1. Week Four Checklist Day 1: Illustrated Novels Guides of Evaluating Illustrated Novels Binder due (5 responses) Begin reading international books Day 2: Graphic Novels Guides for Evaluating Graphic Novels Confirm illustrator and genre choices Write responses for illustrated novels and graphic novels Week Five Day 1 topic: Diversity Day 2 topic: International

2. Guides for Evaluating Fiction Plot Characterizations Style Tone Point of View Theme

3. Plot Plot is the series of events that tell the story; actions are linked by cause and effect so that the pieces of the story are tied together by the narrative. Narrative Order: is the story told chronologically or through falshbacks Conflict: what is the basic problem of the story and how is it resloved? Suspense : what will happen next? Foreshadowing: clues to what will happen later in the story Cliff Hanger: is the ending suspenseful and leave the reader wanting more Open ending : Does the ending suggest two or more possible endings? From Cover to Cover by K.T. Horning

4. Characterization Believability: are the characters believable-how do they think, act and feel so that they seem to be a real person Growth Over Time: do the characters change as a result of the plot Primary Characters-the main characters play a major role and should be well rounded-they grow and change over time Secondary Characters- play a lesser role and often just serve to advance the plot

5. First person- story told from inside the head of the main character- you can only know what the narrator knows (I) Omniscent-is more flexible-the author can share thoughts of other characters Limited Omnicient point of view uses the third person, but sticks to the point of view of one character Point of View-who tells the story

6. Setting Can servesas a backdrop Can be an integral part of the story especially in historical fiction If it’s a survival story the backdrop can be an antagonist The setting can be symbolic

7. Style Literary Devices include connotation Imaggery Figurative language such as personification, simile, metaphor, hyperbole, Understatement Sound devices-alliteration, assonance, onomatopoeia, rhythm, cadence Allusion

8. Theme Answers the question – “what is the story about” it is not the plot, but what happened Theme reflects the point the author is trying to make-the deeper meaning

9. Children’s Literature Week 4 Illustrated Books and Graphic Novels

11. Illustrated Books

12. Literature Circles Defining Literature Circles 1. Students choose their own reading materials 2. Small temporary groups are formed, based upon book choice 3. Different groups read different books 4. Groups meet on a regular, predictable schedule to discuss their reading 5. Kids use written or drawn notes to guide both their reading and discussion 6. Discussion topics come from the students 7. Group meetings aim to be open, natural conversations about books, so personal connections, digressions, and open-ended questions are welcome 8. In newly-forming groups, students may play a rotating assortment of task roles 9. The teacher serves as a facilitator, not a group member or instructor 10. Evaluation is by teacher observation and student self-evaluation11. A spirit of playfulness and fun pervades the room. 12. When books are finished, readers share with their classmates, and then new groups form around new reading choices.

13. Product for the circle (10 minutes): Create a poster displaying the elements of style that were significant in the various illustrated books you read for this week. Make sure you include both Stylistic elements and How they effect the reader cartoon art adds to humor hand-written text personalizes Think about: What does the author do in your book that makes this an interesting, engaging, exciting read for the intended age-group? How do the illustrations fit in? What narrative elements are significant? Is dialogue used extensively, humor, action...? Why would this style work well with certain readers

14. Graphic Novels No Flying No TightsGood Reads Criteria for evaluating Graphic Novels Core Titles for a Graphic Novel Collection

15. A comic book is a collection of sequential art featuring a variety of situations and characters in a single issue publication of 25 to 36 pages.Often published on a monthly basis. Manga is the Japanese term for comic book (literally “motionless picture entertainment”). In America the term refers specifically to Japanese comics. A Graphic Novel is a self contained story in a comic book format. Printed on higher quality paper. The term was coined by Will Eisner in 1978. Graphic novels are tradebooks. In America these books often take 10 years to complete. Tends to be serialized first but then come out as a complete self contained unit. Intended to be put on the bookshelf not in the trashcan or a plastic envelope. A trade paperback: A collection of previously published comic book material. Typically a reprinting of a comic book in collected format.

16. Selecting and Evaluating Graphic Novels Originality of plot and characters Writing quality: dialogue, storytelling, flow… Artistic quality: layout, dramatic impact, drawing skill, coloring, lettering… Artistic style Genre Overall appeal Character development Pacing Age appropriateness

18. Tin Early Graphic Novels for Kids Manga Anime

19. Toon Books

22. Using Graphic Novels in the Classroom

23. Online Graphic Novels Professor Garfield Scott McCloud What to do with Graphic Novels in the Classroom Buzz! Whizz! Bang! Using Comic Books to Teach Onomatopoeia Comics in the Classroom as an Introduction to Genre Study Book Report Alternative: Examining Story Elements Using Story Map Comic Strips Comics in the Classroom as an Introduction to Narrative Structure Read, Write, Think