Words And Images Webinar Rev
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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.
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The library teacher provides three lessons as examples of their work:
1. A kindergarten lesson introducing fiction and non-fiction genres using a PowerPoint and game. Students learned to identify the genres and what makes a story fictional or non-fictional.
2. A lesson for grades 1-2 about Earth Day where students listened to a story, learned what Earth Day is for, and made their own books listing ways to help the Earth.
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Book report 1 2010
Over the next three weeks, students will read a book of their choosing and complete one of several project options to present to the class. The projects include creating musical themes for conflicts in the story, making posters depicting main events, writing poems related to the book, designing a newspaper about the book's events and characters, interviewing a character, making a PowerPoint about the plot, or designing a scrapbook for a character. Students will read a required number of pages each day to finish their selected book by the deadline and present a book talk to the class, reading an excerpt and encouraging others to read the full book.
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This document provides an overview of diction, tone, and style for creative writing. It defines each term and gives examples. Diction refers to word choice, and for creative writing it aims for an imaginative vocabulary. Tone is the attitude conveyed through word choices and viewpoint. Style comprises literary devices that set one author apart, including voice, imagery, and syntax. The document emphasizes that an author's style and voice come from their unique diction and experience. Students are assigned an art project analyzing a favorite excerpt and expressing its meaning through drawing.
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This document provides information on writing effective story leads. It discusses how leads act as a "potato" that readers and writers want to dig up. Leads help writers figure out where the story is growing and act as an organizational, motivational, and starting point. The document then reviews four types of leads: descriptive leads that create a picture, dialogue leads that start with character conversation, thinking leads that begin with a character's thought, and action leads that set up the story conflict. It emphasizes that great leads get readers asking questions to keep them engaged in the story. The document encourages practicing asking both surface and deeper questions about leads to help develop stories.
Lit tasks webinar 2016
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.
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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.
Author study
Leo Lionni was an Italian-American author and illustrator who created over 40 picture books for children. He was born in Holland in 1910 and taught himself to draw by spending time in museums. Some of his most famous books include Swimmy, Frederick, and Alexander and the Wind-Up Mouse. Lionni's stories often featured animal characters dealing with human problems and themes of cooperation. He was known for using collage techniques in his illustrations.
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Character traits help readers understand why fictional characters act the way they do, predict their future actions, and comprehend their relationships. Authors bring characters to life through direct descriptions using adjectives or indirect examples of what characters say, think, feel, look like, and how others perceive them to help readers feel a certain way about each character.
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This document outlines Catherine's writing and reading workshop lessons for the week of January 19-23, 2015. The writing workshop focuses on adding conflicts to stories to make them more interesting, such as character vs. character, character vs. nature, or character vs. self. Students plan their stories using story maps and are encouraged to start with action or conflict to engage readers. The reading workshop involves identifying story elements like characters, setting, and conflict while reading a story. Students also discuss how characters are developed directly and indirectly.
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The document discusses universal themes in literature. It defines what a theme is - a central message or lesson revealed through a literary work. Themes can be directly stated or implied. Some common themes discussed are that human beings are products of their society, it's important to never give up, and working as a team is more powerful than working alone. The document also explains the difference between a theme, main idea, subject, and topic. Themes are implied messages about life while the subject/topic is what the work is about and the main idea encompasses both.
Methods of Characterization
The document discusses various methods that authors use to characterize characters in their writing, including through a character's appearance, actions, words, thoughts and feelings, comments from other characters, and direct comments by the narrator. It provides examples of how each method can reveal traits like being respectful, proud, dignified, squeamish, sensitive, nervous, thoughtful, compassionate, appreciative, loyal, concerned, playful, demanding, pushy, assertive, mischievous, creative, and angry.
Assignment 3
This document provides summaries of 7 novels focusing on their characters, plots, settings, themes, and styles. For Bridge to Terabithia, the characters are believable and relatable to children. The plot engages readers from the start and has an unexpected tragedy. Out of My Mind has a realistic school setting that is important to the theme of not judging others. Rules shows how settings and a character's growth reveal the theme. A Crooked Kind of Perfect demonstrates the author's unique style and relatable main character. Dear Mr. Henshaw is written through letters and a diary in first person. Timmy Failure has a unique style using drawings and incorporates humor.
Even past fifty
1. The document outlines lesson objectives, phases, and activities for teaching a poem about women over 50 years old who continue to work hard for their families.
2. It introduces the poet Shanta Shelke and her background, and notes she will recite the first stanza.
3. A student activity involves listing images of middle-aged women from the poem, such as "A girl at play" and "A little girl at heart".
NCTE Poetry Notables, 2017. Individual and Verse Novel Notables from NCTE
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This document outlines a lesson plan for teaching a poem called "Even Past Fifty" by Shanta Shelke. The objectives are to make learning interesting and effective, develop awareness of gender inequalities, and engage students in discussion. The lesson introduces the poet and recites the first stanza of the poem. It guides students in analyzing the stanza through individual and paired reading activities. The lesson also defines vocabulary and asks scaffolding questions to understand representations of women in the poem.
