TFK reports on this booming business.

INSIDE THE RISE OF

GRAPHIC NOVELSt i m e f o r k i d s . c o m

E D I T I O N 5 – 6M A R C H 2 7, 2 0 2 0 ● V O L . 10 ● N O . 21

PUBLISHING BREAK

TIME for Kids will be on a two-week publishing break. Your next issue will be dated April 17, 2020.

Digital Magazines Now Available During the

Disruption! Sign up at time.com/tfk-free.

VOL. 10, NO. 21MARCH 27, 2020

E D I T I O N 5 – 6 T E A C H E R ’ S G U I D E

WITHIN THIS GUIDE

LEXILE LEVELS ● Main: 830L ● Alternate: 670L, 970L

CONTENT-AREA STANDARD(NCSS) Culture

COMMON CORE STANDARDSRI.1, RI.3, RI.5, SL.1, SL.3

● Class set of this week’s magazine

● Access to video about the making of this week’s

cover (located at bottom of “Comic Craze!” at

timeforkids.com)

● Class set of “Comic Creation” resource (p. 4)

LESSON MATERIALS

FAST FACTS• In 1842, The Adventures of Mr. Obadiah Oldbuck was the

first comic book to be printed in the United States.

• In 2018, sales of graphic novels were $650 million.

• The Golden Age of Comic Books took place from 1938 to 1956. During this time, many classic comic books

about famous superheroes, such as Superman, Batman, Captain America, and Wonder Woman, were first published.

• Seventy-four percent of children and parents agree that reading helps them understand the world.

TEACHING THE COVER STORY

COMIC CRAZE!Graphic novels are a spin on traditional comic books. Instead of featuring superheroes, they often feature realistic, relatable characters and stories. These books are growing in popularity as people start to see the value in the stories they tell.

PAIRED TEXTINTEGRATE INFORMATIONIN THE MAGAZINE: “SOCIAL DISTANCING,” P. 2

IN THE MAGAZINE: “FLATTENING THE CURVE,” P.6

• Lesson Overview: Students will read “Social Distancing” and “Flattening the Curve” in the magazine. They’ll discuss what social distancing is and its effectiveness in an outbreak.

• Lesson Materials: Class set of this week’s magazine; online access to read paired text

WRITINGMAKING CONNECTIONSIN THE MAGAZINE: “WEAR IT PROUD,” P. 7

• Lesson Overview: Students will read “Wear It Proud” and analyze who is being discrimi-nated against, and why. They will then craft their own opin-ion about school dress codes.

• Lesson Materials: Class set of this week’s magazine; class set of “Don’t Discriminate” resource, on page 5 of this guide

Customer Service: 800-777-8600 • Email the editors: tfkteachers@time.com 1

BUSINESSCOVER

Power Words

ILL

US

TR

AT

ION

S B

Y S

TE

PH

EN

BL

UE

FO

R T

IME

FO

R K

IDS

(5)

TFK’s Shay Maunz learns about a new wave of graphic novels for kids that’s changing the way people think about comics.

When Raina Telgemeier was a kid in the 1980s, she fell in love with comics. “They were the perfect combination of

all the things I liked: characters and stories and humor and artwork,” she told TIME for Kids.

But she had a problem: a shortage of reading material. At the time, two types of comics were widely available to kids. There were comic books

about superheroes, which weren’t her thing. She wanted comics that told stories she could relate to

as an ordinary kid. And there were newspaper comic strips. Telgemeier loved some of them, especially Calvin and Hobbes, but she wanted more.

At around 10, she started drawing her own comics. Twenty-three years later, she published Smile. It’s a graphic memoir about Telgemeier’s middle school experiences with braces and dental surgery.

Before Smile was published, in 2010, it wasn’t clear the book would succeed, Telgemeier says. Some people

who worked in the publishing industry figured that kids wouldn’t enjoy a graphic novel about an average girl.

But Telgemeier suspected they were wrong. “I knew I couldn’t possibly be the only kid interested in people and

emotions and everyday problems,” she says. She was right. Smile became a Number 1 best-seller.

Since then, Telgemeier has published several more popular graphic novels. There are more than 18 million

copies of her books in print. Telgemeier’s success has made a big impact. Industry experts say she paved the way for many more graphic novels for kids.

THEN AND NOWComics have been around since at least the 19th century. Traditional comic books are short—around the length of a magazine. They’re mostly published monthly, and are often about adventure or superheroes. “Comics have this history in the United States of either being very funny and silly or having a lot of punching of things,” Gina Gagliano says. She works on graphic novels at Random House, a publishing company.

