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.
Bringing the Novel to Life - Creating a Historical Book ClubEric Langhorst
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.
7th Annual Statewide Family Conference, Madison WiscSharon Pajka
- The document discusses research on portrayals of deaf characters in adolescent literature, comics, and graphic novels.
- It aims to highlight works featuring deaf characters and acknowledge differences between portrayals by deaf vs. hearing authors.
- Research findings include that hearing authors generally presented deaf characters from a cultural perspective while deaf authors included more pathological perspectives. Reader surveys found preferences for characters portrayed as normal kids seeking their identities.
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.
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.
Ab lit circles.st james.assiniboia.extra slidesFaye Brownlie
This document provides information about implementing literature circles with an Aboriginal perspective. It discusses using the Strong Readers books from Strong Nations Publishing for guided reading sessions three times a week. Two possible formats for literature circles are described: having everyone read at the same time or having the teacher read with one group while others read independently. The importance of creating criteria for literature circle discussions with students is also mentioned. The document lists some graphic novels and books that could be used, including a story called "My Name is Olemaun Pokiak". It also lists some resources written by Faye Brownlie and others on topics like literature circles, student diversity, and thinking in subject areas.
The session focussed on the CBCA Shortlist titles, discussing the titles as well as highlighting how the shortlist is representative of trends and preoccupations of the current reading landscape.
Paul Macdonald owns the award-winning The Children's Bookshop which has been a Sydney literary institution since 1971. Paul has a Master of Education, working almost 20 years as a teacher of Upper Primary and Secondary.
He has won numerous awards in teaching such as a Quality Teacher Award and The Premiers English Scholarship. Paul won the inaugural Maurice Saxby Award in 2012 for his contributions to raising the profile of teen fiction. Paul Macdonald also was the winner of the 2016 Lady Cutler award for services to children's literature and literacy in Australia.
Paul not only manages The Children’s Bookshop Speakers’ Agency but is also a consultant working with numerous schools focusing on building reading cultures and he is currently completing his PhD focusing on Australian Young Adult literature.
Paul is the author of the picture book The Hole Idea and has written several other academic texts.
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.
Bringing the Novel to Life - Creating a Historical Book ClubEric Langhorst
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.
7th Annual Statewide Family Conference, Madison WiscSharon Pajka
- The document discusses research on portrayals of deaf characters in adolescent literature, comics, and graphic novels.
- It aims to highlight works featuring deaf characters and acknowledge differences between portrayals by deaf vs. hearing authors.
- Research findings include that hearing authors generally presented deaf characters from a cultural perspective while deaf authors included more pathological perspectives. Reader surveys found preferences for characters portrayed as normal kids seeking their identities.
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.
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.
Ab lit circles.st james.assiniboia.extra slidesFaye Brownlie
This document provides information about implementing literature circles with an Aboriginal perspective. It discusses using the Strong Readers books from Strong Nations Publishing for guided reading sessions three times a week. Two possible formats for literature circles are described: having everyone read at the same time or having the teacher read with one group while others read independently. The importance of creating criteria for literature circle discussions with students is also mentioned. The document lists some graphic novels and books that could be used, including a story called "My Name is Olemaun Pokiak". It also lists some resources written by Faye Brownlie and others on topics like literature circles, student diversity, and thinking in subject areas.
The session focussed on the CBCA Shortlist titles, discussing the titles as well as highlighting how the shortlist is representative of trends and preoccupations of the current reading landscape.
Paul Macdonald owns the award-winning The Children's Bookshop which has been a Sydney literary institution since 1971. Paul has a Master of Education, working almost 20 years as a teacher of Upper Primary and Secondary.
He has won numerous awards in teaching such as a Quality Teacher Award and The Premiers English Scholarship. Paul won the inaugural Maurice Saxby Award in 2012 for his contributions to raising the profile of teen fiction. Paul Macdonald also was the winner of the 2016 Lady Cutler award for services to children's literature and literacy in Australia.
Paul not only manages The Children’s Bookshop Speakers’ Agency but is also a consultant working with numerous schools focusing on building reading cultures and he is currently completing his PhD focusing on Australian Young Adult literature.
Paul is the author of the picture book The Hole Idea and has written several other academic texts.
The document summarizes an investigation into how children's annuals have changed between 1972 and 2006. It analyzed two annuals from these years, finding some differences in lexis, graphology, and density over time, while grammar and representations of masculinity remained similar. Specifically, the more recent text had more complex vocabulary, more sophisticated graphics, and less dense writing. However, both texts used similar grammatical techniques and portrayed masculinity in comparable ways. Overall, the investigation found that aspects of language evolved while others remained stable.
A half day session with English and Humanities teachers, gr 7-12, focusing on literature circles without roles. Students read with limits on amount read, keep response journals and meet in groups to discuss their books and deepen their understanding.
Presentation Deaf Comic Book CharactersSharon Pajka
The document summarizes research on portrayals of deaf characters in comics, graphic novels, and adolescent literature. It discusses research questions around whether deaf characters are presented in a culturally authentic way or as disabled. Interviews were conducted with a Marvel comics artist and authors of books with deaf characters. Analysis of sample works found most comics portrayed deafness pathologically while hearing authors' books presented the cultural perspective more. Reader responses also slightly correlated with culturally accurate portrayals being perceived more positively.
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.
Fanfiction for Language & Literature TeachingShannon Sauro
Workshop held at the 2019 National Forum for English Studies at Malmö University, 10-12 April, 2019. This workshop introduces participants to the use of fanfiction for language and literature teaching. Participants engage in learning-through-doing modules developed by the FanTALES Erasmus+ project, including an overview of fan fiction and common genres and tropes, tools and in-class short-form fan fiction writing. This workshop was designed for training in-service and pre-service language teachers, particularly those working at the secondary and upper secondary level, but introduces materials and techniques that can be used for different student populations. No previous experience with fanfiction is necessary
The document discusses the pedagogical value of using picture books and young adult literature to develop multilingualism and multiliteracies in children. It outlines goals of exploring the potential of stories to develop linguistic and identity skills. A case study is described that analyzes how multilingual families engage with storytelling and reading in their languages. Theoretical frameworks on lexical priming, dynamic multilingualism, and multiliteracies are discussed. Results showed that multisensory teaching using stories in multiple languages and formats best supports children's language development and literacy.
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.
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.
The document describes two literary projects connecting students in Tacoma, Washington and Nantes, France.
The Tempest project involves students from both countries analyzing and responding to William Shakespeare's play The Tempest through blog posts, poetry, scene staging videos, and a podcast.
The ARC project is a trimester-long study of an American author where students from each school research the life and works of the same author. Students will read and analyze the author's works, write essays, and present their findings to their class. They will also discuss selected works between the two schools through an online blog.
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.
This document provides a summary of a presentation about author Sharon M. Draper. It discusses how Draper was encouraged by her parents to do well in school and was an avid library patron. It notes that she majors in English in college and did not expect to become a writer. The document summarizes that Draper writes young adult novels that explore mature topics respectfully and develops realistic imperfect characters. It provides an overview of some of her notable works and awards received.
This document provides a framework for comparing two creative works such as books, films, or plays. It outlines key elements to analyze such as the creator's background, plot, themes, symbols, motifs, messages, and appropriate age ratings. These elements would allow one to highlight the basics of each text, similarities and differences between them, and how each addresses common themes through story elements and language use.
The document lists several authors who attended the National Council of Teachers of English Annual Meeting from November 19-22, 2009 in Philadelphia, Pennsylvania. It provides the names of popular children's and young adult authors Jacqueline Woodson, Walter Dean Myers, Kathryn Lasky, Gordon Korman, Julie Andrews and Emma Watson. It also lists authors Joyce Carol Oates, Laurie Halse Anderson, Naomi Shihab Nye, Lois Lowry, and Jeff Kinney. The document includes two quickwrite prompts asking about novels that impacted the reader and favorite authors.
