Graphic Novel - "The Arrival" by Shaun Tan

Part One

Book Information: Tan, S. (2007) The Arrival. South Melbourne: Lothian Books.

Genre: Wordless Graphic Novel, Historical Fiction, Multicultural

Grade Level: 4^th and up, suited for upper elementary of middle school because of the complex concepts depicted by pictures (readers have to figure out the story through pictures only)

Part Two

Response to Book: Reflection, personal connections, and thoughts about the book’s theme!

The Arrival illustrates a universal immigrant experience. The novel serves as a tribute to anyone who has left their home and loved ones behind in search of a better life in a foreign land. The novel’s main theme, which resonates with most immigrants, is “the hope and opportunity of finding a better life for you/ your family.” The story follows the journey of a man from his home country to a confusing new country. The man enters a world unfamiliar to him and encounters weird creatures, foods, a strange language, and social customs. I believe his experience is comparable to any immigrant in our world today and the past. What I loved about this book was it ability to effectively give its readers an opportunity to understand what it would be like to be an immigrant. The journey and emotions of the main character are understood without any words. Even without words this book is simply amazing! Readers begin to feel what the main character feels because the objects and language that appear in the new country are foreign to you also. Examples of these foreign (alien-like) objects, including buildings, streets, animals, trees, etc. are found in the pictures below.

Readers feel the loneliness, alienation, and determination of the main character during his immigration experience. Every obstacle the character faced I felt like I was facing. Every emotion the character felt, I felt as well.

This novel made me think of my own family’s immigration experience. My great grandfather, Domenico Collosi, emigrated from Pollina, Sicily in 1913 through Ellis Island in New York. My grandmother and grandfather, on my other side, both emigrated from Holland in 1957. After reading this book I felt like I could connect to those relatives in a way I couldn’t before. I was able to understand some of the experiences my family had to go through on their journey to foreign land and the obstacles they faced once they were here. The part of the story when the main character has to draw things down in order to communicate reminded me of grandmother. My grandmother, who only spoke Dutch when she came to America, had particular trouble learning English. She said their were many interpreters for Spanish and Chinese, but very few for Dutch. Her parents ended up hiring an English tutor for her and her sisters. Although, even after practicing with the tutor, she still had trouble with words like “shirt” and “skirt.” I feel that this novel gives the audience a powerful tool. The ability to connect with loved ones who have immigrated. In my opinion, any individual who has immigrated or has family that immigrated will appreciate the perspective of the novel. It is a truly powerful and meaningful story.

Part Three

Critique

Overall, I believe The Arrival is a stunning wordless graphic novel appropriate for all ages. The illustrations and photo realism is breathtaking. The time the illustrator spent on each image seems like hours or days! The sketches do not have color but instead are sepia-toned like old pictures. Even the edges of the paper are worn and damaged as if these illustrations were saved for many years. This aspect was appealing because it felt like you were looking at an old photo album of a relative’s immigration experience. The illustrator also creates extravagant illustrations for emphasis and symbolism. Often the images are surreal, strange, and alien-like, although, there is still a familiar quality to them.

There are no words in this novel so the sepia-toned sketches convey the story. The illustrations allow the audience to feel empathy for the main character. The images portray sadness, fear, confusion, wonder, curiosity, joy, and hope. The novel relies on the reader’s interpretations of these illustrations to complete the experience. The audience has to apply their own powers of perception and create the narrative in their minds. This was a unique aspect because it forces the reader to figure out the story through the eyes of the main character. Essentially the reader becomes an immigrant as well (because of the absence of words). The character tackles several obstacles throughout the story that are common of an immigrant. I think a powerful part of the story is when he was examined, catalogued, and labeled upon his arrival. I also think the symbolism of the giants (seen in the picture below) was also a significant part. The purpose of his journey, and theme of this novel, is universal for most immigrants. He leaves his home and loved ones in the hopes of finding a better life for his family in new country.

