Using Comics to Teach History Corinne Hatcher UIWP, 2011
Why? <ul><li>Cooperating teacher found nonfiction graphic novels in our collection
Students were finding in too easy to plagiarize </li></ul><ul><li>Making graphic novels is fun </li></ul>
Librarian Support <ul><li>Mentioning-s of Librarians </li></ul><ul><ul><li>“ Library Media Specialists have been on the fo...
“ Graphic novels are the perfect meeting place of words and pictures [. . .] Teacher-librarians picked up on this a long t...
Circulation: Sept. 2010 – 552(gn) vs. 361(f) </li></ul></ul>
Contention 1 Scott McCloud Reinventing Comics ,  2000 Scott McCloud Understanding Comics ,  1993
Contention 2 <ul><li>Both traditional, alphabetic literacy and literacies such as information, visual, and media literacy ...
Graphic novel compositions highlight composition processes, and a natural outcome of reading graphic novels is composing t...
Contention 3 <ul><li>[Mentor texts are] invaluable models of outstanding writing.  They can be used for writing instructio...
Mentor texts serve to show, not just tell, students how to write well ( Dorfman and Cappelli, 2007) </li></ul>
 
Pixton
What the project looked like this year? Introduce the project Look @ picture books Find 3 anecdotes  Find information from...
 
 
What the project looks like after  UIWP ? Introduce the project Look @ picture books Find 3 anecdotes  Find information fr...
Discuss with a partner. . . <ul><li>Is there evidence that the author did  research  to create the book?
Be specific about what you notice about how the  drawings  help or hurt the story.
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Writing with pictures

