logging in or signing up going graphic Justine Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINTLite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 676 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: February 24, 2008 This Presentation is Public Favorites: 1 Presentation Description No description available. Comments Posting comment... By: bhanusingh1 (38 month(s) ago) Good Morning, I am bhanu from WE4ALL ( India) an ngo , for running our sessions to make graphical books popular amongst kids , can we use your PPT. It will be acknoeledged waiting for your prompt reply warm regards bhanusingh1@yahoo.co.in Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Going Graphic: Going Graphic MAUSGoing Graphic – Why?: Going Graphic – Why? Profile the library as the school’s literacy centre and teacher-librarians as literacy leaders Profile teacher-librarians as curriculum partners Going Graphic – Why?: Going Graphic – Why? an opportunity to become part of the At Risk / Success for All initiative an opportunity to bring engaging literature into the school library an opportunity to bring reluctant and disengaged readers into the school library an opportunity to engage all areas of the curriculum in a visual and unique way Going Graphic – Why?: Going Graphic – Why? Broadens the variety of reading materials Supports: Literacy Models D.E.A.R. and U.S.S.R. OSSLC E.S.L. support classes Self-contained classrooms Essential English courses Workplace English courses Going Graphic – Why?: Going Graphic – Why? Graphic novels appeal to: Reluctant readers Struggling readers Gifted students Visual Art students Teachers in all subject areas (research) Teacher-librarians (research and inquiry) Going Graphic – What?: Going Graphic – What? A story told through both pictures and words Is a format, not a genre Going Graphic – What?: Going Graphic – What? Encompasses several genres: mystery, adventure, historical fiction Is fiction or non-fiction Going Graphic – What?: Going Graphic – What? Is longer than a comic book: 50-300 pages Tells one story or short related stories Has complex artwork and text Going Graphic – What?: Going Graphic – What? Accommodates various learning styles due to its interdependence between the words and the art Spans international and cultural boundaries Going Graphic – What? : Going Graphic – What? Often original work, but sometimes adapted from pre-existing text A form that is gaining in popularity world wide Last year, over 100 million dollars worth of graphic novels were sold A hot market for teen reading that continues to gain audiences of all ages Going Graphic – How?: Going Graphic – How? Grassroots Initiative Formed a regional committee Learned Previewed carefully Got money commitment Going Graphic – How?: Going Graphic – How? Communicated with school administrators Communicated with parents Communicated with studentsGoing Graphic How: Getting TLs on Board: Going Graphic How: Getting TLs on Board Shared views about and experiences with graphic novels Shared basic understandings, beliefs, and merits of graphic novels Discussed aims of including graphic novels in a library’s and the classrooms’ collections Getting TLs on board: Getting TLs on board Created/shared strategies to introduce graphic novels to students, teachers, administrators, and School Councils Getting TLs on board: Getting TLs on board Common decisions made: to integrate into Dewey and affix special labels to novels’ spines to keep separate until students are familiar with the format Invited distributors to district resource sale Created web pages and write newsletters to heighten community’s awareness of graphic novelsGetting TLs on Board: Getting TLs on Board Shared ideas for using Graphic Novels in the library and in the classroom: Use as an advanced storyboard to students Use graphic novels to promote student participation in reading clubs and literature circles Create online template for peer/student reviews Organize regional/school-based book talks Use as a writing stimulus—insert your own text, write your own ending, etc. Going Graphic in School : Going Graphic in School What’s it all about? “…educators and librarians believed that reading comic books hindered the development of reading and language skills and made it difficult for children to recognize better literature…” Amy Kiste Nyberg Poisoning Children’s Culture: Comics and their Critics (2002)and yet … : and yet … "Graphic novels are as disparate from books as is a play or a movie. It's a different experience entirely. Pictures carry another kind of information than words. What is most exciting is that a picture language and a word language can interweave, which can't be done by either one alone." Will Eisner Increase the staff’s understanding of the graphic novel’s