1 / 12

Katie Subra English Language Fellow subr0054@umn elfbelarus.wordpress

Using Comics and Graphic Novels for Reading, Writing & Visual Literacy Activities . Katie Subra English Language Fellow subr0054@umn.edu elfbelarus.wordpress.com. How can comics and graphic novels improve language abilities?. Speaking Reading Writing Listening

ellery
Télécharger la présentation

Katie Subra English Language Fellow subr0054@umn elfbelarus.wordpress

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Using Comics and Graphic Novels for Reading, Writing & Visual Literacy Activities Katie Subra English Language Fellow subr0054@umn.eduelfbelarus.wordpress.com

  2. How can comics and graphic novels improve language abilities? • Speaking • Reading • Writing • Listening • Vocabulary …but what about other • Grammar literacy skills?

  3. Using comics and graphic novels can also increase: • Cultural literacy: Discovering personal stories and national perspectives through graphic novels and comics • Visual literacy: Reading colors, symbols, expressions, signs, icons… • Civic literacy: Facilitating community building & group work

  4. Example 1: Blankets Literacy Skill Targeted: Cultural – Personal story with religion, family life, teenage-angst, growing pains, first love, self-reflection…

  5. Example 1: Blankets by Craig Thompson Literacy Skill Targeted: Visual – Color, patterns, body language,facial expressions, setting, space, formatting (gutter, panel, dialogue & thought balloons, motion, sound effects… )

  6. Example 1: Blankets by Craig Thompson Literacy Skill Targeted: Civic – Creating a common, authentic dialogue in the classroom through group work and language skill practice

  7. Speaking Graphic Novels & comics provide excellent conversational material • Pick out themes to discuss and compare • Retell the story • Describe the relevance of the visuals • Predict the next panel/page • Role play the story (You already know what it is supposed to look like, so why not reproduce it any way you want?) • Try a dramatic reading of the text and assign roles

  8. Reading Make graphic novels & comics required reading • Compare Cultural themes in multiple personal narratives: Persepolis, Maus, Blankets, La Perdida, American Born Chinese, … (this may inspire some writing tasks) • Start a graphic novel/comic book club • Ask students to fill out a plot diagram • Problemetize the plot diagram • Read reviews of the novel • Compare reviews to your students' own views • Conduct reading comprehension quizzes

  9. Writing Use both academic and free writing exercises to tackle many themes • Do a character analysis • Compare/contrast multiple characters or choose one to compare/contract with yourself • Write a cause/effect essay describing the sequence of events in the novel or comic • Write a review of the graphic novel/comic • Fill in captions and dialogue based on visual cues

  10. Grammar & Vocabulary Find a comic strip or graphic novel appropriate for the target grammar/vocabulary. You can also use pictures or ads! Remove the text. Provide students with a list of required grammatical structures or vocabulary to use. ↵Example: Question: Use a modal to fill in the speech bubble (should, can, would, must, ought, could…) Answer: "You shouldn't expect a note in a bottle to get you off a deserted island!"

  11. Task-based instruction • Create personal narrative in the form of a graphic novel or comic combining cut-out pictures or illustration skills with text (captions, dialogue/thought balloons, sound effects) • Or, create a storyboard about any course theme which can be described sequentially (history, cooking, science projects, …) • As a group task, each member can create one part of the plot which they fit into a one-page storyboard Creating an authentic project-based assignment that demonstrates the comprehension of the subject.

  12. Questions? Need more resources?subr0054@umn.edu – http://elfbelarus.wordpress.com Crawford, Philip. "Using Graphic Novels to Attract Reluctant Readers and Promote Literacy." Library Media Connection. February, 2004. Volume 22, Issue 5, p26-8. Eisner, Will. Comics and Sequential Art. W. W. Norton & Company, August 2008. Little, Drego. "In a Single Bound: A Short Primer on Comics for Educators." March 2005. New Horizons for Learning. www.newhorizons.org/strategies/literacy/little.htm. McCloud, Scott. Understanding Comics: The Invisible Art. William Morrow Paperpacks, April 1994. Schwarz, Gretchen E. "Graphic Novels for Multiple Literacies." Journal of Adolescent & Adult Literacy. November 2002. Volume 46, Issue 3, p282-5. Weiner, Stephen. Faster Than a Speeding Bullet: The Rise of the Graphic Novel.NantierBeallMinoustchine Publishing, November 2003.

More Related