Project 6
The document provides biographical information about author Harry Allard and describes his collaboration with James Marshall on the Miss Nelson book series. It then outlines a lesson plan for teachers to compare and contrast characters from the Miss Nelson is Missing book using activities like role playing, a vocabulary quiz, and a graphic organizer. Students will dress up as characters, retell the story, and compare two students at the front of the class.
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Motivating Writing with Comic Strips - Elinda Gjondedaj
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NCTE Poetry Notables, 2017. Individual and Verse Novel Notables from NCTE
NCTE Poetry Notables, 2017. Individual and Verse Novel Notables from NCTE
Pragmatic Criticism- Analyzing 'Maleficent' and 'Frozen' as a text while appl...
Pragmatic Criticism- Analyzing 'Maleficent' and 'Frozen' as a text while appl...
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This document discusses using comics and graphic novels in history classrooms. It begins by outlining how comics have traditionally been viewed as not "high culture" and more suitable for children than adults. The document then describes some failed classroom experiments using comics. It details a case study where students created their own historical cartoons. Interviews found this approach helped students visualize history, feel ownership over historical events, and stay motivated. The document concludes comics can teach historical reliability, empathy and context when used as alternative texts.
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2. A lesson for grades 1-2 about Earth Day where students listened to a story, learned what Earth Day is for, and made their own books listing ways to help the Earth.
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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.
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Cl Maximizing Minilessons
This document discusses planning minilessons for teaching reading. It begins by emphasizing the importance of keeping the big picture goals in mind when planning minilessons. These goals include building lifelong readers and showing students that reading is a pursuit beyond just school skills. The document then lists some Ohio content standards that minilessons can support. Possible cycles or topics for minilesson include strategies, behaviors/habits, literary elements, genres, and management. Big questions for planning minilessons are discussed, focusing on alignment with overall goals and assessment. The document provides examples of minilesson topics like characters, plot, inferring, nonfiction text features, and biographies. It emphasizes making connections between lessons and
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 ...
Ncss 2014 strategies
This document provides biographical information on two professors, Dr. Susan Santoli and Dr. Paige Vitulli, from the University of South Alabama. It notes that Dr. Santoli teaches social studies methods and foundations courses, and her research interests include teacher preparation and integrating technology into social studies education. Dr. Vitulli is the director of the art education graduate program and teaches art education courses, and she is the Visual Arts Coordinator for an arts education grant at the university. The document also includes an agenda for a conference on analyzing, synthesizing, observing, describing, making connections, creating/producing, questioning/investigating, and exploring perspectives/points of view through various activities involving images, articles, and discussions.
Essay On Mahatma Gandhi For Kids.pdf
Essay on Mahatma Gandhi [100, 150, 200, 300, 500 Words]. Essay on mahatma gandhi in english -300 Words - YouTube. Essay on Mahatma Gandhi In English. Mahatma Gandhi Essay For Kids – Telegraph. 100 Words Essay on Mahatma Gandhi for Children. Best Essay on Mahatma Gandhi for Children and Students 500+ Words .... Interesting Mahatma Gandhi Essay for Kids - Download Free Printable. Gandhi Jayanti Speech | Short Essay & Speech on Gandhi Jayanti for Kids. Mahatma Gandhi Short essay for kids - YouTube. Grade 8 Reading Lesson 7 Nonfiction – Philosopher’s Corner – Mahatma .... Very Short Essay On Mahatma Gandhi | Sitedoct.org. Mahatma Gandhi | Essay writing English | Kids Prime - YouTube. Relevance of Gandhian Principles in Today's World Essay for Students. Mahatma Gandhi Essay | Essay on Mahatma Gandhi for Students and .... Essays on Mahatma Gandhi, Life, Achievements & Struggles. Biography of Mahatma Gandhi in English - LearnEnglishGrammar.in. Mahatma gandhi. Mahatma Gandhi Essay, History, Information, Autobiography. Essay on mahatma gandhi in english for class 8. Essay on Mahatma Gandhi in English for Student 1000 Words. Mahatma Gandhi Essay In Malayalam : The writer in a time of terror .... Short Essay On Mahatma Gandhi For School Kid's and Children's | Easy .... Mahatma Gandhi Essay For Children & Students | Essay, Mahatma gandhi .... Essay About Gandhiji In English - fitriblog1. महात्मा गाँधी पर निबन्ध | Essay on Mahatma Gandhi in Hindi - YouTube. Literature Grade 6 Biographies Mahatma Gandhi | Gandhi life, Mahatma .... Mahatma Gandhi Essay – Telegraph. Mahatma Gandhi Essay in English. Essay on Mahatma Gandhi | Mahatma Gandhi Essay for Students and .... literature-grade 6-Biographies-Mahatma Gandhi (2) | Literature, Mahatma .... 10 Lines Essay On Mahatma Gandhi/ Short Essay On Mahatma Gandhi For .... Essay on mahatma gandhi in 200 words.
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- 21. Please refer to the lesson plan sent prior to this session
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