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Anima&ngYourInstruc&on:UsingComicsandGraphicNovelsintheEnglishLanguageClassroom

Thissessionexploresthepopularityofillustratedstoriesamongteachersandstudentsandofferssugges&onsonhowtousethemto“animate”yourclasses.

Duringthispresenta.on,wewill:

•  examinesomeofthebenefitsandchallengesofusingthesegraphicaltexts•  reviewac&vityideasforintegra&ngthesecrea&veresourcesintothewayyouteachreading,wri&ng,cri&calthinking,andvisualliteracy.

Resourcessuchascomicstripgeneratorsandexamplecomicswillbeshared.

JohnKotnarowski

JohnhasspentthelasttenyearsteachingEnglishtospeakersofotherlanguages.HehastaughtinEcuador,China,andtheUnitedStates,andhewasanEnglishLanguageFellowinMoscow,Russiaduringthe2014-15academicyear.

HecurrentlyworksattheUniversityofIllinoisatUrbana-ChampaignasaLecturerintheLinguis&csdepartment.Histeachinginterestsincludealllevelsofacademicwri&ngaswellasmaterialsdesignanddevelopment.

Outsideofteaching,heloveswatchingmoviesandhikingwithhiswifeandtheirliYledog.

©2019byJohnKotnarowski.Anima&ngYourInstruc&on:UsingComicsandGraphicNovelsintheEnglishLanguageClassroomfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCrea.veCommonsALribu.on4.0License,exceptwherenoted.Toviewacopyofthelicense,visit:hLp://crea.vecommons.org/licenses/by/4.0/

AnimatingYourInstruc&on:UsingComicsandGraphicNovelsintheEnglishLanguageClassroom

WebinarOutline:Comics&GraphicNovels

1.  Introduc&on2. KeyTerms3. Benefits4. Challenges5. Ac&vityIdeas

Cri&calQues&on

Whydoimageshelpuswhen

communica&ng?

Humanshaveusedimagesas

awayofcommunica&ng

foralong&me…

Emojis&Memes

Cri&calQues&on

Whydoimageshelpuswhen

communica&ng?

…becausesome&mesapictureisworth1,000

words

ComicBooks&GraphicNovelsHaveBothImages

andWords!

PartTwo

DefiningKeyTerms

Panel(thiscomichasthreepanels)

TextBalloon(usedtosharethoughtsandspeech)

Cap.on(usedtoprovideaddi&onalinforma&on)

Comiccreatedatmakebeliefscomix.com

Cri&calQues&on

Whatarethedifferences

betweencomicbooksandgraphic

novels?

TypesofIllustratedTexts

TypeofText Descrip8on Example

Comic(Strip)

Asequenceofdrawings,containedinpanels,usedtotellastory(usuallyfunny)withtextinballoonsandcap.ons.

•  Peanuts(CharlieBrown)

ComicBook

Verysimilartocomicbooksbutlongerandusedtotellmorecomplex(andmoreserious)stories(oeen&mesusingmul&plebooks).

•  MarvelComics

GraphicNovel

Alongerwork(oeenaboutaserioussubject)thatusescomicbooktechniquesandimagestotellacompletestory.

•  Watchmen•  TheArrival

UseImagesto(Help)TellStories

ComicStrips

ComicBooks

GraphicNovels

PartsThree&Four

Benefits&Challenges

Cri&calQues&on

Whataresomeofthebenefitsofusingcomicbooksand

graphicnovelsintheclassroom?

TheBenefitsofUsingComicBooks&GraphicNovels

LearnerMo.va.on

1.  Reduceanxietyandlackofconfidenceamonglearnerswithlow/unstableproficiency(Issa,2017;Liu,2004)

2.   Increasestudentmo&va&onandinterest(Norton,2003)


ReadingComprehension1.  Imageshelpreaderswithlow

proficiencybeYerunderstandstories(Maplesetal.,2016)

2.  Imagescanhelpstudentslearnnewvocabulary(Krashen,1993)


Wri.ngSkills1.  Comics&Graphicnovelshelp

teachdifferentelementsofstory(likeplot)(Issa,2017)

2.  Theycanhelpstudentsgenerateandsharemorecomplexideasforwri&ng(Leber-Cook&Cook,2013)


VisualLiteracyTraining“Studentstodaycannotjustlearntoreadwords;theyalsorequiretrainingintheliteracyofimages,gestures,spaceandsound.Comicsprovideanespeciallyrichgenreforthiskindoftraining.”(Issa,2017,p.312)

Cri&calQues&on

Whatdoyouthinkaresomeofthe

challengesofusingcomicbooksandgraphicnovels?

TheChallengesofUsingComicBooks&GraphicNovels

Challenges

1.  Respec&ngcopyright2.  Finding(appropriate)comics/

graphicnovels3.  Gelngstudentstotreat

comicsandgraphicnovelsas“serious”texts.

