TESOL 2010: Using Graphic Novels (handouts)


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Abbreviated version of PowerPoint presentation by Tom Carrigan and Adrienne Viscardi of Bedford Central School District, NY.

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TESOL 2010: Using Graphic Novels (handouts)

  1. 1. Pictures (and Words) Speak Louder: Graphic Novels in the ELL Classroom TESOL 2010 Tom Carrigan, Library/Media Specialist Adrienne Viscardi, Coordinator of ESL Bedford Central School District Bedford, New York
  2. 2. Collaborative Process ESL Coordinator and Library/Media Specialist Summer reading and research Conferences and workshops Classroom instruction Faculty book study
  3. 3. The graphic novel: Why and how Curricular value Classroom application
  4. 4. Comics Adolescents who read comics are more likely to become serious readers (Krashen, 2004) Appeal to different cultures (Cary, 2004)
  5. 5. Key Factors in Literacy Development for Adolescents Identity Engagement Motivation (Short and Fitzsimmons, 2007)
  6. 6. Dilemma in Adolescent Literacy Prototypical human practices and conditions Varied, specialized text structures and complex literary elements Inter-textual links to prior knowledge (Lee and Spratley, 2010)
  7. 7. Elements of effective adolescent literacy programs Diverse texts Motivation and self-directed learning Text-based collaborative learning Effective instructional principles embedded in content Direct, explicit comprehension instruction (Biancarosa and Snow, 2006)
  8. 8. What we know about ELLs ELLs have limited and varied background knowledge Cognitive ability differs from linguistic proficiency Advanced ELLs understand 85-90% of the words in text (O’Keefe et al., 2007)
  9. 9. What is a graphic novel? “A book-length sequential art narrative featuring an anthology-style collection of comic art, a collection of reprinted comic book issues comprising a single story line, or an original, stand-alone narrative” (Carter, 2007)
  10. 10. Art Spiegelman’s Maus Published in 1986 Won Pulitzer Prize in 1992 Guggenheim Fellowship Nominated for National Book Critics Circle Award
  11. 11. How do you read a graphic novel? Text features of a novel Storyline entirely illustrated in panels
  12. 12. Instructional benefits Appeals to multiple learning styles Encourages struggling readers – Visual scaffold – Sense of accomplishment Promotes wide reading (Krashen, 2004)
  13. 13. Instructional benefits Provides vehicle for discussion of other texts and issues Increases accessibility of unfamiliar settings and themes Promotes heterogeneous grouping Facilitates differentiated instruction
  14. 14. Promising applications Pairing graphic novel and other genre Models for integration of art and writing
  15. 15. American Born Chinese National Book Award Finalist The Monkey King, Jin Wang and Chin-kee Universal themes that appeal to ELLs and adolescents
  16. 16. Themes Cultural conflict Enlightenment Identity Love and friendship Loyalty Reconciliation Transformation
  17. 17. Literary language Allusion Narrator Characterization Parable Climax Plot Conflict Prologue Dialogue Resolution Flashback Setting Foreshadowing Symbol Motif Theme
  18. 18. Building background “The All-American Slurp” by Lensey Namioka The Monkey King: A Superhero’s Tale of China by Aaron Shepard YouTube clip and newspaper article on Gene Yang
  19. 19. Caricature and stereotypes Provocative images Sensitive discussions Background knowledge
  20. 20. Caricatures and Stereotypes
  21. 21. During- and after-reading activities Shared reading Literary elements and devices Small group reading Recursive Image grammar vocabulary (Noden, 1999) instruction (Allen, 2007)
  22. 22. During- and after-reading activities Journal writing PowerWriting (Fisher, Rothenberg, and Frey, 2007) Writing between the panels (Carter, 2007) Teachbacks (Kirshbaum, 2009)
  23. 23. The Fox Lane High School Library Website http://www.bcsdny.org/flhs.cfm?subpage=3881 Recommended titles and reviews Bibliography Links to instructional resources
  24. 24. Thank You tcarrigan0173@bcsdny.org aviscardi1133@bcsdny.org