“ Library Media Specialists have been on the forefront advocating graphic novels” (Schwarz, 2006).
“ 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)
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)
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)
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
Crilley, Mark. "Getting Students to Write Using Comics." Teacher Librarian 37.1 (2009): 28-31. Academic Search Premier . Web. 19 June 2011.< http://web.ebscohost.com.proxy2.illinois.edu >.
Dorfman, Lynn, and Rose Cappelli. From "Chapter 1." 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/>.
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 .
Frey, Nancy, and Douglas Fisher. "Graphic Novels: Composing with sequential art in high school English and history." New England Reading Association 45.2 (2010): 9-15. Wilson Select Plus . 21 June 2011. <www.fisherandfrey.com/>.
McCloud, Scott. Reinventing Comics: How Imagination and Technology are Revolutionizing an Art Form . New York, NY: Harper Collins, 2000.
McCloud, Scott. Understanding Comics: The Invisible Art . New York: Harper Collins, 1993.
Schwartz, Gretchen. "Expanding Literacies through Graphic Novels." English Journal 95 (July 2006): 58-64. JSTOR . Web. 19 June 2011. <http://www.jstor.org/stable/30046629>.
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.