Give Your Library Literacy Program

Super Powers

Penny Chaiko

Teacher-Librarian

Nantyr Shores Secondary School

SCDSB

pchaiko@mail.scdsb.on.ca

Agenda

Introduction Research Appropriate comics Literacy Lessons Resources

Introduction

Read comics when I was growing up Looking for a way to bring in reluctant

readers Comics are familiar to all students Many art classes look at comics and

discuss the technical side of animation Used comics for book reviews/book

talks Decided to use comics to teach literacy

Research

Using Graphic Novels, Anime, and the Internet in an Urban High School

“Using popular culture builds on students’ multiple literacies as we

found when we employed alternative genres such as

graphic novels, manga, and anime.”

(Frey and Fisher, Jan 2004)

Frey, Nancy, & Fisher, Douglas. (January 2004). Using graphic novels, anime, and the internet in an urban high school. English Journal. 93, 19-25.

Graphic NovelsResources for Teachers & Librarian Assist Poor Readers

Comics and graphic novels are excellent tools for use with children and young adults with poor reading skills.

Connect with Visual LearnersAs educators become increasingly aware of the importance of different learning styles, it is clear that Graphic Novels can be a powerful tool for reaching visual learners.

Develop Strong Language Arts SkillsSeveral studies have shown that students who read Graphic Novels regularly have better vocabularies and are more likely to read above grade-level.

Encourage Unmotivated and "Dormant" ReadersTeachers often use non-book materials to encourage reading. Graphic Novels are an ideal medium to spark interest, equate reading with enjoyment, and develop the reading habit.

Graphic NovelsResources for Teachers & Librarian

Convey Educational Messages Government agencies, the military, museums, and other nonprofit organizations have long used educational comics to reach general audiences.

Stimulate Readers to Explore Other Literature Many Graphic Novel fans become avid book readers. Comics can stimulate interest in all types of fiction (fantasy, sci-fi, historical, etc.) as well as mythology, legends, and nonfiction.

Engage Adult ReadersThe average age of American Graphic Novel readers is 25. Many readers who were avid fans as teenagers continue reading into adulthood, broadening their taste in Graphic Novel genres to reflect more mature interests.

From: http://library.buffalo.edu/libraries/asl/guides/graphicnovels/inlibraries/reading.php

In Graphic Detail: Using Graphic Novels in the Classroom

“. . . many of today’s graphic novels include a complex and art-filled variety of genres, ranging from fiction to biography and social

studies to science.”(Booth and Lundy, p. 30)

New Literacies

Internet Email Virtual worlds Social Networking Video games Ability to comment on

everything happening in the world

Comics Magazines Newspapers Smart Phones You Tube Blogs

Graphic NovelsResources for Teachers & Librarian

Visual Literacy

Today's young adults feel comfortable with non-text visual media, from video games to graphical icons used with standard computer programs.

Graphic Novels employ a highly cinematic approach to storytelling. Graphic Novels utilize combinations of text and pictures (sequential

art) to convey messages in a manner unique to comics. Understanding comics requires a special type of visual literacy,

which in turn offers a translatable skill in today's highly graphical environment.

Reading comics with a critical eye helps develop an appreciation for art and different artistic styles.

From: http://library.buffalo.edu/libraries/asl/guides/graphicnovels/inlibraries/visual.php

Appropriate Comics

Appropriate Comics

This is different for every school Check with your local comic store Do some reading Ask your students Ask other Teacher Librarians

Literacy Lessons

Literacy Lessons

Can use any literacy lesson with comics books

Think Literacy is a good starting point Check bibliography for other useful literacy

resources

THINK LITERACY: Reading StrategiesGetting Ready to Read:Previewing a TextAnalyzing the Features of a TextFinding Organizational PatternsAnticipation GuideFinding Signal WordsExtending Vocabulary (Word Wall)Engaging in Reading:Using Context to Find MeaningReading Between the Lines (Inferences)Most/Least Important Idea(s) &InformationSorting Ideas Using a Concept MapVisualizingMaking NotesReacting to Reading:Responding to Text (Graffiti)Drawing Conclusions (I Read/I

Think/Therefore)Making Judgements (Both Sides Now)

Reading Different Text Forms:Reading Informational TextsReading Graphical TextsReading Literary TextsFollowing InstructionsPosters for Instruction: ReadingBefore Reading - Ask QuestionsDuring Reading - Ask QuestionsDuring Reading - Understand the TextDuring Reading - Make InferencesDuring Reading - VisualizeDuring Reading - Make ConnectionsDuring Reading - Think to ReadDuring Reading - Take Good NotesAfter Reading - Ask QuestionsAfter Reading - Find the Main Idea(s)After Reading - Think About the Text

Pre-Reading ActivityPre -Reading ActivityWhat is the title of the book? Who wrote the book?Describe the picture on the cover of the book.

Do you think it is a good cover? YES NO Explain.How many pages are in this book? Read the summary of the story. Using the information from the cover and from the summary, write 3 sentences on what this book is about.

Now read the first 3 pages of the book. Does your sentences above fit the story so far? YES NO Explain.

Do you want to read this story? YES NO Explain.

Daisy Kutter: The Last Train

Talk Aloud

Show students the first 6-8 panels from a comic Do a Talk Aloud describing what you see and

asking questions about the comic Get students to write key words while they listen Ask students if they are unsure about any parts

of the story Ask students to write the story using as much

detail as possible and write an appropriate ending

Thick and Thin Questions

Explain why I am using a picture book for this lesson to the class

Show students the cover Ask them to generate some questions about

the book Read the book Ask for interesting questions about the book

Thick and Thin Questions

Explain the difference between Thick and Thin questions

Label sample questions as Thick or Thin Which are easier to write? To answer? Write 10 Thin questions and 5 Thick

questions for the comic that they are reading

Newspaper article

Review the 5W’s of a newspaper article Show web sites for Todd McFarlane Give some background information Notes page (2 forms) Show Todd McFarlane: The Devil You Know Students record notes on page provided Write a newspaper article

Todd McFarlaneTodd McFarlane: The Devil You Know NAME:

DATE:WHO:________________________________________________________________________________________________________________________________________________________________________WHERE:________________________________________________________________________________________________________________WHEN:________________________________________________________________________________________________________________________________________________________________________WHAT:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________WHY:________________________________________________________________________________________________________________________________________________________________________________________________________________________________HOW:________________________________________________________________________________________________________________________________________________________________________

Newspaper Article Notes

Subject:

WHO WHAT WHERE WHEN WHY

How Do You Know If Your Students Understand the Comic?

Draw/sketch a picture from the beginning of your story. Label your diagram. Then write 2 sentences describing the sketch and 1 sentence on why this scene is important. Add colour only if you have time at the end.

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From: Student Material @

readwritethink.org

Comic Creator

Biocube

Identifying Character Traits

Personal Profile

Fortunately by Charlip Remy

FORTUNATELYwritten and illustrated

by Remy Charlip

FORTUNATELY

UNFORTUNATELY

Resources

Bibliography

Available on the OLA SuperConference website for this

presentation. (#425)