21st Century: Graphic Novels, Manga, and Digi Fiction

Graphic Novels are a format, not a genre. They can be fictional or non-fiction. They are similar to comic books because they use sequential art to tell a story. However, they are generally stand alone stories with more complex plot. In graphic novels, the story is told using pictures in sequence, panels, speech balloons, and other conventions of the comic book form and format. They have grown in popularity over the past decade. Manga Fiction is a type of graphic novel. Manga is the Japanese word for comic and in the US this word is used to describe Japanese style comics. They are written right to left (like flipping through a book backwards), and top to bottom. Digi Fiction is a book that includes passcodes so that there is more information for the book online. It might be short videos to watch, or more text. Sometimes Digi Fiction can also mean that the entire book can be found in an online version only.

Graphic novels can and should be used in the classroom much like any other form of reading material. They also tell a story, with all of the literary elements of traditional stories present: plot, character, setting, theme, climax, etc. Figurative language, symbolism, and other literary devices are also present in many graphic novels. Due to the scaffolding of illustration in addition to the text, concepts such as flashback, foreshadowing, and symbolism might be more readily identified and understood. Since graphic novels might be a new format for a lot of readers, teachers must make sure to take time to demonstrate the structure so that students will know how to read a graphic novel. 


Awards:
Eisner Awards
Awards and Honors

Author or Text Resources:
2014 ALSC Reading List
Graphic Novel Titles

General Resources:
What Is A Graphic Novel
History and Basics of Graphic Novels
Graphic Novels

Quality Teaching Ideas:
Random House: Teaching Graphic Novels
Using Graphic Novels in the Classroom

Some of my favorite book choices:

Nursery Rhyme Comics
Edited By: Chris Duffy

Duffy, Chris. (2011). Nursery rhyme comics. New York, New York: First Second.
Grade level span:  , Lexile Level: , Grade Level: 3.8
Grade level span for class read aloud:
Major themes addressed: variety of themes with 50 different nursery rhymes
Qualities of the writing: 50 different cartoonists so there is a good variety of illustrations, easy to navigate the pages, interesting new way to look at old favorites
Connections to local, national, or global issues:
Facets that might require support: comics are hard for some students to follow, the language in some of the old nursery rhymes is language we no longer use
Support that might be needed: a lesson on how to read comics, perhaps a read-aloud of some that are a little more confusing to follow, might have to talk through the meaning of some of the nursery rhymes


Pecos Bill: Colossal Cowboy
Retold by: Sean Tulien


Tulien, Sean. (2010). Pecos bill: colossal cowboy. Mankato, MN: Stone Arch Books.
Grade level span:  2-3, Lexile Level: 560, Grade Level: 3.1
Grade level span for class read aloud:
Major themes addressed: being an entrepreneur, the Wild West
Qualities of the writing:
Connections to local, national, or global issues:
Facets that might require support:
Support that might be needed:

Historical Fiction

In this genre, the plot takes place in a setting located in the past. The stories are written to portray a time period or to convey information about a specific time period or historical event. In historical fiction, the setting is the most important literary element. The information presented must be accurate and authentic, which usually requires a lot of research for the author before they can begin writing. Characters can be either fictional or based off of a real person that lived in that time period. The characters, setting, and plot can all be either fictional or real, but they must be portrayed as authentically as if they really happened.

When choosing books to share with students, authenticity is one of the most important qualities. Historical fiction books must be written as if they could have actually happened. Students should be able to understand what life was like during that time period through the use of text and/or illustration. They should also be allowed opportunities to make connections with the characters. This can happen when characters are well thought out. As teachers, it is our responsibility to make sure that the information presented as fact in this genre are accurate so that our students aren't receiving false information.

There are many ways that this can be used in the classroom. The best way to incorporate historical fiction is to use it in a Social Studies unit. Students can be assigned certain texts, or certain topics, depending on the historical event or time period that is being studied at that time. From their reading, students can do projects that are associated to the books that they read for a deeper contextual understanding. 



Awards:
Scott O'Dell Award
goodreads Choice Awards 2014

Author or Text Resources:
The Top 25 Historical Fiction Children's Books  
Books for Children

General Resources:
What is Historical Fiction?
Writing Historical Fiction 

Quality Teaching Ideas:
Why and How I Teach With Historical Fiction 
Teaching Historical Fiction 

Some of my favorite book choices:

Meet Samantha: An American Girl
By: Susan S. Adler


Samantha is a fictional character who lives with her rich grandmother. The story is set in 1904. Samantha lives the life of a wealthy young girl with servants. She befriends her neighbor, Nellie, who lives a much different lifestyle than she. Samantha's grandmother wants her to be a lady, but Samantha has a hard time not speaking her mind. She gets into quite a bit of mischief, but she stands up for what she believes in. This book helps students see how times used to be different, and how some individuals might have helped make the necessary changes. This text would be especially appealing to young girls that might have a harder time becoming interested in typical history books.

Adler, Susan S. (1986). Meet samantha: An american girl. Pleasant Company.

Grade level span:  , Lexile Level: 610, Grade Level: 3.8
Grade level span for class read aloud:
Major themes addressed: a woman's role in 1904, class differences, segregation
Qualities of the writing: sense of mystery, picture clues throughout, "A Peek Into the Past" at the back of the book
Connections to local, national, or global issues: being a good friend, helping others in need
Facets that might require support:
Support that might be needed:


Across the Wide And Lonesome Prairie: The Oregon Trail Diary of Hattie Campbell
By: Kristiana Gregory

Included in the "Dear America" series, this book was set in 1847 and recalls the fictional diary of young Hattie Campbell and her trip westward following a nationwide depression. These pioneers traveled the 2,000 mile long Oregon Trail in hopes of a better life. The journey took an average of 6 months to complete, and there were a countless amount of hazards to be found along the trail. Although the emigrants were fearful of Indian encounters, they were far more likely to die from accidents, diseases, starvation, drowning, or unexpected blizzards. Women played an especially important role in the move west. Almost 500,000 people used the Oregon Trail between 1836 and 1870. 
This diary serves as an account of what it would have been like for a young girl making this journey with her family, and all of the trials that they would have faced. While not many of us can relate today, we find these stories interesting and compelling.  


Gregory, Kristiana. (1997). Across the wide and lonesome prairie: The oregon trail diary of hattie campbell. New York, New York: Scholastic, Inc.
Grade level span: 4-5 , Lexile Level: 940, Grade Level: 5.5
Grade level span for class read aloud: 3-4
Major themes addressed: death, hardship, hard work, family bonding
Qualities of the writing: easy language, chronological order, , short sections make for good stopping points, engaging story, historical information and pictures at the back of the book
Connections to local, national, or global issues:
Facets that might require support: vocabulary
Support that might be needed: