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TESOL 2010: Using Graphic Novels (handouts)
- 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
- 2. Collaborative Process ESLCoordinator and Library/Media Specialist Summer reading and research Conferences and workshops Classroom instruction Faculty book study
- 3. The graphic novel: Whyand how Curricular value Classroom application
- 4. Comics Adolescents whoread comics are more likely to become serious readers (Krashen, 2004) Appeal to different cultures (Cary, 2004)
- 5. Key Factors inLiteracy Development for Adolescents Identity Engagement Motivation (Short and Fitzsimmons, 2007)
- 6. 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)
- 7. Elements of effective adolescentliteracy 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)
- 8. What we knowabout 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)
- 9. What is agraphic 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)
- 10. Art Spiegelman’s Maus Published in 1986 Won Pulitzer Prize in 1992 Guggenheim Fellowship Nominated for National Book Critics Circle Award
- 11. How do youread a graphic novel? Text features of a novel Storyline entirely illustrated in panels
- 12. Instructional benefits Appealsto multiple learning styles Encourages struggling readers – Visual scaffold – Sense of accomplishment Promotes wide reading (Krashen, 2004)
- 13. Instructional benefits Providesvehicle for discussion of other texts and issues Increases accessibility of unfamiliar settings and themes Promotes heterogeneous grouping Facilitates differentiated instruction
- 14. Promising applications Pairinggraphic novel and other genre Models for integration of art and writing
- 15. American Born Chinese National Book Award Finalist The Monkey King, Jin Wang and Chin-kee Universal themes that appeal to ELLs and adolescents
- 16. Themes Cultural conflict Enlightenment Identity Love and friendship Loyalty Reconciliation Transformation
- 17. Literary language Allusion Narrator Characterization Parable Climax Plot Conflict Prologue Dialogue Resolution Flashback Setting Foreshadowing Symbol Motif Theme
- 18. Building background “TheAll-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
- 19. Caricature and stereotypes Provocativeimages Sensitive discussions Background knowledge
- 20.
- 21. During- and after-reading activities Shared reading Literary elements and devices Small group reading Recursive Image grammar vocabulary (Noden, 1999) instruction (Allen, 2007)
- 22. During- and after-reading activities Journal writing PowerWriting (Fisher, Rothenberg, and Frey, 2007) Writing between the panels (Carter, 2007) Teachbacks (Kirshbaum, 2009)
- 23. The Fox LaneHigh School Library Website http://www.bcsdny.org/flhs.cfm?subpage=3881 Recommended titles and reviews Bibliography Links to instructional resources
- 24. Thank You tcarrigan0173@bcsdny.org aviscardi1133@bcsdny.org