Stand Alone Presentation
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In order to effectively teach reading and writing, a teacher must have student engagement. Too many students are not engaged during literacy instruction and therefore are only skimming the surface, and not experimenting with various reading strategies. I would like to change the way teachers look at literacy instruction, especially for boys. Using this presentation, I want to inform teachers and parents that comic books and graphic novels are not just dumbed-down, disposable literature. Graphic novels possess a great deal of academic integrity and often engage the imagination more using panel to panel inferencing.
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Stand Alone Presentation
This project focuses on another interest of mine: using high-quality comic literature to engage and teach literacy. Over the past ten years, I have worked with many boys who are reluctant readers and writers.
In the 21st century, literacy means more than just reading novels and textbooks. Boys of the 21st century turn to other outlets, such as television, video games, and the Internet for pleasure. Any teacher can tell you that the boys in his or her class have an average of five to fifteen hours of screen time per week. There is obviously a high level of engagement for this media. However, if teachers can adequately harness this engagement to images and redirect it towards academic means, gaps in achievement will begin to disappear.
Comic literature significantly and positively impacts the reading motivation, reading skills of students, and leads to reading of other modes such as novels, short stories, and poetry. Using visual media, such as comic books and graphic novels, as supplemental literacy instructional tools is a creative and innovative way to reach any struggling student and simultaneously challenge advanced readers with rigor.
In completing this project, I learned that presentation design is essential for communicating one’s message to an audience. The more reluctant the audience, the more engaging the message must be. I tested this principle when delivering my presentation to colleagues. I truly believe that the effort I spent designing this presentation not only engaged my audience but opened up discussion around comic literature.
Gn
This document discusses using graphic novels in the classroom, including the differences between comics and graphic novels, parts of a graphic novel like panels and captions, how they can engage reluctant readers, and tips for selecting graphic novels for educational use such as ensuring the art supports the text. Educational publishers that offer nonfiction graphic novel series are highlighted.
Graphic novels
This document discusses graphic novels and their use in the English classroom. It begins by defining graphic novels as fictional, novel-length stories that combine visual elements like comics with text. It then outlines how to read graphic novels by considering both language and visual elements, as well as the relationship between text and images. The document argues that graphic novels can help develop narrative competence, visual literacy, and multiliteracy skills for students. It provides several examples of reading tasks that can support using graphic novels, such as taking notes, reconstructing plots, and identifying themes. Finally, it notes some pros of graphic novels include motivating students and developing reading strategies, while a con is the dominance of images requires visual literacy.
Graphic Novels
The document discusses the history and conventions of graphic novels. It notes that Will Eisner is generally credited with publishing the first graphic novel in 1978 called "A Contract with God". Art Spiegelman received critical acclaim for "Maus: A Survivor's Tale" in 1992 about his father's experience in the Holocaust. The document also outlines some key conventions of graphic novels like the use of panels, transitions between panels, perspectives, the representation of time, and the integration of words and pictures to tell the story. It suggests graphic novels can appeal to students by being engaging visually and presenting complex ideas with reduced text.
Teaching with the power of comics small
The document discusses using comics as an educational tool for teaching various subjects. It notes that research supports comics facilitating visual learning styles and building on prior knowledge. Comics appeal to children because they are simplified and often humorous. The document provides examples of how teachers can implement comics into their curriculum, such as having students read comics aloud, create original comic characters, or illustrate scenes from books as comic adaptations. The goal is to help students learn skills like recognizing literary devices and employing different points of view.
Aνακοίνωση μεξικού stergiou
This case study describes how a literature teacher in Greece helped improve the literacy skills of a reluctant student from the local Muslim minority. The teacher used comics and visual learning strategies to boost the student's reading comprehension and engagement. Over time, the student became more confident participating in class activities like reading aloud, role playing, and creating her own comic adaptations. She went from being unable to express herself verbally to writing and sharing her own short stories. This showed how developing visual skills through comics can help develop verbal and reading abilities for students struggling with aliteracy or low literacy.
Picture books are fun!
Kids can tell wonderful stories, so why not have them write that story in the form of a picture book.
Graphic novels presentation
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.
Recommended
Stand Alone Presentation
This project focuses on another interest of mine: using high-quality comic literature to engage and teach literacy. Over the past ten years, I have worked with many boys who are reluctant readers and writers.
