and a simple scientific explanation of carbon dioxide gas. Use simple cartoon drawings, clear speech bubbles, and short Portuguese dialogue. Make it colorful and easy for a student to copy by hand.

So this boy named Miguel just moved from Japan with his family but then when he arrives at he’s new school in New York called Manhatman Highschool he’s bullied and jamal (black,plays basketball and mean ) is his main bully but this girl named Cory stands up for him then they become friends and get closer but then in the science lab one month later an accident happens then Miguel turns invisible then to be continued

So this boy named Miguel just moved from Japan with his family but then when he arrives at he’s new school in New York called Manhatman Highschool he’s bullied and jamal (black,plays basketball and mean ) is his main bully but this girl named Cory stands up for him then they become friends and get closer but then in the science lab one month later an accident happens then Miguel turns invisible then to be continued

Title: The Group Chat
Main Concept

A group of Grade 12 friends appears constantly connected through their group chat, sharing jokes, school updates, and everyday conversations. However, the comic reveals the contrast between what they say online and what they are actually experiencing in private.

The story explores how people can be surrounded by communication yet still struggle to express what they genuinely feel. Instead of portraying technology as the enemy, the work focuses on the gap between being connected and being understood.

The central idea is:

Sometimes the person who says “I'm fine” is the person who most needs someone to ask again.

Contemporary Issue

Mental and emotional struggles among students, particularly the difficulty of expressing them in an increasingly digital and academically demanding environment.

This connects strongly to Grade 12 students because academic pressure, expectations about the future, social relationships, and constant online communication can all affect students' emotional well-being.

Title: The Group Chat
Main Concept

A group of Grade 12 friends appears constantly connected through their group chat, sharing jokes, school updates, and everyday conversations. However, the comic reveals the contrast between what they say online and what they are actually experiencing in private.

The story explores how people can be surrounded by communication yet still struggle to express what they genuinely feel. Instead of portraying technology as the enemy, the work focuses on the gap between being connected and being understood.

The central idea is:

Sometimes the person who says “I'm fine” is the person who most needs someone to ask again.

Contemporary Issue

Mental and emotional struggles among students, particularly the difficulty of expressing them in an increasingly digital and academically demanding environment.

This connects strongly to Grade 12 students because academic pressure, expectations about the future, social relationships, and constant online communication can all affect students' emotional well-being.

Create a professional Indian manga-style comic book pages with cinematic storytelling.

Title: [YOUR TITLE]

Genre: [Action / Romance / Mystery / Horror / Fantasy / Comedy]

Main Character:
- Name: [NAME]
- Age: [AGE]
- Appearance: [HAIR, EYES, CLOTHING, BODY TYPE]
- Personality: [PERSONALITY]
- Special ability: [ABILITY]

Story:
[WRITE YOUR STORY HERE]

Create the page in traditional manga comic-book style:
- Black and white ink artwork
- Detailed Japanese manga line art
- Strong facial expressions
- Dynamic action poses
- Dramatic camera angles
- Cinematic lighting and shadows
- Speed lines and impact effects where appropriate
- Detailed backgrounds
- Professional manga panel composition
- Clear panel-to-panel storytelling
- Speech bubbles with natural dialogue
- Japanese manga-inspired typography
- Screentone shading
- Detailed eyes and hair
- Consistent character appearance throughout every panel
- High-quality professional comic illustration
- Clean ink lines
- Rich environmental details
- Emotional and cinematic atmosphere

Page Layout:
Create 6 panels:
Panel 1: Establish the location and introduce the scene.
Panel 2: Show the main character and their reaction.
Panel 3: Introduce the conflict/problem.
Panel 4: Show an intense action or emotional moment.
Panel 5: Build suspense and reveal something important.
Panel 6: End with a dramatic cliffhanger.

Make all characters visually consistent between panels.
Keep speech bubbles readable and correctly positioned.
Use manga-style composition, dramatic perspective, expressive faces, and detailed backgrounds.
No random text, no distorted faces, no extra fingers, no duplicated characters.
High-detail professional manga comic page, print-quality, vertical composition.

Prompt: “The Vegetable Superhero” 🦸‍♂️🥦
Create a colorful, funny, high-quality children's comic book based on the uploaded photo of the boy. Preserve the boy's recognizable facial features, hairstyle, age, and overall appearance consistently across all panels.
Story title: “The Vegetable Superhero”
Panel 1 – The Vegetable Hater: The boy is sitting at the dinner table with a plate full of broccoli, carrots, and peas. He looks disgusted and pushes the plate away, saying: “I DON'T EAT VEGETABLES!”
Panel 2 – The Magical Surprise: Suddenly, the vegetables begin glowing with magical green light. Tiny sparkles and colorful energy waves surround the plate. The boy looks shocked and curious. Caption: “But one day, something unbelievable happened…”
Panel 3 – The First Bite: The boy hesitantly takes a bite of a carrot, then tries broccoli and peas. His expression changes from doubt to excitement. He smiles and says: “Hey, these actually taste good!”
Panel 4 – The Transformation: A powerful swirl of green and golden energy surrounds the boy. He transforms into an amazing superhero wearing a green superhero suit with a carrot-and-leaf emblem on his chest, a flowing green cape, and cool superhero boots. His eyes sparkle with determination. Magical vegetables float around him. Bold comic-book caption: “VEGETABLE POWER!”
Panel 5 – Saving the Day: The superhero boy discovers his incredible new powers: super strength, super speed, and endless energy. He leaps over city buildings and helps people in a fun, heroic adventure. Dynamic action poses, dramatic comic-book effects, and colorful energy trails. He shouts: “HEALTHY FOOD GIVES ME SUPERPOWERS!”
Panel 6 – A Happy Ending: The boy is back at the dinner table, happily eating a plate full of vegetables. His superhero cape hangs on the chair beside him. His family smiles proudly. The boy gives a confident thumbs-up and says: “VEGETABLES ARE MY NEW SUPERPOWER!”
Visual style and requirements:
- Professional, colorful children's comic-book illustration.
- Six clearly separated panels arranged on one comic-book page.
- Bright colors, expressive facial expressions, funny moments, dynamic action scenes, and cinematic superhero transformation effects.
- High-quality cartoon animation aesthetic with clean outlines and detailed backgrounds.
- Keep the boy's appearance consistent and recognizable in every panel, matching the uploaded reference photo.
- Use speech bubbles and comic-style captions with clear, correctly spelled English text.
- Make the story funny, uplifting, magical, and suitable for young children.
- Ensure the panels follow the story in the correct order.
- Landscape or portrait comic-page layout, high resolution, polished professional finish.
- No watermarks, no logos, no extra fingers, no distorted faces, and no duplicated characters.
Important: The same boy from the uploaded photo must be the main character in all six panels. His superhero transformation should look exciting and magical, while keeping his face recognizable.

