Level+1+Comics

 __ Level 1 __ Claire McCarthy

In level 1, we are dealing with the preps, so it is just at the very beginning of their schooling. In saying this, we can't go into too much detail or they will either get confused, or lose interest. But, we can show them little pieces of a comic book to focus on certain points within our language system. In each lesson, we have a few points that we like to bring out from a certain text and in saying that, these points could be taken right out from a few (or even one) strip of a comic book. If this is used, however, it would need to be blown up bigger both so that the children would be able to read it, and also it is easier for them to focus on something if it in big print, rather than that small text that it is usually printed in.

At this stage, we are getting them into thinking more sequentially and also using engaging ways to get them to explore the English language in all its implications. In using comics, we can get them to see the fun, imaginative ways in which to see our langauge, also explore it. We need to get them to recognise how what we hear and what we see written on paper may look different, but when putting those letters together, they will make sense and form that specific word.

If you are reading a comic to the class, it is great to put on different voices for the different characters that are in the story, the children will love this. They love the idea of one person doing these different voices and putting on different personas. Its all a part of imaginative play, getting their imaginations going and seeing what kind of voices could work with different characters, because you could put on different voices for the same character, depending what kind of mood that they character is in at the time.

My comic reading Subject: Garfield Source: [|http://images.ucomics.com/comics/ga/1984/ga840701.gif] Written by Jim Davies Recording: an introduction to garfield media type="file" key="garfield file.wma" width="300" height="45"

Now, this is just an introduction to the comic Garfield, you could go in a few directions using this, it just depends on what purpose you are using this for. For example, you could be looking at sarcasm vs the truth, or the complication of relationships between friends, or animals and their owners. __** VELS **__ Reading At level 1, students match print and spoken text in their immediate environment. They recognise how sounds are represented alphabetically and identify some sound-letter relationships. They read aloud simple print and electronic texts that include some frequently used words that predominantly oral language structures. They read from left to right with return sweep, and from top to bottom. The use title, illustrations and knowledge of a text topic to predict meaning. They use context and information about words, letters, combinations of letters and the sounds associated with them to make meaning, and use illustrations to extend meaning.

Writing At level 1, students write personal recounts and simple texts about familiar topics to convey ideas or messages. In their writing, they use conventional letters, groups of letters, and simple punctuation such as full stops and capital letters. Students are aware of the sound system and the relationships between letters and sounds in words when spelling. They form letters correctly, and use a range of writing implements and software. 
 * **Photos with speech bubbles** (to start off with, to help with the concept) . In doing this, you can make the whole concept of how the characters are communicating with each other. Also, it can bring them more into understandinf this type of english because they are used to dealing with pgotos and making this could be fu activity. You may be able to have a sort of story board with the children in your class and try and figure out what the person might be saying by the body language in the photo, or just explaining what is going on in the scene
 * **Match the picture with the speech bubble.** With this, you could use the studying of the body language to try and tell what they are doing. Or, in this case, saying. This gets the children to really think about what kind of stance we have when we are doing or saying something. It also gets them to have a closer look at facial expressions and what kind of mood that person may be in. Say if someone was yelling in a comic, that would be shown by using capital letters.
 * **Do a lesson just focusing on the pictures themselves, doing an investigation into the story that the pictures could be telling us.** There are so many things that are said without words and for those that are still struggling with a written text, or are at the start of their schooling to get a deeper meaning, it would be a good exericse to have a look at what is going on in the pictures.
 * **Wordless comic.** This can be used in the same way as the focusing on the pictures but they don't have the words distrcting them, they only have the pctures to concentrate on. In a way, this is getting them to create their own story and getting them to look more closely at the body language a character/ characters are using to get across their message.
 * **Difference between imaginative and informative.** They are getting a bit more in depth with this, as they are starting to pick up subtle differences between things that are imaginative and those that are informative. With this, what you could do is have expamples of each, and they have to figure out which is which.
 * **Have the pictures, create the words that go in the speech bubbles.** With this, we would have the pictures with the blank speech bubbles and they have to figure out for themselves what they could be saying. Or, getting them to create a certain mood without their character using any words at all. After all, most of our communication nskills that we use are non-verbal, so it is getting them to realise that there are ways of communicating without you having to verbalise it.


