Tuesday, December 7, 2010
Monday, December 6, 2010
Great post from Peter Papas Blog!
Graphic Novels Meet Historical Fiction in New Series for Reluctant Readers
I’m pleased to serve as the historic consultant to the TIMELINE SERIES- graphic novels that falls into the genre of historical fiction. In each novel, a fictional story unfolds against the backdrop of a significant historical event or time period. Among the backdrops on offer are: Qin dynasty China, pre-revolutionary America, medieval Islam, ancient Egypt, Viking Europe, and others …
The protagonists of Timeline books are usually young people whose lives are altered when they find themselves caught up in the events of world history. In Pearl Harbor, for example, the young Alison Quigley finds that her life is shattered and her friendships challenged when the Japanese mount a surprise attack on her home island of Oahu. This is the question posed by many Timeline books: what would it have been like to be on the wrong side of the Berlin Wall in 1962? What was it like to be taken as a slave from Africa’s shores? How did it feel to be under siege in Constantinople in 1453?
In Timeline novels, real characters from history make cameo appearances but are only rarely the focus of the narrative. Napoleon features as the ambitious but benevolent uncle who meets his Waterloo in Napoleon’s Last Stand. In Trapped in Gallipoli, readers catch a glimpse of the young Mustafa Kemal, decades before he became the founder of the modern state of Turkey. In Pearl of the Tsars, Catherine the Great is the steely monarch who will do anything she can to ensure the throne passes to her son, Paul. We see her through the eyes of her (fictional) niece, Elise.
The line between historical fact and fiction is deliberately blurred in the Timeline novels. The books can be read as satisfying stories in their own right, having the structure of traditional fiction. But the reader also comes away with the experience and knowledge of other times and other places, of real people who made their place in the history books. The fiction in the novels is balanced by the fact in the Time Outs at the end of each chapter, pages that focus on the historical side of things in more detail. In the Introduction and Moving On sections, readers are given the historical context for the story they are reading.
So Timeline is neither fact nor fiction—but something in between. While the text is kept simple for the series’ target audience of “reluctant readers,” these readers will have to work hard to grasp the balance that each novel strikes. The graphic novel format, too, comes with its own conventions. The vivid illustrations will be an irresistible draw, but to follow the action, readers will have to parse the “grammar” of the graphic novel format. The result is a series of books that should increase readers’ ability to navigate the twists and turns of fictional stories—while providing a ‘lite’ introduction to world history.
Watch out...
Not all non-fiction graphic novel series are created equal... This book provides no references and includes historical inaccuracies as well as typos!
American History 1by Allen Kim, Nicole Kim
|
Book summary
Convincing young readers to learn about history can be challenging, but Allen and Nicole Kim s American History 1 solves the problem by casting the story in vibrant comic-book form. Starting with the ancient migrations from 300,000 BC, this exciting edu-comic hits all the highlights, from the Mayflower settlers and their dealings with the Native Americans, to the emergence of trade in furs and wood, to the birth of a new democracy and the War of Independence from England. In addition to the big events, American History 1 visualizes the drama of daily life in the "great experiment" that was early America. [via]
Sunday, December 5, 2010
Great Resources on Reluctance
Education.com's selection of recent articles on reluctant readers... includes some valuable insights, and a common message-- READING IS IMPORTANT.
http://www.education.com/topic/help-reluctant-readers/
What-Kids-Who-Don't-Like-To-Read-Like-To-Read: The Reading List
http://www.parents-choice.org/article.cfm?art_id=64&the_page=reading_list&CFID=8935102&CFTOKEN=18464392
Types of Reluctance and advice/insights on specific age groups from High Interest Publishing:
http://www.hip-books.com/parents.php?p=131&osCsid=52ca072ba46312d1459066685fd13fda
http://www.education.com/topic/help-reluctant-readers/
What-Kids-Who-Don't-Like-To-Read-Like-To-Read: The Reading List
http://www.parents-choice.org/article.cfm?art_id=64&the_page=reading_list&CFID=8935102&CFTOKEN=18464392
Types of Reluctance and advice/insights on specific age groups from High Interest Publishing:
http://www.hip-books.com/parents.php?p=131&osCsid=52ca072ba46312d1459066685fd13fda
Six Questions of American History Series
This is not a graphic novel series, but the non-linear format, extensive use of photos, art, and sidebars, along with the question and answer format, make these a great textbook alternative for reluctant readers!
