Comics in the Classroom was presented by Amie Wright and Thomas Knowlton of MyLibraryNYC on Saturday, 5/16/15 in the Celeste Auditorium at New York Public Library's Stephen A. Schwarzman Building.
The document provides a summary of a book intended for high school students wondering about friendship and making mistakes. It takes place in 1942 at a British boarding school during World War 2, following introverted protagonist Gene Forrester as he becomes unlikely friends with the opposite Finny, but grows jealous of Finny's talents and takes their private competition too far. The story has been adapted into multiple films, including a recent American version that captures the gripping nature of the plot without British accents.
A New Generation of Communication:Presentation Tools for Digital Learners
This presentation introduces a number of tools that can be used in classrooms and library to enhance communication with and amongst digital learners.
This document provides learning invitations for teaching third grade students about the history of African Americans' fight for equality and freedom using the picture book "We Shall Overcome: The Story of a Song." The invitations include having students create a visual timeline of key historical events from slavery to the Civil Rights Movement, role-playing responses to scenarios about injustice, responding to readings from the book through writing or discussion, and creating art in response to listening to different versions of the song "We Shall Overcome." The teacher notes provide instructions for introducing and facilitating the learning stations.
This document provides context about World War 1 poetry by discussing the importance of understanding the historical context of poems from this era. It includes information about the scale of casualties in WWI, as well as brief descriptions of trench warfare and propaganda techniques used to encourage enlistment. Students are asked to analyze the poem "Who's for the Game" by Jessie Pope, which portrayed war in a positive light by comparing it to a sporting event, in an effort to recruit more soldiers to the war effort through persuasive language.
The document provides biographical information about author Robert Cormier, including that his first major novel was The Chocolate War in 1973 which won several awards and was made into a movie. It also notes that Cormier was criticized for bleak portrayals of adolescence and some schools banned his books for disturbing themes. Quotes from Cormier are included where he discusses young people's exposure to information and the importance of discussing controversial books in the classroom.
This document outlines a thematic text set about freedom to accompany the novel The Giver by Lois Lowry. The text set includes a nonfiction article about control in North Korea, a poem called "Sympathy" by Paul Laurence Dunbar, and Martin Luther King Jr.'s "I Have a Dream" speech. Activities are suggested to help students understand and analyze how the theme of freedom is developed across the texts, including writing journal entries to explore their own ideas about freedom. Standards from the South Carolina English Language Arts curriculum are also listed.
Find out who attended the Kid's Own Australian Literature Awards Celebration, what books were shortlisted and who won the awards. NSW children's choice book awards. [Originally uploaded Dec 2014. Views 2014 to 2015: 1500]
The document provides a summary of the plot and themes of the novel "Ender's Game". It discusses how in the future, Earth narrowly avoided destruction by an alien invasion. The government gained control over families and raised children like Ender from a young age to preemptively fight future threats. Ender is a strategic genius who attends a military academy to train to defend Earth. He defeats the aliens but does not know he engaged in actual war until it is over. The document examines what cultural fears the story reveals and warns that societies can become corrupt when compromising morality, even for security reasons. It relates themes like the debate over using force against threats like ISIS and questions about personal freedom and authority over one's life.
The document provides a summary of a book intended for high school students wondering about friendship and making mistakes. It takes place in 1942 at a British boarding school during World War 2, following introverted protagonist Gene Forrester as he becomes unlikely friends with the opposite Finny, but grows jealous of Finny's talents and takes their private competition too far. The story has been adapted into multiple films, including a recent American version that captures the gripping nature of the plot without British accents.
A New Generation of Communication:Presentation Tools for Digital Learners
This presentation introduces a number of tools that can be used in classrooms and library to enhance communication with and amongst digital learners.
This document provides learning invitations for teaching third grade students about the history of African Americans' fight for equality and freedom using the picture book "We Shall Overcome: The Story of a Song." The invitations include having students create a visual timeline of key historical events from slavery to the Civil Rights Movement, role-playing responses to scenarios about injustice, responding to readings from the book through writing or discussion, and creating art in response to listening to different versions of the song "We Shall Overcome." The teacher notes provide instructions for introducing and facilitating the learning stations.
This document provides context about World War 1 poetry by discussing the importance of understanding the historical context of poems from this era. It includes information about the scale of casualties in WWI, as well as brief descriptions of trench warfare and propaganda techniques used to encourage enlistment. Students are asked to analyze the poem "Who's for the Game" by Jessie Pope, which portrayed war in a positive light by comparing it to a sporting event, in an effort to recruit more soldiers to the war effort through persuasive language.
The document provides biographical information about author Robert Cormier, including that his first major novel was The Chocolate War in 1973 which won several awards and was made into a movie. It also notes that Cormier was criticized for bleak portrayals of adolescence and some schools banned his books for disturbing themes. Quotes from Cormier are included where he discusses young people's exposure to information and the importance of discussing controversial books in the classroom.
This document outlines a thematic text set about freedom to accompany the novel The Giver by Lois Lowry. The text set includes a nonfiction article about control in North Korea, a poem called "Sympathy" by Paul Laurence Dunbar, and Martin Luther King Jr.'s "I Have a Dream" speech. Activities are suggested to help students understand and analyze how the theme of freedom is developed across the texts, including writing journal entries to explore their own ideas about freedom. Standards from the South Carolina English Language Arts curriculum are also listed.
Find out who attended the Kid's Own Australian Literature Awards Celebration, what books were shortlisted and who won the awards. NSW children's choice book awards. [Originally uploaded Dec 2014. Views 2014 to 2015: 1500]
The document provides a summary of the plot and themes of the novel "Ender's Game". It discusses how in the future, Earth narrowly avoided destruction by an alien invasion. The government gained control over families and raised children like Ender from a young age to preemptively fight future threats. Ender is a strategic genius who attends a military academy to train to defend Earth. He defeats the aliens but does not know he engaged in actual war until it is over. The document examines what cultural fears the story reveals and warns that societies can become corrupt when compromising morality, even for security reasons. It relates themes like the debate over using force against threats like ISIS and questions about personal freedom and authority over one's life.
The document provides background information on author Robert Cormier and his novel The Chocolate War. It discusses Cormier's life experiences and influences, as well as themes in his writing around institutions of power and the dark side of society. The document outlines characters and plot points in The Chocolate War and examines questions around the book's controversial content and whether depicting reality merits censorship. It also briefly summarizes two of Cormier's other novels, The Chocolate War, and I Am the Cheese.
Ender's Game follows Ender Wiggin, a gifted child recruited for Battle School to train to lead Earth's forces against an alien threat called the Buggers. At Battle School, Ender rises through the ranks and proves himself a talented strategist, though he also makes enemies. He is later revealed to be fighting in an actual war, not simulations, and unwittingly wipes out the entire Bugger species. Upon learning the truth, Ender breaks down, as he never intended to actually kill but only did what he felt he had to do.
Ender's Game tells the story of Andrew "Ender" Wiggin, a gifted young boy identified by Earth's government as a potential military leader. Ender is taken from his family and sent to Battle School, an orbital military academy, where he excels in combat simulation games. The book explores Ender's experiences and psychological manipulation at Battle School as Earth prepares for a possible third alien invasion.
Ender's Game follows Ender Wiggin, a quiet boy who is bullied but demonstrates his power over his attackers. He is recruited for Battle School to train to fight an alien enemy known as the buggers. At Battle School, Ender faces more bullying but excels as a commander. After years of training simulations, Ender participates in a "final game" where he unknowingly destroys the entire bugger race. He is later horrified to learn his role in their extinction and decides to embark on a new journey to understand the buggers and make amends.
Ender's Game follows gifted child Andrew "Ender" Wiggin as he is recruited to Battle School, an orbital military academy in Earth's orbit, to train to defend humanity from an alien threat called the Formics. The novel describes Ender's experiences in Battle School, where he rises to command his own army through his tactical genius and ability to understand his opponents. It explores Ender as a uniquely gifted child struggling under the pressure of commanding Earth's forces in an intergalactic war where the fate of the human race hangs in the balance.
This unit focuses on the American West and the theme of the right to vote. It includes a biography about Ester Morris heading west and provides a spelling list, vocabulary words, and grammar, writing, reading, and language arts focuses related to the themes of the American West and voting rights. Key details are a biography genre piece about Ester Morris heading west, a spelling list of 20 words, and focuses on comparing with good and bad grammar, sentence fluency in writing, and generating questions as a comprehension strategy.
A Study in Sherlock: Bridging the Digital Wilds & the Language ClassroomShannon Sauro
This reflective practice presentation builds on prior work that has looked at the use of fandom tasks (Sauro, 2014) for language learning. Such tasks include those that focus on fanfiction, defined by Jamison (2013) as "writing that continues, interrupts, reimagines, or just riffs on stories and characters other people have already written about" (p. 17). Initial investigation of fanfiction in the advanced English classroom has shown that collaborative fanfiction tasks that makes use of blog-based role-play to tell a missing moment from a story can be useful in bridging both language and literary learning (Sauro & Sundmark, in press 2016). However, although such tasks borrow from digital and linguistic practices found in online fan communities, the resulting stories do not fully reflect the linguistic or literary norms of the fanfiction in the digital wilds. This was a concern for language learners whose interest in publishing their online fanfiction was to communicate with online fans and fan communities.
