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TESOL 2010: Using Graphic Novels (handouts)
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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.

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

Published in: Education
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  • 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. Collaborative Process ESL Coordinator and Library/Media Specialist Summer reading and research Conferences and workshops Classroom instruction Faculty book study
  • 3. The graphic novel: Why and how Curricular value Classroom application
  • 4. Comics Adolescents who read comics are more likely to become serious readers (Krashen, 2004) Appeal to different cultures (Cary, 2004)
  • 5. Key Factors in Literacy Development for Adolescents Identity Engagement Motivation (Short and Fitzsimmons, 2007)
  • 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. 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. 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. 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. Art Spiegelman’s Maus Published in 1986 Won Pulitzer Prize in 1992 Guggenheim Fellowship Nominated for National Book Critics Circle Award
  • 11. How do you read a graphic novel? Text features of a novel Storyline entirely illustrated in panels
  • 12. Instructional benefits Appeals to multiple learning styles Encourages struggling readers – Visual scaffold – Sense of accomplishment Promotes wide reading (Krashen, 2004)
  • 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. Promising applications Pairing graphic novel and other genre Models for integration of art and writing
  • 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. Themes Cultural conflict Enlightenment Identity Love and friendship Loyalty Reconciliation Transformation
  • 17. Literary language Allusion Narrator Characterization Parable Climax Plot Conflict Prologue Dialogue Resolution Flashback Setting Foreshadowing Symbol Motif Theme
  • 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. Caricature and stereotypes Provocative images Sensitive discussions Background knowledge
  • 20. Caricatures and Stereotypes
  • 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. During- and after-reading activities Journal writing PowerWriting (Fisher, Rothenberg, and Frey, 2007) Writing between the panels (Carter, 2007) Teachbacks (Kirshbaum, 2009)
  • 23. The Fox Lane High School Library Website Recommended titles and reviews Bibliography Links to instructional resources
  • 24. Thank You