In the 21st century, literacy means more than just reading novels and textbooks. Boys of the 21st century turn to other outlets, such as television, video games, and the Internet for pleasure. Any teacher can tell you that the boys in his or her class have an average of five to fifteen hours of screen time per week. There is obviously a high level of engagement for this media. However, if teachers can adequately harness this engagement to images and redirect it towards academic means, gaps in achievement will begin to disappear.
Comic literature significantly and positively impacts the reading motivation, reading skills of students, and leads to reading of other modes such as novels, short stories, and poetry. Using visual media, such as comic books and graphic novels, as supplemental literacy instructional tools is a creative and innovative way to reach any struggling student and simultaneously challenge advanced readers with rigor.
In completing this project, I learned that presentation design is essential for communicating one’s message to an audience. The more reluctant the audience, the more engaging the message must be. I tested this principle when delivering my presentation to colleagues. I truly believe that the effort I spent designing this presentation not only engaged my audience but opened up discussion around comic literature.
Gn
This document discusses using graphic novels in the classroom, including the differences between comics and graphic novels, parts of a graphic novel like panels and captions, how they can engage reluctant readers, and tips for selecting graphic novels for educational use such as ensuring the art supports the text. Educational publishers that offer nonfiction graphic novel series are highlighted.
Graphic novels
This document discusses graphic novels and their use in the English classroom. It begins by defining graphic novels as fictional, novel-length stories that combine visual elements like comics with text. It then outlines how to read graphic novels by considering both language and visual elements, as well as the relationship between text and images. The document argues that graphic novels can help develop narrative competence, visual literacy, and multiliteracy skills for students. It provides several examples of reading tasks that can support using graphic novels, such as taking notes, reconstructing plots, and identifying themes. Finally, it notes some pros of graphic novels include motivating students and developing reading strategies, while a con is the dominance of images requires visual literacy.
Graphic Novels
The document discusses the history and conventions of graphic novels. It notes that Will Eisner is generally credited with publishing the first graphic novel in 1978 called "A Contract with God". Art Spiegelman received critical acclaim for "Maus: A Survivor's Tale" in 1992 about his father's experience in the Holocaust. The document also outlines some key conventions of graphic novels like the use of panels, transitions between panels, perspectives, the representation of time, and the integration of words and pictures to tell the story. It suggests graphic novels can appeal to students by being engaging visually and presenting complex ideas with reduced text.
Teaching with the power of comics small
The document discusses using comics as an educational tool for teaching various subjects. It notes that research supports comics facilitating visual learning styles and building on prior knowledge. Comics appeal to children because they are simplified and often humorous. The document provides examples of how teachers can implement comics into their curriculum, such as having students read comics aloud, create original comic characters, or illustrate scenes from books as comic adaptations. The goal is to help students learn skills like recognizing literary devices and employing different points of view.
Aνακοίνωση μεξικού stergiou
This case study describes how a literature teacher in Greece helped improve the literacy skills of a reluctant student from the local Muslim minority. The teacher used comics and visual learning strategies to boost the student's reading comprehension and engagement. Over time, the student became more confident participating in class activities like reading aloud, role playing, and creating her own comic adaptations. She went from being unable to express herself verbally to writing and sharing her own short stories. This showed how developing visual skills through comics can help develop verbal and reading abilities for students struggling with aliteracy or low literacy.
Picture books are fun!
Kids can tell wonderful stories, so why not have them write that story in the form of a picture book.
Graphic novels presentation
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.
Aνακοίνωση Mεξικού
1. A teacher implemented a pilot program using comics to teach literature to students from the Muslim minority in northern Greece, many of whom struggled with Greek language skills and had limited cultural exposure.
2. One reluctant student gradually improved her reading comprehension and verbal communication skills through activities involving analyzing, retelling, and adapting comic strips in both individual and group work.
3. By the end of the three month program, the student took a leadership role in adapting a classic Greek comedy into a comic book format, demonstrating growth in her literacy skills.
What? Why? How? Graphic Novels
This document provides an overview of graphic novels and manga, including how they are structured, major types, and their history and growing acceptance. It discusses how graphic novels use panels and illustrations to tell stories in a book format. Manga differs in being read from right to left. The document also outlines considerations for libraries in collecting, classifying, and promoting graphic novels and manga.