 * **Comic message**. This is an activity where the children will draw a cartoon character and have it say something positive. You could hang these around the room,as it will boost the childrens confidence and show that you're proud of their work.




 * **Comic strip**. It has a few examples of blank speech bubbles with some good pictures, and also ones with words in them but no pictures.

Source: []

 Speaking and Listening

At level 1, students use spoken language appropriately in a variety of classroom contexts. They ask and answer simple questions for information and clarification, contribution relevant ideas during class or group discussion, and follow simple instructions.

They listen to and produce brief spoken texts that deal with familiar ideas and information. They sequence main events and ideas coherently in speech, and speak at an appropriate volume and pace for listeners’ needs. They self-correct by rephrasing a statement or question when meaning is not clear.
 * **Put into a sequential order from the first to last comic, teaching about the sequence and story (sequencing main events).** You could read out a few panels of a comic and then give them a sheet that would have a similar theme to it and get them to put the panels in the order in which they should appear. You could do this as a whole class activity, with big panels that you can move around on the interactive white board (directed by thr estudents, of course), or have it on the floor with the children sitting in a circle. Or, you could get them to have their own sheets and they have to try and work out on their own which order the panels should appear in.
 * **Different text boxes in a comic book.** Some are used for speaking, while others are telling you what else is going on, or what has gone on in the past. Having a look at how they are shown, and even the physical shape of the boxes is giving us an indication of what is going on in this part of the sequence.
 * **Responding to questions asked about a comic.** With this activity, you would read a comic and ask questions about the comic, getting them to answer them, or even come up with their own questions about the comic. At this level, it would be a very simple comic that has a clear message to the children in it.

Intedisciplinary subjects

With integrated studies, a book type, such as comics could be very interesting to bring into the other subject areas. English/ literacy is a big part of our lives, especially in school and no matter what we do, its easy to organise the literacy component into other areas.
 * **Colouring in the pages of a comic book.** Finding colours that would suit certin characters and linking that to the mood and personality of the characters that are shown in the story. This could be a great exploritory process for the children, enabling them to associate certain colour with moods. In the introduction to this, we would give examples of pre existing characters that may be a certain colour (or wear a certain colour) for a certain reason.
 * **Study of colours in the comic book. look at the colours used and try to recreat these.** This is bringing in a certain art element to the comic books in trying to create the colour schemes that are present in the comic books. Usually, these would be bright, vibrant colours that really grab your attention when they are on the shelves of the shop. It makes them really stand out and be noticed.
 * **Have the words, create the pictures that would go in with the words.** This brings the creative part into literacy, as they are creating their own characters that may say the things that are written in the bubbles. Also, creating what type of environment they would be i. You could get the children to do this, then create your own comic, which could link into the ICT component, as children are pretty talented at an early age when it comes to ICT and technology nowadays and you could use this to your and their advantage.

1. Article: the age. Thursday, july 30 2009 (page 9) inventive peter mac and katz play it by the (comic) book by nick miller health editor
 * Resources**

2. VELS

3. Scott McCloud (1993) //Understanding Comics. The invisibel Art.// New York, America. Harper Collins books

Websites [] The home of dc comics. It has some good children's comics that you could use in the classroom [|www.TheFunnyCartoon.com] - Has some great online activities and games for children, plus drawing lessons on how to draw comics [] - This is the ths website for the Australian centre for the moving image. This would be great for the children to see how they could animate comics, and how thye are made professionally. [] - could be of use if you're making an animated comic with the children [] - 2D animation in the primary curriculum [] - has a list of endless resources that you could use in your classroom to teach to children [] - the comic book superhero made by Brian Boyd that teaches about grammar with his 2 trusty sidekicks

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