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Viewing: Blog Posts Tagged with: March 1 2016 readings, Most Recent at Top [Help]
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1. Illustrated books | Class #5, 2016

class5books2016_500x497

This week’s class (March 1, 2016) focuses on visual literacy: pictures in young adult literature, in works of both fiction and nonfiction. The prompts below address the role of these books in the classroom; you might also respond to the interplay of text and pictures (or wordlessness), or to whatever engages you most about these books with pictures.

Two Picture Books

  • The Arrival by Shaun Tan (Scholastic, 2007)
  • The Wall: Growing Up Behind the Iron Curtain by Peter Sís  (Farrar, 2007)

Three Graphic Novels

  • Boxers and Saints by Gene Luen Yang (First Second, 2013)
  • The One Summer by Mariko Tamiki and Jillian Tamaki (First Second 2014)

The post Illustrated books | Class #5, 2016 appeared first on The Horn Book.

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2. Two picture books | Class #5, 2016

 arrival    The Wall

The Arrival by Shaun Tan (Scholastic, 2007)

The Wall: Growing Up Behind the Iron Curtain by Peter Sís  (Farrar, 2007)

Though not the typical purview of adolescents, sophisticated picture books such as these offer rich rewards for readers/viewers with an experienced eye. Consider prior knowledge older students can bring to these works and connections they might draw, as well as new information or perspectives to be gained through their exploration.

The post Two picture books | Class #5, 2016 appeared first on The Horn Book.

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3. Three graphic novels | Class #5, 2016

boxers & saints    tamaki_thisonesummer

Boxers and Saints by Gene Luen Yang (First Second, 2013)

The One Summer by Mariko Tamiki and Jillian Tamaki (First Second 2014)

While teens have been devouring graphic novels, or comics (as Gene Luen Yang calls all such works) for years, they are also enjoying a surge of interest and attention from critics and educators, winning awards and finding their way into high school classrooms.

How might students learn from these texts? Should they be paired with more traditional texts to be meaningful, or can a graphic novel study stand alone? Common Core Standards require students to be able to “Integrate and evaluate content presented in diverse formats, including visually” (CCSS.ELA-Literacy.CCRA.R.7).  How important is visual literacy for our students?

The post Three graphic novels | Class #5, 2016 appeared first on The Horn Book.

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