Picture books
My Presentation about Picture Books
a course requirement for LIS 13.
Please use this material properly. Thank You.
Graphic Novels
An overview of comic books and comic novels. Describes how to find graphic novels and the best way to place orders for the books. This presentation was given at the Jefferson County Public Library Association (Alabama)
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This document provides summaries of several children's books that could be used in an elementary school setting. It discusses strategies for how each book could be used, including having students compare cultures, write their own versions of stories, discuss bullying, and more. Key details about genre, format, and awards are also provided for each book.
Patersonpublicschools
Graphic Novels in the Schools– Beyond Independent Reading presents information on using graphic novels in the classroom. It defines graphic novels as full-length comic books that combine text and visual elements. The presentation discusses how graphic novels can be used to meet New Jersey Core Curriculum Standards and engage students through activities linked to themes. Examples are provided of how graphic novels covering topics in language arts, social studies, and Holocaust studies can supplement classroom lessons.
Bringing the Novel to Life - Creating a Historical Book Club
The document summarizes the teaching experience and educational background of an 8th grade American History teacher. It outlines their current role teaching history at South Valley Junior High School in Missouri, as well as adjunct teaching at a university. It then describes implementing a reading program where students read historical novels related to the curriculum. Strategies are provided for selecting books, running book clubs, and extending learning through projects related to the novels.
21st Century Literacy Curriculum by Calle Friesen
This document outlines a curriculum designed by Calle Friesen to support struggling 21st century readers through integrating classic reading instruction, technology, and 21st century literature. The curriculum combines traditional print sources like books and magazines with digital sources like blogs and online documents. Students showed significant growth, improving an average of two grade levels in reading ability based on pre- and post-assessments. Student feedback indicated increased enjoyment of and confidence in reading. The integrated approach helped instill a love of reading in students who previously struggled.
New trends in literature and graphic novels in
This document discusses how literature is changing for digital-age readers and the importance of incorporating graphic novels and other new formats into classrooms. It notes that today's students are "digital natives" accustomed to visual/digital media. Graphic novels appeal to students because they combine words and images, require active engagement, and develop literacy skills. Incorporating graphic novels benefits struggling readers and English language learners. The document advocates exposing students to new genres and topics that reflect societal changes in order to make reading relevant and motivate students.
Picture books and mice
This document provides an overview of picture books, including definitions of different types of picture books, famous authors and illustrators, awards like the Caldecott Medal, and resources for finding and analyzing picture books. It defines a picture book as a story told through both images and words, where the images play a significant role, compared to an illustrated book where the story is understood through words alone. It outlines three common types of picture books and discusses developing visual literacy in understanding pictures. Several authors, illustrators, and awards are highlighted. The document also provides links to online resources for finding, analyzing, and using picture books in teaching.
Picture books
The document discusses picture books for children. It defines picture books as books that tell stories through illustrations with relatively little or no text. The illustrations are as important or more important than the words. It lists things to look for in evaluating picture books, such as whether the illustrations relate to the story. It also lists different types of picture books, including mother goose books, alphabet books, counting books, wordless books, and picture storybooks. Wordless picture books contain no words and carefully sequenced illustrations to tell a story.
Graphic Library invasion
An introduction to graphic novels and the library. The presentation covers the history of graphic novels, manga, and anime, collection development, challenges, and programming.
Graphic novels at home
This document discusses literature for digital ages, including graphic novels, manga, anime, and comics. It defines various terms and formats. The document explores how graphic novels can promote literacy by developing skills like critical thinking, visual literacy, language arts, and addressing different learning styles. Examples are provided of how graphic novels incorporate elements of traditional literature like characters, plot, dialogue, and setting. Benefits discussed include appealing to reluctant readers, supporting English language learners, and developing strong reading comprehension. The document concludes by suggesting graphic novels can be an excellent bridge to more advanced texts and get kids to continue reading for fun.
Eric Price
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.
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This document provides information about picture books, including definitions of different types of picture books, examples of famous authors and illustrators, and resources for finding picture books. It defines a picture book as a story told through both illustrations and text where the pictures play a significant role. Illustrated books rely more on text with pictures augmenting the story, while wordless books use only illustrations. Resources listed include museums and galleries featuring picture book art, as well as reviews and discussions of specific picture books.
