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Graphic Novels in the Classroom: Curriculum Design, Implementation, and Reflection

English journal, 2011-05, Vol.100 (5), p.104 [Peer Reviewed Journal]

Copyright National Council of Teachers of English Conference on College Composition and Communication May 2011 ;ISSN: 0013-8274 ;EISSN: 2161-8895 ;CODEN: ENGJBP

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Title:
Graphic Novels in the Classroom: Curriculum Design, Implementation, and Reflection
Author: Schmidt, Joanna
Subjects: Adolescent Literature ; Animation ; Assignments ; Curriculum Design ; Curriculum development ; Curriculum Implementation ; Dyslexia ; Elementary education ; English as a second language instruction ; English as a second language teaching methods ; English as an international language ; English Instruction ; English language learners ; Essays ; genres ; graphic novel ; Graphic novels ; International languages ; Learning ; Literacy ; novel ; Novels ; Opinions ; pedagogical approach ; Questionnaires ; Reading ; Satrapi, Marjane (1969- ) ; Second language writing ; Student Attitudes ; Teachers ; Writing ; Writing (Composition) ; Writing ability
Is Part Of: English journal, 2011-05, Vol.100 (5), p.104
Description: In an effort to introduce students to a relatively new genre and allow them to evaluate it in the context of how they had been taught in the past, the author created an assignment about graphic novels and literacy that guided students through four short papers, forming a longer research paper for a final project. The students would begin with a narrative essay about reading; move to a compare-and-contrast essay (between a classic and graphic novel adaptation); then write an opinion essay about literacy, the disposition to read, and graphic novels; and end with a problem-and-solution essay that incorporated components of the opinion essay. The author discusses each of the four papers. By researching graphic novels, the author has learned that, as a teacher, she must remain teachable. It is important that she is as open to new ideas as she asks her students to be. Giving students the opportunity to reflect, evaluate, and decide how literacy has influenced them especially helped the reluctant readers reconsider their perceptions about their education. These students became aware of the tensions between literacy, interest, and standards, and they better understood the reading selections in their previous schools. (Contains 1 figure.)
Publisher: Urbana: National Council of Teachers of English
Language: English
Identifier: ISSN: 0013-8274
EISSN: 2161-8895
CODEN: ENGJBP
Source: Education Resources Information Center (ERIC)
ProQuest Central

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Graphic Novels in the Classroom: Curriculum Design, Implementation, and Reflection

Copyright National Council of Teachers of English Conference on College Composition and Communication May 2011 ;ISSN: 0013-8274 ;EISSN: 2161-8895 ;CODEN: ENGJBP

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