tesol 2010: using graphic novels (handouts)
DESCRIPTION
Abbreviated version of PowerPoint presentation by Tom Carrigan and Adrienne Viscardi of Bedford Central School District, NY.TRANSCRIPT
Pictures (and Words) Speak Pictures (and Words) Speak Louder: Louder: Graphic NovelsGraphic Novelsin the ELL Classroomin the ELL Classroom
TESOL 2010
Tom Carrigan, Library/Media Specialist
Adrienne Viscardi, Coordinator of ESL
Bedford Central School District
Bedford, New York
Collaborative Process
� ESL Coordinator and Library/Media Specialist
� Summer reading and research
� Conferences and workshops
� Classroom instruction
� Faculty book study
The graphic novel: Why and how
� Curricular value
� Classroom application
Comics
� Adolescents who read comics
are more likely to become
serious readers
� Appeal to different cultures(Cary, 2004)
(Krashen, 2004)
Key Factors in Literacy Development for Adolescents
� Identity
� Engagement
� Motivation
(Short and Fitzsimmons, 2007)
Dilemma in Adolescent Literacy
� Prototypical human practices and conditions
� Varied, specialized text structures and
complex literary elements
� Inter-textual links to prior knowledge
(Lee and Spratley, 2010)
Elements of effective adolescent literacy programs
� Diverse texts
� Motivation and self-directed learning
� Text-based collaborative learning
� Effective instructional principles
embedded in content
� Direct, explicit comprehension instruction
(Biancarosa and Snow, 2006)
What we know about ELLs
(O(O’’Keefe et al., 2007)Keefe et al., 2007)
� ELLs have limited and varied
background knowledge
� Cognitive ability differs from
linguistic proficiency
� Advanced ELLs understand
85-90% of the words in text
What is a graphic novel?
“A book-length sequential art narrative
featuring an anthology-style collection of
comic art, a collection of reprinted comic
book issues comprising a single story line,
or an original, stand-alone narrative”
(Carter, 2007)
Art Spiegelman’s Maus
� Published in 1986
� Won Pulitzer Prize in
1992
� Guggenheim Fellowship
� Nominated for National
Book Critics Circle Award
How do you read a graphic novel?
� Text features of a novel
� Storyline entirely illustrated in panels
Instructional benefits
� Appeals to multiple learning styles
� Encourages struggling readers– Visual scaffold
– Sense of accomplishment
� Promotes wide reading
(Krashen, 2004)
Instructional benefits
� Provides vehicle for discussion of other texts and issues
� Increases accessibility of unfamiliar settings and themes
� Promotes heterogeneous grouping
� Facilitates differentiated instruction
Promising applications
� Pairing graphic novel and other genre
� Models for integration of art and writing
American Born Chinese
� National Book Award Finalist
� The Monkey King, Jin Wang
and Chin-kee
� Universal themes that appeal
to ELLs and adolescents
Themes
� Cultural conflict
� Enlightenment
� Identity
� Love and friendship
� Loyalty
� Reconciliation
� Transformation
Literary language
� Allusion
� Characterization
� Climax
� Conflict
� Dialogue
� Flashback
� Foreshadowing
� Motif
� Narrator
� Parable
� Plot
� Prologue
� Resolution
� Setting
� Symbol
� Theme
Building background
� “The All-American Slurp” by Lensey Namioka
� The Monkey King: A Superhero’s Tale of
China by Aaron Shepard
� YouTube clip and
newspaper article
on Gene Yang
Caricatureand stereotypes
� Provocative images
� Sensitive discussions
� Background knowledge
Caricatures and Stereotypes
During- and after-reading activities
� Shared reading
� Small group reading
� Image grammar
(Noden, 1999)
� Literary elements
and devices
� Recursive
vocabulary
instruction (Allen,
2007)
During- and after-reading activities
� Journal writing
� PowerWriting (Fisher, Rothenberg, and Frey, 2007)
� Writing between the panels (Carter, 2007)
� Teachbacks (Kirshbaum, 2009)
The Fox Lane High School Library Website
http://www.bcsdny.org/flhs.cfm?subpage=3881
� Recommended titles and reviews
� Bibliography
� Links to instructional resources