2017youth PROGRAMMING

YOUTH WORKSHOPS

SIGN UP FOR OUR MAILING LISt to find out about upcoming all-ages workshops

Our workshops are intended to investigate ideas, get your brain warmed up, and remind everyone that ANYBODY can write and draw! 

For four years, our workshops have been one of our favorite ways to get hyped up for the fest! Sign up for our mailing list if you'd like to get updates about the wheres and whens!

EDUCATOR RESOURCES

including videos, worksheets, and CURRICULUM guides

We have compiled a list of educator resources for any teacher who is interested in incorporating a comic or zine writing project into their curriciulum. From videos and worksheets to helpful zine layouts... we got you!

 

EDUCATOR'S RESOURCES

CORE CURRICULUM VALUES

We want teachers to be able to introduce a comic or zine project into their curriculum and utilize the resources that we are offering to help make NOCAZ a great place for young people to express themselves! We have reviewed the core curriculum values as listed on corestandards.org, and have compiled some ways that a zine or comic writing project can integrate into your curriculum!

CLICK HERE TO VIEW OUR GUIDE TO NOCAZ'S CIRRICULUM STANDARD SUGGESTIONS

WORKSHEETS

Empty speech bubbles: Make up a new story!  (LINK)

Character Design Sheet- Design Your Own Character! (LINK)

Six panel blank comic book page (LINK)

Twelve panel blank comic book page (LINK)

PRINTABLE TEACHER’S GUIDE (THIS ONE IS REALLY COOL!!!)

Penguin Publishing House’s “YOU can make a graphic novel!” (LINK)

VIDEOS:

-Comics in the Classroom - Increasing Elementary Literacy 3min (LINK)

-Zines: The Power of DIY Print (short documentary) 15 min (LINK)

-What even is a zine? Animation 3 min (LINK)

-How to make a one-page zine tutorial. 3 min (LINK)

 

ARTICLES:

-Engaging Resistant Writers Through Zines in the Classroom by Judith Williamson (LINK)

Teaching With Graphic Novels by: Bridget Alverson (LINK)

WEB RESOURCES

-Get Graphic: “Get Graphic: The World in Words and Pictures started off as a community wide two year project designed to introduce teens, parents, librarians and teachers to the exciting and extremely popular literary format of graphic novels.” (LINK)

-Teaching with Comics: worksheets and activities designed by high school teacher Jeff Sharp who uses these materials to teach art history to his high-school students. (LINK)

-Teaching With Zines: A collection of zine lesson plans compiled by Barnard College’s Zine Library. Includes lesson plans for Grades 7-12. (LINK)

 

 

CORE CURRICULUM STANDARDS

We want teachers to be able to introduce a comic or zine project into their own curriculum and utilize the resources that we are offering to help make NOCAZ a great place for young people to express themselves! We have reviewed the core curriculum values as listed on corestandards.org, and have compiled some ways that a zine or comic writing project can integrate into your curriculum!

These are not the only curriculum values that a project of this nature could fulfill, but just a few! If you decide to include a comic or zine project into your curriculum in a different way, please let us know! Send us an email with your thoughts or contributions to nocazfestival@gmail.com

 

ELA Standards- Text Types and Purposes- Grades 1 and 2

CCSS.ELA-LITERACY.W.1.1CCSS.ELA-LITERACY.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

CCSS.ELA-LITERACY.W.1.2CCSS.ELA-LITERACY.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

CCSS.ELA-LITERACY.W.1.3CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

 

ELA Standards- Production and Distribution of Writing- Grades 1 and 2

CCSS.ELA-LITERACY.W.1.5CCSS.ELA-LITERACY.W.2.5, With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

CCSS.ELA-LITERACY.W.1.6CCSS.ELA-LITERACY.W.2.6, With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

 

ELA Standards- Production and Distribution of Writing- Grades 3-12

CCSS.ELA-LITERACY.W.3.4CCSS.ELA-LITERACY.W.4.4CCSS.ELA-LITERACY.W.5.4CCSS.ELA-LITERACY.W.6.4CCSS.ELA-LITERACY.W.7.4CCSS.ELA-LITERACY.W.8.4,  Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards listed at corestandards.org)

CCSS.ELA-LITERACY.W.3.5CCSS.ELA-LITERACY.W.4.5CCSS.ELA-LITERACY.W.5.5, CCSS.ELA-LITERACY.W.6.5CCSS.ELA-LITERACY.W.7.5,  CCSS.ELA-LITERACY.W.8.5, With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards listed by grade at corestandards.org)

CCSS.ELA-LITERACY.W.3.6CCSS.ELA-LITERACY.W.4.6CCSS.ELA-LITERACY.W.5.6, CCSS.ELA-LITERACY.W.6.6CCSS.ELA-LITERACY.W.7.6CCSS.ELA-LITERACY.W.8.6, With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; (grade 4 needs to demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting, grade 5 has a two page minimum, grade 6 has a 3 page minimum, grades 7-8 do not have a standard minimum)

 

ELA Standards- Production and Distribution of Writing- Grades 9-10

CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)

CCSS.ELA-LITERACY.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

 

ELA Standards- Production and Distribution of Writing - Grades 11-12

CCSS.ELA-LITERACY.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)

CCSS.ELA-LITERACY.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

 

ELA Standards- Writing >> Text Types and Purposes- Grades 9-12

CCSS.ELA-LITERACY.W.9-10.3, CCSS.ELA-LITERACY.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.9-10.3.A, CCSS.ELA-LITERACY.W.11-12.3.A Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

CCSS.ELA-LITERACY.W.9-10.3.B, CCSS.ELA-LITERACY.W.11-12.3.B Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.9-10.3.CCCSS.ELA-LITERACY.W.11-12.3.C Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

CCSS.ELA-LITERACY.W.9-10.3.D, CCSS.ELA-LITERACY.W.11-12.3.D Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

CCSS.ELA-LITERACY.W.9-10.3.E, CCSS.ELA-LITERACY.W.11-12.3.E Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.