Books in the Series:
ALLER, Susan Bivin. What Difference Could a Waterway Make?: And Other Questions About the Erie Canal. diags. ISBN 978-1-58013-667-9; ISBN 978-0-7613-6317-0. LC 2009035565.
GONDOSCH, Linda. How Did Tea and Taxes Spark a Revolution?: And Other Questions About the Boston Tea Party. ISBN 978-1-58013-666-2; ISBN 978-0-7613-6315-6. LC 2009047329.
JOSEPHSON, Judith Pinkerton. Why Did Cherokees Move West?: And Other Questions About the Trail of Tears. ISBN 978-1-58013-668-6; ISBN 978-0-7613-6318-7. LC 2009047196.
KNUDSEN, Shannon. When Were the First Slaves Set Free During the Civil War?: And Other Questions About the Emancipation Proclamation. ISBN 978-1-58013-670-9; ISBN 978-0-7613-6314-9. LC 2009030527.
RANSOM, Candice. Who Wrote the U.S. Constitution?: And Other Questions About the Constitutional Convention of 1787. ISBN 978-1-58013-669-3; ISBN 978-0-7613-6319-4. LC 20090047425.
WAXMAN, Laura Hamilton. Why Did the Pilgrims Come to the New World?: And Other Questions About the Plymouth Colony. diag. ISBN 978-1-58013-665-5; ISBN 978-0-7613-6316-3. LC 2009031518.
ea vol: 48p. (Six Questions of American History Series). illus. maps. photos. reprods. bibliog. chron. further reading. index. notes. Web sites. Lerner. 2010. PLB $29.27; ebook $21.95.
School Library Journal Review:
Gr 5-7–The titular six questions in each book are clearly stated and are the guiding questions for its chapters. Authors include sufficient background and enough detail to answer the queries; and sidebars, quotes, primary-source excerpts, and period art and contemporary photos augment the texts. Although these topics have received wide coverage in extant titles, and the books offer little new information, the question-and-answer format will help readers identify and understand each topic’s most salient aspects and will sharpen their nonfiction reading skills, making the books attractive options.
http://www.schoollibraryjournal.com/slj/supplementsseriesmadesimple/887499-363/everyday_people_american_history_-.html.csp
To Purchase Library Bound Editions:
http://www.perma-bound.com/ViewDetail/1040329-six-questions-of-american-history-lerner
Books in the Series:
ALLER, Susan Bivin. What Difference Could a Waterway Make?: And Other Questions About the Erie Canal. diags. ISBN 978-1-58013-667-9; ISBN 978-0-7613-6317-0. LC 2009035565.
GONDOSCH, Linda. How Did Tea and Taxes Spark a Revolution?: And Other Questions About the Boston Tea Party. ISBN 978-1-58013-666-2; ISBN 978-0-7613-6315-6. LC 2009047329.
JOSEPHSON, Judith Pinkerton. Why Did Cherokees Move West?: And Other Questions About the Trail of Tears. ISBN 978-1-58013-668-6; ISBN 978-0-7613-6318-7. LC 2009047196.
KNUDSEN, Shannon. When Were the First Slaves Set Free During the Civil War?: And Other Questions About the Emancipation Proclamation. ISBN 978-1-58013-670-9; ISBN 978-0-7613-6314-9. LC 2009030527.
RANSOM, Candice. Who Wrote the U.S. Constitution?: And Other Questions About the Constitutional Convention of 1787. ISBN 978-1-58013-669-3; ISBN 978-0-7613-6319-4. LC 20090047425.