21st Century Literary Genres by Calle Friesen
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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.
Graphic Novels[1]
Graphic novels have evolved over time from early American comics in the late 19th century to full length graphic novels in the 1990s. They can assist struggling readers and visual learners by connecting images and text. Graphic novels develop language arts skills and encourage unmotivated readers while conveying educational messages. They also increase comfort with visual media and help interpret sequential art. Popular appeals include action, powerful images, important themes, and variety. Graphic novels can encourage creativity and interest gifted students. However, some have expressed concerns over inappropriate content and portraying negative messages. The document provides examples of graphic novels suitable for schools and ones featuring strong female role models. It also lists resources for reviews and lesson plans using graphic novels.
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This document defines graphic novels and discusses their use in education. A graphic novel is a full-length story presented in comic format and published as a book. Contrary to myths, graphic novels can deal with serious topics, are not just for children, and require both visual and textual literacy. They have been used successfully in reluctant reader programs and classrooms to engage students and illustrate literary concepts. The document provides resources for finding graphic novels and related information.
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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.
Classics to Comics Part 2
This document discusses using comics and graphic novels in the classroom. It provides background on comics through history and defines them as a format rather than a genre. Theories are presented on the educational benefits of comics, including engagement, efficiency, and effectiveness of learning from text and images. Reasons for using comics in the classroom are given, such as fun and variety in reading material. Responses are provided for concerns that comics are not classics or do not teach literary skills, citing research about developing reading comprehension. The goal is not to replace classics but to consider educational goals and how best to instruct and assess students.
The golden age of comics
The document discusses the thesis statement and purpose. A thesis statement is a single sentence that expresses the main idea of the paper. The thesis statement declares the paper's purpose and main argument. It should answer what the author's position is on the topic and what will be illustrated in the paper. The document then provides questions to prompt a class discussion on comic books and asks students to read a selected text about the Golden Age of Comics and identify the thesis statement.
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Aνακοίνωση Mεξικού
1. A teacher implemented a pilot program using comics to teach literature to students from the Muslim minority in northern Greece, many of whom struggled with Greek language skills and had limited cultural exposure.
2. One reluctant student gradually improved her reading comprehension and verbal communication skills through activities involving analyzing, retelling, and adapting comic strips in both individual and group work.
3. By the end of the three month program, the student took a leadership role in adapting a classic Greek comedy into a comic book format, demonstrating growth in her literacy skills.
What? Why? How? Graphic Novels
This document provides an overview of graphic novels and manga, including how they are structured, major types, and their history and growing acceptance. It discusses how graphic novels use panels and illustrations to tell stories in a book format. Manga differs in being read from right to left. The document also outlines considerations for libraries in collecting, classifying, and promoting graphic novels and manga.
Picture books
My Presentation about Picture Books
a course requirement for LIS 13.
Please use this material properly. Thank You.
Graphic Novels
An overview of comic books and comic novels. Describes how to find graphic novels and the best way to place orders for the books. This presentation was given at the Jefferson County Public Library Association (Alabama)
Readinglog2
This document provides summaries of several children's books that could be used in an elementary school setting. It discusses strategies for how each book could be used, including having students compare cultures, write their own versions of stories, discuss bullying, and more. Key details about genre, format, and awards are also provided for each book.
Patersonpublicschools
Graphic Novels in the Schools– Beyond Independent Reading presents information on using graphic novels in the classroom. It defines graphic novels as full-length comic books that combine text and visual elements. The presentation discusses how graphic novels can be used to meet New Jersey Core Curriculum Standards and engage students through activities linked to themes. Examples are provided of how graphic novels covering topics in language arts, social studies, and Holocaust studies can supplement classroom lessons.
Bringing the Novel to Life - Creating a Historical Book Club
The document summarizes the teaching experience and educational background of an 8th grade American History teacher. It outlines their current role teaching history at South Valley Junior High School in Missouri, as well as adjunct teaching at a university. It then describes implementing a reading program where students read historical novels related to the curriculum. Strategies are provided for selecting books, running book clubs, and extending learning through projects related to the novels.
