2. CREC Language Arts Council April 16, 2010, 1:00 PM – 3:00 PM Catherine Kurkjian. Ed.D, professor Maureen Billlings, M.Ed. grade 2 Susan Lynch, M.Ed, Sixth year, grade 7 Department of Reading and Language Arts Central Connecticut State University

4. Goals for class Heightening students’ sensitivity to diverse groups of people in our global society and to experience the common bonds of humanity we have with immigrant populations through the vehicle of Shaun Tan’s graphic novel The Arrival.(IRA elements) Increasing students’ awareness of reading strategies involved in making sense of a graphic novel (IRA element) Enhancing understanding of the impact of a Literature Cyberlesson on reading comprehension by providing students with the experience of participating in this technology- based framework prior to developing and/or implementing a Literature Cyberlesson with their students. (IRA elements) Sharing and pooling professional resources to a professional community (IRA elements) Multiple Standards: Aligned with many of the standards for the 21 st Century Learner http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_Le arningStandards.pdf Many overlapping IRA teaching standards on which our program is based and by which our graduate students are evaluated.

6. Introduction Materials Before Reading During Reading After Reading SLIDE 1. Short INTRODUCTION lets audience know what is coming and generates interest. Builds an anticipatory set. SLIDE 2. The list of RESOURCES AND MATERIALS needed for the cyber lesson is complete. Materials are provided along the way such as websites, graphic organizers, etc. Websites are appropriate to the book, age of the child and activity. SLIDE 3. THE BEFORE READING Select relevant information to activate/build conceptual ( and vocabulary) knowledge and knowledge of literary conventions through affordances of the Internet. Prompt students to bring this knowledge to bear on text to be read. SLIDE 4. THE DURING READING Track important ideas, and generate hypotheses in light of purpose, monitor comprehension of these big ideas. May avail oneself to the use of the Internet (online organizational resources such as cause and effect graphic organizers, templates to record information that can be linked or attached) SLIDE 5. THE AFTER READING Revisit a text and linger with it to put ideas together in a more comprehensive way, using evidence from the text to make generalizations and or supporting or refuting ideas by using evidence form the text (content or literary conventions) May use affordances of the Internet such as interactive story element charts, character graphic organizers, letter writing tools and resources, blogs, wikis etc) CYBERLESSON GUIDELINES FOR EACH SLIDES OR WEBPAGES

7. Rubric Credit Page SLIDE 6. THE BEYOND READING Gather more information to bring to bear to text to revamp and revisit, reevaluate text and initial understanding and connections made to self and others and to world. For example more information on setting may cause reader to rethink the text in a new way. (Use of wide range of resources such as blogs, wikis, podcasts, streaming video, visuals, etc.) Beyond Reading SLIDE 7. THE RUBRIC helps the reader to assess if tasks were completed satisfactorily. The rubric identifies what the reader has to do and to what degree in order to complete the cyber lesson successfully. SLIDE 8. CREDIT PAGE cites Internet sites and graphics and other references where applicable. Cyberlesson Template Cyberlesson Internet Showcase: http://www.reading.ccsu.edu/Kurkjian/Internet%20Project/new_page_1.htm http://www.reading.ccsu.edu/Kurkjian/Internet%20Project/new_page_1.htm

12. References Chute, H. (2008). Comics as literature? Reading graphic narrative. PMLA, 123 (2), 452-465. Hammond, H. (2009). Graphic novels and multimodal literacy: A reader response study. Koln, Germany: Lambert Academic. Hatfield, C. W. (2000). Graphic interventions: Form and argument in contemporary comics. Dissertation Abstracts International, 61 (4), 1386. (UMI No. 9969075). Iser, W. (1978). The act of reading: A theory of aesthetic response. Baltimore: Johns Hopkins UP. Rosenblatt, L. M. (1995). Literature as exploration. New York: The Modern Language Association of America. Wolk, D. (2007). Reading comics: How graphic novels work and what they mean. Cambridge, MA: DaCapo Press.