WAXMAN, Laura Hamilton. Why Did the Pilgrims Come to the New World?: And Other Questions About the Plymouth Colony. diag. ISBN 978-1-58013-665-5; ISBN 978-0-7613-6316-3. LC 2009031518.
ea vol: 48p. (Six Questions of American History Series). illus. maps. photos. reprods. bibliog. chron. further reading. index. notes. Web sites. Lerner. 2010. PLB $29.27; ebook $21.95.
School Library Journal Review:
Gr 5-7–The titular six questions in each book are clearly stated and are the guiding questions for its chapters. Authors include sufficient background and enough detail to answer the queries; and sidebars, quotes, primary-source excerpts, and period art and contemporary photos augment the texts. Although these topics have received wide coverage in extant titles, and the books offer little new information, the question-and-answer format will help readers identify and understand each topic’s most salient aspects and will sharpen their nonfiction reading skills, making the books attractive options.
http://www.schoollibraryjournal.com/slj/supplementsseriesmadesimple/887499-363/everyday_people_american_history_-.html.csp
To Purchase Library Bound Editions:
http://www.perma-bound.com/ViewDetail/1040329-six-questions-of-american-history-lerner
Extension Activities
Check out this important resource. I gathered a great deal of my information on this page from it.
http://www.educationworld.com
How: Show, Lead, and Excite!
Model activities, clarify and be a facilitator that offers guidance during the activities.
Why?
Librarians and Teachers can support reading by using extension activities.
Supporting students includes extension. Here are some extension activities that can increase interest, motivation and learning.
Pre-reading activities- Students close there eyes and visualize a short section of the plot as the librarian/teacher reads aloud. Then, they take up to 5 minutes to sketch with a partner in graphic novel format what they thought they "saw" and heard. Compare and contrast with the actual graphic novel in small group setting. If students create images that do not fit the words, help them question their images and adjust them. (This is another effective comprehension strategy.)
Surfing the Net: Where did the story take place? When did it take place? Each student surfs the Net to find 4 Internet sites that others might check out before they read the book so they will know more about the book's setting or time period.
A Few After Reading Activities:
http://www.educationworld.com
How: Show, Lead, and Excite!
Model activities, clarify and be a facilitator that offers guidance during the activities.
Why?
Librarians and Teachers can support reading by using extension activities.
Supporting students includes extension. Here are some extension activities that can increase interest, motivation and learning.
- The following activities appeal to many different learning styles.
- Many of the ideas involve making choices, organizing information
- Most of the ideas will provide teachers/ librarians with a clear idea about whether students actually read and understood about the book.
- And all the ideas will engage students, help make books come alive for them, and challenge them to think in different ways about the books they read
Pre-reading activities- Students close there eyes and visualize a short section of the plot as the librarian/teacher reads aloud. Then, they take up to 5 minutes to sketch with a partner in graphic novel format what they thought they "saw" and heard. Compare and contrast with the actual graphic novel in small group setting. If students create images that do not fit the words, help them question their images and adjust them. (This is another effective comprehension strategy.)
Surfing the Net: Where did the story take place? When did it take place? Each student surfs the Net to find 4 Internet sites that others might check out before they read the book so they will know more about the book's setting or time period.
A Few After Reading Activities:
- Create a readers theater script using dialogue in speech bubbles based on the graphic novel.
- Have students "tell" the story orally in pair share partners to recreate the plot of the graphic novel.
- SSR(sustained silent reading) collaboration with media specialist and teacher. Individual pleasure reading strengthens interest and skills.
- Script It! Each student writes a movie script for a favorite scene in a book just read. At the top of the script, the student can assign real-life TV or movie stars to play each role. The student might also work with classmates to perform the favorite scene.
- Model and conduct book talks. Have students give them for American History GN.
- Sequencing: Make a traditional timeline with as a whole class activity or create an Imovie/ Photostory
- Create a concept web (using kidspiration software) or a hand drawn one. Connect "big picture" with other related ideas.
Subscribe to:
Posts (Atom)