"Grains Of Sand" Study Guide: It's HOT (Higher Order Thinking)Sara Shomron
The document provides a literature study guide for the book "Grains of Sand" which tells the story of an Israeli family facing the government's plan to withdraw settlements from the Gaza Strip. The study guide outlines activities to help students comprehend the story on different levels, develop critical thinking skills, and make connections between the story and real-world contexts. It includes pre-reading, during-reading and post-reading questions, exercises and projects to promote higher-order thinking about themes like identity, community, and political decisions.
The Quality of Writing in Blog-Based Fanfiction for Language LearningShannon Sauro
This presentation builds upon work in media and fandom studies to explore the use of fanfiction as a pedagogical tool in a technology-enhanced university foreign language class. It examines the linguistic complexity and sociolinguistic choices of advanced learners of English who engaged in blog-based collaborative fanfiction to write a missing moment from Tolkien’s The Hobbit.
Presented as part of the Bedömning, Dokumentation och Kvalitetsarbete (BeDoK) series on 15 October 2014.
There and Back Again: Tales of Fanfiction from the English ClassroomShannon Sauro
This talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien’s The Hobbit, that was carried out as part of a course for students in a teacher education program at Malmö University and explores the outcomes and challenges that emerged.
Suzhou SLAC Precision Equipment Co., Ltd. is a Chinese company that provides complete metal packaging production equipment. This includes high-speed EOE lines for aluminum and steel cans, shell presses, two-piece DWI lines, and components like bodymakers, trimmers, and neckers. The company has established a presence in Europe through its Corima subsidiary in Italy. It aims to deliver fully customized solutions to customers and has over 100 engineers and ties to top universities in China and abroad to support research and development.
The document discusses how actions are more important than words in demonstrating one's intentions and values. It provides several quotes emphasizing that successful people take action rather than just talking. The key message is that if one wants to prove something, show it through their actions rather than just saying it, as actions speak louder than words.
This document provides an agenda for a workshop titled "Action Speaks Louder Than Words". The workshop includes introductions, icebreaker games, discussions on emotional intelligence and social etiquette, an activity to get to know oneself through associating with different colors, and a section on self-motivation. The objectives are to emphasize that actions are more important than just words, and that one's behavior and deeds should match what is said to earn respect.
The document summarizes an investigation into how children's annuals have changed between 1972 and 2006. It analyzed two annuals from these years, finding some differences in lexis, graphology, and density over time, while grammar and representations of masculinity remained similar. Specifically, the more recent text had more complex vocabulary, more sophisticated graphics, and less dense writing. However, both texts used similar grammatical techniques and portrayed masculinity in comparable ways. Overall, the investigation found that aspects of language evolved while others remained stable.
A half day session with English and Humanities teachers, gr 7-12, focusing on literature circles without roles. Students read with limits on amount read, keep response journals and meet in groups to discuss their books and deepen their understanding.
Presentation Deaf Comic Book CharactersSharon Pajka
The document summarizes research on portrayals of deaf characters in comics, graphic novels, and adolescent literature. It discusses research questions around whether deaf characters are presented in a culturally authentic way or as disabled. Interviews were conducted with a Marvel comics artist and authors of books with deaf characters. Analysis of sample works found most comics portrayed deafness pathologically while hearing authors' books presented the cultural perspective more. Reader responses also slightly correlated with culturally accurate portrayals being perceived more positively.
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.