THE MONGERING — PAGE 5: THE CITY BREATHES WRONG. A noir comic page in black-and-white with teal and amber accents, rainy noir cinematic look. 4 panels.

Panel 1: A subway car stopped in a dark tunnel between stations. No announcement. Passengers stare at nothing. A small inconspicuous car clock in the background reads 0:49 — background set dressing, not the focus.

Panel 2: An open-plan office. Rows of workers at screens. Nothing typed. A wall clock in the background reads 9:04 — inconspicuous background set dressing.

Panel 3: A park in the rain. A child's red balloon caught in a tree branch — perfectly still, though the trees bend in wind. The balloon's string hangs in a strange, slow curl — subtle, deniable. Caption: "Stagnation isn't dramatic. It's quiet."

Panel 4: The balloon, closer. Still. Caption: "That's what makes it so hard to see."

Render all caption text exactly as written, with perfect spelling.

Title: Page 4 — Lena. Black-and-white noir comic with teal and amber accents, rainy night mood. 4 panels.

Panel 1: Lena, a young woman in a bakery apron with flour on her hands, stands glowing with hope in an empty storefront she is about to lease. The name "MABEL'S" (her late mother's name) is painted on the glass. Dialogue — LENA: "Sign tomorrow. It's really happening."

Panel 2: Phone call. Her friend's voice is casual and light. Dialogue — FRIEND (phone): "Heard the building failed inspection, though. Some people have all the luck, huh?"

Panel 3: Lena at her laptop, searching. Nothing. No inspection report. No source. Just a forwarded message of a forwarded message. Dialogue — LENA (small): "…who told you that?"

Panel 4: The same storefront a week later. A chain coffee banner going up over MABEL'S. Lena across the street, holding an unsigned lease. Caption: "Shattered opportunity. Same city. Same week."

THE MONGERING — PAGE 20: THE LINE. A single full-page noir comic composition in black-and-white with teal and amber accents, rainy noir cinematic look. Use the uploaded character reference for Douglas — a man with short dark hair and a beard, wearing a dark suit.

Full-page composition: Douglas in the rain, foreground, turned toward the empty edge of frame. Behind him the stagnant city, blurred figures, shuttered shops. A chimney smoke curl. Everything normal. Nothing right.

Captions placed across the page, rendered exactly as written:
"Nobody can say when it started. That's the worst part."
"But tonight, one man is listening."
"The city holds its breath. Douglas holds the line."
"One person. One decision. One rescue at a time."

Final line at the bottom of the page: "THE MONGERING WILL CONTINUE..."

Render all caption text exactly as written, with perfect spelling.

THE MONGERING — PAGE 17: THE ONE WHO STAYED. A noir comic page in black-and-white with teal and amber accents, rainy noir cinematic look. 4 panels.

Panel 1: Dre's apartment. Curtains drawn. TV static glow. Dre on the couch, alone.

Panel 2: Dre whispering to no one, smiling a smile that doesn't reach his eyes. Dre (small text): "Must be nice..."

Panel 3: The apartment door. From the hallway: faint whispering, then quiet. The door stays closed. Caption: "Some doors don't open from the outside."

Panel 4: Dre's face in the TV static light. Still smiling. Caption: "He was never pulled back. Remember him."

Render all speech and caption text exactly as written, with perfect spelling.

THE MONGERING — PAGE 16: HOLDING THE LINE. A noir comic page in black-and-white with teal and amber accents, rainy noir cinematic look. Use the uploaded character reference for Douglas — a man with short dark hair and a beard, wearing a dark suit. 4 panels.

Panel 1: Douglas in his doorway at night, the key in his hand, looking out at the rain. Caption: "What he owns. What he's built. What he's grateful for."

Panel 2: Close on his face — decided. Douglas thinking (thought bubble): "One person. One decision. That's where it gets in."

Panel 3: Him stepping out into the rain, shoulders square. Douglas thinking (thought bubble): "So that's where I'll be."

Panel 4: Night. A notebook on his desk. His hand writing two names: MARCUS. LENA. Caption: "The ledger begins. Not of what was taken — of who was pulled back."

Render all speech, thought and caption text exactly as written, with perfect spelling.

Create a colorful educational comic for Grade 5 English learners.
Theme: “Describing People”.
A friendly detective comes to a classroom and asks children to help him find a mystery person.
Teach the phrases “He has got…” and “She has got…”.
Include blue, green and brown eyes; long, short, curly and straight hair; fair and dark hair.
Use simple A1-level English, large readable speech bubbles and friendly cartoon characters.
Make the story 7 pages long

Crea un cómic escolar de 8 escenas sobre el bullying, con estilo de caricatura escolar, bonito, colorido, sencillo y apropiado para estudiantes.

TÍTULO: “No estás solo”

PERSONAJES PRINCIPALES:

DIEGO: estudiante de 14 años, cabello corto negro, piel morena clara, ojos cafés. Es delgado y tímido. Lleva camisa azul claro, pantalón azul oscuro, zapatos negros y una mochila azul.

ANA: estudiante de 14 años, cabello largo negro, piel morena clara y ojos cafés. Lleva una blusa rosada, falda azul oscuro y zapatos negros. Es amable, tranquila y solidaria.

MAESTRA: mujer de aproximadamente 35 años, cabello largo oscuro y lentes. Lleva una blusa clara y pantalón oscuro. Tiene una expresión amable y comprensiva.

DOS COMPAÑEROS: estudiantes de 14 años. El primero tiene cabello negro y camisa roja. El segundo tiene cabello castaño y camisa verde.

IMPORTANTE: mantener a los mismos personajes, con la misma apariencia, ropa y colores durante las 8 escenas.

ESCENA 1 – UN NUEVO COMIENZO:
Diego llega por primera vez a su nuevo salón de clases. Lleva su mochila azul y se ve nervioso porque no conoce a nadie. Los demás estudiantes están conversando.
Diálogo de Diego: “Espero poder hacer nuevos amigos.”

ESCENA 2 – LAS BURLAS:
Durante la clase, los dos compañeros comienzan a burlarse de Diego por su forma de hablar y por su ropa. Diego se siente incómodo y triste.
Diálogo del compañero de camisa roja: “¡Miren cómo habla!”
Diálogo del compañero de camisa verde: “Y vean su ropa.”

ESCENA 3 – SE QUEDA SOLO:
Durante el recreo, Diego está sentado solo en una banca del patio. Los demás estudiantes están jugando mientras él se siente triste y apartado.
Diálogo de Diego: “¿Por qué me tratan así?”

