1. Using Comics to Teach History Corinne Hatcher UIWP, 2011

6. Circulation: Sept. 2010 – 552(gn) vs. 361(f)

7. Contention 1 Scott McCloud Reinventing Comics , 2000 Scott McCloud Understanding Comics , 1993

9. Graphic novel compositions highlight composition processes, and a natural outcome of reading graphic novels is composing them. When students are given the opportunity to marry words with images, they create new knowledge for themselves. Writers with few skills experience a level of success they may not have ever had before, and advanced writers refine their skills in writing for precision. Graphic novels and prose texts do not replace one another—they foster deeper understanding of both. (Frey and Fisher, 2010)

11. Mentor texts serve to show, not just tell, students how to write well ( Dorfman and Cappelli, 2007)

13. Pixton

14. What the project looked like this year? Introduce the project Look @ picture books Find 3 anecdotes Find information from another source Sketch out at least 9 panels Work with Pixton 1 1 2 3 1 6+

17. What the project looks like after UIWP ? Introduce the project Look @ picture books Find 3 anecdotes Find information from another source Sketch out at least 9 panels Work with Pixton Lesson on Pixton Tools Look at a Nonfiction G. N. Structures of a GN: Text to Panel 1 1 2 3 1 6+ 2 1 1

19. Be specific about what you notice about how the drawings help or hurt the story.

20. How does the author/reader tell the characters apart? What techniques does the author use so that the reader knows who is who?

21. What do you like/dislike about the way the words are placed with the drawings?

23. The importance of conflict

24. Use of dialogue to reveal character

25. Closure (observing the parts but perceiving the whole)

26. Use of line

27. Panel to Panel Transitions

28. Time transitions

29. Frame's relationship to text

30. Using color

32. How can you can represent the paragraph in 9 panels or less?

33. What is hard or easy about this?

35. What elements do you assess?

36. What problems do you see in assessing them?

38. Make a comic where you are the hero

39. Correct grammar to allow comic to make sense

40. Illustrate an interview

41. Illustrate a current event

42. Learning languages other than English

43. Reflection tool

44. Practice sequencing

45. Add dialogs to photos

46. Check for understanding

47. Learning new vocabulary

48. Adapt a poem

49. More ideas. . . With a little help from Tap into Comics 2: http://www.slideshare.net/shend5/tap-into-the-world-of-comics-2comic-version

51. Dorfman, Lynn, and Rose Cappelli. From &quot;Chapter 1.&quot; Mentor Texts: Teaching Writing Through Children's Literature, K-6 . Portland, ME: Stenhouse, 2007. 1-30. Stenhouse Publishing . Web. 21 June 2011. <http://www.stenhouse.com/>.

52. Ehmann, Susan, and Kellyann Gayer. Introduction. I can Write Like That!: A Guide to Mentor Texts and Craft Studies for Writer's Workshop, K-6 . By Ehmann and Gayer. N.p.: International Reading Association, 2009. N. pag. International Reading Association . Web. 21 June 2011. < http://www.reading.org .

53. Frey, Nancy, and Douglas Fisher. &quot;Graphic Novels: Composing with sequential art in high school English and history.&quot; New England Reading Association 45.2 (2010): 9-15. Wilson Select Plus . 21 June 2011. <www.fisherandfrey.com/>.

54. McCloud, Scott. Reinventing Comics: How Imagination and Technology are Revolutionizing an Art Form . New York, NY: Harper Collins, 2000.

55. McCloud, Scott. Understanding Comics: The Invisible Art . New York: Harper Collins, 1993.

56. Schwartz, Gretchen. &quot;Expanding Literacies through Graphic Novels.&quot; English Journal 95 (July 2006): 58-64. JSTOR . Web. 19 June 2011. <http://www.jstor.org/stable/30046629>.

57. Illinois Standards Subject: Language Arts Grade(s): 12 Standard: 11-12.W.3.d. - Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Subject: Language Arts Grade(s): 11 Standard: 11-12.W.5. - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Subject: Language Arts Grade(s): 10 Standard: 3.B.4b. - Produce, edit, revise and format work for submission and/or publication (e.g., manuscript form, appropriate citation of sources) using contemporary technology. Subject: Language Arts Grade(s): 10 Standard: 9-10.W.5. - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Subject: Language Arts Grade(s): 12 Standard: CCRA-W.3. - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Subject: Language Arts Grade(s): 12 Standard: CCRA-W.5. - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.