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GRAPHIC
 NOVELS
  IN THE
CLASSROOM
COMICS VS. GRAPHIC
NOVELS
What is the difference between a comic
 book and a graphic novel?
Length

Types
PARTS OF A GRAPHIC
    NOVEL
   Panels- Boxes where the pictures and words appear. Panels read
    in a sequence (often left to right).
   Told through Sequential Art (combo of text, panels and images)
PARTS OF A GRAPHIC NOVEL (CONT’D)
 GN’s are like chapter
  books they have plot,
  characters, etc.
 Dialogue
PARTS OF A GRAPHIC NOVEL
(CONT’D)

   Captions
TEACHING, PARAGRAPHING,&
OUTLINING
BRIDGING THE GAP


“Graphic novels can be
  used as a point of
  reference to bridge
  what students already
  know with what they
  have yet to learn.”




http://www.ncte.org/magazine/archives/122031
WORDLESS GRAPHIC NOVELS
TEMPTING RELUCTANT READERS
                &
ENCOURAGING UNMOTIVATED READERS
GREAT FOR ESL
STUDENTS AND
  RELUCTANT
   READERS
MERGING OF GRAPHIC NOVELS AND
        CHAPTER BOOKS
 BOOKS THAT USE BOTH TEXT AND GRAPHIC NOVEL FORMAT TO
                      TELL A STORY
             GREAT FOR RELUCTANT READERS
                LOW LEVEL-HIGH INTEREST
 Diary of a Wimpy Kid
 Captain Underpants

 Stink

 Amelia’s Notebook
MAKE BELIEFS COMIX



 Make Beliefs Comix is a fun and easy website
  that you can use in the classroom or as an
  assignment with kids to make their own comics.
 Offers a teachers resource page

 Great for ESL-Offered in several languages

 www.makebeliefscomix.com
EDUCATIONAL
              PUBLISHERS
 A GOOD NON-FICTION GRAPHIC NOVEL SHOULD HAVE:



 Background   information
 Glossary
 Table of contents
 Additional resources such as discussion questions
 Bibliographies, websites, and writing prompts
 The purpose of the book is to inform the learner
  about curriculum-based or content-based topics,
  using the graphic novel format to present the
  information.
EXCEPTIONAL
 PUBLISHERS
  Capstone Press offers the
   Graphic Library line of books
  Elementary and Middle
   School
EXCEPTIONAL PUBLISHERS
     Stone Arch Books is a sister
     company of Capstone. Currently,
     they offer five series:
     * Graphic Quest
     * Graphic Revolve
     * Graphic Sparks
     * Graphic Trax
     * Ridge Riders
EXCEPTIONAL PUBLISHERS
 Rosen Publishing NY publishes six series of
 nonfiction that are all suitable for elementary
 and middle school readers:
Graphic Civil War Battles, Graphic Mysteries,
Graphic Mythology, Graphic Nonfiction Biographies,
Jr.Graphic Mysteries, Jr. Graphic Mythologies
GUIDELINES FOR
                    SELECTION
1. Does the art support the text? Does the art assist the
  reader?
2. Do the colors support the text and storyline or do they
  conflict with each other?
3. Are the word balloons, thought bubbles, and captions
  placed correctly and in a fashion that is logical?
4. If it is a nonfiction graphic novel, are the facts reliable
  and accurate?
5. Does the book offer students additional information
  about the topic in the form of Web sites, references,
  maps, and suggested other readings (when
  applicable)?
6. By using these questions, educators can develop a
  sense of what is valuable for the classroom

http://www.forewordmagazine.net/articles/shw_article.aspx?articleid=187
EDUCATE YOURSELF ON
      COMICS
BIBLIOGRAPHY:
   Graphic Novels: A Bibliographic Guide to Book-Length Comics by D. Aviva
    Rothschild (1995, Libraries Unlimited). This guide reviews over 400 graphic
    novels.
   Cartoons and Comics in the Classroom: A Reference for Teachers and Librarians
    (1983, Libraries Unlimited). This book may be a bit dated, but it includes
    practical teaching suggestions across the curriculum.
   The 101 Best Graphic Novels by Stephen Weiner; Keith R.A. Decandido, editor
    (2001, NBM). This excellent resource describes 101 graphic novels and rates them
    for age appropriateness. It also offers a short history of graphic novels and a
    bibliography.
   Bang, Molly. Picture This: How Pictures Work. SeaStar Books, 2000.

   Cray, Stephen. Going Graphic: Comics at Work in the Multilingual Classroom.
    Heinemann, 2004.