  1. 1. Using Comics to Teach History Corinne Hatcher UIWP, 2011
  2. 2. Why? <ul><li>Cooperating teacher found nonfiction graphic novels in our collection
  3. 3. Students were finding in too easy to plagiarize </li></ul><ul><li>Making graphic novels is fun </li></ul>
  4. 4. Librarian Support <ul><li>Mentioning-s of Librarians </li></ul><ul><ul><li>“ Library Media Specialists have been on the forefront advocating graphic novels” (Schwarz, 2006).
  5. 5. “ Graphic novels are the perfect meeting place of words and pictures [. . .] Teacher-librarians picked up on this a long time ago and have been adding graphic novels to their collection in ever increasing numbers (Crilley, 2009) </li></ul><li>Graphic Novel Collection @ Central High School </li><ul><li>Collection: 283 books (2009) – 605 books (2011)
  6. 6. Circulation: Sept. 2010 – 552(gn) vs. 361(f) </li></ul></ul>
  7. 7. Contention 1 Scott McCloud Reinventing Comics , 2000 Scott McCloud Understanding Comics , 1993
  8. 8. Contention 2 <ul><li>Both traditional, alphabetic literacy and literacies such as information, visual, and media literacy can be well served by classroom engagement with the graphic novel (Schwarz, 2006)
  9. 9. Graphic novel compositions highlight composition processes, and a natural outcome of reading graphic novels is composing them. When students are given the opportunity to marry words with images, they create new knowledge for themselves. Writers with few skills experience a level of success they may not have ever had before, and advanced writers refine their skills in writing for precision. Graphic novels and prose texts do not replace one another—they foster deeper understanding of both. (Frey and Fisher, 2010) </li></ul>
  10. 10. Contention 3 <ul><li>[Mentor texts are] invaluable models of outstanding writing. They can be used for writing instruction ( Ehmann and Gayer, 2009)
  11. 11. Mentor texts serve to show, not just tell, students how to write well ( Dorfman and Cappelli, 2007) </li></ul>
  12. 13. Pixton
  13. 14. What the project looked like this year? Introduce the project Look @ picture books Find 3 anecdotes Find information from another source Sketch out at least 9 panels Work with Pixton 1 1 2 3 1 6+
  14. 17. What the project looks like after UIWP ? Introduce the project Look @ picture books Find 3 anecdotes Find information from another source Sketch out at least 9 panels Work with Pixton Lesson on Pixton Tools Look at a Nonfiction G. N. Structures of a GN: Text to Panel 1 1 2 3 1 6+ 2 1 1
  15. 18. Discuss with a partner. . . <ul><li>Is there evidence that the author did research to create the book?
  16. 19. Be specific about what you notice about how the drawings help or hurt the story.
  17. 20. How does the author/reader tell the characters apart? What techniques does the author use so that the reader knows who is who?
  18. 21. What do you like/dislike about the way the words are placed with the drawings? </li></ul>
  19. 22. Aspects of Comics <ul><li>Glossary of terms: bleed, caption, figure, grid, gutter, border, layout, lettering, motion lines, panel, splash page, speech or thought balloon, symbol, caption, narratory block.
  20. 23. The importance of conflict
  21. 24. Use of dialogue to reveal character
  22. 25. Closure (observing the parts but perceiving the whole)
  23. 26. Use of line
  24. 27. Panel to Panel Transitions
  25. 28. Time transitions
  26. 29. Frame's relationship to text
  27. 30. Using color </li></ul>
  28. 31. Text Sequential Visual Art <ul><li>Read the text you have been given.
  29. 32. How can you can represent the paragraph in 9 panels or less?
  30. 33. What is hard or easy about this? </li></ul>
  31. 34. Assessment <ul><li>How might you grade these?
  32. 35. What elements do you assess?
  33. 36. What problems do you see in assessing them? </li></ul>
  34. 37. How can you use comic creation in your classroom? <ul><ul><li>Make an instruction manual
  35. 38. Make a comic where you are the hero
  36. 39. Correct grammar to allow comic to make sense
  37. 40. Illustrate an interview
  38. 41. Illustrate a current event
  39. 42. Learning languages other than English
  40. 43. Reflection tool
  41. 44. Practice sequencing
  42. 45. Add dialogs to photos
  43. 46. Check for understanding
  44. 47. Learning new vocabulary
  45. 48. Adapt a poem
  46. 49. More ideas. . . </li></ul></ul>With a little help from Tap into Comics 2: http://www.slideshare.net/shend5/tap-into-the-world-of-comics-2comic-version
  47. 50. Works Sited <ul><li>Crilley, Mark. &quot;Getting Students to Write Using Comics.&quot; Teacher Librarian 37.1 (2009): 28-31. Academic Search Premier . Web. 19 June 2011.< http://web.ebscohost.com.proxy2.illinois.edu >.
  48. 51. Dorfman, Lynn, and Rose Cappelli. From &quot;Chapter 1.&quot; Mentor Texts: Teaching Writing Through Children's Literature, K-6 . Portland, ME: Stenhouse, 2007. 1-30. Stenhouse Publishing . Web. 21 June 2011. <http://www.stenhouse.com/>.
  49. 52. Ehmann, Susan, and Kellyann Gayer. Introduction. I can Write Like That!: A Guide to Mentor Texts and Craft Studies for Writer's Workshop, K-6 . By Ehmann and Gayer. N.p.: International Reading Association, 2009. N. pag. International Reading Association . Web. 21 June 2011. < http://www.reading.org .
  50. 53. Frey, Nancy, and Douglas Fisher. &quot;Graphic Novels: Composing with sequential art in high school English and history.&quot; New England Reading Association 45.2 (2010): 9-15. Wilson Select Plus . 21 June 2011. <www.fisherandfrey.com/>.
  51. 54. McCloud, Scott. Reinventing Comics: How Imagination and Technology are Revolutionizing an Art Form . New York, NY: Harper Collins, 2000.
  52. 55. McCloud, Scott. Understanding Comics: The Invisible Art . New York: Harper Collins, 1993.
  53. 56. Schwartz, Gretchen. &quot;Expanding Literacies through Graphic Novels.&quot; English Journal 95 (July 2006): 58-64. JSTOR . Web. 19 June 2011. <http://www.jstor.org/stable/30046629>. </li></ul>
  54. 57. Illinois Standards Subject: Language Arts
 Grade(s): 12
 Standard: 11-12.W.3.d. - Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Subject: Language Arts
 Grade(s): 11
 Standard: 11-12.W.5. - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Subject: Language Arts
 Grade(s): 10
 Standard: 3.B.4b. - Produce, edit, revise and format work for submission and/or publication (e.g., manuscript form, appropriate citation of sources) using contemporary technology. Subject: Language Arts
 Grade(s): 10
 Standard: 9-10.W.5. - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Subject: Language Arts
 Grade(s): 12
 Standard: CCRA-W.3. - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Subject: Language Arts
 Grade(s): 12
 Standard: CCRA-W.5. - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

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