Part Four

Lesson Sketch

Grade: 5^th

Lesson Objectives:

Students will:

• Develop knowledge of some of the trials and hardships that immigrants encounter in the United States.
• Be able to infer and interpret different themes that occur in the graphic novel The Arrival by Shaun Tan.
• Be able to respond in written form to a prompt

Lesson Outline:

1. Students write down their predictions in the notebooks for a few minutes.
2. Read The Arrival by Shaun Tan. Stop and discuss significant images in the novel. Discussion should happen throughout because it is wordless. Students should write down what is happening in their notes.
3. At the end of the reading have students write down whether their predictions were true.
4. Students will respond to the following prompt: What is the overall theme of the story?  Was the author was trying to place us in the immigrant’s shoes? Why or why not?  Why were they building and other objects so strange?  Why were the people the only things that looked normal? Draw pictures if necessary.
5. Collect students’ work. 

Discussion Questions:

• How do you think these pictures relate to immigration? 
• What are the underlying concepts presented in this story about the immigrant experience? 
• How do you think this picture relates to what we are studying? 
• What do you think the author’s message is? 
• How does the main character react to the new and foreign land? List some of the strange elements the main character confronts and overcomes/adapts to.
• Why do some of the pictures have darker backgrounds? (These indicate moments and events that have happened in the past)
• Why do you think the author chooses to include flashbacks/memories of some of the supporting characters? Why are they important and what do they suggest about the new land?
• When arriving in a new environment, there are many obstacles that one will face, including problems with communication. Find one or two instances where the language barrier presents a problem for the main character. 

Links to Outside Sources:

http://www.shauntan.net/books/the-arrival.html Shaun Tan’s comments about his book

http://www.ellisisland.org/Immexp/index.asp The Immigrant Experience! This is a rich and moving story of American Immigration. Six stories of Americans from different backgrounds researching immigrant ancestry. Discovery of distant family members gave each of these Americans new insights into their families’ pasts and into themselves.

http://www.pbs.org/independentlens/newamericans/newamericans.html Meet New Americans! Follow the stories of several immigrants who become American citizens. Watch their videos, takes the quizzes, and find out where they are now. 

Pre-1990 Young Adult Book - "A Summer to Die" by Lois Lowry

Part One

Book Information: Lowry, L. (1977). A Summer to Die. Boston: Houghton Mifflin

Genre: Young Adult Fiction

Lowry drew upon her own experience of losing her sister at a young age when writing this novel. She stated, “A Summer to Die wrenched open the excruciating door of loss. My beloved sister had died young. She was the one who had shown me how words work, using her own first-grade books, when I was three; the one who took up Cherry Ames and curlers while I stuck to my classics and unkempt pigtails and we were briefly, childishly, estranged.”

Grade Level: Suited for grades 6 and beyond!

Part Two

Response to Book: Personal connections, predictions, and thoughts about the book’s theme!

When I selected this book to read for this assignment I immediately noticed that the title revealed the result of the climactic event of the story. At first I didn’t understand why the author had revealed the tragedy in the title, although once I read the book I understood why. The title can most likely make readers, especially young readers, turn way, however it also catches the attention of readers who may be going through a similar situation. I think the title of this book reaches out to those people as almost to say “Read me! I can help you through it!” I think people, like myself, will have a personal connection with this book. I also think the title prepares readers for the tragedy in a way. Before reading you know that someone, perhaps a main character, is going to die. Once Meg’s sister Molly becomes sick, it becomes obvious. You know the result and can prepare yourself for her death. However, knowing the result probably won’t stop you from crying when Molly passes away.

The novel embodies a true young adult novel by confronting themes like jealously, sibling rivalry, friendship (making human connections), individuality, life-changing moments, family relationships, and death of a loved one. Here’s a quote from the novel that I think perfectly encapsulates the theme and resolution.

 “Time goes on, and your life is still there, and you have to live it. After a while you remember the good things more than the bad. Then, gradually, the empty silent parts of you fill up with sounds of talking and laughter again, and the jagged edges of sadness are softened by the memories.”