Solu.ons

1. Usethecomicfromthispresenta&onJ

2. Readthroughthecomicsyourselffirst

3. Useac&vi&esthatshowstudentshowthoughmulandcrea&vethesetextscanbe.

FindingComicBooks&GraphicNovels

WheretoFindComics&GraphicNovels

1.  Searchingonline(“free

comicsandgraphicnovels”)

2.  TheAmericanEnglish“Teacher’sCorner”website

3.  Thelinkspostedaeerthispresenta&on

PartFive

Ac.vityIdeas

SequenceofAc&vi&es

1.  Pre-ReadingAc&vi&es2.  Reading&Comprehension

CheckAc&vi&es3.  Post-ReadingCreation

Ac&vi&es

SelectedText

“Afree(libre)andopen-sourcewebcomic”createdbyDavidRevoyaboutayoungwitchnamed“Pepper”andhercat,“Carrot”.

Pepper&Carrot–EpisodeOne:ThePo&onofFlight

Pre-ReadingDiscussionQues&ons

Instruc.ons1.  Putstudentsintopairsand

askthemtodiscussthefollowingques&ons

2.  Aeertheyfinishdiscussing,theinstructorshoulddiscusstheanswerswiththewholeclass

Pre-ReadingDiscussionQues&ons

1.  Whatdoestheexpression“apictureisworthathousandwords”mean?

2.  Whatkindsofinforma&oncanwegetfromalookingatapicturethatwecannotgetfromsimplyreading?

3.  Wearegoingtoreadacomicbookcalled,“Pepper&Carrot”?Whatisacomicbook?Canyouthinkofanyotherexamples?

4.  “Pepper&Carrot”isacomicaboutmagic(kindoflikeHarryPoYer).Howwouldyoudescribemagicusingonlywords?

5.  Whatdoesmagiclooklike?Drawapicture!

Pre-ReadingPredic&onQues&ons

Instruc.ons1.  Now,showtheclassthefirst

panelofthefirstepisodeof“Pepper&Carrot”

2.  Askstudentspredic&onques&onslike:• Whowillthestorybeabout?• Wherewillittakeplace?• Whatdoyouthinkwillhappeninthisstory?

ReadingComprehensionQues&ons

Instruc.ons1.  Now,theclasswillreadthefirst

episode(eitheralltogetherorindividually).

2.  Readthroughtwice.Beforethesecondreading,givethestudentstwoques&onstothinkaboutastheyread:•  In1-2sentences,whathappenedinthisstory?

• Aeerreadingthisstory,howwouldyoudescribe“Carrot”thecat?

Panel 1

Panel 2

Panel 3

Panel 4

Panel 5

Panel 6

Panel 7

WhatafunnyliYlecatJ

ReadingComprehensionQues&ons

Instruc.onsNow,aeerreadingthrough,discusstheanswerstothecomprehensionques&ons,firstindividually,theninpairs,finallyasawholeclass.1.  In1-2sentences,whathappened

inthisstory?2.  Aeerreadingthisstory,howwould

youdescribe“Carrot”thecat?

OrderingPanelsAc&vity

Instruc.ons1.  Cutupthepanelsofashort

comicstriporpagefromacomicbookandrearrangethem.

2.  Askstudentstoworkwithapartnertoputthemintothecorrectorder.

Instruc.onsPutthesepanelsintothecorrectorderfromfirsttolast.Besureyoucanexplainthereasonyouchosetoorderthemthisway.

Cri&calQues&on

Whatkindsofac&vi&escanyoudotogetstudentstocreatesomething

themselves?

Crea&ngDialogueAc&vity

Instruc.ons1.  Putstudentsintogroupsof3-4.2.  Providethegroupswithacopy

ofacomicwiththedialogueremoved.

3.  Askthestudentstobrainstormdialogueandaddittothepanelsusingtextballoons.

I’malmostfinished!

Hm.IthinkIneedmore

magicpowder.

I’mtryingtosleep…

…zzzz…

Don’tputintoomuch…

Whatdidyoudo?!

It’ssobeau&ful!

But…

DoNOTtouchmybroom…

IjustwanttotryaliYlebit.ItlookssopreYy…

I’montopoftheworld!!!

Oh,Carrot…Aeercrea&ngtheirnewtextballoons,askeachgrouptopresenttheircomictotheclass!

PicturePromptAc&vity

Instruc.ons1.  Finally,providestudentswith

aninteres&ngimagefromthecomic.

2.  Provideafewbrainstormingques&onstogetthemstarted.

3.  Then,givethem&metocreateashortstorybasedontheimageyou’veshared.

BrainstormingQues.ons

1. WherearePepperandCarrot?

2. Whatisthisplacelike?

3. Whataretheydoinginthisplace?

4. Whyaretheyrunning?

5. WhatisinPepper’sbag?

6. Whatisthebuildinginthedistance?

MakesureeveryonehasachancetosharetheirstoryJ

FinalReview

1. Usingcomicbooksandgraphicnovelscanhelpteachnewvocabulary,improvestudentreadingability,andinspirestudentstobecrea&veintheirownthinkingandcommunica&ng.