history… : Increase the staff’s understanding of the graphic novel’s history… Graphic storytelling has been in use for many years as a way of communicating thoughts and ideas— cave paintings, ancient Egyptian hieroglyphics Benjamin Franklin printed Poor Richard’s Almanac (1732) as a graphic way to further the cause of the American Revolution The Adventures of Obadiah Oldbuck (1842) by Rodolphe Toffler was the first major graphic novel published The Yellow Kid (1895) by Richard Outcault was the first successfully merchandised comic strip character Slide20: Pulp novels were popular after WW1 they featured adventure stories aimed at male readers they included topics like war, westerns, and science-fiction Herge created Tintin (1930) Goscinny and Uderzo created Asterix the Gaul (1961) Peyo introduced The Smurfs Marvel Comics produced the first mass-produced graphic novel, The Silver Surfer (1978) DC Comics’ published The Watchman (1985) [www.brodart.com] Slide21: Some graphic novelists and illustrators have stated that graphic novels… [Have] more variety from page to page (Linda Bailey, writer) [Are] full of humour and excitement yet solidly grounded in well-researched information (Bill Slavin, illustrator) Allow the story to flow without interruption and kids can choose to read the two components separately if they like (Val Wyatt, writer) Share Current Opinions Link Graphic Novels to Success for All: Link Graphic Novels to Success for All 50 million dollars in support (March 2003) Each district board should have a literacy team for Grades 7-12 The literacy team should help to develop goals, strategies, and measures to implement cross-curricular literacy to improve the achievement of all students,with a focus on the needs of at-risk students Explain Why Graphic Novels are Appealing to Kids: Explain Why Graphic Novels are Appealing to Kids Material is very contemporary Illustrations are similar to computer games, digital cartoons and modern comics Content and graphics are often edgy and not mainstream Identify Target Student Groups: Identify Target Student Groups At risk students Struggling readers Reluctant readers Disenfranchised readers Gifted students Avid readers Graphic novel writers Link Graphic Novels to the Scaffolding of Literacy Skills: Link Graphic Novels to the Scaffolding of Literacy Skills Illustrations provide context clues: facial expressions, body language, symbols Vocabulary is supported within the illustrations and text The artistic framework lends itself to predicting strategies needed to reach higher-level understanding in reading comprehension Link Graphic Novels to Comprehension and Thinking Skills: Link Graphic Novels to Comprehension and Thinking Skills Reading graphic novels helps student make meaning of text by: visualizing inferring predicting connecting responding Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum English/LA Visual Arts Science History Geography Current Events World Issues Cultural Studies Media Explain Why Graphic Novels Appeal to English/LA Teachers: Explain Why Graphic Novels Appeal to English/LA Teachers Contain character development Often have strong thematic value Span all cultures and have international appeal Can act as a supplement to more traditional works Explain Why Graphic Novels Appeal to English/LA Teachers: Explain Why Graphic Novels Appeal to English/LA TeachersExplain Why Graphic Novels Appeal to English/LA Teachers: Explain Why Graphic Novels Appeal to English/LA Teachers Engaging Graphics Compelling Contemporary Context Literary Techniques & Elizabethan Language unobtrusively inserted into graphic novel (Linda Rodgers, GDHS)Explain Why Graphic Novels Appeal to English/LA Teachers: Explain Why Graphic Novels Appeal to English/LA Teachers Mythology Archetype / Superheroes Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum Visual Arts Share Graphic Novels Across the Curriculum: Share Graphic Novels Across the Curriculum ScienceShare Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum Science Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum Science Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum History Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum Current Events & World Issues Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum Current Events & World Issues Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum Cultural Studies Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum Media Graphic novels are useful for visualizing how a film director or cinematographer thinks. Graphic novels can help students to understand storyboards. The most detailed storyboards look a lot like illustrations in a graphic novel (Karyn Ristok,GDHS Teacher)Bring in the Goods: Bring in the Goods Select and order age- and community-appropriate