Part Three

Critique

Overall, A Summer to Die is a great young adult novel. It is so touching, honest, and simple.

It is very important for children to learn how to deal with different difficult situations and emotions, and one way they can start to learn coping methods is by being introduced to these types of situations and what a better way than through a book! Also, Meg and Molly are relatable characters. This is the beauty of this book! Meg’s feelings and her family are portrayed in a believable way, probably because parts of the novel, especially Meg and Molly’s relationship, are autobiographical.While the novel deals with a serious subject, a family coping with the death of one of its members, the book is not depressing. The book’s hopeful tone is attributable to Meg’s close relationship with her parents, her friendships with kind and nurturing adults outside her immediate family, and her own personal growth. 

A truly great novel for all!

Part Four 

Lesson Sketch

Grade: 6th

Lesson Objectives:

Students will:

• Learn and apply the comprehension strategy of making connections
• Define and understand the three types of connections (i.e., text-to-self, text-to-text, and text-to-world)
• Make connections and react to various texts using a double-entry journal

Lesson Outline:

Explain the strategy. Explain to students that there are three main types of connections that we make while reading texts. Use the making connections posters while discussing each type with your students. 

• Text-to-text connection: This reminds me of something else that I read....
• Text-to-self connection: This reminds me of when I....
• Text-to-world connection: This makes me think about....

1. Demonstrate the strategy. Display a blank copy of the Double-Entry Journal and demonstrate how to use this technique. Explain to students that, in the first column, they should choose a quote or situation from the text that they can react to. Then, in the second column, they should record their reaction. Reinforce the fact that these reactions should make a connection between the text and themselves, another text, or the world. (Refer back to the making connections posters during this demonstration and discussion.)
2. Read aloud the first few pages of “A Summer to Die” and model the process of completing the double-entry journal.
3. Guide students to apply the strategy. Have students begin offering their reactions to the text as a way to practice the technique together as a class. Have students take part in completing the double-entry journal together.
4. Practice individually or in small groups. As you continue reading the story, stop every few pages and ask students to record their reactions to the text on their own copies of the double-entry journal and then share their reactions with their group. Continue reading and stopping periodically for reactions until the story is finished.

Discussion:

• Describe the relationship between Meg and Molly? How are they different? How are they alike?
• What are signs that Molly's condition is worse than Meg thinks? Why does Meg continue to think that Molly will recover?
• Why do Meg's parents keep Molly's real condition from her? Would it have been better if Meg's parents had told her the truth about Molly's condition all along? Why or why not?
• Why is Meg's relationship with Will important? Why does he want her to come back in October to see the fringed gentian in bloom? What symbolism is attached to that event?
• Why do Ben and Maria ask Meg to take pictures of their baby being born? Why does Ben show Meg where they will bury the baby if it doesn't live?
• There are many emotional passages in the book. One of the most poignant is when Meg realizes that...

Links

• Making connections posters: Text-to-Self Connection, Text-to-Text Connection, Text-to-World Connection 

• Double-Entry Journal

• Summary Sheet: Student-Facilitated Comprehension Routines

Batchelder Book - "A Game for Swallows" by Zeina Abirached

Part One

Book Information: Abrirached, Z. (2012). A Game for Swallows: To Die, to Leave, to Return. New York: Graphic Universe

Genre: Graphic Novel, Autobiographical

Grade Level: I would recommend this book for 6-8 grades because of the discussion of violence (bombings, snipers, kidnappings)

Part Two

Response to Book: My predications and thoughts about the book’s issues/themes!

