1. GRAPHIC NOVELS THE NEW GENRE BARBARA ASHTON ILLINOIS READING CONFERENCE OCTOBER 2, 2014

2. HISTORY OF GRAPHICA Picture stories used to communicate – the caveman, Egyptian tombs, Japanese scrolls The first newspaper comics in 1890 Early 1900’s comic books evolved – become part of American culture Educators take notice – begin research into the values of graphic books Superman and other characters give rise to graphic format

3. Publication – The Seduction of the Innocent gives rise to negativism Spiderman, Batman, Wonder Woman help popularize the graphic format Two graphic novels – A Contract With God and Maus – offer educational value to curriculum Manga becomes popular and gets teens, young adults reading Authors create books, novels for younger students – publishers produce Academia states graphic novels/books have educational value and a place within the curriculum Graphic novels/books are respected and ALA declared them as the new genre

4. WHAT IS A GRAPHIC NOVEL?  A book written and illustrated in the style of comic books  A story told in pictures and words  A stand-alone story in a single book of a length commonly greater than a comic book  A format that can include every possible genre  Graphic applies to comic style, not the content of the book Rosen Graphics

5. HOW TO READ A GRAPHIC NOVEL Basic Terminology Panel - A box or other shape that serves as a frame for a particular scene Gutter – the space between panels on a page Balloons – Found inside a panel that contains dialogue, thought, and/or sound Splash Page – a single panel page at the front of some graphic novels with vivid colors and exciting action that makes readers want to enter into the story Inking – coloring in the black and white lines of a frame with paints, crayons, colored pencils, etc. Lettering - adding text to graphic novel pages Bleed – an image that stretches up to, or even past, the edge of the page Crosshatch - drawing lines close to each other on an object to create shadows Speed lines – short lines that run parallel to each other to suggest quick movement Silhouette – a shadow outline of a person, animal, or object without clear details

6. WHY READ GRAPHIC NOVELS? They tell a story visually and sequentially They motivate struggling and reluctant readers The illustrations provide context, details, convey mood, emotions, point of view through facial expressions and body language Text includes short descriptions and dialogue Visuals reduce the amount of written text They provide comprehension clues that make vocabulary easier They help improve comprehension They’re highly interesting and engaging They motivate students to want to read more

7. GRAPHIC NOVELS WITHIN THE CURRICULUM Can be used to teach the same standards as traditional literature Can help students tackle, integrate, and enhance content area material Can help demonstrate what the lesson is asking the students to do or focus on Can help encourage writing skills and creativity Can help all types of learners succeed in a content area classroom

9. YUM! YUM! That was some good blood Oh What a Ride! Shake them bones at the Halloween Ball Trick or Treat

14. Curriculum Connections

17. www.comics.com www.scholastic.com/graphix www.makebeliefscomix www.professorgarfield.com www.readwritethink.org www.comiclife.com www.graphicclassroom.blogspot.com www.comicsintheclassroom.net www.ala.org www.pbskidsgo.org/wordgirl www.toon-books.com www.comicbookproject.org

18. www.diggercomic.com

19.  Have students draw and write their own graphic story/mini novel  Have students write a book review  Have a Cartoon Day – read the funny papers, comic books, graphic novels  Have students illustrate in graphic style an event they’re studying in Social Studies or a concept in Science or Math  Have students create a Super Hero body, attach a digital headshot. Students write and illustrate about their Super Power in an adventure  Photocopy a page of comic panels. Cut them apart and have students put in the correct sequence  Photocopy a page of comic panels with the words whited out. Students create their own text – then compare  Use graphic novels to teach fluency with ESL students  Use graphic novels – as a basis for a Reader’s Theatre