ESCENA 4 – ALGUIEN SE DA CUENTA:
Ana observa a Diego sentado solo y decide acercarse. Se sienta junto a él y le pregunta si está bien.
Diálogo de Ana: “Hola, ¿estás bien?”
Diálogo de Diego: “No mucho…”

ESCENA 5 – PEDIR AYUDA:
Ana le dice a Diego que no debe quedarse callado y que pueden hablar con la maestra. Ana acompaña a Diego hasta donde está la maestra.
Diálogo de Ana: “Vamos a contarle a la maestra.”
Diálogo de Diego: “Está bien, gracias.”

ESCENA 6 – LA SOLUCIÓN:
La maestra habla con Diego, Ana y los dos compañeros. Les explica que burlarse, insultar o hacer sentir mal a otra persona también es una forma de violencia y que todos deben respetarse.
Diálogo de la maestra: “Debemos respetarnos y tratar a los demás como queremos que nos traten.”

ESCENA 7 – RECONOCER EL ERROR:
Los dos compañeros comprenden que hicieron mal y se acercan a Diego para disculparse sinceramente.
Diálogo del compañero: “Lo sentimos, Diego. No debimos burlarnos de ti.”
Diálogo de Diego: “Gracias por disculparse.”

ESCENA 8 – UN NUEVO COMIENZO:
Diego, Ana y los dos compañeros están juntos en el patio de la escuela. Ahora conviven de manera respetuosa y Diego se ve feliz y seguro. Todos aprendieron la importancia de respetar a los demás.

FRASE FINAL:
“No te calles ante el bullying. Hablar también es una forma de ayudar.”

El cómic debe contar una historia clara, tener una secuencia lógica y mostrar que pedir ayuda puede solucionar una situación de bullying. No incluir violencia física. El final debe ser positivo y educativo.

In the magical world of Valdoria, where Charmers subtly guide human couples toward love, master Charmer Kyle feels increasingly disillusioned with his role, viewing it as empty manipulation rather than true connection. While orchestrating the reconciliation of his milestone hundredth couple on Earth, he accidentally meets Veronica, a literature student, and experiences an instant, profound, and completely non-magical connection-something he has been forbidden from ever knowing himself. As Kyle secretly pursues this forbidden love, risking exile and the loss of his powers, he discovers through his wise Godmother, Seraphina, that he is the prophesied True-Heart Charmer, whose genuine, honest love does not weaken but actually refines his magic. Together, Kyle and Veronica must convince Valdoria's conservative High Council that their union represents not a betrayal but a new era of magic built on truth and empathy, ultimately bridging their two worlds in a revolutionary way.

THE MONGERING — PAGE 8: TWO CONVERSATIONS. A noir comic page in black-and-white with teal and amber accents, rainy noir cinematic look. Use the uploaded character reference for Douglas — a man with short dark hair and a beard. 4 panels.

Panel 1: Memory flash — a warm kitchen, years ago, slightly golden. Douglas as a young boy. His father, tired but certain, hand on his shoulder. Father (speech balloon): "Listen to what they mean, son. Not what they say."

Panel 2: Back in the coffee shop. The stranger's line rendered twice: her normal speech balloon, and beneath it a dark translucent echo-balloon with the same words, heavier, wrong. Echo-balloon text: "Some people have all the luck."

Panel 3: Close on Douglas's eyes. He gets it — not the meaning, just the fact of it. Douglas thinking (thought bubble): "Everyone else heard small talk."

Panel 4: Him looking toward the door the strangers left through. Empty. Douglas thinking (thought bubble): "I heard two conversations."

Render all speech and thought text exactly as written, with perfect spelling.

Comic title: The Mongering. Page 2: MARCUS.

Panel 1: Dark noir graphic-novel illustration, rain-soaked fictional American city, heavy shadows, cold blue-teal palette with warm amber streetlight accents. Ordinary people, ordinary streets. No monsters, no creatures, no text inside the art except where noted. Morning. Marcus (late 20s, tired eyes, wrinkled button-down shirt, tie crooked, holding a resume folder) at a bus stop, resume folder clutched. A bus pulls away; he doesn't move to chase it. Small SFX text in the panel: "hiss… gone."

Panel 2: Same noir style. Flashback, dim apartment. Dre (unshaven roommate) on a couch, not looking up from his phone. Speech bubble from Dre: "Must be nice, getting interviews handed to you."

Panel 3: Same noir style. Back at the bus stop. Marcus staring at his shoes. Rain starting. Small speech bubble from Marcus: "It's not my fault."

Panel 4: Same noir style. The empty street where the bus was. Marcus still standing there. A clock on the bus shelter reading 5:17 — plain background set dressing, not emphasized. Caption box: "Missed opportunity #1."

THE ELEMENTS: NADIE ES PURO

Género: Drama adolescente, misterio, moda y secretos.

PERSONAJES

- Valentina Ferrum (Hierro, Fe): La chica más influyente de la escuela. Elegante, competitiva y difícil de intimidar. Es un metal de transición del grupo 8, sólido a temperatura ambiente y magnético.
- Sienna Sulfur (Azufre, S): Una diseñadora talentosa, sarcástica y rebelde. Es un no metal del grupo 16, sólido y no magnético.
- Nicolás Argent (Plata, Ag): El chico popular que parece caerle bien a todo el mundo. Es un metal del grupo 11, sólido y buen conductor de electricidad.
- Helena Neon (Neón, Ne): La chica que organiza las mejores fiestas y se entera de todo. Pertenece al grupo 18, los gases nobles, y es muy poco reactiva.
- Victoria Oxygen (Oxígeno, O): Una estudiante inteligente que siempre parece tener todo bajo control. Es un no metal del grupo 16 y un gas a temperatura ambiente.

ESCENA 1. LA FIESTA DE BIENVENIDA

Viñeta 1. El salón principal de la Academia Elementum está lleno de luces, vestidos elegantes y estudiantes grabando historias para sus redes.

Helena: Bienvenidos al único lugar donde importa más quién eres que lo que hiciste el verano pasado.

Nicolás: Eso explica por qué nadie habla de mis calificaciones.

Valentina: Tranquilo, Argent. Para reprobar hay que intentarlo primero.

Sienna: Qué curioso. Yo pensaba que para ser insoportable había que practicar.

Valentina la mira de arriba abajo. Sienna sonríe y se aleja.

Viñeta 2. Helena se acerca a Victoria y le muestra una publicación anónima.

Helena: Alguien acaba de subir esto. Mañana se presenta la colección del concurso de diseño y parece que alguien ya tiene otros planes.

