Super Learners Comics and Graphic Novels Supporting Production

Super Learners! Comics and Graphic Novels Supporting Production in the AP Classroom. How they can be useful and stuff…

Who is this guy? �Eric Kallenborn -Teaching experience: 10 year. -Levels: All high school grade levels… -Work with graphic novels featured on the cover of The Chicago Tribune, Chicago Sun-Times, and Daily Southtown. -@comics_teacher -www. theothercomicbookteacher. com

Check this out! Comic Prose � It was a beautiful day in Springfield, so the Simpsons decided to take a trip to the park; they stopped at the teeter totter. As Homer sat on the teeter totter, the rest of the Simpsons family went quickly into the air; Maggie actually flew a foot off of the teeter totter! The force of Homer falling caused him to impact an entire foot into the ground. And, no matter how powerfully Santa’s Little Helper pulled at Bart’s shoe laces, he could not pull them from the power of Homer’s huge butt.

What about this:

Where do we start? ! How about with… MAUS.

What did I do after Maus? I decided to attempt some research…

What was my project? I wanted to see if I could create a project that would allow me to defend the relevance of graphic novels and comics in the classroom in some way.

That’s when I found…

So, here was my inspiration. Beowulf Graphic Novel vs. Beowulf Complete Text

I had the kids log their reading times, and I encouraged them to be as honest as possible (even logging Sparknotes). 27 Students: Graphic Novel 27 Students: Full Text �Full reading time of all �Average per student… �Average per student 2. 2 hours 5. 7 hours 27 students… 60 hours. 27 students… 155 hours

Next was a 25 question multiple choice test… 27 Students Graphic Novel 27 Students Full Text �Average score on test… 78% 81%

So what conclusions can be drawn? �It took less time to read the graphic novel. �With the test as it was, the average was only 3% higher. �Big Question: without even changing the exam, is the 3% increase worth the extra 3. 5 hours of reading, or would that time be better spent doing other things? �How much was Sparknoted?

So, I Went Here…

The Hamlet Numbers: Original Text Reading Log Data (28 Students) Graphic Novel Reading Log Data (26 Students) �Full reading time of all Average: 3 Hours 28 Minutes Average: 2 Hours 38 Minutes students: 97 Hours 16 Minutes students: 68 Hours 24 Minutes

Annnnnnnd… Original Text Quiz Numbers: Graphic Novel Quiz Numbers: �Original Text Average �Graphic Novel Average 23/29 79% 25/29 86%

Other Noteworthy Hamlet Data: �In a survey of 75 students involved, 85% (64) stated that the project was a very positive experience, 8% (6) had a neutral experience, and 6% (5) has a negative experience. � 92% (23/25) of students that read the graphic novel enjoyed it. � 92% (23/25) of students that read the graphic novel wanted other disciplines to use graphic texts. � 73% (19/26) of students that read the graphic novel said that they completed more of this book than any other book that they had read in other English classes.

What’s the big idea? ! �Speed. The pace at which a student can read and take away from a work of graphic literature is amazing. �More titles, many through paired reading. �More skills touched upon…

Engaging Female Readers with Comics With the DBQ including 451… -39/46 85% Used It -42/46 91% Enjoyed It -28/46 61% First Graphic Novel Hamlet Project -37/43 Female Students had a Positive Experience -Out of the remaining, 3/6 were neutral

Introducing… �Ronell Whitaker �www. thecomicbookteacher. com �Teaching for 10 years, grades 9 -12, English �@Mister. Whitaker on Twitter

So how does THIS lead to production?

Comics are serious reading

Same skills, different delivery The goals of the first unit were to cover �Thesis �Characterization �Plot �Conflict

Easier to read, easier to go in-depth �Outstanding for visual learners and reluctant readers. �Art helps to cover advanced topics like: symbolism, mood, author’s intent �Also helps reinforce basic skills like: infe rencing, drawing conclusions, main idea.

Yet, easy does not mean less challenging �Because we were able to read the text at a faster pace, I was able to challenge the class to write beyond what the initial unit called for.

A thesis statement on the characterization of Spiderman… Turned into an essay on theme, conflict, and characterization, juxtaposition and author’s purpose.

The earlier practice made the transition easier. When we went from this… To this…

Last Year I Did Action Research My question? �Could comics make students more motivated to read and write?

Titles I used… Romeo & Juliet Kafka’s Metamorphosis

Here’s what I found

However, After Implementation…

And…

The Closer… �Jason Nisavic � Social Studies Teacher – 9 yrs. �AP Psych. , U. S. Government �Speech Coach (Extemporaneous Speaking & impromptu Speaking) �Coach – Improv. Team

But What About Social Studies? �Just because our primary focus is different from AP Lang. /Lit. does NOT mean we can’t take advantage of comics & pop culture!

AP US. Government / U. S. History �Beyond political cartoons… ← From Cagle. com

AP US. Government / U. S. History

AP World History

Hyperboleand ahalf. com

Tips for starting a graphic novel collection in your classroom: �Remember, not all graphic novels are for kids! A good rule of thumb would be to separate them by genre and age-appropriateness. �Try to collect different genres; not all students like super heroes, and there are so many different types of graphic novels out there. �If you are new to graphic novels, head to your local library and ask them to show you to the section. You may find that you like what you find!

Need help in selecting? Here are some web sources that can help you: �www. readingwithpictures. org �www. diamondbookshelf. com �www. graphicnovelreporter. com �www. libraryjournal. com �www. schoollibraryjournal. com �www. publishersweekly. com �www. booklist. com

Thank you ! Time for Q & A!