Fanfiction for Language & Literature TeachingShannon Sauro
Workshop held at the 2019 National Forum for English Studies at Malmö University, 10-12 April, 2019. This workshop introduces participants to the use of fanfiction for language and literature teaching. Participants engage in learning-through-doing modules developed by the FanTALES Erasmus+ project, including an overview of fan fiction and common genres and tropes, tools and in-class short-form fan fiction writing. This workshop was designed for training in-service and pre-service language teachers, particularly those working at the secondary and upper secondary level, but introduces materials and techniques that can be used for different student populations. No previous experience with fanfiction is necessary
The document discusses the pedagogical value of using picture books and young adult literature to develop multilingualism and multiliteracies in children. It outlines goals of exploring the potential of stories to develop linguistic and identity skills. A case study is described that analyzes how multilingual families engage with storytelling and reading in their languages. Theoretical frameworks on lexical priming, dynamic multilingualism, and multiliteracies are discussed. Results showed that multisensory teaching using stories in multiple languages and formats best supports children's language development and literacy.
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.
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.
The document describes two literary projects connecting students in Tacoma, Washington and Nantes, France.
The Tempest project involves students from both countries analyzing and responding to William Shakespeare's play The Tempest through blog posts, poetry, scene staging videos, and a podcast.
The ARC project is a trimester-long study of an American author where students from each school research the life and works of the same author. Students will read and analyze the author's works, write essays, and present their findings to their class. They will also discuss selected works between the two schools through an online blog.
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.
This document provides a summary of a presentation about author Sharon M. Draper. It discusses how Draper was encouraged by her parents to do well in school and was an avid library patron. It notes that she majors in English in college and did not expect to become a writer. The document summarizes that Draper writes young adult novels that explore mature topics respectfully and develops realistic imperfect characters. It provides an overview of some of her notable works and awards received.
This document provides a framework for comparing two creative works such as books, films, or plays. It outlines key elements to analyze such as the creator's background, plot, themes, symbols, motifs, messages, and appropriate age ratings. These elements would allow one to highlight the basics of each text, similarities and differences between them, and how each addresses common themes through story elements and language use.
The document lists several authors who attended the National Council of Teachers of English Annual Meeting from November 19-22, 2009 in Philadelphia, Pennsylvania. It provides the names of popular children's and young adult authors Jacqueline Woodson, Walter Dean Myers, Kathryn Lasky, Gordon Korman, Julie Andrews and Emma Watson. It also lists authors Joyce Carol Oates, Laurie Halse Anderson, Naomi Shihab Nye, Lois Lowry, and Jeff Kinney. The document includes two quickwrite prompts asking about novels that impacted the reader and favorite authors.
"Grains Of Sand" Study Guide: It's HOT (Higher Order Thinking)Sara Shomron
The document provides a literature study guide for the book "Grains of Sand" which tells the story of an Israeli family facing the government's plan to withdraw settlements from the Gaza Strip. The study guide outlines activities to help students comprehend the story on different levels, develop critical thinking skills, and make connections between the story and real-world contexts. It includes pre-reading, during-reading and post-reading questions, exercises and projects to promote higher-order thinking about themes like identity, community, and political decisions.
The Quality of Writing in Blog-Based Fanfiction for Language LearningShannon Sauro
This presentation builds upon work in media and fandom studies to explore the use of fanfiction as a pedagogical tool in a technology-enhanced university foreign language class. It examines the linguistic complexity and sociolinguistic choices of advanced learners of English who engaged in blog-based collaborative fanfiction to write a missing moment from Tolkien’s The Hobbit.
Presented as part of the Bedömning, Dokumentation och Kvalitetsarbete (BeDoK) series on 15 October 2014.
There and Back Again: Tales of Fanfiction from the English ClassroomShannon Sauro
This talk explores the use of fanfiction, writing that recycles and reimagines existing characters and storylines from books, movies and television, as a pedagogical tool in the English classroom to bridge both literary and language learning. It follows the implementation of The Blogging Hobbit, a task-based fanfiction project based on Tolkien’s The Hobbit, that was carried out as part of a course for students in a teacher education program at Malmö University and explores the outcomes and challenges that emerged.
Suzhou SLAC Precision Equipment Co., Ltd. is a Chinese company that provides complete metal packaging production equipment. This includes high-speed EOE lines for aluminum and steel cans, shell presses, two-piece DWI lines, and components like bodymakers, trimmers, and neckers. The company has established a presence in Europe through its Corima subsidiary in Italy. It aims to deliver fully customized solutions to customers and has over 100 engineers and ties to top universities in China and abroad to support research and development.