En la pantalla aparece un mensaje: «La chica perfecta también tiene secretos. Laboratorio B, mañana a las ocho».

ESCENA 2. EL DESASTRE DEL LABORATORIO

Viñeta 3. A la mañana siguiente, Valentina entra al laboratorio para buscar unas piezas metálicas que necesita para su presentación. Encuentra a Sienna frente a una mesa cubierta de limaduras de hierro y polvo amarillo de azufre.

Valentina: Dime que eso no es lo que creo que es.

Sienna: Es una mezcla de hierro y azufre. Alguien la dejó aquí después de arruinar mis materiales para el concurso.

Valentina: ¿Y por qué me llamaste a mí?

Sienna: Porque las limaduras son tuyas. Y porque, aunque me cueste admitirlo, eres la única que sabe resolver un desastre sin llamar a medio colegio.

Viñeta 4. Victoria entra apresuradamente.

Victoria: Tenemos veinte minutos antes de que llegue la profesora. Si encuentra esto, cancelará el concurso para todos.

Valentina: Entonces lo separamos. El hierro es magnético. Yo pertenezco a los metales de transición, grupo 8; literalmente, esta es mi especialidad.

Sienna: No te emociones. Yo soy azufre, un no metal del grupo 16. No todo gira alrededor de tus metales.

ESCENA 3. EL PLAN

Viñeta 5. Valentina encuentra un imán en un cajón del laboratorio.

Valentina: Primero, acercamos el imán a la mezcla sin revolverla más.

Viñeta 6. Las limaduras de hierro comienzan a adherirse al imán.

Victoria: El hierro es atraído por el campo magnético. El azufre no lo es, así que se queda en el recipiente.

Viñeta 7. Sienna coloca una hoja limpia debajo del imán y retira cuidadosamente las limaduras.

Sienna: Segundo, retiramos el hierro del imán y lo depositamos en otro recipiente. Así separamos los dos componentes sin necesidad de mezclarlos con otras sustancias.

Valentina: Y tercero, comprobamos que el hierro quedó separado del azufre. Imantación: simple, rápida y sin destruir mi reputación.

Sienna: Tu reputación sobrevivirá. Tu ego, no prometo nada.

ESCENA 4. EL SECRETO

Viñeta 8. Mientras guardan los materiales, Helena aparece en la puerta con su teléfono en la mano.

Helena: Chicas, tenemos un problema más grande que el laboratorio.

Valentina: Si es otro mensaje anónimo, no me interesa.

Helena: Este sí debería. Alguien publicó una foto de ustedes dos aquí y escribió que estaban robando materiales para sabotear el concurso.

Sienna: ¿Quién tomó esa foto?

Viñeta 9. Helena amplía la imagen. En el reflejo de una vitrina aparece Nicolás, sosteniendo su teléfono.

Valentina: Argent.

Sienna: ¿Tu novio perfecto nos tendió una trampa?

Valentina: No es mi novio.

Helena: Qué alivio. Así solo tenemos que destruir su coartada, no una relación.

ESCENA 5. LA PRESENTACIÓN

Viñeta 10. Esa tarde, frente a todos los estudiantes, Valentina y Sienna presentan los materiales recuperados y explican lo sucedido.

Valentina: El hierro, Fe, es un metal de transición del grupo 8, sólido y magnético. Por eso pudimos extraerlo de la mezcla con un imán.

Sienna: El azufre, S, es un no metal sólido del grupo 16 y no presenta atracción magnética apreciable. Por eso permaneció en el recipiente mientras retirábamos el hierro.

Victoria: La imantación nos permitió separar los componentes aprovechando una diferencia en sus propiedades físicas.

Viñeta 11. Nicolás aparece al fondo. Helena recibe una notificación y mira la pantalla.

Helena: Chicas… acaba de llegar otro mensaje.

En el teléfono se lee: «Bonito trabajo. Pero todavía no saben quién mezcló las sustancias».

Valentina: Entonces averigüémoslo.

Sienna: Juntas.

Última viñeta. Las dos salen del laboratorio mientras Helena mira su teléfono. Aparece una nueva notificación:

«Temporada de secretos: apenas comienza».

FIN DEL PRIMER CAPÍTULO.

THE MONGERING — PAGE 6: DOUGLAS. A noir comic page in black-and-white with teal and amber accents, rainy noir cinematic look. Use the uploaded character reference for Douglas — a man with short dark hair and a beard, wearing a dark suit. 4 panels.

Panel 1: Morning. A modest, well-kept hallway. On a hook by the door: a single house key. Caption: "Douglas."

Panel 2: Douglas takes the key, touches it once — a small ritual. On the wall: a worn framed photo of his parents, young and smiling. He straightens it. Caption: "What he owns. What he's built. What he's grateful for. Every morning, in that order."

Panel 3: Douglas stepping out into the rain in his dark suit — the only person on the street walking at full speed, shoulders square. Caption: "The constants. They hold him steady while the city drifts."

Panel 4: Him passing a bus stop. Marcus is there again — same spot, same frozen posture as yesterday, a young man with a damp resume folder. Douglas thinking (thought bubble): "That kid hasn't moved in two days."

Render all caption and thought-bubble text exactly as written, with perfect spelling.

THE MONGERING — PAGE 15: THE LEDGER GROWS. A noir comic page in black-and-white with teal and amber accents, rainy noir cinematic look. Use the uploaded character reference for Douglas — a man with short dark hair and a beard, wearing a dark suit — who appears in Panel 4 only. 4 panels.

Panel 1: A wedding venue, empty. A cancelled sign on the door. A note below: "Called off — a misunderstood text." Caption: "A wedding, over one text nobody can produce."

Panel 2: A Little League field. An empty spot on the bench. A note: "Quit after a rumor about the coach." Caption: "A kid, over a rumor nobody started."

Panel 3: A corner shop with a "CLOSED TEMPORARILY" sign, months old. A clock tower behind it: 0:49 — inconspicuous background set dressing. Caption: "A shop. A team. A marriage. A bakery. A job."

Panel 4: A bar window, TV inside: "...economists can't explain the slowdown..." Douglas watching from the rain, jaw tight. Caption: "The city calls it a slump. Douglas is starting to call it something else. He just doesn't have the word yet."

Render all speech, signs and caption text exactly as written, with perfect spelling.

THE MONGERING — PAGE 11: WHAT IT COST THEM. A noir comic page in black-and-white with teal and amber accents, rainy noir cinematic look. Use the uploaded character reference for Douglas — a man with short dark hair and a beard, wearing a dark suit. 4 panels.

