This document discusses introducing graphic novel composition to students. It provides a definition of graphic novels and their key characteristics. The document outlines teaching students to analyze images, link images to prose, and compose their own graphic novels. Students would learn literary devices and practice identifying them in graphic novels. They would then create an original graphic novel applying the literary devices and include a written summary. The document provides example student work and questions for participants.

1. Mapping Words and Images: Writing Graphic Novels with Adolescents Nancy Frey, Bucky Carter, and Doug Fisher

2. Polling Question I can define a graphic novel and describe its characteristics. Strongly agree Agree Disagree Strongly disagree

3. Next question I currently or recently have used a graphic novel in my classroom. Yes No Not applicable

4. Last question (for the moment) I have used graphic novels in my classroom for teaching elements of English language arts (other than reading): Yes No Not applicable

5. Today’s Purposes Participants will learn : Basic elements of the format The role of imagery in writing Linking words and images to prose content Ways to introduce GN composition to learners Teaching literary devices through GN composition

6. A Working Definition of a Graphic Novel

7. Common Use of GN Content Maus Reading Comprehension

8. They’re Already Doing It www.youtube.com/watch?v=Bj4gTPPq6Po

9. Introducing Graphic Novel Composition to Students

10. Images and Words The best writers and artists are… observant able to draw inferences about the human condition skilled at capturing defining moments that tell universal stories “ Seeing comes before words.” John Berger

11. Linking Words and Images Through Composition Graphic novels and prose texts do not replace one another--they foster deeper understanding of both Using short graphic novel compositions highlights the composition process Link graphic and prose composition so that they enhance one another

12. Observing Images What do you notice? What are the essential elements? What is the artist’s message? What feelings does it provoke? Do you agree or disagree?

16. Writing to Images “ I see a child with his hand stretched out, pleading for a penny. The artist wants me to see the hand is huge, like it can never be filled. I think that’s his message, that the world’s hand can never be filled. I feel so discouraged by that. Why should we try?”

17. Synthesizing Images “ These three images are telling a story. Each has a hand in it, and it makes me think about ‘giving a hand’ to someone else. Hands can tell a lot about a person. The hands are praying, and demanding, and in a fist to fight poverty. That is what happens with a problem. First we pray because it’s really a bad problem, and then we demand that it gets fixed by someone. People have to see that a problem can be fixed only when we start fighting the problem instead of praying that someone else will fix it.”

19. Questions about introducing graphic novel composition?

20. Teaching Literary Devices Through Graphic Novel Composition

21. Please refer to the lesson plan sent prior to this session

22. Teaching Literary Devices Introduce the literary device and model its use in illustration and prose texts Provide collaborative learning time for students to locate and identify similar examples Guide students in the construction of their own short story using the literary device Students provide a written summary of the story to accompany visual text Frey, N. & Fisher, D. (2006). Teaching literary devices with comics. National Association of Comics Art Educators. Available at http://www.teachingcomics.org/lesson_plans/lit.php

24. Written Student Summary of “Black and White” “ These white and spotted cats have been enjoying their own hood for a long time. No one ever walks on their turf. But they spot something and can’t figure out what’s going on. They say, “You’d think he’d want to be with his own kind.” They can’t believe a black cat would show his face. Just like these cats, people stop and whisper when we’re walking in a neighborhood where there’s not a lot of African-Americans. We can spot the clues early, like foreshadowing. Those clues tell us what to expect.”

25. Questions about writing for literary devices?

26. Bucky: Add Lesson Plan

27. Questions about…?

28. Resources Eisner, W. (1985). Comics and sequential art. Tamarac, FL: Poorhouse Publications. Eisner, W. (1996). Graphic storytelling and visual narrative. Tamarac, FL: Poorhouse Publications. Frey, N. & Fisher, D. (2006). Teaching literary devices with comics. National Association of Comics Art Educators. Available at http://www.teachingcomics.org/lesson_plans/lit.php McQuade, D., & McQuade, C. (2006). Seeing and writing 3. Boston: Bedford/St. Martin’s.