The means of addressing this may lie in better integrating fan practices and fan voices in the tasks themselves and in actual classroom practice. This presentation, therefore, explores the revision and implementation of collaborative fanfiction tasks and instructions that do just that.
Building on previous blog-based fanfiction projects, the current project, A Study in Sherlock, was carried out as part of a course for students in the teacher education program at a Swedish university who were specializing in teaching English at the secondary school level. Students self-organized into small groups of 4-6 to write and publish online a collaborative mystery inspired by a Sherlock Holmes story. As part of their preparation, students were guided in the reading of several Sherlock Holmes mysteries, but were also required to read Sherlock Holmes fanfiction that had been identified by online fans as representative of the tropes and specific fan genres found in this type of fan writing. In addition, online several fanfiction writers were contacted to share writing activities they used when helping other novice fanfiction writers and these were incorporated into class instruction. Once completed, these stories were shared with online Sherlock Holmes fan communities.
Analysis of the language, content, and formatting of the 16 completed online stories as well as the reaction of fans, in particular to the six stories that were published to online fanfiction archives, revealed advantages for integrating fan practices into task design and teaching to support greater mastery of fanfiction genres in a manner more likely to reach (fan) readers and thereby link the digital wilds with the language classroom.
Fan Fiction and Fan Practices: Integrating the Digital Wilds and the Language...Shannon Sauro
Online fan communities and fan sites are home to many different kinds of fandom tasks and projects, perhaps the best known of which is fan fiction These are stories that reinterpret and remix the events, characters and settings found in fiction and popular media. Other online fandom tasks include translation projects such as fan-subbing, amateur subtitling of movies and television series carried out online by teams of fans in different countries, and spoiling, in which fan networks track down and share information via social media for the purpose of speculating about a television show or movie’s plotline before it is released (Duffet, 2013).
Research in applied linguistics on fandom practices has explored how youth have used fan fiction, in particular, to foster identity and second language development in the digital wilds (see for example Leppänen, 2008 and Thorne & Black, 2011). However, less attention has been paid to the older language learners in online media fandoms who also represent a type of language learner engaged in autonomous and long-term extramural language learning (Sundqvist, 2009) in the digital wilds. Moving from the wilds to the classroom, more recent research has begun to explore the domestication of fan fiction tasks in formal classroom contexts (Sauro & Sundmark, in press 2016) and which also holds promise for the design of technology-mediated tasks to support the learning of both language and literature.
This talk, therefore, discusses findings from case-study research with older fans as well as classroom-based research to explore how these fandom tasks and fan practices are used to facilitate the development of linguistic, literary, and digital competences both in the wilds and in the classroom.
This document outlines a 3-step project for American students at the Lycée International Nelson Mandela in Nantes, France to interview author Eric Price after reading an excerpt from his book. The steps include: 1) Preparing interview questions by analyzing the excerpt, 2) Conducting a Skype interview and discussion with Eric Price, 3) Writing a summary of the interview. The document provides background on Eric Price and his book "Unveiling the Wizard's Shroud" to help students analyze the excerpt and develop thoughtful questions to ask during the scheduled Skype interview.
This document summarizes a webinar on using information technology to enhance the study of literature. It discusses using flipped classrooms, creative writing exercises, and discussion forums to analyze works like A Streetcar Named Desire. Students are guided through close readings and analyses of scenes from the play, completing characterization activities and debates. The webinar models interactive teaching methods using technology to supplement traditional literary study with multimedia materials, collaborative projects, and opportunities for feedback. Contact information is provided for the presenter and organizers to continue the discussion.
“I’m going to get online and I’m going to talk to people and learn English”: ...Shannon Sauro
This presentations reports on a case study of the informal L2 language and digital literacy development of an adult fan.
The focal participant for this case study, Steevee, is a female fan in her early 30s originally from a small city in eastern Germany who first entered online media fandom six years prior with the goal of developing her English in order to live and work in London. Data analyzed include semi-structured interviews, email correspondence, and analysis of Steevee’s fan-based social media accounts on Tumblr and Twitter.
Findings reveal how Steevee’s heavy involvement in the fan practice of spoiling, defined as the discovery and sharing of plot elements (Duffet, 2013), during filming of the television series Sherlock facilitated Steevee’s English and digital literacy development for the purpose of living an working in an English-speaking context. This study, therefore, documents the process through which an adult L2 English user makes use of popular culture, technology, and online media fandom to engage in informal language learning.
