A Case for Why and How Graphic Novels Should be Part of your K-5 Literary Genre LessonsLaura Adkins – University of Memphis – IDT7064M52
Old school views “ESL students are scaffolded by the visual elements” – W. Mills Boys who read comics read more for pleasure Leads to faster progression in reading and listening Easier for emerging readers to comprehend Context clues through visuals
Treasure Island – RL 2.8 Ghostopolis by Doug TenNapel – RL 2.4 The Swiss Family Robinson – RL 2.6 Theseus and the Minotaur – RL 2.5 INTEREST LEVEL – GRADES 5-8
Create their own! Use a chapter from a favorite book Publish an original work
Classic novel and its graphic novel counterpart!What are the similarities and differences? What do the pictures tell you about the characters and their actions? Do the visuals support the description of characters found in the classic?
Lyaa, A.W. (March 1, 2006). Graphic novels for (really) young readers. School Library Journal. Retrieved from http://www.schoollibraryjournal.com/article/CA6312463.htmlMills, W. (2011). Identifying key components of successful school libraries and librarians. Bookbird: A Journal of International Children’s Literature, 48 (1), 53-62. Retrieved from http://muse.jhu.edu.ezproxy.memphis.edu/journals/bookbird/v049/49.1.mills.pdfScholastic. Using graphic novels with children and teens: A guide for teachers and librarians. [web article] Retrieved http://www.scholastic.com/teachers/lesson- plan/using-graphic-novels-children-and-teens-guide-teachers-and-librariansImages retrieved from Google Images with book title search