graphic novels—promote staff and student involvement in selection for library’s collection Graphic Novel Extravaganza/Book Fair Create teacher resource materials Bring in the Goods: Bring in the Goods Post/Distribute a recommended list: NBS; Tinlids; S & B; The Beguiling Student Starred Graphic Novels-GDHSProvide Information on Professional Resources: Provide Information on Professional Resources Beers, Kylene (2003). When Kids Can't Read, What Teachers Can Do: A Guide for Teachers 6-12. Heinemann. ISBN 0-86709-519-9. Billmeyer, Rachel & Barton, Mary Lee (1998). Teaching Reading in the content areas: If not me, then who? ASCD Publication. ISBN 1-893476-05-7. Booth, David (2002). Even Hockey Players Read: Boys, Literacy and Learning. (Canadian) Pembroke Publishers. ISBN 1-55138-147-8. Lyga, Allyson (2004). Graphic Novels in your Media Centre. Libraries Unlimited. ISBN 1-591581-42-7. Crawford, Philip Charles (2003). Graphic Novels 101. Hi Willow Research and Publishing. ISBN 0-93151-091-0. And, More Professional Resources: And, More Professional Resources Foster, Graham, Schaeffer, Hyacinth, Zelinkski, Victor (2002). I Think, Therefore I Learn. Pembroke Publishers. ISBN 1-55138-148-6. Jobe, Ron & Dayton-Sakari, Mary (2002). Info-Kids: How to use non-fiction to turn reluctant enthusiastic learners. Pembroke Publishers. ISBN 1-57110-332-5. Tovani, Cris (2000). I Read It, But I Don't Get It: Comprehension Strategies for Adolescent Readers. Pembroke Publishers. ISBN 1-57110-089-X. However, Proceed With Caution : However, Proceed With Caution What to look out for: Your own bias! Adult readers may find the illustrations busy, over whelming, unappealing or offensive A wide range of qualityand...: and... The material is very contemporary and the content can be controversial Sex Nudity Violence Stereotypes and...: and...Check Every Book : Check Every Book Leave no book to chance. However, kids are reading them,so…: However, kids are reading them,so… Try them in small numbers and see how the students react Integrate them into your program, either for fictional or informational reading Design some engaging writing or presentation activities as follow-up assignments Give them a chance to provide …The Graphic Novel Zap! Blam! Power in the collection and in the classroom!: The Graphic Novel Zap! Blam! Power in the collection and in the classroom! You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
going graphic Justine Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINTLite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 676 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: February 24, 2008 This Presentation is Public Favorites: 1 Presentation Description No description available. Comments Posting comment... By: bhanusingh1 (38 month(s) ago) Good Morning, I am bhanu from WE4ALL ( India) an ngo , for running our sessions to make graphical books popular amongst kids , can we use your PPT. It will be acknoeledged waiting for your prompt reply warm regards bhanusingh1@yahoo.co.in Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Going Graphic: Going Graphic MAUSGoing Graphic – Why?: Going Graphic – Why? Profile the library as the school’s literacy centre and teacher-librarians as literacy leaders Profile teacher-librarians as curriculum partners Going Graphic – Why?: Going Graphic – Why? an opportunity to become part of the At Risk / Success for All initiative an opportunity to bring engaging literature into the school library an opportunity to bring reluctant and disengaged readers into the school library an opportunity to engage all areas of the curriculum in a visual and unique way Going Graphic – Why?: Going Graphic – Why? Broadens the variety of reading materials Supports: Literacy Models D.E.A.R. and U.S.S.R. OSSLC E.S.L. support classes Self-contained classrooms Essential English courses Workplace English courses Going Graphic – Why?: Going Graphic – Why? Graphic novels appeal to: Reluctant readers Struggling readers Gifted students Visual Art students Teachers in all subject areas (research) Teacher-librarians (research and inquiry) Going Graphic – What?: Going Graphic – What? A story told through both pictures and words Is a format, not a genre Going Graphic – What?: Going Graphic – What? Encompasses several genres: mystery, adventure, historical fiction Is fiction or non-fiction Going Graphic – What?: Going Graphic – What? Is longer than a comic book: 50-300 pages Tells one story or short related stories Has complex artwork and text Going Graphic – What?: Going Graphic – What? Accommodates various learning styles due to its interdependence between the words and the art Spans international and cultural boundaries Going Graphic – What? : Going Graphic – What? Often original work, but sometimes adapted from