- 1.Everything you always wanted to know about graphic novels, but were afraid to ask
2. 3. 4. 5. 6. 7. = 8. Superhero Stories 9. Human Interest Story 10. Non-fiction 11. Creative Nonfiction Graphic Novels Informational Nonfiction Graphic Novels 12. Manga
- Manga (mahn-gah) is the Japanese word for comic.
- Most manga books are read in the traditional Japanese style from right to left.
- Translated manga books were introduced into the United States in the early 1990s.
13. 14. 15. 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 and reading comics with a critical eye helps develop an appreciation for art and different artistic styles.
- 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.
16. Graphic novels are for reluctant readers. 17. Graphic novels are NOT JUST for reluctant readers. 18. 19. Still not convinced? 20. 21. 22.
- Autobiographical graphic novels
- Biographical graphic novels
- Female superhero graphic novels
- Science fiction graphic novels
- Supernatural graphic novels
23. Can make dynamic and relevant curricular connections to help educators teach: Complex social issues, such as race and immigration ( American Born Chinese ). Historical and current events (Pulitzer Prize-winner Maus is set during the Holocaust, while Fax from Sarajevo is set against the contemporary Balkan conflict). Folklore and mythology (Fairy Tales of Oscar Wilde and Amazing Greek Myths of Wonder and Blunder). Popular culture (JLA Archives reflects life in the 1940s, as The Complete Color MAD reflects the 1950s). 24. Indiana Jones Adventures Volume 1- Cross-Curricular Application of Indiana Jones AdventuresOwly- English as a Second Language for all grade levels Donald Duck Adventures: Volume 3- Reading and Vocabulary for Elementary School, grade 5Ultimate Spider-Man- Plot Development for Middle SchoolCastle Waiting- Literature for Elementary School, grades 4-6 or Comparative Literature for High School 25. Superman- Analyzing Relationships Among American Literature, History, and Culture for High School or Middle SchoolTransformers: Generation One- Writing a Persuasive Essay for Middle School or High School Deogratias- Graphic Literature as a Mirror for Current Events for High SchoolJulius- Using Julius in Conjunction with Shakespeare's Julius Caesar for High SchoolStar Wars: Clone Wars- Writing an Editorial for High School 26. Donald Duck Adventures: Volume 3 Unit/Curricular Connections:Reading VocabularyGrade Levels: Elementary, grade 5Story:The First Mouse on the Moon Objective:By the end of the lesson, students will have become familiar with the illustrations and the story and will have learned the definitions for new vocabulary in the story. 27. Direct teaching:In a picture walk of the story, discuss what is happening in each panel with the students. (A panel is a separate square or rectangle of artwork.) Focus the students attention on the facial expressions of the characters, the action in the panels, and the use of lines and shading to suggest movement and action. Generate a chart of predictions and for future reference, correlate those predictions to the page numbers of the story. Writing Activity:Using a dictionary, have the students identify the following vocabulary terms from the story: trajectory, mechanism, organic, sullen, stalagmite, gumption, carp(ing), and consolation. After students write the definition, have them write the word in an original sentence in their vocabulary journals.Connections:Students may use create their own cartoon to use a vocabulary word in their own cartoon and create illustrations to demonstrate their understanding of the word. 28. SupermanAnalyze Relationships Among American Literature, History, and Culture Rationale:Comic books can be used as the main source material in a comparative lesson about American history and the role of popular culture as it relates to two different eras. Rationale:Comic books can be used as the main source material in a comparative lesson about American history and the role of popular culture as it relates to two different eras.Grade Levels:High School, Middle School 29.
- Ask your students for suggestions.
- Visit libraries, bookstores, and comic shops.
- Visit publisher and review sites on the internet.
- Read reviews in professional journals.
How do I select graphic novels for my collection? Start reading graphic novels!!!!! 30. How do I find age appropriate manga?
- Look for the age rating system icons on the back of the book.Remember that these are only guidelines.
- Preview the book.What is culturally acceptable in Asia may not be in the U.S.
- Be aware that the age rating may increase as the series progresses.Ex. Rave Master
* Sample of a rating icon from a TokyoPop book. 31. VS. 32. 33.
- Graphic novels and comic books are still controversial.
- Many of the suggested web sites may be blocked by your districts internet filter!
- Become familiar with your districts collection development policy and challenged book policy.
- Become an educated consumer and feel confident about your selections!
34. (888) COMIC BOOK http://www.comicshoplocator.com/ 35. Cataloging Graphic Novels 36. Whats a Graphic Novel Section Supposed to Look Like? 37. 38. 39. 40. 41.
- Create a separate graphics novel section.
- Involve students with selecting novels.
- Book talk graphic novels.
- Have students write reviews of their favorite graphic novels in the library.
- Have a graphics novel bookmark contest.
Promoting your graphic novels collection 42. Some of the Best. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. Questions? Comments?