The document discusses how actions are more important than words in demonstrating one's intentions and values. It provides several quotes emphasizing that successful people take action rather than just talking. The key message is that if one wants to prove something, show it through their actions rather than just saying it, as actions speak louder than words.
This document provides an agenda for a workshop titled "Action Speaks Louder Than Words". The workshop includes introductions, icebreaker games, discussions on emotional intelligence and social etiquette, an activity to get to know oneself through associating with different colors, and a section on self-motivation. The objectives are to emphasize that actions are more important than just words, and that one's behavior and deeds should match what is said to earn respect.
The school undertook a project to teach children about traffic rules and encourage safer driving habits after staff expressed concerns about dangerous driving in the city. [1] Activities included mock traffic signals, explaining rules to children, having "kid cops" monitor traffic, street plays, drawings, slogan contests, and presentations where over 2,000 parents pledged to follow traffic rules. [2] The impact was that more staff wore helmets, children began reminding parents about traffic rules, and parents signed declarations to follow rules. [3] The school sees this as the beginning of ongoing efforts to promote safer roads.
Nonverbal communication such as facial expressions, posture, and tone of voice account for over 90% of total communication. Nonverbal cues complement and regulate what is said verbally, and can even substitute for or accent verbal messages. There are many types of nonverbal communication including paralanguage, body movement, eye contact, clothing, and touch, and it is important to be aware of nonverbal signals as most communication is nonverbal.
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.
Thesis proposal presentation research methodsmela0018
This document outlines Melissa Torres' thesis proposal which examines using graphic novels to motivate English language learners. Torres will create a unit integrating graphic novels into an ESL college classroom to engage reluctant readers. Her research questions examine how graphic novels impact writing and expression, and whether they can promote student motivation to read and write in English. Torres will conduct an action research study using questionnaires and reader responses to evaluate the impact of graphic novels on student motivation and literacy skills.
New trends in literature and graphic novels inRose Hagar
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.
Using picture books in the middle schoolRose Hagar
Rose Hagar presented on using picture books in middle school. She explained that picture books use images and text together to tell stories, with pictures enhancing the brief text. While typically only 32 pages long, picture books can explore complex themes through visual elements and symbolism over the heads of younger readers. They are suitable for middle school as their universal themes promote comprehension and enjoyment while fitting time constraints. Picture books expose students to diverse topics and genres in an accessible way to develop reading and writing skills.
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.
• Reading multiple texts
• Reading from a resistant perspective
• Examining multiple perspectives
• Producing counter texts
• Taking social action
• Repositing oneself as a researcher of language (i.e. multimodality)
•Questioning and problematising texts
Biography: Dr Catherine Sly has taught in NSW Department of Education high schools and has been a writer, editor and consultant for the School Libraries division of the NSW Department of Education. Her recent PhD thesis investigated graphic novels from a narratological perspective.
Abstract: Quality graphic novels can be as challenging and complex as written texts. While the predominantly visual format of graphic novels may readily capture students’ attention, guidance from teacher librarians and teachers can be invaluable in cultivating and refining the skills necessary to probe the depth and richness of these publications.
Attendees will learn how to guide students to discover this richness as well as how to identify specific techniques used by the creators of graphic novels. A close investigation of two selected graphic novels will operate as examples to provide the necessary signposts for teachers to become more confident in the reading, processing, critical analysis and evaluation of graphic novels.
The document discusses using graphic novels and comics to teach history in the classroom. It outlines how a teacher found that students were plagiarizing from nonfiction texts and decided to have them create their own graphic novels instead. The document provides support from librarians and researchers on the benefits of using graphic novels, such as improving literacy skills. It also describes how the author revised a graphic novel project for students after taking a course, including adding lessons on comic creation and structure.