pre-existing text A form that is gaining in popularity world wide Last year, over 100 million dollars worth of graphic novels were sold A hot market for teen reading that continues to gain audiences of all ages Going Graphic – How?: Going Graphic – How? Grassroots Initiative Formed a regional committee Learned Previewed carefully Got money commitment Going Graphic – How?: Going Graphic – How? Communicated with school administrators Communicated with parents Communicated with studentsGoing Graphic How: Getting TLs on Board: Going Graphic How: Getting TLs on Board Shared views about and experiences with graphic novels Shared basic understandings, beliefs, and merits of graphic novels Discussed aims of including graphic novels in a library’s and the classrooms’ collections Getting TLs on board: Getting TLs on board Created/shared strategies to introduce graphic novels to students, teachers, administrators, and School Councils Getting TLs on board: Getting TLs on board Common decisions made: to integrate into Dewey and affix special labels to novels’ spines to keep separate until students are familiar with the format Invited distributors to district resource sale Created web pages and write newsletters to heighten community’s awareness of graphic novelsGetting TLs on Board: Getting TLs on Board Shared ideas for using Graphic Novels in the library and in the classroom: Use as an advanced storyboard to students Use graphic novels to promote student participation in reading clubs and literature circles Create online template for peer/student reviews Organize regional/school-based book talks Use as a writing stimulus—insert your own text, write your own ending, etc. Going Graphic in School : Going Graphic in School What’s it all about? “…educators and librarians believed that reading comic books hindered the development of reading and language skills and made it difficult for children to recognize better literature…” Amy Kiste Nyberg Poisoning Children’s Culture: Comics and their Critics (2002)and yet … : and yet … "Graphic novels are as disparate from books as is a play or a movie. It's a different experience entirely. Pictures carry another kind of information than words. What is most exciting is that a picture language and a word language can interweave, which can't be done by either one alone." Will Eisner Increase the staff’s understanding of the graphic novel’s history… : Increase the staff’s understanding of the graphic novel’s history… Graphic storytelling has been in use for many years as a way of communicating thoughts and ideas— cave paintings, ancient Egyptian hieroglyphics Benjamin Franklin printed Poor Richard’s Almanac (1732) as a graphic way to further the cause of the American Revolution The Adventures of Obadiah Oldbuck (1842) by Rodolphe Toffler was the first major graphic novel published The Yellow Kid (1895) by Richard Outcault was the first successfully merchandised comic strip character Slide20: Pulp novels were popular after WW1 they featured adventure stories aimed at male readers they included topics like war, westerns, and science-fiction Herge created Tintin (1930) Goscinny and Uderzo created Asterix the Gaul (1961) Peyo introduced The Smurfs Marvel Comics produced the first mass-produced graphic novel, The Silver Surfer (1978) DC Comics’ published The Watchman (1985) [www.brodart.com] Slide21: Some graphic novelists and illustrators have stated that graphic novels… [Have] more variety from page to page (Linda Bailey, writer) [Are] full of humour and excitement yet solidly grounded in well-researched information (Bill Slavin, illustrator) Allow the story to flow without interruption and kids can choose to read the two components separately if they like (Val Wyatt, writer) Share Current Opinions Link Graphic Novels to Success for All: Link Graphic Novels to Success for All 50 million dollars in support (March 2003) Each district board should have a literacy team for Grades 7-12 The literacy team should help to develop goals, strategies, and measures to implement cross-curricular literacy to improve the achievement of all students,with a focus on the needs of at-risk students Explain Why Graphic Novels are Appealing to Kids: Explain Why Graphic Novels are Appealing to Kids Material is very contemporary Illustrations are similar to computer games, digital cartoons and modern comics Content and graphics are often edgy and not mainstream Identify Target Student Groups: Identify Target Student Groups At risk students Struggling readers Reluctant readers Disenfranchised readers Gifted students Avid readers Graphic novel writers Link Graphic Novels to the Scaffolding of Literacy Skills: Link Graphic Novels to the Scaffolding of Literacy Skills Illustrations provide context clues: facial expressions, body