This was my first graphic novel I have ever read and definitely wont be my last. It was different to read because my eyes were jumping all over the page looking at all the amazing illustrations and I had to get used to the rhythm of reading text while looking at the images. It might be unusual at first, but I think the author’s purpose is more powerful through this medium as opposed to normal text. For me, it was more emotional to learn about her story, and facts about the civil war in general, through the comics/graphics. It was also easier to relate to because the medium helped you visualize the way of life for the citizens in this country during this time. I especially liked the maps, showing the divide of the city and the illustrations of the paths people had to take to avoid the snipers. These were powerful to the story’s purpose to educate the audience about the conditions of the Lebanese civil war. Before reading I had no idea what to expect from this book. I never learned about the Lebanese civil war, ever. So not only was the genre new to me, but the topic was also. For a reader who was new to this subject I especially liked the snippets of information throughout the book where the author would pause from her story to talk about the way the lives of all the people in Beirut were changed. This way the audience understood the conditions of life and also learned more about the war itself.

I thought the theme of war would be difficult for a younger audience to understand or relate to. I think an older, middle school aged, audience would appreciate and comprehend the book more. The story is presented in a rich and powerful format that can be used by teachers to discuss many language arts and social studies concepts as well as introducing students to the genre/medium of graphic novels.

Part Three

Critique

Overall, I thought this book was an amazing way to present the civil war in Lebanon. There wasn’t much plot development to follow, but you become to care for all the characters. As a reader, you want to know if all the characters survive in the end because there is a great deal of uncertainty. At any moment, any of the character can become a casualty In the war. The author describes her own experiences as a child living in her apartment building in the middle of the civil war in Beirut, Lebanon 1984. I think it was powerful to hear the story from the perspective of the child because the children in the story don’t really know another way of life. I liked the fact that the readers get to hear the stories of all the neighbors in the building one-by-one as they take shelter in the foyer of the building together. Unlike the children in the story, the adult characters all remember how Beirut used to be and share memories of their lives before the war. It’s interesting to see how each person deals with the day-to-day aspects of living in a war zone, and how they come to deal this reality. Some feel like fleeing and others do not want to abandon their home. Most of the characters feel hopeful, so readers can’t help but to feel some sort of hope too. Choosing to do a graphic novel to tell this story was a great choice. I think the illustrations and graphics were essential to Abrirached’s story. They allowed the reader to connect emotionally to the book. For example, seeing the dialogue between the people who got stopped at the demarcation line, which was a normal occurrence then, was a significant part for me. When the person, who had no essential authority, asked the man driving to step out of the car, my heart sank. These moments in the story would be difficult for a young audience to understand, but would be easier for a middle school aged audience. I think the book was intentionally done in black and white because it was also a sad time. Although, I think the cartoon-like illustrations helped bring lightness to the story. I think the book would be vastly different if the characters and backgrounds looked realistic. It would almost be too severe for an audience, especially a young audience. However, I think the real pictures incorporated at the end were powerful send-off.

Part Four

Lesson Sketch

Grade: 6^th

Lesson Objectives:

Students will:

• Develop critical reading and thinking skills through engagement with the graphic novel in a multilateralism instructional framework
• Develop and utilize visual literacy skills to aid and support reading comprehension and deepen understanding
• Present personal interpretations and understanding in oral and written forms
• Draw on personal experiences and literacy practices

Discussion Questions:

• What was the purpose of “A Game for Swallows”? What message was the author trying to get across?
• Why do you think the author wanted to share her story?
• Why did she share her story through this medium?
• What are the characteristics of graphic novels? Use examples from the story and others.

Lesson Outline:

1. After reading “A Game for Swallows” with class and discussing the elements of graphic novels, student will be instructed to make their own autobiographically graphic.
2. Students will begin a brainstorming process where they will think of the story they want to tell. They will then complete a pre-writing process that will be checked by the teacher.
3. Students will then begin work on their graphics, on a blank sheet of paper (size depending on teacher preference). The students must incorporate the elements of a graphic novel into their story, such as text placement, dialogue, number of panels, illustration technique, color, etc.
4. Their individual projects will be shared with the class.

Links to Outside Sources:

Using Comics and Graphic Novels in the Classroom. Understand how using comics and graphic novels can help teach complex reading skills, punctuation, outlining, paragraphing, and literary terms.

Bitstrip. Students can browse through other people’s comics and create their own at this site.