In today’s world, readers need to equip themselves with the skills to do more than read only text. Images, graphics and video are all a part of the multimodal context for the modern reader. Everywhere there is a growing number of text types, and most of them are composed of multimodal elements. These elements teach not only reading but higher order thinking, including analysis and creative imagination. By using graphic novels in the language classroom, students can immerse themselves into the story and become ‘co-authors’ of the novel. Gradually, students can become more confident in linguistic literacy and visual literacy – not to mention creative literacy. Graphic novels will help your students navigate all the twists and turns of their reading journeys.
The following sharing sessions include rich materials from teachers in different schools who recount their experiences using a wordless graphic novel The Arrival in their English language classroom. Their valuable insights and useful strategies will benefit all teachers who are interested in integrating graphic novels into their curriculum. In addition to the sharing sessions, a demo class showing how to teach, encourage and support English learners when studying visual literacy through graphic novels is included at the end of the post, complete with relevant teaching materials. Thanks to the One City One Book HK project for sharing their experience with us!
Sharing Session 1: The Design of 4 Double Lessons (S2)
Speakers: Ms. Iu Wai Yun Jacqueline and Ms. Hui Mei Lin Linor from Wa Ying College
View their presentation slides here.
(length: 21:44)
Outline of Sharing Session 1: "The Design of 4 Double Lessons"
Integration of Technology: Some Suggestions
What to Use | Where to Use | How to Use | Example(s) |
Google Slides |
| Students can easily add texts and images to the slides, either independently or collaboratively. Since Google Slides is a real-time presentation tool, all responses can be presented automatically as students engage in the activity. | |
Padlet |
| The interviewer group can create three columns, each with a question that represents one topic of the interview, while the interviewee groups can go to their respective columns (topics) and answer the questions. They can add texts, images, links or any e-resources needed for their responses. |
Sharing Session 2: Experiences with The Arrival and Visual Literacy Skills (S2, S4)
Speaker: Mr. Gareth Roberts from TWGHs Fung Wong Fung Ting College
View his presentation slides here.
(length: 21:11)
Outline of Sharing Session 2: “Experiences with The Arrival and Visual Literacy Skills”
Integration of Technology: Some Suggestions
What to Use | Where to Use | How to Use | Example(s) |
Google Slides |
| Students can work on their own or in a group to create an e-book using Google Slides. They can add texts, links, shapes, images, audios and even videos for their e-books. In just a few clicks, you can access, monitor and comment on their e-books anywhere anytime. |
Sharing Session 3: A Student Teacher’s Experiences (S3)
Speaker: Ms. Yan Tsoi Lam from The Education University of Hong Kong
View her presentation slides here.
(length: 15:55)
Outline of Sharing Session 3: “A Student Teacher’s Experiences”
Integration of Technology: Some Suggestions
What to Use | Where to Use | How to Use | Example(s) |
Google Slides |
| As Google Slides is a web-based application, students can be connected to a variety of resources online, favorable to the pre-reading activities, the flipped classroom activity and the research activity. For speech bubbles activity, students can not only insert texts to create dialogues for the characters, but also embed audios to make the characters come to life, which creates more authentic learning experiences for them. | |
Padlet |
| When it comes to showcasing students’ learning experiences, Padlet is one of the best platforms existing. Students can either create their own padlet posts to share their writing pieces or react to others’ sharing by likes, votes, stars and even grades. Moreover, students can enjoy a virtual wall for their ‘Character on the Wall’ activity by posting their character analysis under the column of a character. | Click Here (Writing Activities) Click Here (Character Activity) |
Sharing Session 4: Challenges and Recommended Strategies (S1, S2)
Speaker: Ms. Lee Ching Lam Jessica from The Education University of Hong Kong
View her presentation slides here.
(length: 23:18)
Outline of Sharing Session 4: “Challenges and Recommended Strategies”
Demo Class: Using the Graphic Novel The Arrival in the English Language Classroom (S2-S5)
Contributor: Ms. Esther Shaw, international visual literacy consultant
(length: 47:10)
Outline of Demo Class “Using the Graphic Novel The Arrival in the English Language Classroom”
View relevant teaching materials below:
Lesson Plan: https://bit.ly/4i5Sdwc
Activity Worksheet: https://bit.ly/3QnYhnZ
An example of using Google Slides: https://bit.ly/4b5v9Lu