The document discusses using comic book formatted graded readers as an extensive reading resource for ESL/EFL students. It argues that comic books can benefit reading programs by intrinsically motivating students and aiding cognition through their use of visuals. While comics were once a respected art form, they became stigmatized in the 1950s as causing juvenile delinquency. However, research shows comics can improve reading habits. By utilizing visuals, comics can strengthen comprehension and memory according to theories like dual coding. When text and images are well integrated, comic books provide opportunities for mental model construction. The document recommends stakeholders recognize these benefits to make comic book readers more available.
The document discusses using graphic novels and comics to teach history in the classroom. It outlines how the author found that students were plagiarizing from nonfiction texts and that creating their own graphic novels about historical events and figures would be more engaging. The author worked with the school librarian to expand the graphic novel collection and saw increased circulation of graphic novels over traditional fiction books. The document also discusses various techniques used in comics, such as panel layout, dialogue, and closure, that help students understand both the form and how to create their own graphic novels about historical topics.
This document provides an overview of a unit on Nathaniel Hawthorne's The Scarlet Letter. It includes standards, objectives, texts, and analyses of the anchor text and supplemental texts. The unit utilizes The Scarlet Letter as the anchor text along with supplemental modern texts to examine themes of religion, morality, and shame. Students will analyze how themes from The Scarlet Letter still influence society today through close reading, discussions, and essays.
This version was presented at the Archdiocese of Detroit 2nd Annual In-Service for Teachers and Administration at the University of Detroit Mercy on August 4, 2015. The presentation describes a teaching strategy to boost motivation in male students, specifically in reading but other subjects are presented as well.
The document discusses using narrative nonfiction to scaffold learning for diverse students. It describes how the presenters - Alyson, Cynthia, and Lisa - each came to recognize the value of nonfiction through their own journeys. They discuss criteria for evaluating nonfiction, different nonfiction formats and writing styles, and strategies for incorporating more nonfiction into classroom instruction across subjects. The presenters aim to help change perceptions of nonfiction and illustrate how it can build students' background knowledge and motivate reading.
The document discusses best practices for building reading communities in the classroom. It recommends building community among readers, reading aloud frequently, offering choice in reading materials, using authentic literature, and encouraging real responses to reading. Building a strong reading community helps students with comprehension and collaboration skills outlined in the Common Core State Standards. The community can be extended beyond the classroom through online resources. Qualitative measures are important to consider when selecting texts in addition to quantitative analysis.
This document provides guidance and strategies for becoming an effective reader. It discusses how to find time to read, decide what books to read, and remember what is read. It also offers ideas for sharing books with students and connecting books through themes. Specific reading habits are outlined, such as previewing texts, annotating, summarizing, analyzing, looking for patterns, contextualizing readings, and comparing works. The document provides resources for locating books related to various subjects and addressing different reading standards.
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.
This document provides an overview of an English course titled "Studies in Ethnic American Literature: Resisting Historical Amnesia" taught in fall 2021. The course will explore Native North American, African American, and Latinx literary works and films through the lens of how ethnic writers resist historical amnesia and nostalgia. Students will examine the concepts of historical amnesia, counter-histories in ethnic literature, and the "double burden" faced by minoritized writers. The document outlines the course materials, assignments, learning objectives, and expectations for active participation.
Teaching english literature in brazilian high school classes adriana sales ...Adriana Sales Zardini
This document discusses using literature in Brazilian high school English classes. It defines literature and outlines reasons to use it, such as exposing students to authentic materials, encouraging discussion, and developing whole-person education. The document presents models for teaching literature, including the cultural, language, and personal growth models. It provides examples of icebreakers, discusses choosing age-appropriate texts for primary and secondary students, and shares the author's experiences introducing literary works like Shakespeare and Jane Austen novels in their Brazilian classes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
1. Pictures (and Words) Speak
Louder: Graphic Novels
in the ELL Classroom
TESOL 2010
Tom Carrigan, Library/Media Specialist
Adrienne Viscardi, Coordinator of ESL
Bedford Central School District
Bedford, New York
3. Bedford Central School District,
grades 6-12
8% Identified English Language Learners
21% Hispanic
6% African-American
4. Collaborative Process
ESL Coordinator and Library/Media Specialist
Summer reading and research
Conferences and workshops
Classroom instruction
Faculty book study
6. Comics
Adolescents who read comics
are more likely to become
serious readers
(Krashen, 2004)
Comics appeal to different
cultures
(Cary, 2004)
7.