2. Take&metochooseacomicbookorgraphicnovelthatwillbeinteres&ngandappropriateforyourstudents.Askthemwhattheywouldliketoread(butreadityourselffirst!)

3. Whenusingtheseillustratedtextsinclass,startwithques&onsthatgetstudentsthinkingaboutimagesandendwithanopportunityforstudentstoshowtheircrea&vity!

ReferencesChun,C.(2009).Cri&calliteraciesandgraphicnovelsforEnglish-languagelearners:TeachingMaus.Journalof

Adolescent&AdultLiteracy,53(2),144-153.RetrievedfromhYp://www.jstor.org/stable/40344359.Hecke,C.(2011).GraphicnovelsasateachingtoolinhighschoolanduniversityEnglishasaForeignLanguage

(EFL)classrooms.Amerikastudien/AmericanStudies,56(4),653-668.Retrievedfrom hYp://www.jstor.org/stable/23509434.Issa,S.(2018).ComicsintheEnglishclassroom:AguidetoteachingcomicsacrossEnglishstudies.Journalof

GraphicNovels&Comics,9(4),310.RetrievedfromhYp://search.ebscohost.com/login .aspx?direct=true&db=edb&AN=131906695&site=eds-live&scope=site.Krashen,S.(1993).Thepowerofreading:Insightsfromtheresearch.Englewood,CO:LibrariesUnlimited,

Inc.Leber-Cook,AandCook,RT(2013).S&gma&za&on,Mul&modalityandMetaphor:ComicsintheAdultEnglish

asaSecondLanguageClassroomIn:Syma,C.K.andWeiner,R.G.eds.GraphicNovelsandComicsintheClassroom:EssaysontheEduca8onalPowerofSequen8alArt.Jefferson,NC:MacFarland&Company,Inc.,pp.23–34

ReferencesLiu,J.(2004).EffectsofComicStripsonL2Learners'ReadingComprehension.TESOLQuarterly,38(2),225-

243.doi:10.2307/3588379Maples,J.,Cianca,M.,&Maloy,M.(2016).UsinggraphicnovelstoengageEnglish-languagelearners.

Vanguard,45(1),37-39.RetrievedfromhYps://fisherpub.sjfc.edu/educa&on_facpub/56/.Norton,B.(2003).Themo&va&ngpowerofcomicbooks:InsightsfromArchiecomicbooksintheclassroom.

TheReadingTeacher,57(2),140-147.Thomas,J.L.(Ed.).(1983).Cartoonsandcomicsintheclassroom:Areferenceguideforteachersandlibrarians.

LiYleton,CO:LibrariesUnlimited,Inc.

ImageAYribu&ons*AllImagesfromPixabay.comUnlessOtherwiseNoted*

AllIconsfromtheNounProjectSlide10:Coverof“OuterSpaceNo.20”.DickGiordano.PublicDomain.Slide12:Cavepain&ngfromtheTassilin’Ajjermountainsbyunknown.PublicDomain.Slide13:MemecreatedbyJohnKotnarowskiusingimgflipMemeGeneratorSlide15:ImagefromShaunTan’spersonalwebsite.Permissioninforma&onhere.Slide16:MemecreatedbyJohnKotnarowskiusingimgflipMemeGeneratorSlide17:PhotobyJohnKotnarowskiSlide18:“Mr.Ktriestotellajoke”byJohnKotnarowski.CreatedusingMakeBeliefsComix.Slide22:PhotobyJohnKotnarowski


AllIconsfromtheNounProjectSlide27:PhotobyJohnKotnarowskiSlide30:Pepper&CarrotPermissionsbyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0Slide31:PhotobyJohnKotnarowskiSlide33:Pepper&CarrotLogobyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0Slide34:Pepper&Carrot–Episode1:ThePo&onofFlightbyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0/Croppedfromoriginal.Slide38:Pepper&Carrot–Episode1:ThePo&onofFlightbyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0/Croppedfromoriginal.Slides40–46:Pepper&Carrot–Episode1:ThePo&onofFlightbyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0/Croppedfromoriginal.


AllIconsfromtheNounProjectSlide49:Pepper&Carrot–Episode1:ThePo&onofFlightbyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0/Cropped&Re-sequencedfromoriginal.Slides52-53:Pepper&Carrot–Episode1:ThePo&onofFlightbyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0/Croppedfromoriginal.Slide55:AdventurebyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0Slide57:DrawingsbyJohnKotnarowski.

Email:[email protected]

AELive-NingCommunityofPrac&ce:americanenglishwebinars.comAEforEducatorsFacebookpage:facebook.com/AmericanEnglishforEducators

AEwebsite:americanenglish.state.gov

AEYouTubechannel:youtube.com/StateAmericanEnglishAEFacebookpage:facebook.com/AmericanEnglishatState

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