21st Century Literacy Curriculum by Calle Friesen
This document outlines a curriculum designed by Calle Friesen to support struggling 21st century readers through integrating classic reading instruction, technology, and 21st century literature. The curriculum combines traditional print sources like books and magazines with digital sources like blogs and online documents. Students showed significant growth, improving an average of two grade levels in reading ability based on pre- and post-assessments. Student feedback indicated increased enjoyment of and confidence in reading. The integrated approach helped instill a love of reading in students who previously struggled.
New trends in literature and graphic novels in
This document discusses how literature is changing for digital-age readers and the importance of incorporating graphic novels and other new formats into classrooms. It notes that today's students are "digital natives" accustomed to visual/digital media. Graphic novels appeal to students because they combine words and images, require active engagement, and develop literacy skills. Incorporating graphic novels benefits struggling readers and English language learners. The document advocates exposing students to new genres and topics that reflect societal changes in order to make reading relevant and motivate students.
Picture books and mice
This document provides an overview of picture books, including definitions of different types of picture books, famous authors and illustrators, awards like the Caldecott Medal, and resources for finding and analyzing picture books. It defines a picture book as a story told through both images and words, where the images play a significant role, compared to an illustrated book where the story is understood through words alone. It outlines three common types of picture books and discusses developing visual literacy in understanding pictures. Several authors, illustrators, and awards are highlighted. The document also provides links to online resources for finding, analyzing, and using picture books in teaching.
Picture books
The document discusses picture books for children. It defines picture books as books that tell stories through illustrations with relatively little or no text. The illustrations are as important or more important than the words. It lists things to look for in evaluating picture books, such as whether the illustrations relate to the story. It also lists different types of picture books, including mother goose books, alphabet books, counting books, wordless books, and picture storybooks. Wordless picture books contain no words and carefully sequenced illustrations to tell a story.
Graphic Library invasion
An introduction to graphic novels and the library. The presentation covers the history of graphic novels, manga, and anime, collection development, challenges, and programming.
Graphic novels at home
This document discusses literature for digital ages, including graphic novels, manga, anime, and comics. It defines various terms and formats. The document explores how graphic novels can promote literacy by developing skills like critical thinking, visual literacy, language arts, and addressing different learning styles. Examples are provided of how graphic novels incorporate elements of traditional literature like characters, plot, dialogue, and setting. Benefits discussed include appealing to reluctant readers, supporting English language learners, and developing strong reading comprehension. The document concludes by suggesting graphic novels can be an excellent bridge to more advanced texts and get kids to continue reading for fun.
Eric Price
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.
Picture Books: Teddy Suprise!
This document provides information about picture books, including definitions of different types of picture books, examples of famous authors and illustrators, and resources for finding picture books. It defines a picture book as a story told through both illustrations and text where the pictures play a significant role. Illustrated books rely more on text with pictures augmenting the story, while wordless books use only illustrations. Resources listed include museums and galleries featuring picture book art, as well as reviews and discussions of specific picture books.
21st Century Literary Genres by Calle Friesen
Calle Friesen is a reading/literacy specialist at Buena Vista University in Storm Lake, Iowa. In addition, she is the program coordinator of the Masters in Reading program at Drake University in Des Moines, Iowa.
Using comics and graphic novels to support higher level thinking
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.
Graphic Novels[1]
Graphic novels have evolved over time from early American comics in the late 19th century to full length graphic novels in the 1990s. They can assist struggling readers and visual learners by connecting images and text. Graphic novels develop language arts skills and encourage unmotivated readers while conveying educational messages. They also increase comfort with visual media and help interpret sequential art. Popular appeals include action, powerful images, important themes, and variety. Graphic novels can encourage creativity and interest gifted students. However, some have expressed concerns over inappropriate content and portraying negative messages. The document provides examples of graphic novels suitable for schools and ones featuring strong female role models. It also lists resources for reviews and lesson plans using graphic novels.
Ede3343 gn 15
This document defines graphic novels and discusses their use in education. A graphic novel is a full-length story presented in comic format and published as a book. Contrary to myths, graphic novels can deal with serious topics, are not just for children, and require both visual and textual literacy. They have been used successfully in reluctant reader programs and classrooms to engage students and illustrate literary concepts. The document provides resources for finding graphic novels and related information.
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Bringing the Novel to Life - Creating a Historical Book Club
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Similar to Stand Alone Presentation
Comicspp
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.
