Graphic novels at home
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Graphic novels at home

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NJCH Project Summer 2011

NJCH Project Summer 2011

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  • 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.

Graphic novels at home Graphic novels at home Presentation Transcript

  • 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.
  •  Plot Characters Dialog Setting Audience
  •  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
  • Non-Fiction
  •  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.