Panel 1: Douglas at his desk, late at night. The worn photo of his parents. He touches the frame. Caption: "They fought something they couldn't name."

Panel 2: Fragmented memory — his mother at a kitchen table, bills spread out before her, looking down at them with tired, worried eyes. A microwave clock in the background reads 4:04 — inconspicuous background set dressing. Caption: "It cost them everything they were building."

Panel 3: Fragmented memory — his father at a window, staring at nothing, young Douglas (12) in the doorway. Father (speech balloon): "We almost had it, son. We were *this* close."

Panel 4: Present. Douglas takes the key off its hook, holds it tight, breathes. Grounds himself. Caption: "He was twelve. He remembers the sound of a future leaving a house."

Render all speech and caption text exactly as written, with perfect spelling.

Crea un cómic escolar de 8 escenas sobre el bullying, con estilo de caricatura escolar, bonito, colorido, sencillo y apropiado para estudiantes.

TÍTULO: “No estás solo”

PERSONAJES PRINCIPALES:

DIEGO: estudiante de 14 años, cabello corto negro, piel morena clara, ojos cafés. Es delgado y tímido. Lleva camisa azul claro, pantalón azul oscuro, zapatos negros y una mochila azul.

ANA: estudiante de 14 años, cabello largo negro, piel morena clara y ojos cafés. Lleva una blusa rosada, falda azul oscuro y zapatos negros. Es amable, tranquila y solidaria.

MAESTRA: mujer de aproximadamente 35 años, cabello largo oscuro y lentes. Lleva una blusa clara y pantalón oscuro. Tiene una expresión amable y comprensiva.

DOS COMPAÑEROS: estudiantes de 14 años. El primero tiene cabello negro y camisa roja. El segundo tiene cabello castaño y camisa verde.

IMPORTANTE: mantener a los mismos personajes, con la misma apariencia, ropa y colores durante las 8 escenas.

ESCENA 1 – UN NUEVO COMIENZO:
Diego llega por primera vez a su nuevo salón de clases. Lleva su mochila azul y se ve nervioso porque no conoce a nadie. Los demás estudiantes están conversando.
Diálogo de Diego: “Espero poder hacer nuevos amigos.”

ESCENA 2 – LAS BURLAS:
Durante la clase, los dos compañeros comienzan a burlarse de Diego por su forma de hablar y por su ropa. Diego se siente incómodo y triste.
Diálogo del compañero de camisa roja: “¡Miren cómo habla!”
Diálogo del compañero de camisa verde: “Y vean su ropa.”

ESCENA 3 – SE QUEDA SOLO:
Durante el recreo, Diego está sentado solo en una banca del patio. Los demás estudiantes están jugando mientras él se siente triste y apartado.
Diálogo de Diego: “¿Por qué me tratan así?”

ESCENA 4 – ALGUIEN SE DA CUENTA:
Ana observa a Diego sentado solo y decide acercarse. Se sienta junto a él y le pregunta si está bien.
Diálogo de Ana: “Hola, ¿estás bien?”
Diálogo de Diego: “No mucho…”

ESCENA 5 – PEDIR AYUDA:
Ana le dice a Diego que no debe quedarse callado y que pueden hablar con la maestra. Ana acompaña a Diego hasta donde está la maestra.
Diálogo de Ana: “Vamos a contarle a la maestra.”
Diálogo de Diego: “Está bien, gracias.”

ESCENA 6 – LA SOLUCIÓN:
La maestra habla con Diego, Ana y los dos compañeros. Les explica que burlarse, insultar o hacer sentir mal a otra persona también es una forma de violencia y que todos deben respetarse.
Diálogo de la maestra: “Debemos respetarnos y tratar a los demás como queremos que nos traten.”

ESCENA 7 – RECONOCER EL ERROR:
Los dos compañeros comprenden que hicieron mal y se acercan a Diego para disculparse sinceramente.
Diálogo del compañero: “Lo sentimos, Diego. No debimos burlarnos de ti.”
Diálogo de Diego: “Gracias por disculparse.”

ESCENA 8 – UN NUEVO COMIENZO:
Diego, Ana y los dos compañeros están juntos en el patio de la escuela. Ahora conviven de manera respetuosa y Diego se ve feliz y seguro. Todos aprendieron la importancia de respetar a los demás.

FRASE FINAL:
“No te calles ante el bullying. Hablar también es una forma de ayudar.”

El cómic debe contar una historia clara, tener una secuencia lógica y mostrar que pedir ayuda puede solucionar una situación de bullying. No incluir violencia física. El final debe ser positivo y educativo.

Viñeta 1: El profesor presenta el debate: “¿Debería ser obligatorio usar uniforme?”

Viñeta 2: Un estudiante dice que el uniforme ayuda a mantener la igualdad entre los estudiantes.

Viñeta 3: Otro estudiante piensa que cada persona debería poder elegir su ropa.

Viñeta 4: Los estudiantes presentan sus argumentos y escuchan diferentes opiniones.

Viñeta 5: El profesor invita a todos a reflexionar sobre ambas posturas.

Viñeta 6: Los estudiantes concluyen que es importante escuchar y respetar opiniones diferentes.

Intención comunicativa

Presentar diferentes puntos de vista y demostrar cómo un debate puede ayudar a desarrollar una capacidad crítica.

quiero que mi comic empieze asi con las siguientes descripciones y dialogos empezar así:

---

🎥 **[Imagen 1: estudiantes entrando a la escuela o una toma de tu escuela]**

**"¿Te has preguntado alguna vez por qué hoy podemos asistir a una escuela pública y gratuita?"**

Aunque parezca algo normal, la educación que recibimos actualmente es el resultado de importantes conquistas sociales e históricas. Durante muchos años, distintas personas lucharon para que la educación fuera un derecho y no un privilegio para unos cuantos.

---

🎥 **[Imagen 2: fotografías antiguas de escuelas o imágenes históricas de estudiantes]**

Gracias a esos esfuerzos, hoy existen escuelas públicas abiertas para todas y todos, sin importar su origen o situación económica. Estas conquistas permitieron que millones de niñas, niños y jóvenes tengan acceso al aprendizaje y a mejores oportunidades para su futuro.

---

🎥 **[Imagen 3: salón limpio, biblioteca, cancha o patio escolar]**

Pero una escuela no solo debe existir; también debe ser un lugar seguro y digno. Esto significa contar con espacios adecuados, limpios y seguros, donde las personas puedan aprender, convivir y expresarse con respeto.

---

🎥 **[Imagen 4: alumnos trabajando en equipo o conviviendo]**

Cuando una escuela ofrece estas condiciones, favorece el aprendizaje, mejora la convivencia y contribuye al bienestar de toda la comunidad educativa. Es más fácil aprender cuando nos sentimos seguros, respetados y apoyados.