Classics to Comics Part 2
This document discusses using comics and graphic novels in the classroom. It provides background on comics through history and defines them as a format rather than a genre. Theories are presented on the educational benefits of comics, including engagement, efficiency, and effectiveness of learning from text and images. Reasons for using comics in the classroom are given, such as fun and variety in reading material. Responses are provided for concerns that comics are not classics or do not teach literary skills, citing research about developing reading comprehension. The goal is not to replace classics but to consider educational goals and how best to instruct and assess students.
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The document discusses the thesis statement and purpose. A thesis statement is a single sentence that expresses the main idea of the paper. The thesis statement declares the paper's purpose and main argument. It should answer what the author's position is on the topic and what will be illustrated in the paper. The document then provides questions to prompt a class discussion on comic books and asks students to read a selected text about the Golden Age of Comics and identify the thesis statement.
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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.
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This document discusses various fan practices and how they can support language learning. It provides examples of studies that have found benefits of activities like anime consumption, fan site design, fanfiction writing, and translation practices in developing language skills for learners. The document suggests adapting these kinds of fan-based activities for the classroom, such as having students collaboratively write fanfiction set in the world of The Hobbit or Sherlock Holmes. Challenges include engaging students who are not fans of the source material and adapting practices originally done informally online to a classroom context.
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This document provides reading logs and summaries for several children's books, along with suggested teaching strategies for each. For the book "Catwings," the summary describes how four kittens are born with wings and fly away to escape danger in the city, eventually being taken in by two children. Teaching strategies proposed include having students compare and contrast the lives of normal vs winged kittens, or writing stories about animals with unusual traits.
James Bucky CarterAs a graphic novel specialist and teac.docx
James Bucky Carter
A
s a graphic novel specialist and teacher educator,
I travel across the United States sharing informa-
tion on how teachers can use this media in their
classrooms to expand student literacy skills. The
questions, comments, and occasional resistance
I’ve encountered have led me to conclude that some misinfor-
mation concerning the pedagogical potential of graphic novels
is circulating among teachers. Some believe that graphic novels
are too risky to bring into the curriculum, others resist any
form of new literacy altogether, and many think that sequential
art narratives are only useful
for remedial or reluctant
readers. To clear up these
misconceptions, I’d like to
share a few facts about the
form and a few practical
suggestions for teachers
considering integrating
graphic novels into their
classes.
As Old as Cave Paintings
Sequential art narratives—
broadly defined as images
placed in sequence to tell a
story—have been steadily
gaining attention over the last
couple of decades as teachers, literacy experts, and librarians
have sought new means to engage reluctant readers and
inspire more motivated ones. Practitioners and researchers
have found these texts, usually published as graphic novels or
comic books, to be of great use in increasing library circula-
tion, creating new readers, helping English language learners,
motivating male readers, and even assisting gifted and
talented students. In many ways, it seems that the graphic
novel as accepted pedagogical text has “arrived.”
Actually, comics are not a new phenomenon, nor are the
attempts to connect them to education. Some would argue
that sequential art narratives date back to the earliest cave
paintings. Comic books,
which grew out of the news-
paper comic strips that
gained popularity in the
1880s and 1890s, have
existed in the United States
since the 1920s. Superhero
comics debuted in 1938 with
Action Comics #1, the first
appearance of Superman.
Not even the recently
popular Japanese import
comics, Manga, are 21st-
century inventions.
There is a long history of
the form being used for
teaching, including hiero-
68 E D U C AT I O N A L L E A D E R S H I P / M A R C H 2 00 9
Going
Understanding what graphic novels are—
and aren’t—can help teachers make
the best use of this literary form.
©
S
U
S
IE
FI
TZ
H
U
G
H
S p e c i a l To p i c
glyphics, tapestries, and stained glass
windows (McCloud, 1999). M. Thomas
Inge’s Comics as Culture (1990), Bradford
Wright’s Comic Book Nation (2001), and
Steven Krashen’s The Power of Reading
(2004) all cite studies from education
and sociological journals that date back
at least to the late 1930s. The term
graphic novel has been in use in the
United States since around 1964 and
gained widespread recognition in 1978
when Will Eisner prominently placed
the term on the cover of the paperback
edition of A Contract with God and Other
Tenement Stories. Although teachers have
paid more attention to sequential art
narrati ...
