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Writing with pictures
 

Writing with pictures

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    Writing with pictures Writing with pictures Presentation Transcript

    • Using Comics to Teach History Corinne Hatcher UIWP, 2011
    • Why?
      • Cooperating teacher found nonfiction graphic novels in our collection
      • Students were finding in too easy to plagiarize
      • Making graphic novels is fun
    • Librarian Support
      • Mentioning-s of Librarians
        • “ 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)
      • Graphic Novel Collection @ Central High School
        • Collection: 283 books (2009) – 605 books (2011)
        • Circulation: Sept. 2010 – 552(gn) vs. 361(f)
    • Contention 1 Scott McCloud Reinventing Comics , 2000 Scott McCloud Understanding Comics , 1993
    • Contention 2
      • 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)
    • Contention 3
      • [Mentor texts are] invaluable models of outstanding writing. They can be used for writing instruction ( Ehmann and Gayer, 2009)
      • Mentor texts serve to show, not just tell, students how to write well ( Dorfman and Cappelli, 2007)
    •  
    • Pixton
    • 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+
    •  
    •  
    • 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 1 1 2 3 1 6+ Lesson on Pixton Tools Look at a Nonfiction G. N. Structures of a GN: Text to Panel 2 1 1
    • Discuss with a partner. . .
      • 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.
      • How does the author/reader tell the characters apart? What techniques does the author use so that the reader knows who is who?
      • What do you like/dislike about the way the words are placed with the drawings?
    • Aspects of Comics
      • Glossary of terms: bleed, caption, figure, grid, gutter, border, layout, lettering, motion lines, panel, splash page, speech or thought balloon, symbol, caption, narratory block.
      • The importance of conflict
      • Use of dialogue to reveal character
      • Closure (observing the parts but perceiving the whole)
      • Use of line
      • Panel to Panel Transitions
      • Time transitions
      • Frame's relationship to text
      • Using color
    • Text Sequential Visual Art
      • Read the text you have been given.
      • How can you can represent the paragraph in 9 panels or less?
      • What is hard or easy about this?
    • Assessment
      • How might you grade these?
      • What elements do you assess?
      • What problems do you see in assessing them?
    • How can you use comic creation in your classroom?
        • Make an instruction manual
        • Make a comic where you are the hero
        • Correct grammar to allow comic to make sense
        • Illustrate an interview
        • Illustrate a current event
        • Learning languages other than English
        • Reflection tool
        • Practice sequencing
        • Add dialogs to photos
        • Check for understanding
        • Learning new vocabulary
        • Adapt a poem
        • More ideas. . .
      With a little help from Tap into Comics 2: http://www.slideshare.net/shend5/tap-into-the-world-of-comics-2comic-version
    • Works Sited
      • 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 >.
      • 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/>.
      • 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. &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/>.
      • 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. &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>.
    • 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.