Introducing Graphic Novels
If students are not familiar with the structure of a graphic novel, they may appreciate these resources. While reading, students can reflect on and respond
If students are not familiar with the structure of a graphic novel, they may appreciate these resources. While reading, students can reflect on and respond
Before connecting as a large group or in smaller discussion groups, encourage students to prepare for talking about their reading: Ask students to record their
After reading and discussing in individual classes, create small discussion groups combining students from both classes. Groups can connect for discussion virtually and share their
Create a designated space in the classroom (white board, chalk board, bulletin board, blank wall, etc.) for students to record quotations from the book that
Use the Chalk Talk (Links to an external site.) strategy to engage small groups of students in silent conversations. Students can be invited to respond to questions, prompts,
Begin by explaining to students that the theme of a story is the underlying message or “big idea” the writer wants to communicate to their
Invite students to select one of the major characters depicted in the novel and create a text in an alternate form to reflect their understanding
Ask students to keep notes about the author’s craft or stylistic choices as they read. This can be done in a writer’s notebook or a double
Invite students to read a small variety of 3-4 book reviews and collaboratively create an anchor chart of the features that make an effective review.
Ask students to select a page from the novel that contains what they consider to be a key passage or incident. Copy it and use
Create an Anticipation Guide to encourage students to rate their understanding of and beliefs about key themes and concepts from the book. Because Anticipation Guides
Practice explaining thinking by going back into the text for specific evidence. The What Makes You Say That (Links to an external site.) thinking routine can be adapted