Lu. (2007). Persepolis by Marjane Satrapi. [Photograph]. Flickr. https://www.flickr.com/photos/24226200@N00/377292798
I’ve read over the subject outline and commenced on the readings for Module 1 and 2 of the ETL402. So much to learn. As a DP History/ MYP Individuals & Societies teacher, I’ve had packed curriculums to follow that have allowed little time to integrate literature, although I have thought of units in which I could have if time allowed. I’m looking forward to exploring ways of being able to do this, even if it is just on an optional basis for students. For example, the Higher Level DP History course is so content overwhelming it is a race to cover it before the exams. However, I have had “readers” in the past taking History (and these students, long graduated, still email me about the latest books they are reading!) and in the future I could at least recommend literary nonfiction, or historical fiction to pair with units. When I taught integrated MYP units of Language & literature as well as Individuals & Societies in previous years in Grade 7 and 8, we had more time (and were expected) to make cross-disciplinary links. One really successful unit we developed was looking at the Israeli-Palestinian conflict as we were reading The Wall (William Sutcliffe, 2013).
I’d like to explore graphic novels while undertaking ETL402. I know little about them except to note their rise in popularity over the years. I’ve never even read one (this is embarrassing to admit). I was in our high school library the other day and noticed Grade 11 checking out a class set of Persepolis (Marjane Satrapi, 2004) which they are studying for DP Language & literature. So I signed out a copy too 🙂 I’d like to think about ways to incorporate graphic novels with the more senior students and our DP History curriculum. Hopefully when I am in a future TL position, I can knowledgeably suggest a range of graphic novels (fiction and nonfiction) to pair with different subjects for older students.
I’m also looking forward to exploring other genres I know little about, such as wordless books and steampunk. Strategies to increase my knowledge (that I could use beyond the readings provided by the modules) would be to definitely visit the elementary and middle school libraries on our school campus (I’m much more familiar with the high school library). I could definitely ask the TLs there what is trending in different genres / formats and update my knowledge on younger children’s literature. I have also done quite a few searches within Primo and on the web to locate research and peer opinions regarding graphic novels and older students. I’ve saved these to use potentially for Assessment #1.
References
Satrapi, M. (2004). Persepolis. Pantheon.
Sutcliffe, W. (2007). The Wall. Bloomsbury Children’s Books.