This document appears to be a quiz about literary genres and forms. It contains 10 multiple choice questions testing understanding of concepts like:
- The relationship between literary form and genre
- Examples of different genres (e.g. science fiction, mystery)
- Elements common or uncommon to certain genres (e.g. a space station unlikely in a mystery, comedy likely in a parody of horror)
- Appropriate titles for different genres (e.g. a science fiction title)
- Ordering genres from most to least specific (e.g. satire being broader than Diary of a Wimpy Kid)
- Necessary steps or background for certain genres (e.g. reading mysteries to become
The document discusses using manga as an entry point to engage reluctant boy readers in visual literacy. It defines manga and several genres like shonen that are popular with boys. Manga can attract boys with its visuals and action-oriented stories featuring themes like courage and perseverance. While libraries may not have a large manga selection, its animation adaptations and novelizations increase accessibility. Manga is a way to incorporate more visual literacy into classrooms.
21st Century-Applying ICT Skills in Interpreting Literary Texts.pptxJanuaryOngMerete1
This document provides an overview of analyzing and interpreting literary texts using multimedia formats and ICT skills. It discusses how lesson 2 will introduce analyzing an anecdote using multimedia to further develop ICT skills. It defines what an anecdote is and provides an excerpt from the memoir "Home of the Ashfall" as an example. It then explores some common purposes of using anecdotes, such as to bring cheer, reminisce about the past, provide cautionary tales, and persuade or inspire others.
Anime has had a growing presence in America since the 1960s-1970s when early import films were dubbed and edited for American audiences. By the 1980s and 1990s, official releases of popular anime like Akira and Sailor Moon as well as fan-translated works increased American interest. While distribution was initially a problem, the growth of online platforms and licensed translations in the 2000s helped solve this issue. Anime is now studied academically beyond just Japan studies.
1. The document provides learning objectives and instructions for homework and a poem discussion.
2. It summarizes the poem "If We Must Die" and asks questions about poetic tools used in an excerpt from the Narrative of Frederick Douglass.
3. Students are instructed to analyze how Douglass uses poetic tools like metaphor, repetition, and vivid language to describe the change in his mistress's attitudes towards slavery.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources at http://ShellyTerrell.com/Comics
Fifth grade students from Gertrude K. Edelman Sabal Palm Elementary in the Miami-Dade County Public Schools, share the design process of creating a unique hand-made book after multiple visits to The Wolfsonian-FIU.
This learning package aims to teach English III high school students about literary devices. It will have students identify different devices through a word bingo game. They will then discuss various figures of speech like similes, metaphors, and personification. To deepen understanding, students will play a sentence strip game matching examples to the correct figures of speech. The lesson emphasizes that figures of speech make writing more colorful, imaginative, and interesting to read. As an assignment, students must write a poem using different figures of speech.
Using comics and graphic novels to support higher level thinkingMaria Selke
This document provides an overview of how comics and graphic novels can be used to support higher level thinking skills. It discusses how comics have won prestigious literary awards and should be viewed as a medium rather than a genre. Key concepts from understanding comics such as panels, gutters, and reading order are explained. The document outlines how comics can help develop vocabulary, support inferencing, and be used for analysis, evaluation, and creative expression activities. A variety of teaching resources and over 100 book titles that could be used are also listed.
Public Library Collection Development Issues for Comix and Graphic Novelsdouglasd
The document summarizes a presentation on collection development for comics and graphic novels in libraries. It discusses various comic and graphic novel formats, provides examples to test readers' familiarity with different genres, outlines graphic language conventions, explores cultural traditions in comics from different regions, and offers suggestions for developing comic and graphic novel collections.
The document provides background information on author Robert Cormier and his novel The Chocolate War. It discusses Cormier's life experiences and influences, as well as themes in his writing around institutions of power and the dark side of society. The document outlines characters and plot points in The Chocolate War and examines questions around the book's controversial content and whether depicting reality merits censorship. It also briefly summarizes two of Cormier's other novels, The Chocolate War, and I Am the Cheese.
Ender's Game follows Ender Wiggin, a gifted child recruited for Battle School to train to lead Earth's forces against an alien threat called the Buggers. At Battle School, Ender rises through the ranks and proves himself a talented strategist, though he also makes enemies. He is later revealed to be fighting in an actual war, not simulations, and unwittingly wipes out the entire Bugger species. Upon learning the truth, Ender breaks down, as he never intended to actually kill but only did what he felt he had to do.
Ender's Game tells the story of Andrew "Ender" Wiggin, a gifted young boy identified by Earth's government as a potential military leader. Ender is taken from his family and sent to Battle School, an orbital military academy, where he excels in combat simulation games. The book explores Ender's experiences and psychological manipulation at Battle School as Earth prepares for a possible third alien invasion.