---

🎥 **[Imagen 5: tu dibujo, collage o cartel]**

En mi representación creativa decidí mostrar una escuela donde los estudiantes aprenden, juegan y conviven de manera respetuosa. También incluí libros, áreas verdes y docentes acompañando a los alumnos, porque todos estos elementos ayudan a crear un entorno seguro para aprender.

---

🎥 **[Imagen 6: escuela completa o foto de grupo]**

Por eso, la educación pública y los espacios escolares seguros son mucho más que algo cotidiano. Son el resultado de importantes conquistas históricas que hoy nos permiten aprender, convivir y desarrollarnos en un ambiente digno.

**"La escuela que tenemos hoy existe gracias a quienes lucharon por el derecho a la educación. Ahora nos corresponde cuidarla, respetarla y aprovecharla al máximo."** ✨

THE MONGERING — PAGE 18: SMALL VICTORIES. A noir comic page in black-and-white with teal and amber accents, rainy noir cinematic look. Use the uploaded character reference for Douglas — a man with short dark hair and a beard, wearing a dark suit. 4 panels.

Panel 1: Morning. The bus stop. The bus pulls up — and Marcus is ON it, in a clean shirt, waving through the window. First day. Marcus (through glass): "Thursday!"

Panel 2: Douglas, waving back — a real smile, the first easy one in the issue.

Panel 3: Douglas's phone. A text from Lena: a photo of a small, imperfect storefront — "MABEL'S" going up in fresh paint. Lena (text): "Signed the lease. Small space. It's mine."

Panel 4: Douglas typing back, standing in the rain, steady. Douglas (text): "Proud of you." Caption: "The constants hold. Two of them, anyway."

Render all speech, text-message and caption text exactly as written, with perfect spelling.

Comic title: The Mongering. Page 3: THE INTERVIEW THAT NEVER HAPPENED.

Panel 1: Dark noir graphic-novel illustration, rain-soaked fictional American city, heavy shadows, cold blue-teal palette with warm amber streetlight accents. Ordinary people, ordinary streets. No monsters, no creatures, no text inside the art except where noted. Bright office. A professional woman interviewer checking her watch, then the wall clock behind her reading 4:04 — plain background set dressing, not emphasized. Speech bubble from the interviewer: "He's not coming, is he."

Panel 2: Same noir style. The interviewer dialing a phone. Voicemail. She hangs up, rubs her temples. Speech bubble from the interviewer: "Some people don't want it bad enough."

Panel 3: Same noir style. A different young man shaking the interviewer's hand, smiling — the position filled. Caption box: "The city doesn't punish you. It just… stops offering."

Panel 4: Same noir style. Marcus's apartment. Curtains closed. Marcus on the bed staring at the ceiling. A closed door down the hall. Caption box: "And nobody asks why."

THE MONGERING — PAGE 19: THE NUMBER. A noir comic page in black-and-white with teal and amber accents, rainy noir cinematic look. Use the uploaded character reference for Douglas — a man with short dark hair and a beard, wearing a dark suit. 4 panels.

Panel 1: Douglas looking up at the clock tower: 9:04. He checks his own watch — correct time. Taps it. Frowns. Caption: "But the clocks never moved."

Panel 2: The street, too quiet. A stranger's small talk drifting past, light as nothing: Stranger (off-panel): "...some people have all the luck..."

Panel 3: Douglas in the rain, turning toward the empty edge of the street — toward something that isn't there. Chimney smoke curling upper right — subtle, buried.

Panel 4: Wide. Him alone in the middle of the dead street, rain coming down, the city holding its breath around him. Caption: "Something is wrong with this city. Nobody knows what it is."

Render all speech and caption text exactly as written, with perfect spelling.

THE MONGERING — PAGE 14: DID I IMAGINE THAT? A noir comic page in black-and-white with teal and amber accents, rainy noir cinematic look. Use the uploaded character reference for Douglas — a man with short dark hair and a beard, wearing a dark suit. 4 panels.

Panel 1: Night. Douglas walking home in the rain. The street is too quiet. Too empty.

Panel 2: A stranger passes, on the phone, not looking at Douglas, voice light. Stranger (phone): "...must be nice..."

Panel 3: Douglas stops cold. Turns. The corner where the stranger went — empty. Too fast, or just gone. Douglas thinking (thought bubble): "Did I imagine that?"

Panel 4: A rain puddle at his feet. His reflection, rain rings spreading. Two ripple rings overlap in a slow, deliberate curl — probably just rain. Nothing else there. Caption: "Nothing there. Just rain. He told himself that three times before he got home."

Render all speech, thought and caption text exactly as written, with perfect spelling.

A 6-panel educational comic strip titled "Kahalagahan ng Ekwilibriyo sa Pamilihan" in clean, colorful hand-drawn illustration style, arranged in a landscape 3x2 grid layout. Panel 1 (Introduction to Demand & Supply): A busy local market stall in the Philippines with rice sacks. A student asks a vendor, "Bakit po mahal ang bigas?" Speech bubble: "Ang presyo ay nakabase sa Demand at Supply!" Panel 2 (Shortage Scene): A toy store with empty shelves. A crowd of buyers looking disappointed. Vendor says: "Sold out na, kaunti lang ang supply!" Speech bubble from buyer: "Gusto ko bumili, mataas ang demand!" Panel 3 (Surplus Scene): A fruit vendor sitting next to massive piles of unsold mangoes. Vendor sadly says: "Sobra ang supply pero walang bumibili!" Price tag drops from 100/kilo to 20/kilo. Panel 4 (Price Adjustment): The vendor changes the price sign to find a balance, talking with buyers. Speech bubble: "Magbababa ako ng presyo para makatabla at makatipid din kayo!" Panel 5 (Equilibrium Reached): Happy buyers purchasing goods at a fair price. Buyer says: "Salamat po, sakto na sa budget!" Vendor smiles: "May kita na rin kami sa tamang presyo at dami!" Text caption box: "Ekwilibriyo: Pantay ang Demand at Supply!" Panel 6 (Lesson & Conclusion): All characters smiling together in the market. A prominent banner at the bottom reads: "Aral: Sa ekwilibriyo, panalo ang lahat—mamimili at prodyuser!" Style: High-resolution digital comic illustration, clear speech bubbles in Tagalog, vibrant colors, clean panel borders.