Building Bridges with Multicultural Literature: African Refugees
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This document discusses the benefits of including graphic novels in school and public libraries to promote reading. It argues that graphic novels appeal to reluctant readers by combining images and text, attract new readers of all ages and skill levels, and have been shown to increase overall library circulation. While some concerns about inappropriate content can be valid, the document provides tips for selecting age-appropriate titles and responses to potential objections about graphic novels in libraries. The overall message is that graphic novels are a valuable addition to library collections for promoting reading.
Children's Literature Analysis
This document discusses and evaluates two picture books: The True Story of the 3 Little Pigs by Jon Scieszka and Lane Smith, and The Three Bears by F. Rojankovsky. It examines how both books can be used to teach traditional literature based on eight criteria. For The True Story of the 3 Little Pigs, it analyzes how the story is told from the wolf's perspective, compares it to the traditional version, and discusses classroom activities that could be done. For The Three Bears, it looks at how the illustrations help explain unfamiliar terms and how the book could stimulate creative expression.
Using Cartoons, Comic Books and Graphic Novels in the Classroom
Some tips, tricks, and warnings about using Cartoons, Comic Books and Graphic Novels in the secondary classroom, featuring "American Born Chinese" by Gene Luen Yang.
Book club
This document provides information about book club selections for different grade levels. It includes a list of books assigned for each grade from 8-12, along with rationales for the selections. One book assigned for Grade 8 is summarized in 3 sentences: "Schooled" by Gordon Korman, which tells the story of Capricorn Anderson, a teen who grows up isolated on a hippie commune until he must attend junior high, where he struggles to fit in at first but eventually wins his classmates over with his kindness. Accompanying activities and complementary texts are also suggested for teaching some of the books.
Comics as an Educational Tool
Using comic books and graphic novels to teach academic subjects is one of the many potentials that the medium of comics has. This presentation highlights the benefits of using such material in class, using as an example English Language as a subject.
AEJMC Literary Journalism Handout 2016 Assignments
This document contains descriptions of several successful long-form journalism assignments provided by professors. Some of the key assignments described include:
1. Narrative nonfiction pieces of 18-25 pages developed around scenes using a narrative nonfiction guidebook.
2. Essays of various lengths on place, memoir, and satire using a creative nonfiction textbook.
3. Analysis of a book and a series of articles totaling close to 30 pages on a tornado anniversary.
4. Comparative essays of various lengths comparing works by Native American writers and literary journalists.
list books from korea - children picture book
This document provides an overview of a special issue of the quarterly magazine "list_ Books from Korea" focusing on Korean children's picture books. It introduces six young Korean illustrators featured in the issue whose unique works show where society is, how children and adults can understand each other better, and their visions for the future. The foreword discusses how children's book writers dream of better understanding between generations and resolving conflicts in the same way. The issue aims to present the dreams of Korean children's book writers and how their illustrations reveal how children's dreams bloom and fade.
Fairy Tales For Kids
Fairy tales and children's stories have been told for centuries to entertain young minds. Some classics include Cinderella, Goldilocks, and The Little Mermaid. Reading skills are best developed from an early age through activities like reading classes, engaging with favorite characters, and building a home library. Stories have evolved from early hieroglyphics and tablets to the wide variety of books, audiobooks, films and online content available today that educate and bring enjoyment to readers of all ages.
Aνακοίνωση μεξικού stergiou
1. A teacher implemented a pilot program using comics to teach literature to students from the Muslim minority in northern Greece, many of whom struggled with Greek language skills and had limited cultural exposure.
2. One reluctant student gradually improved her reading comprehension, verbal expression, and writing through activities involving analyzing, retelling, and adapting comic strips and stories.
3. By the end of the three month program, the student took a leadership role in adapting an ancient Greek comedy into a comic, demonstrating growth in her literacy skills.
Aνακοίνωση Μεξικού
1. A teacher implemented a pilot program using comics to teach literature to students from the Muslim minority in northern Greece, many of whom struggled with Greek language skills and had limited cultural exposure.
2. One reluctant student gradually improved her reading comprehension, verbal expression, and storytelling abilities through activities involving analyzing, retelling, and adapting comic strips.
3. By the end of the program, the student took a leadership role in adapting an ancient Greek comedy into a comic, demonstrating growth in her literacy skills.