Ender's Game follows Ender Wiggin, a quiet boy who is bullied but demonstrates his power over his attackers. He is recruited for Battle School to train to fight an alien enemy known as the buggers. At Battle School, Ender faces more bullying but excels as a commander. After years of training simulations, Ender participates in a "final game" where he unknowingly destroys the entire bugger race. He is later horrified to learn his role in their extinction and decides to embark on a new journey to understand the buggers and make amends.
Ender's Game follows gifted child Andrew "Ender" Wiggin as he is recruited to Battle School, an orbital military academy in Earth's orbit, to train to defend humanity from an alien threat called the Formics. The novel describes Ender's experiences in Battle School, where he rises to command his own army through his tactical genius and ability to understand his opponents. It explores Ender as a uniquely gifted child struggling under the pressure of commanding Earth's forces in an intergalactic war where the fate of the human race hangs in the balance.
This unit focuses on the American West and the theme of the right to vote. It includes a biography about Ester Morris heading west and provides a spelling list, vocabulary words, and grammar, writing, reading, and language arts focuses related to the themes of the American West and voting rights. Key details are a biography genre piece about Ester Morris heading west, a spelling list of 20 words, and focuses on comparing with good and bad grammar, sentence fluency in writing, and generating questions as a comprehension strategy.
A Study in Sherlock: Bridging the Digital Wilds & the Language ClassroomShannon Sauro
This reflective practice presentation builds on prior work that has looked at the use of fandom tasks (Sauro, 2014) for language learning. Such tasks include those that focus on fanfiction, defined by Jamison (2013) as "writing that continues, interrupts, reimagines, or just riffs on stories and characters other people have already written about" (p. 17). Initial investigation of fanfiction in the advanced English classroom has shown that collaborative fanfiction tasks that makes use of blog-based role-play to tell a missing moment from a story can be useful in bridging both language and literary learning (Sauro & Sundmark, in press 2016). However, although such tasks borrow from digital and linguistic practices found in online fan communities, the resulting stories do not fully reflect the linguistic or literary norms of the fanfiction in the digital wilds. This was a concern for language learners whose interest in publishing their online fanfiction was to communicate with online fans and fan communities.
The means of addressing this may lie in better integrating fan practices and fan voices in the tasks themselves and in actual classroom practice. This presentation, therefore, explores the revision and implementation of collaborative fanfiction tasks and instructions that do just that.
Building on previous blog-based fanfiction projects, the current project, A Study in Sherlock, was carried out as part of a course for students in the teacher education program at a Swedish university who were specializing in teaching English at the secondary school level. Students self-organized into small groups of 4-6 to write and publish online a collaborative mystery inspired by a Sherlock Holmes story. As part of their preparation, students were guided in the reading of several Sherlock Holmes mysteries, but were also required to read Sherlock Holmes fanfiction that had been identified by online fans as representative of the tropes and specific fan genres found in this type of fan writing. In addition, online several fanfiction writers were contacted to share writing activities they used when helping other novice fanfiction writers and these were incorporated into class instruction. Once completed, these stories were shared with online Sherlock Holmes fan communities.
Analysis of the language, content, and formatting of the 16 completed online stories as well as the reaction of fans, in particular to the six stories that were published to online fanfiction archives, revealed advantages for integrating fan practices into task design and teaching to support greater mastery of fanfiction genres in a manner more likely to reach (fan) readers and thereby link the digital wilds with the language classroom.
Fan Fiction and Fan Practices: Integrating the Digital Wilds and the Language...Shannon Sauro
Online fan communities and fan sites are home to many different kinds of fandom tasks and projects, perhaps the best known of which is fan fiction These are stories that reinterpret and remix the events, characters and settings found in fiction and popular media. Other online fandom tasks include translation projects such as fan-subbing, amateur subtitling of movies and television series carried out online by teams of fans in different countries, and spoiling, in which fan networks track down and share information via social media for the purpose of speculating about a television show or movie’s plotline before it is released (Duffet, 2013).
Research in applied linguistics on fandom practices has explored how youth have used fan fiction, in particular, to foster identity and second language development in the digital wilds (see for example Leppänen, 2008 and Thorne & Black, 2011). However, less attention has been paid to the older language learners in online media fandoms who also represent a type of language learner engaged in autonomous and long-term extramural language learning (Sundqvist, 2009) in the digital wilds. Moving from the wilds to the classroom, more recent research has begun to explore the domestication of fan fiction tasks in formal classroom contexts (Sauro & Sundmark, in press 2016) and which also holds promise for the design of technology-mediated tasks to support the learning of both language and literature.
This talk, therefore, discusses findings from case-study research with older fans as well as classroom-based research to explore how these fandom tasks and fan practices are used to facilitate the development of linguistic, literary, and digital competences both in the wilds and in the classroom.