CARLITSO INTENTA RECUPERAR LA MATERIA DE COMUNICACION Y LENGUAGE CON LA PROFE CATERINE, POR LO CUAL EL SE DIRIGE A UNO DE LOS SALONES DE CLASE DONDE LA PROFE TRABAJA, ESTA LE EXPLICA COMO RECUPERAR LA MATERIA PERO POR CULPA DEL RUIDO DE LOS ESTUDIANTES DEL SALON CARLITOS NO ESCUCHO BIEN Y REALIZO UN TRABAJO DIFERENTE ALQUE LA PROFE LE PIDIO

KOMIKS (Short Bond paper)
Gumawa ng komiks na nagpapakita kung paano natin mahihikayat ang iba na gamitin ang wikang Filipino.

THE MONGERING — PAGE 12: THE RUMOR. A noir comic page in black-and-white with teal and amber accents, rainy noir cinematic look. Use the uploaded character reference for Douglas — a man with short dark hair and a beard, wearing a dark suit. 4 panels.

Panel 1: Lena outside the lost storefront, peering through glass at the chain's construction. A neighbor beside her, chatty, certain. Neighbor (speech balloon): "I heard about the inspection thing. It's not my fault, I'm just saying what I heard."

Panel 2: Douglas across the street, looking at a property listing on his phone — then looking up, caught by the words. A passerby's cigarette smoke curling between them — subtle, deniable.

Panel 3: Douglas crossing to them, easy, curious — not confrontational. Douglas (speech balloon): "Inspection thing? Who told you that, exactly?"

Panel 4: The neighbor blinking. The certainty wobbling. Neighbor (speech balloon): "...I don't... someone at the— you know, people were saying—" Caption: "No source. Just whispers. Douglas had seen this shape before. Yesterday. At a bus stop."

Render all speech and caption text exactly as written, with perfect spelling.

THE MONGERING — PAGE 7: SMALL TALK. A noir comic page in black-and-white with teal and amber accents, rainy noir cinematic look. Use the uploaded character reference for Douglas — a man with short dark hair and a beard, wearing a dark suit. 4 panels.

Panel 1: A coffee shop. Douglas at a table with a young couple — first-time homebuyers, nervous, hopeful. He's warm, steady, explaining something with his hands. Douglas (speech balloon): "...straight answer: yes, you can. Here's how."

Panel 2: At the next table, two strangers talking, light and casual. Steam curling from a coffee cup between them — subtle. Stranger (speech balloon): "Tough break on that bakery deal downtown. Some people have all the luck."

Panel 3: Douglas's head turns, mid-sentence with his clients. Something in the stranger's tone hooked him. Douglas thinking (thought bubble): "...what did she just say?"

Panel 4: The two strangers, already leaving, faces blank. The words hang in the air. Douglas thinking (thought bubble): "No. I heard it right. So why did it sound like two things at once?"

Render all speech and thought text exactly as written, with perfect spelling.

THE MONGERING — PAGE 13: UNCLOAKING. A noir comic page in black-and-white with teal and amber accents, rainy noir cinematic look. Use the uploaded character reference for Douglas — a man with short dark hair and a beard, wearing a dark suit. 4 panels.

Panel 1: A coffee shop. Douglas and Lena across a table. He replays the neighbor's words for her, gently. Douglas (speech balloon): "Say it back to me. Exactly how she said it."

Panel 2: The uncloaking rendered visually: the neighbor's normal speech balloon — "It's not my fault, I'm just saying what I heard." — and beneath it a dark translucent echo-balloon, the undertone laid bare: the rumor with no source, the blame passed hand to hand, the envy underneath. Show the dark echo-balloon clearly.

Panel 3: Lena staring at the echo-balloon. Recognition, then anger, then grief. Lena (speech balloon): "I gave up my bakery over... gossip?"

Panel 4: Lena on the phone, standing tall for the first time in the issue. Lena (phone): "The Elm Street space — is it still open? ...Smaller? Good. I'll take smaller." Caption: "Not the door. A door."

Render all speech and caption text exactly as written, with perfect spelling.

Gumawa ng 6-8 panel comic strip na nagpapakita ng isang sitwasyon kung saan ginagamit ng tauhan ang isip at kilos-loob upang gumawa ng isang makataong kilos. Ipakita rin ang kaniyang pagpapasya, kilos, bunga, at pananagutan.
Dapat Makita:
Sitwasyon Ano ang nangyari?
Isip - Ano ang pinag-isipan?
Kilos-loob - Ano ang nais niyang piliin?
Pagpapasya - Ano ang kaniyang pinili?
Pagkilos - Ano ang kaniyang ginawa?
Kahihinatnan - Ano ang naging bunga?
Pananagutan - Paano niya hinarap ang bunga ng kaniyang kilos?
Layunin: Maipakita sa malikhaing paraan kung paano nagiging makataong kilos ang isang kilos kapag ito ay alam, pinag-isipan, malayang pinili, at isinagawa. dapat hindi sya ung sa wallet like ibang scenario like katulad ng nasa klase tas natutulog ganon

# 📚 Le premier jour à Henri-Bourassa

C’était le **27**, le premier jour des élèves de secondaire 1 à l’école **Henri-Bourassa**. Les élèves de secondaire 2, 3, 4 et 5 arrivaient le lendemain.

Esther était dans le **stationnement des voitures**, un peu à côté de l’école et assez loin du bâtiment.

Soudain, elle entendit une cloche.

**Esther :** « Oh non ! Je suis en retard ! »

Elle se mit à courir du stationnement jusqu’à l’école Henri-Bourassa.

Mais une fois arrivée, elle réalisa quelque chose.

**Esther :** « Attends… c’était pas la cloche de mon école ? »

La cloche venait en fait de **l’école primaire à côté**.

**Esther :** « Ah… d’accord. 😭 »

Elle entra ensuite dans l’école et alla vers son casier.

Esther essayait d’ouvrir son cadenas, mais elle n’y arrivait pas.

Un garçon qui travaillait à la sécurité arriva.

**Agent de sécurité :** « Tu as besoin d’aide ? »

**Esther :** « Oui, je n’arrive pas à ouvrir mon cadenas. »

Il l’aida à ouvrir le cadenas.

**Esther :** « Merci ! »

Après ça, Esther se demanda ce qu’il fallait apporter pour les cours.

Elle alla demander à quelques élèves.

**Esther :** « Excusez-moi, vous savez ce qu’il faut apporter pour les cours ? »

**Élève :** « Un agenda. »

**Esther :** « Ah, un agenda. D’accord ! »

Esther ne savait pas encore qu’il fallait aussi apporter les cahiers nécessaires pour les différents cours.

Elle avait seulement **son agenda et sa trousse**.

---

## 🍽️ À la cafétéria

Les élèves de secondaire 1 devaient ensuite aller à la cafétéria.