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Stand Alone Presentation
- 1. Does this ever happen to you
- 2. Ok, class. Today we are going to discuss...
- 3. Um......excuse me. Can you please pay attention?
- 5. What is THAT you are reading exactly?
- 6. Oh, a graphic novel.
- 7. Am I not interesting enough?
- 8. Ever wonder how you can engage your students through reading?
- 10. Dress like this:
- 11. Just kidding!
- 12. There is a way to engage ALL of your students.
- 14. Interested? ???
- 15. I thought so.
- 18. ?? Aren't graphic novels and comics the same thing?
- 20. Graphic novels are a format that uses sequential art to tell a story.
- 21. Will Eisner popularized the term after he published:
- 22. Comics are... a magazine devoted to comic strips.
- 23. Ok, but why use them?
- 24. "Reading light materials, such as comic books, is the way many students develop a taste for reading." (Krashen, 2004)
- 25. Kids LOVE them!
- 26. They motivate boys to read.
- 27. Graphic novels contain 20% MORE rare vocabulary than a typical chapter book. (Krashen, 1993)
- 28. They help reluctant readers, well....start reading!
- 29. Graphic novels contain 40% MORE vocabulary than a typical conversation between a child and an adult. (Krashen, 1993)
- 31. Do they actually count as reading?
- 32. YES!!!
- 33. All reading is good reading.
- 34. But, aren't graphic novels only about superheroes?
- 36. Graphic novels have a variety of themes. For example...
- 37. & have characters traveling to different worlds.
- 38. Struggling to fit in?
- 39. Rea d!
- 40. An un immi ive g for rsa rant be l se 's lon gin arch g.
- 41. "...comics are just as sophisticated as other forms of literature, and children benefit from reading them at least as much as they do from reading other types of books..." (Science Daily,2009)
- 42. Ok, I get it! You LOVE graphic novels.
- 43. wh at B ut, the ay? es h s do se arc re
- 44. A 1992 study of more than 200,000 students...
- 46. ...revealed that
- 47. ...revealed that Finland
- 48. has a 99% literacy rate!
- 49. They also have the highest proportion of comic book reading students.
- 50. nearly 60%!
- 51. w ! o W
- 52. Need more?
- 53. The U.S. Military Academy at West Point
- 54. requires that ALL cadets read:
- 56. ...before they graduate. (Foroohar, 2005)
- 57. Maybe I should rethink my literacy instruction.
- 58. I'm not saying you should replace EVERYTHING with graphic novels.
- 59. Just consider it another tool.
- 60. When teaching...
- 62. Even if it means using:
- 63. m e) so (an aw e Graphic Novel!
- 64. Works Cited: Brunnel, V., & Linnakyla, P. (1994). Swedish speakers' literacy in the Finnish society. Journal of Reading, 37(5), pp. 368-375. Foroohar, R. (2005, August 25) Comic Relief. Newsweek, 146(8), 50-54. Retrieved from http://web.ebscohost.com Krashen, Stephen D. 2004. The Power of Reading: Insights from the Research. Portsmouth, NH: Heinemann. Krashen, Stephen D. 1993. The Power of Reading. Englewood: Libraries Unlimited, Inc. McCloud, S. (2006). Making Comics: Storytelling Secrets of Comics, Manga and Graphic Novels. New York: Harper. University of Illinois at Urbana-Champaign (2009, November 5). For Improving Early Literacy, Reading Comics Is No Child's Play. Science Daily. Retrieved from http://www.sciencedaily.com
- 65. Images Cited: Corlett, M.L., Fine, R.E., & Lichenstein, R. (2002). The Prints of Roy Lichtenstein: A Catalogue Raisonne 1948-1997. Hudson Hills Press. Eisner, Will. A Contract with God And Other Tenement Stories. W.W. Norton & Company, 2006. Kibuishi, Kazu. The Stonekeeper (Amulet, Book 1). GRAPHIX, 2008. Moore, Alan. The Watchmen. DC Comics, 1995. Tan, Shaun. The Arrival. Arthur A. Levine Books, 2007. Telgemeier, Raina. Smile. GRAPHIX, 2010. Tennapel, Doug. Ghostopolis. GRAPHIX, 2010. All other images are care of Marvel Comics, DC Comics, and Harvey Comics Creative Commons Licensing.