language, symbols Vocabulary is supported within the illustrations and text The artistic framework lends itself to predicting strategies needed to reach higher-level understanding in reading comprehension Link Graphic Novels to Comprehension and Thinking Skills: Link Graphic Novels to Comprehension and Thinking Skills Reading graphic novels helps student make meaning of text by: visualizing inferring predicting connecting responding Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum English/LA Visual Arts Science History Geography Current Events World Issues Cultural Studies Media Explain Why Graphic Novels Appeal to English/LA Teachers: Explain Why Graphic Novels Appeal to English/LA Teachers Contain character development Often have strong thematic value Span all cultures and have international appeal Can act as a supplement to more traditional works Explain Why Graphic Novels Appeal to English/LA Teachers: Explain Why Graphic Novels Appeal to English/LA TeachersExplain Why Graphic Novels Appeal to English/LA Teachers: Explain Why Graphic Novels Appeal to English/LA Teachers Engaging Graphics Compelling Contemporary Context Literary Techniques & Elizabethan Language unobtrusively inserted into graphic novel (Linda Rodgers, GDHS)Explain Why Graphic Novels Appeal to English/LA Teachers: Explain Why Graphic Novels Appeal to English/LA Teachers Mythology Archetype / Superheroes Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum Visual Arts Share Graphic Novels Across the Curriculum: Share Graphic Novels Across the Curriculum ScienceShare Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum Science Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum Science Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum History Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum Current Events & World Issues Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum Current Events & World Issues Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum Cultural Studies Share Graphic Novels Across the Curriculum : Share Graphic Novels Across the Curriculum Media Graphic novels are useful for visualizing how a film director or cinematographer thinks. Graphic novels can help students to understand storyboards. The most detailed storyboards look a lot like illustrations in a graphic novel (Karyn Ristok,GDHS Teacher)Bring in the Goods: Bring in the Goods Select and order age- and community-appropriate graphic novels—promote staff and student involvement in selection for library’s collection Graphic Novel Extravaganza/Book Fair Create teacher resource materials Bring in the Goods: Bring in the Goods Post/Distribute a recommended list: NBS; Tinlids; S & B; The Beguiling Student Starred Graphic Novels-GDHSProvide Information on Professional Resources: Provide Information on Professional Resources Beers, Kylene (2003). When Kids Can't Read, What Teachers Can Do: A Guide for Teachers 6-12. Heinemann. ISBN 0-86709-519-9. Billmeyer, Rachel & Barton, Mary Lee (1998). Teaching Reading in the content areas: If not me, then who? ASCD Publication. ISBN 1-893476-05-7. Booth, David (2002). Even Hockey Players Read: Boys, Literacy and Learning. (Canadian) Pembroke Publishers. ISBN 1-55138-147-8. Lyga, Allyson (2004). Graphic Novels in your Media Centre. Libraries Unlimited. ISBN 1-591581-42-7. Crawford, Philip Charles (2003). Graphic Novels 101. Hi Willow Research and Publishing. ISBN 0-93151-091-0. And, More Professional Resources: And, More Professional Resources Foster, Graham, Schaeffer, Hyacinth, Zelinkski, Victor (2002). I Think, Therefore I Learn. Pembroke Publishers. ISBN 1-55138-148-6. Jobe, Ron & Dayton-Sakari, Mary (2002). Info-Kids: How to use non-fiction to turn reluctant enthusiastic learners. Pembroke Publishers. ISBN 1-57110-332-5. Tovani, Cris (2000). I Read It, But I Don't Get It: Comprehension Strategies for Adolescent Readers. Pembroke Publishers. ISBN 1-57110-089-X. However, Proceed With Caution : However, Proceed With Caution What to look out for: Your own bias! Adult readers may find the illustrations busy, over whelming, unappealing or offensive A wide range of qualityand...: and... The material is very contemporary and the content can be controversial Sex Nudity Violence Stereotypes and...: and...Check Every Book : Check Every Book Leave no book to chance. However, kids are reading them,so…: However, kids are reading them,so… Try them in small numbers and see how the students react Integrate them into your program, either for fictional or informational reading Design some engaging writing or presentation activities as follow-up assignments Give them a chance to provide …The Graphic Novel Zap! Blam! Power in the collection and in the classroom!: The Graphic Novel Zap! Blam! Power in the collection and in the classroom!