Esther entra dans la cafétéria avec les autres élèves.

Elle devait trouver son groupe : **113**.

Le numéro **113** était écrit sur sa feuille et aussi dans son agenda.

**Esther :** « Il faut que je trouve le 113… »

Elle regarda autour d’elle.

**Esther :** « Où est le 113 ? »

Puis elle aperçut un carton avec le numéro.

**Esther :** « Ah ! Voilà le 113 ! »

Elle alla s’asseoir avec le groupe 113.

Esther regarda autour d’elle et remarqua qu’elle connaissait seulement **Jessica**, une fille qu’elle connaissait déjà de son ancienne école.

Puis une amie qu’Esther n’avait pas vue depuis longtemps apparut et vint s’asseoir.

C’était **Marlie**.

**Esther :** « Marlie ?! »

**Marlie :** « Esther ! »

Marlie s’assit avec le groupe.

---

## ➗ La classe de maths

Comme les élèves ne connaissaient pas encore bien l’école, ils ne pouvaient pas se déplacer seuls.

La **prof de maths** vint chercher le groupe 113.

**Prof de maths :** « Allez, venez avec moi ! »

Le groupe suivit la prof dans les corridors jusqu’à sa classe de maths.

Une fois dans la classe, la prof de maths demanda à Esther de venir devant.

**Prof de maths :** « Esther, viens devant et présente-toi. »

Esther alla devant la classe.

Elle était gênée, mais elle se présenta.

**Esther :** « Je m’appelle Esther… J’aime… et je viens de… »

Elle expliqua ce qu’elle aimait et d’où elle venait.

Puis elle retourna à sa place.

---

## 🍽️ Quelques heures plus tard

Quelques heures plus tard, le groupe retourna à la cafétéria avec la prof de maths.

Cette fois, la prof de maths alla voir **un autre groupe**.

Un monsieur arriva auprès du groupe 113.

**Monsieur :** « Vous allez rester ici et attendre que la cloche sonne. »

Les élèves attendirent.

Puis…

**DRIIING ! 🔔**

La cloche sonna.

Comme les élèves ne connaissaient toujours pas bien l’école, ils ne pouvaient pas aller seuls à leur classe.

Le monsieur allait donc se déplacer avec eux.

**Monsieur :** « Allez, venez avec moi. »

Le groupe suivit le monsieur dans les corridors jusqu’à la classe d’anglais.

---

## 🇬🇧 La classe d’anglais

Esther entra dans la classe d’anglais.

La prof regarda Esther et remarqua qu’elle n’avait pas son cahier.

**Prof d’anglais :** « Miss, why don’t you have your notebook? »

**Esther :** « I don’t have it. »

**Prof d’anglais :** « It’s okay. It’s the first day. »

**Esther :** « Okay. »

Esther retourna à sa place avec **son agenda et sa trousse**.

---

# 💚 Alisha

Pendant la journée, Esther pensait aussi à **Alisha**.

Esther et Alisha se connaissaient depuis la **prématernelle**.

Elles avaient été ensemble en :

* prématernelle
* maternelle
* deuxième année
* troisième année

Mais elles n’avaient pas été ensemble en :

* première année
* quatrième année
* cinquième année
* sixième année
* secondaire 1, au début de l’année

Même lorsqu’elles n’étaient pas dans la même classe à l’école primaire, elles traînaient ensemble pendant les récréations.

Mais au secondaire, c’était différent.

Il n’y avait plus les mêmes récréations qu’à l’école primaire. Il y avait des **pauses**, et le dîner était de **11 h 09 à 12 h 24**.

Esther pensait à son amie.

**Esther :** « Ça fait longtemps que je l’ai pas vue… »

Elle voulait vraiment pouvoir être avec Alisha dans sa classe.

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# 👭 Quelques jours plus tard

Quelques jours plus tard, Esther commença à traîner avec **Marlie** et une nouvelle fille appelée **Nourra**.

Esther et Nourra s’étaient rencontrées et s’étaient simplement dit :

**Esther :** « Allô ! »

**Nourra :** « Allô ! »

Elles commencèrent ensuite à parler et devinrent amies.

Esther traînait donc avec **Nourra et Marlie**.

---

# 🤔 « Quelle Alisha ? »

Quelques jours passèrent.

Dans plusieurs classes, les profs n’arrêtaient pas de dire le nom **Alisha**.

Esther commença à se poser des questions.

**Esther :** « Quelle Alisha les profs parlent ? »

Elle réfléchit.

**Esther :** « C’est peut-être l’autre fille qui s’appelle Alisha. »

Mais elle trouvait ça quand même bizarre.

**Esther :** « C’est quand même bizarre… Ma meilleure amie s’appelle Alisha. »

Puis, quelques jours plus tard, la porte de la classe s’ouvrit.

Et là, Esther vit **Alisha** entrer.

**Esther :** « Alisha ?! »

Esther venait de comprendre.

**Esther :** « Alisha, tu es dans ma classe ?! »

Puis elle lui dit :

**Esther :** « Bienvenue dans ma classe ! »

Esther était tellement excitée de pouvoir enfin traîner avec Alisha à l’école.

Après toutes ces années, elles allaient finalement être **dans la même classe pendant leur secondaire 1**.

**Esther :** « Enfin ! On est dans la même classe ! 😭💚 »

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# ⏰ La fin

Quelques jours plus tard, Esther, Alisha, Marlie et Nourra traînaient ensemble.

Mais elles commencèrent à remarquer certaines choses dans l’attitude de Nourra.

Quand elles marchaient tranquillement dans les corridors, Nourra disait souvent :

**Nourra :** « Mais vite les filles ! On n’a pas assez de temps ! »

Esther, Alisha et Marlie marchaient pourtant normalement.

Et en classe, il arrivait parfois qu’Esther cache une partie du tableau à Nourra parce qu’Esther était grande.

Un jour, Nourra ne voyait pas bien le tableau.

**Nourra :** « Je vois pas ! »

Esther se retourna vers elle.

**Esther :** « Mais pourquoi tu peux pas le dire gentiment ? C’est pas ma faute si je suis grande et que toi, t’es petite. Tu peux juste me dire que tu vois pas le tableau, au lieu de le dire comme ça. »

Alisha et Marlie étaient d’accord avec Esther.

Ce n’était pas seulement cette situation : Nourra était souvent pressée et parlait parfois de façon brusque.

C’est pour ça qu’Esther, Alisha et Marlie n’aimaient pas trop son attitude.

Et c’est ainsi que se termina l’histoire du début de cette nouvelle année scolaire à Henri-Bourassa.

# **FIN 💚**

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