This document outlines a 3-step project for American students at the Lycée International Nelson Mandela in Nantes, France to interview author Eric Price after reading an excerpt from his book. The steps include: 1) Preparing interview questions by analyzing the excerpt, 2) Conducting a Skype interview and discussion with Eric Price, 3) Writing a summary of the interview. The document provides background on Eric Price and his book "Unveiling the Wizard's Shroud" to help students analyze the excerpt and develop thoughtful questions to ask during the scheduled Skype interview.
This document summarizes a webinar on using information technology to enhance the study of literature. It discusses using flipped classrooms, creative writing exercises, and discussion forums to analyze works like A Streetcar Named Desire. Students are guided through close readings and analyses of scenes from the play, completing characterization activities and debates. The webinar models interactive teaching methods using technology to supplement traditional literary study with multimedia materials, collaborative projects, and opportunities for feedback. Contact information is provided for the presenter and organizers to continue the discussion.
“I’m going to get online and I’m going to talk to people and learn English”: ...Shannon Sauro
This presentations reports on a case study of the informal L2 language and digital literacy development of an adult fan.
The focal participant for this case study, Steevee, is a female fan in her early 30s originally from a small city in eastern Germany who first entered online media fandom six years prior with the goal of developing her English in order to live and work in London. Data analyzed include semi-structured interviews, email correspondence, and analysis of Steevee’s fan-based social media accounts on Tumblr and Twitter.
Findings reveal how Steevee’s heavy involvement in the fan practice of spoiling, defined as the discovery and sharing of plot elements (Duffet, 2013), during filming of the television series Sherlock facilitated Steevee’s English and digital literacy development for the purpose of living an working in an English-speaking context. This study, therefore, documents the process through which an adult L2 English user makes use of popular culture, technology, and online media fandom to engage in informal language learning.
This document appears to be a quiz about literary genres and forms. It contains 10 multiple choice questions testing understanding of concepts like:
- The relationship between literary form and genre
- Examples of different genres (e.g. science fiction, mystery)
- Elements common or uncommon to certain genres (e.g. a space station unlikely in a mystery, comedy likely in a parody of horror)
- Appropriate titles for different genres (e.g. a science fiction title)
- Ordering genres from most to least specific (e.g. satire being broader than Diary of a Wimpy Kid)
- Necessary steps or background for certain genres (e.g. reading mysteries to become
The document discusses using manga as an entry point to engage reluctant boy readers in visual literacy. It defines manga and several genres like shonen that are popular with boys. Manga can attract boys with its visuals and action-oriented stories featuring themes like courage and perseverance. While libraries may not have a large manga selection, its animation adaptations and novelizations increase accessibility. Manga is a way to incorporate more visual literacy into classrooms.
21st Century-Applying ICT Skills in Interpreting Literary Texts.pptxJanuaryOngMerete1
This document provides an overview of analyzing and interpreting literary texts using multimedia formats and ICT skills. It discusses how lesson 2 will introduce analyzing an anecdote using multimedia to further develop ICT skills. It defines what an anecdote is and provides an excerpt from the memoir "Home of the Ashfall" as an example. It then explores some common purposes of using anecdotes, such as to bring cheer, reminisce about the past, provide cautionary tales, and persuade or inspire others.
Anime has had a growing presence in America since the 1960s-1970s when early import films were dubbed and edited for American audiences. By the 1980s and 1990s, official releases of popular anime like Akira and Sailor Moon as well as fan-translated works increased American interest. While distribution was initially a problem, the growth of online platforms and licensed translations in the 2000s helped solve this issue. Anime is now studied academically beyond just Japan studies.
1. The document provides learning objectives and instructions for homework and a poem discussion.
2. It summarizes the poem "If We Must Die" and asks questions about poetic tools used in an excerpt from the Narrative of Frederick Douglass.
3. Students are instructed to analyze how Douglass uses poetic tools like metaphor, repetition, and vivid language to describe the change in his mistress's attitudes towards slavery.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources at http://ShellyTerrell.com/Comics
Fifth grade students from Gertrude K. Edelman Sabal Palm Elementary in the Miami-Dade County Public Schools, share the design process of creating a unique hand-made book after multiple visits to The Wolfsonian-FIU.
This learning package aims to teach English III high school students about literary devices. It will have students identify different devices through a word bingo game. They will then discuss various figures of speech like similes, metaphors, and personification. To deepen understanding, students will play a sentence strip game matching examples to the correct figures of speech. The lesson emphasizes that figures of speech make writing more colorful, imaginative, and interesting to read. As an assignment, students must write a poem using different figures of speech.
