Words you may have heard relating to graphic novels
Stress that many students need to be told to “read” the pictures. When they pick up a gn for the first time they may not know that the pictures tell the story with the words. I have many students who have said they did not understand or like the story, only to find out that they were not looking at the illustrations.
Goes against all we have learned in the past. Yet, kids have no trouble once they start.
Participants will be handed a two-page spread from a graphic novel. Once they have read and listed their results we will share the findings.
Pages will be copied and handed out to participants.
Grab a student’s interest from a movie they have seen.
Literature for the Digital Age Rose Hagar NJCH Adolescent and YA Literature Summer 2011
Comic Book – A traditional, staple-bound, serialized pamphlet or periodical that tells a story in sequential art.
Graphic Novel – A book length story, fiction or non-fiction, that is written and illustrated in the comic book style.
Anime – Japanese term for animation Manga - Japanese comics in print form that traditionally read back to front, right to left. Manga style – graphic novels created outside Japan utilizing the traditional manga style and format.
Goal of both traditional novels and GNs is to convince the reader they are not looking at words or lines drawn by an artist, but something imaginatively alive. In GNs the words have to be read, but so do the pictures. Just as a sentence creates a complete thought, a sequence of panels creates complete movement through time and space. On Writing (and Reading), the Graphic Novel. Stefan Pietrucha, Knowledge Quest, 2008.
Look at the pages you have before you. With a partner, read the excerpt and list any elements of literature that you see on the pages. What did you find? Do graphic novels promote literacy?
Linguistically appropriate Demand many of the same skills needed for traditional stories Often contain more advanced vocabulary than traditional books at the same age/grade/interest level Helps develop critical skills necessary to read more challenging works
Require readers to be actively engaged in the process of decoding and comprehending literacy devices including- Narrative structures Metaphor and symbolism Point of view Foreshadowing Use of puns and alliteration Inference
Offer fast-paced action, conflict, and heroic endeavors Classic archetypes such as the reluctant hero, the unknown destiny, and the mentor wizard
Meet the needs of different learning styles The visual learner will connect in a way that they cannot with a text-only book Flexible enough that the same title will appeal to the advanced reader and the reluctant reader
Require readers to be active participants in the reading process. Use their imagination to fill in the blanks between the panels or the “gutter”. What happened in the gutter? Develop visual literacy The ability to recognize and understand ideas conveyed through visual (still or animated) imagery.
Look at these pages from The Arrival.Discuss what you see with your partner. Howcould you use this with your children?
Develop strong language arts skills Reading comprehension Vocabulary development Ensure that kids continue to read for fun outside the classroom. Bridge for transitioning from picture books to text-only books Stimulate young readers to branch out and explore other genres
Excellent for ELLs and students who read below grade level because the simple sentences and visual cues allow the reader to comprehend most of the story. Address important developmental assets and social issues. Michelle Gorman. Getting Graphic: Comics for Kids. 2008
Because they are literature! Because the are fun!! The family can read them together. If reading one graphic novel gets a your child to read, then just imagine where they will go from there!
Alverman, D.E. & McLean, C. “The Nature of Literacies.” Secondary School Literacy: What Researach Reveals for Classroom Practice. Eds. A. Berger, J. Eakle & L. Rush. Urbana, IL: National Council of Teachers of English, 2007. 1-20. Appleman, D. “Reading with Adolescents.” Adolescent Literacy: Turning Promise into Practice. Eds. K. Beers, R. Probst, and L. Reif. Portsmouth: Heineman, 2007. 143-147. Chun, C. “”Critical Literacies and Graphic Novels for English-Language Learners: Teaching Maus.” Journal of Adolescent & Adult Literacy. 53.2, 2009. 144-153. Crawford, P. & Weiner, S. Using Graphic Novels with Children and Teens: A Guide for Teachers and Librarians. New York: Scholastic, 1996-2011. Dresang, E.T. Radical Change: Books for Youth in a Digital Age. New York: H.W. Wilson, 1999. Gorman, M. Getting Graphic! Comics for Kids. Columbus: Linworth Publishing, 2008. McLean, C. “Adolescent and Young Adult Literature.” PowerPoint Presentation. Richard Stockton College. New Jersey Council for the Humanities. Pomona, NJ. 31 July 2011. McLean, C. “Hidden Curriculum: Authenticity, the Canon and Multicultural Literature.” PowerPoint Presentation. Richard Stockton College. New Jersey Council for the Humanities. Pomona, NJ. 1 August 2011. Petrucha, S. “On Writing (And Reading), the Graphic Novel.” Knowledge Quest: Journal of the American Association of School Librarians. 36.3, 2008. 60-63. “Using Comics and Graphic Novels in the Classroom (The Council Chronicle, Sept. 05). National Council of Teachers of English. http://www.ncte.org/magazine/archives/122031. Accessed 8/5/2011. Yang, Greg. “Graphic Novels in the Classroom.” Language Arts. 85.3, 2008. 185-192.