   Lyga, Alysson. Supplement Feature: Bringing Graphic Novels into the
    Classroom.http://www.forewordmagazine.net/articles/shw_article.aspx?
    articleid=187
FURTHER READING
   Perceptions and Use of Graphic Novels in the Classroom (2009)
    Raechel B. Callahan
    http://www.cehs.ohio.edu/resources/documents/callahan.pdf
   Implementing Graphic Texts into the Language Arts Classroom
    (Minnesota English Journal 2008) Doug Annett
    http://www.mcte.org/journal/mej08/Annet.pdf

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Gn

  • 1. GRAPHIC NOVELS IN THE CLASSROOM
  • 2. COMICS VS. GRAPHIC NOVELS What is the difference between a comic book and a graphic novel? Length Types
  • 3. PARTS OF A GRAPHIC NOVEL  Panels- Boxes where the pictures and words appear. Panels read in a sequence (often left to right).  Told through Sequential Art (combo of text, panels and images)
  • 4. PARTS OF A GRAPHIC NOVEL (CONT’D)  GN’s are like chapter books they have plot, characters, etc.  Dialogue
  • 5. PARTS OF A GRAPHIC NOVEL (CONT’D)  Captions
  • 7. BRIDGING THE GAP “Graphic novels can be used as a point of reference to bridge what students already know with what they have yet to learn.” http://www.ncte.org/magazine/archives/122031
  • 9. TEMPTING RELUCTANT READERS & ENCOURAGING UNMOTIVATED READERS
  • 10. GREAT FOR ESL STUDENTS AND RELUCTANT READERS
  • 11. MERGING OF GRAPHIC NOVELS AND CHAPTER BOOKS BOOKS THAT USE BOTH TEXT AND GRAPHIC NOVEL FORMAT TO TELL A STORY GREAT FOR RELUCTANT READERS LOW LEVEL-HIGH INTEREST  Diary of a Wimpy Kid  Captain Underpants  Stink  Amelia’s Notebook
  • 12. MAKE BELIEFS COMIX  Make Beliefs Comix is a fun and easy website that you can use in the classroom or as an assignment with kids to make their own comics.  Offers a teachers resource page  Great for ESL-Offered in several languages  www.makebeliefscomix.com
  • 13. EDUCATIONAL PUBLISHERS A GOOD NON-FICTION GRAPHIC NOVEL SHOULD HAVE:  Background information  Glossary  Table of contents  Additional resources such as discussion questions  Bibliographies, websites, and writing prompts  The purpose of the book is to inform the learner about curriculum-based or content-based topics, using the graphic novel format to present the information.
  • 14. EXCEPTIONAL PUBLISHERS  Capstone Press offers the Graphic Library line of books  Elementary and Middle School
  • 15. EXCEPTIONAL PUBLISHERS Stone Arch Books is a sister company of Capstone. Currently, they offer five series: * Graphic Quest * Graphic Revolve * Graphic Sparks * Graphic Trax * Ridge Riders
  • 16. EXCEPTIONAL PUBLISHERS  Rosen Publishing NY publishes six series of nonfiction that are all suitable for elementary and middle school readers: Graphic Civil War Battles, Graphic Mysteries, Graphic Mythology, Graphic Nonfiction Biographies, Jr.Graphic Mysteries, Jr. Graphic Mythologies
  • 17. GUIDELINES FOR SELECTION 1. Does the art support the text? Does the art assist the reader? 2. Do the colors support the text and storyline or do they conflict with each other? 3. Are the word balloons, thought bubbles, and captions placed correctly and in a fashion that is logical? 4. If it is a nonfiction graphic novel, are the facts reliable and accurate? 5. Does the book offer students additional information about the topic in the form of Web sites, references, maps, and suggested other readings (when applicable)? 6. By using these questions, educators can develop a sense of what is valuable for the classroom http://www.forewordmagazine.net/articles/shw_article.aspx?articleid=187
  • 19. BIBLIOGRAPHY:  Graphic Novels: A Bibliographic Guide to Book-Length Comics by D. Aviva Rothschild (1995, Libraries Unlimited). This guide reviews over 400 graphic novels.  Cartoons and Comics in the Classroom: A Reference for Teachers and Librarians (1983, Libraries Unlimited). This book may be a bit dated, but it includes practical teaching suggestions across the curriculum.  The 101 Best Graphic Novels by Stephen Weiner; Keith R.A. Decandido, editor (2001, NBM). This excellent resource describes 101 graphic novels and rates them for age appropriateness. It also offers a short history of graphic novels and a bibliography.  Bang, Molly. Picture This: How Pictures Work. SeaStar Books, 2000.  Cray, Stephen. Going Graphic: Comics at Work in the Multilingual Classroom. Heinemann, 2004.  Lyga, Alysson. Supplement Feature: Bringing Graphic Novels into the Classroom.http://www.forewordmagazine.net/articles/shw_article.aspx? articleid=187
  • 20. FURTHER READING  Perceptions and Use of Graphic Novels in the Classroom (2009) Raechel B. Callahan http://www.cehs.ohio.edu/resources/documents/callahan.pdf  Implementing Graphic Texts into the Language Arts Classroom (Minnesota English Journal 2008) Doug Annett http://www.mcte.org/journal/mej08/Annet.pdf

Editor's Notes

  1. Graphic Novel= A novel with graphics or images. When most people hear Graphic Novels They think comic books. Superheroes come to mind like batman or wonder woman. Also, Comic Books are usually a series- with new stories coming out each month and Graphic Novels are one story, sometimes told through multiple volumes and that come to an end. Discuss Manga.
  2. Comic and graphic novels are told via same format- Sequential art (combo of text, panels, & images)
  3. GNs can teach about making inferences since readers must rely on pics and just a small amount of text. Inferences-reasoning involved in drawing a conclusion or making a logical jusgement on the basis of cirumsantial evidence prior conclusion.
  4. A way to transition from Graphic Novels to Chapter Books. Another Stepping Stone.
  5. Google “Graphic Novel Lesson Plans”
  6. Discuss Manga. Google “Graphic Novel Lesson Plans”