Using comics and graphic novels to support higher level thinkingMaria Selke
This document provides an overview of how comics and graphic novels can be used to support higher level thinking skills. It discusses how comics have won prestigious literary awards and should be viewed as a medium rather than a genre. Key concepts from understanding comics such as panels, gutters, and reading order are explained. The document outlines how comics can help develop vocabulary, support inferencing, and be used for analysis, evaluation, and creative expression activities. A variety of teaching resources and over 100 book titles that could be used are also listed.
Public Library Collection Development Issues for Comix and Graphic Novelsdouglasd
The document summarizes a presentation on collection development for comics and graphic novels in libraries. It discusses various comic and graphic novel formats, provides examples to test readers' familiarity with different genres, outlines graphic language conventions, explores cultural traditions in comics from different regions, and offers suggestions for developing comic and graphic novel collections.
The document discusses and differentiates several 21st century literary genres:
- Text-talk novels tell stories through social media dialogue. Digi-fiction combines books, movies, and websites to tell a story across multiple media platforms. Illustrated novels are 50% narrative and 50% illustrations with little words. Chicklit is a humorous fictional genre about modern womanhood issues. Manga refers to comic books originally published in Japan.
The document then provides more details about graphic fiction and flash fiction genres. Graphic fiction combines words and illustrations in sequenced image panels to tell a comic book style narrative equivalent to a prose novel. Flash fiction is extremely brief fiction ranging from a single word to 1,000 words that emphasizes plot development
The document discusses the value of using graphic novels and comics in the classroom. It argues that comics can motivate students and address different learning styles through their combination of words and images. Some benefits highlighted include helping reluctant readers, supporting ESL students, and acting as a stepping stone to more advanced texts. Examples are given of comics that could be used in various subject areas like science, history, and current events. The document encourages teachers across disciplines to consider how comics may benefit their students.
The document discusses the use of digital comics in education. It notes that comics were first used in language learning books in the 1940s and were starting to be brought into classrooms in the 1970s as a visual and popular medium. Comics can represent complex material in a way that reduces cognitive load while portraying sophisticated concepts. The document lists benefits of using comics for assignments such as capturing gameplay, interviews, adapting stories, and more. It emphasizes that effective use of digital comics in education requires clear goals, challenging content appropriate for the audience, assessment, avoiding overload and distraction, and incorporating diverse approaches.
NCSS Presentation Nothing to Laugh About: Comics in the ClassroomAdlersensei
The document is a lesson plan for teaching history using comic books. It proposes using comic books, or "true comics", as primary sources to teach students about historical events like the Spanish-American War and Age of Imperialism. The lesson would have students closely read excerpts from comic books and compare them to excerpts from traditional history textbooks. It would also have students analyze presidential speeches from the era. The goal is to help students develop historical analysis skills and better understand the time period by comparing different source materials on the same events.
9 read articles ask a question for each.pdfstudy help
This document outlines the requirements for a semester-long assignment in which students will submit questions about weekly reading assignments. Over the course of 9 weeks, students must submit 1 question per week for a total of 9 questions. Each question must be based on 1-5 sentences from the assigned readings, demonstrate that the student completed and understood the readings, and can be scored as either 2.5 points or 0 points. The document provides the reading assignments for each of the 9 weeks, which include articles on topics such as ideology, media studies, film theory, and television criticism.
Graphic novels are becoming increasingly popular as a way to tell nonfiction stories in an accessible way for young readers. The document discusses how graphic novels can be used to connect curriculum topics in language arts, social studies, history, science and other classes. Examples are given of graphic novels that could be used for space exploration, civil rights biographies, 9/11, communism, mythology, Victorian murders and more. Teachers are increasingly requesting ways to incorporate graphic nonfiction materials into their lessons.
Graphic novels can be used in curriculums to teach complex topics like history and social issues. They develop visual literacy and reading skills. Educators should select age-appropriate graphic novels relevant to their subject and grade level, and promote the graphic novel collection to encourage reluctant readers.
History of language learning though comics in primary and secondary education. Tips and real examples of how to use them in the classroom. Mainly digital comics. ECIS presentation (Amsterdam, November 2013).
20 effective ways to use digital comics in the classroomVíctor González
The document discusses 20 effective ways to use digital comics in the classroom. It begins with a brief history of comics in education, noting early uses of Superman comics for language learning. It then outlines benefits of using comics like their visual nature and ability to engage low-interest students. Finally, it provides 20 specific assignment ideas for using comics in the classroom, such as creating comics for interviews, stories, current events, biographies, and more. The document promotes comics as a way to bring popular young culture into the classroom.
Collecting Graphic Novels in Your LibraryAmy Koester
This document provides strategies and recommendations for collecting and promoting graphic novels in libraries. It discusses collecting popular authors and series, nonfiction titles, classics, and adaptations. It also recommends programming ideas like superhero, manga/anime, and comic book day programs. New graphic novel titles are highlighted and resources like review sources, core collection lists, and literacy research are shared. The goal is to thoughtfully build a graphic novel collection and services that engage readers of all ages.