8. Key Factors in Literacy Development
for Adolescents
Identity
Engagement
Motivation
(Short and Fitzsimmons, 2007)
9. Dilemma in
Adolescent Literacy
Prototypical human practices and conditions
Varied, specialized text structures and
complex literary elements
Inter-textual links to prior knowledge
(Lee and Spratley, 2010)
10. Elements of effective
adolescent literacy programs
Diverse texts
Motivation and self-directed learning
Text-based collaborative learning
Effective instructional principles
embedded in content
Direct, explicit comprehension instruction
(Biancarosa and Snow, 2006)
11. What we know about ELLs
ELLs have limited and varied
background knowledge
Cognitive ability differs from
linguistic proficiency
Advanced ELLs understand
85-90% of the words in text
(O’Keefe et al., 2007)
12. What is a graphic novel?
“A book-length sequential art narrative
featuring an anthology-style collection of
comic art, a collection of reprinted comic
book issues comprising a single story line,
or an original, stand-alone narrative”
(Carter, 2007)
13. Art Spiegelman’s Maus
Published in 1986
Won Pulitzer Prize in
1992
Guggenheim Fellowship
Nominated for National
Book Critics Circle Award
15. How do you read a graphic novel?
Text features of a
novel
Storyline entirely
illustrated in
panels
16. Variety within the form
Manga
Classics: Adapted and
unabridged
Comics journalism
Original narrative
17. Instructional benefits
Appeals to multiple learning styles
Encourages struggling readers
– Visual scaffold
– Sense of accomplishment
Promotes wide reading
(Krashen, 2004)
18. Instructional benefits
Provides vehicle for discussion of other
texts and issues
Increases accessibility of unfamiliar settings
and themes
Promotes heterogeneous grouping
Facilitates differentiated instruction
19. Promising applications
English courses
ESL courses
Social Studies courses
Building-wide text
21. American Born Chinese
National Book Award Finalist
The Monkey King, Jin Wang
and Chin-kee
Universal themes that appeal
to ELLs and adolescents
22. Themes
Cultural conflict
Enlightenment
Identity
Love and friendship
Loyalty
Reconciliation
Transformation
23. Literary language
Allusion Narrator
Characterization Parable
Climax Plot
Conflict Prologue
Dialogue Resolution
Flashback Setting
Foreshadowing Symbol
Motif Theme
24. Turn and talk
What instructional opportunities do you
see in these pages from American Born
Chinese?
How would the graphic novel enhance
instruction for ELLs?
29. Building background
“The All-American Slurp” by Lensey Namioka
The Monkey King: A Superhero’s Tale of
China by Aaron Shepard
YouTube clip and
newspaper article
on Gene Yang
34. During- and
after-reading activities
Shared reading Literary elements
and devices
Small group reading
Recursive
Image grammar vocabulary
(Noden, 1999) instruction (Allen,
2007)
35. During- and
after-reading activities
Journal writing
PowerWriting (Fisher, Rothenberg, and Frey,
2007)
Writing between the panels (Carter, 2007)
Teachbacks (Kirshbaum, 2009)
36. Publishing Trends
• Decrease in trade book
sales by 5.2%
• 5% increase in sales of
graphic novels
(Publishers Weekly, 2006)
37. The Fox Lane High School Library
Website
http://www.bcsdny.org/flhs.cfm?subpage=3881
Recommended titles and reviews
Bibliography
Links to instructional resources
38. Thank You
tcarrigan0173@bcsdny.org
aviscardi1133@bcsdny.org