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Graphic Novels - How will I Share with Others (S)

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Graphic Novels - How will I Share with Others (S)

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* I want to develop a contest of sorts that will encourage students to create graphic novels through technology and handwritten.
*Teaching my students the value of graphic novels.
*Sharing with my campus staff and students the important elements of a graphic novels.
a. Color can be used in a variety of ways.
Asking students "color" questions. What is the coloring telling us?
b. Line is a component of art in a graphic novel and the direction of a line can imply different things.
c. Composition is how the illustrations are put together.
Size and placement are critical components of composition.
Asking what does the placement tell us about the importance of an object?
d. Frames can be used to contain text and illustrations.
Asking what is the artist trying to convey with different types of frames?
e. Speech balloons contain the text and dialogue.
f. White space is important in graphic novels.
Asking are the panels different sizes?  Why?
g. Media and technique/style of illustrations functions in graphic novels as it does in any art.
* I will share the educator's guide to graphic novels.
*I will use the educator's guide to teach my students.

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Graphic Novels - What I still need to Learn (L)

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Graphic Novels - What I still need to Learn (L)

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*How to incorporate graphic novels in teaching library classes.
*How to bridge the gap between educator and parents so they realize graphic novels are an not just comics.

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* Graphic novels are not a genre but are by a form/format.
*Graphic novels have a developed narrative and illustrations that are integral components  of the story.
*Graphic novels serve as bridges.
*They have all the literacy elements of traditional stories.
*Literary devices are incorporated in graphic novels.
*Graphic novels offer educators the same possibilities as a teaching tool as other types of stories.
*Scaffolding of illustrations in addition to text make some abstract concepts more concrete.
*Graphic novels can be used to develop skills and visual literacy.
*I learned to teach "how to read a graphic novel".
*Color, line and size of frame play active roles in the storytelling.
*White space in a graphic novel is important.
*There can be various types of art in graphic novels.
*Sometimes information about the type of media used in a graphic novel is found on the copyright page of the book.
*Discussions questions for graphic novels.
*Major types of graphic novels:
a. Manga
b. Superhero Story
c. Personal Narrative ("Perzines")
*What is included in graphic novels: panels, gutters, dialog balloons, thought balloons, captions, sound effects.
*How graphic novels promote literacy.
*ALSC has 3 graphic novel reading lists divided by grade levels.
*Graphic novels don't have to be used for "learning". They can just be enjoyed as with any book.
*Graphic novel titles.

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Graphic Novels - What I already Know (K)

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Graphic Novels - What I already Know (K)

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*Graphic novels are some of the most checked out books in my campus library.
*All levels of students enjoy them.
*Even seasoned teachers do not know much about graphic novels or their value.
*Graphic novels are a new form/format that most did not study in college.
*Most people think of graphic novels as just a comic book and do not really value them as a good reading source for students.
*How to read graphic novels.

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Historical Fiction - How will I Share with Others

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Historical Fiction - How will I Share with Others

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*Looking at the TEKS for the grades on my campus and finding interesting historical fiction that could serve as mentor texts.
*Developing lesson plans for my library classes that will teach writing from a historical fiction narrative.
*Sharing with the teachers on my campus the historical fiction books in our library.
*Sharing during the library classes, historical fiction books using them during read aloud times.
*Pulling historical fiction books in my campus library and highlighting them so that students can see the titles and the variety within this genre.

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Historical Fiction - What I want to still need to Learn (L)

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Historical Fiction - What I want to still need to Learn (L)

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*The best books for historical fiction based on the grades of students. K-2, 3-5, 6-8, 9-12.
*Authors that consistently write amazing accurate historical fiction for students and adults.
*Discovering the historical fiction books in my campus library.

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*Historical fiction is related to the experience and age of the reader.
*It happened in the past but it varies from within our lifetime and before.
*The criteria for evaluating historical fiction for children.
a. Does the book tell a good story that effortlessly blends the history in the story itself? b. Are the facts of the historical period accurate?
c. How are the values of the time brought to life?
d. Is everything consistent with the social milieu? e. Does the theme of the story relate to contemporary readers?
*We should research to see if the author's facts are historically accurate.

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*Historical Fiction books are stories that could have happened in the past but from a fictional character.
*Historical Fiction could use true historical figures but create a story or narrative that didn't necessarily happen.
*Historical Fiction is one of my favorite genres.
*Historical Fiction allows the reader to be experience and live that time period that the story is set.
*When writing historical fiction, the authors must be careful to stay true to the period of time.

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Nonfiction - How I will Share with Others (S)

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Nonfiction - How I will Share with Others (S)

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*I will share with my ELAR teachers the questions shared via the textbook on teaching and evaluating nonfiction books.
*I will share with my students during my library classes on how to evaluate nonfiction books.
*I will create a lesson plan for 4th grade using the evaluation and questions shared via the textbook.
*I will go more indepth with my library classes on how to locate the books they are interested in the nonfiction section.
*I will develop several lesson plans on nonfiction and read from nonfiction as well as fiction during reading time.
* I will include nonfiction books as part of my book talk series.
* I will connect with all the teachers on my campus about the resources we have in our nonfiction library collection.
*I will collaborate with the first year teachers on how to teach nonfiction.
*I will volunteer to go in the classroom and help teach nonfiction with superior examples of nonfiction books.

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Nonficton - What I still need to Learn (L)

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Nonficton - What I still need to Learn (L)

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* The best websites to review before purchasing nonfiction books.
*How and when is the best time to update a school library on a limited budget.

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*The criteria for evaluating nonfiction for children.
a. What are the qualifications of the author?
b.Are the facts accurate?
c. What is the purpose and scope of the book?
d. How does the organization of the book assist readers in locating information?
e. What role do visuals play?
*Questions to ask students regarding nonfiction.
*I hadn't thought about that all nonfiction is not the same caliber.
*How to teach students to evaluate and critique nonfiction books.
*Name of seasoned authors for nonfiction.
*I learned more specific information on purpose and scope for nonfiction books and how to use that as a guide for purchasing for my library.

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* It is a genre that covers many subjects.
* In the library within the Dewey Decimal System - they have the "numbers".
*How information is organized in nonfiction books.
*Nonfiction text features play an important role when reading nonfiction.