Graphic novels differ from comic books in that they are longer narrative works bound like books rather than monthly serialized issues. While comics were originally for entertainment, graphic novels address more serious topics for adult audiences. A key early graphic novel was 1978's 'A Contract with God' which helped establish the format as a serious literary medium, like 1986's 'Maus' which won a Pulitzer Prize.
This document provides an overview of poetry and examples of poems that could be used in elementary school classrooms. It defines poetry and discusses its various forms. It also summarizes and provides discussion questions for several children's poetry books ranging from classics like Green Eggs and Ham to contemporary works. The document is a resource for finding age-appropriate poems to share with students.
How to effectively use comics and manga in the classroom to engage students in challenging topics, ignite their creativity, and get them thinking critically.
Co-created by M. Brandon Robbins and Tom Garrou.
The document discusses using comics and graphic novels in the classroom. It begins with an overview of a workshop on comics in the classroom, which includes introductions, a presentation on the relevance of comics to teens, sample texts that could be used, and how comics work. It then discusses how comics remain relevant to teens through their presence in movies, video games and other media. Some potential graphic novels that could be used in the classroom are also mentioned, covering topics like the Holocaust, Middle East history, philosophy and mathematics. The document concludes with discussing how to incorporate comics into different class subjects and the "nuts and bolts" of comic making.
This document discusses themes from the dystopian novel Feed by M.T. Anderson through multiple texts. It provides an overview of the novel, which is set in a future where humans have brain implants called "feeds" that constantly connect them to the internet. It then outlines several class activities exploring themes like consumerism, individuality vs. conformity, technology's role in society, and communication in the digital age through videos, essays and other supplementary texts related to the novel. Students are asked to complete a multiple text assignment incorporating themes and outside materials.
Pedagogical value of cartoons in the History ClassroomLloyd Yeo
Presentation at the Networked Learning Community (NLC) Symposium on 2 Nov 2015. Pedagogical value of cartoons in the History Classroom by Lloyd Yeo (St Gabriel's School), Ezal (Fairfield Methodist) and Joseph Tham (Crescent Girls)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. Comics in the Classroom
MyLibraryNYC / SASB Celeste Auditorium / May 16, 2015
Amie Wright (amiewright@nypl.org)
Thomas Knowlton (thomasknowlton@nypl.org)
Background by Timothy Goodman
2. What do comics (and graphic novels)
have to do with the classroom?
Everything!
Here are 3 reasons why comics should be in
your classroom and part of every
library outreach to schools…
Background by Timothy Goodman
3. Why Comics?
1) Comics can help students learn
better.
Many studies (like this one from
the
University of Oklahoma:
http://bit.ly/UOcomicstudy) have
shown that many students learn
concepts in deeper depth when
given a text with graphics versus
a text-only book.
4. www.corestandards.org
Why Comics?
2) Comics are in the Common Core.
Really.
Common Core State Standards
emphasize multimodal, multi-format
learning, along with examining an
issue or topic from different
perspectives and depictions--and
yes, graphic novels are actually in
the Standards.
(See C.C.S.S.ELA-Literacy.R.L.5.7)
5. “Emanat
Word
balloons
Panels
Captions
Why Comics?
3) Comics have their own
language.
Word balloons, panels, color
choice, artist style all reflect
different information about
actions, perspectives, and
motivation.
Each comic has a wealth of
detailed information embedded in
its text waiting for students to
decode!
39. Background by Dominick Guzzo
Watchmen (1986)
Written by Alan Moore
Art by David Gibbons
CCSS.ELA-LITERACY.RL.11-12.2
CCSS.ELA-LITERACY.RL.11-12.5
40. In Real Life
Written by Cory Doctorow
Illustrated by Jen Wang
Background by Timothy Goodman
41. Background by Timothy Goodman
5 Common Core State Standards related to using comics in the classroom:
42. Thank you!
Amie Wright (amiewright@nypl.org)
Thomas Knowlton (thomasknowlton@nypl.org)
Background by Timothy Goodman
Editor's Notes
Adaptations of Popular Reading + Founding US Documents, and Important Primary Sources; Other examples: Race to Incarcerate, and Anne Frank graphic
Additional Memoirs/Autobiographies -- Drawing from Memory; History -- Deogratias and many other mass violence and Holocaust graphic novels, also Barefoot Gen (manga - Hiroshima)
Many more -- blog post ‘STEM Comics: Saving Students One Thought Bubble at a Time’ going up soon; Additional titles include: manga math mysteries, Graphic Library series - science, history (Max Axiom), Dinosaurs (Paper Cutz)