Today’s graphic novels are different. In a graphic novel, the author uses comics to tell a book-length story. It can be any genre. Many tell a serious or realistic story.

Until recently, most graphic novels were for adults. Not anymore. In 2018, sales of graphic novels for kids and teens jumped by more than 50%, according to Publishers Weekly. Compare that to the sales of printed books across all categories: They increased by about 1%.

REAL READINGAs the sales of graphic novels boom, attitudes about com-ics are changing. Charell Coleman teaches fourth grade at Woodward Academy, in College Park, Georgia. She often uses graphic novels in class. “They help students visualize the scene, and see who’s talking, and what the characters look like,” she told TFK Kid Reporter Jack Doane.

This year, New Kid became the first graphic novel to win the Newbery Medal, one of the most prestigious awards in children’s literature. The book is about an African-American boy who feels out of place at his mostly white school.

New Kid author Jerry Craft says that when he was young, he read only comics. His parents were supportive, but he knew some adults didn’t approve. “In certain schools, if

they saw you reading a comic, they would confiscate it, because they thought it was rotting your brain,” he says. “They didn’t realize the amount of imagination and storytelling and vocabulary in those comics.”

But New Kid’s Newbery confirmed what many kids already understood: that graphic novels are real books. “It’s a victory for all graphic novels,” Craft says. —By Shay Maunz

4 Time for Kids March 27, 2020 5HEAR THE STORY READ ALOUD IN ENGLISH AND IN SPANISH AT TIMEFORKIDS.COM.

genre noun: type; a category, such as realistic fiction, science fiction, or mystery

memoir noun: a story about the writer’s experiences

prestigious adjective: important; respected

INTEGRATING INFORMATION LESSONWarm-Up and Vocabulary• Take a class poll: Ask students to raise a hand

if they’ve read a graphic novel. Use the results to drive a conversation about the rise in popu-

larity of this type of book. Ask students to think about what makes it different from a traditional novel, or chapter book. Discuss this as a class. (Graphic novels include pictures, sound effects, dialogue, and thought balloons to tell the story instead of relying solely on expository text.) Have students think about a graphic novel they’ve read. Then have them share whether they enjoyed reading it and whether they found it more interesting or engaging than a traditional novel, and why.

Engage the Reader• Show students this week’s magazine. Read the cover text

aloud. Then have them preview the cover story on pages 4 and 5.

• Explain that while they are reading the article, students should pay attention to the similarities and differences between comic books and the graphic novels mentioned in the article.

• Provide students with a piece of paper. Have them draw a line down the middle. On one side, have them write “simi-

larities” and on the other, have them write “differences.” Explain that while they read, they should write down their ideas.

Read the Text • Have students read the article with a partner. Then have

them discuss what they noted about the similarities and differences between comic books and graphic novels.

Respond to the Text• Bring students back together to discuss the text. Ask:

What was the first original graphic novel that Raina Telge-meier wrote? (It was Smile.) How is Smile different from traditional comic books? (Traditional comic books tend to be shorter. They tend to be comic in tone or to feature super-heroes or action stories. Smile tells a story that kids might relate to. Today’s graphic novels also reach a wider audience by addressing both kids and adults.)

Extension Idea• Tell students that today they are going to have a chance

to make a comic book. Have them watch the video at the bottom of “Comic Craze!” at timeforkids.com. It is a time-lapse video from TIME for Kids art director Stephen Blue, showing how he made the illustrations for this week’s cover story.

• Provide students with the reproducible “Comic Creation,” on page 4 of this guide. Ask them to think about a memo-rable moment in their life. List examples to get the discussion started (e.g., first day at a new school, winning or losing a championship, learning how to make a special family dish, dealing with a bully, and so on).

• Give students time to work on the activity. Remind them that comic books have detailed pictures as well as descrip-tive language to engage the reader. You might provide additional copies of the reproducible for students who wish to create a longer comic book or graphic novel.

• When students are done with this, bring them back together to share their comic books with the class or in small groups.

*confiscate verb: to take something away from someone

genre noun: type; a category, such as realistic fiction, science fiction, or mystery

*impact noun: the effect something has

memoir noun: a story about the writer’s experiences

prestigious adjective: important; respected

COVER STORY POWER WORDS Here are all the words you might teach in this lesson. Select the words that are most appropriate for your students for direct instruction within the lesson.

COVER STORY

*Power Words not highlighted and defined in student magazine

Time 60

minutes

2

THE VIEWU.S.

Power Words

7GET MORE AT TIMEFORKIDS.COM.

The CROWN Coalition wants to end hair discrimination.

Eight-year-old Jonathan Brown, from Texas, rocks his dreadlocks proudly. It’s a style he was looking forward to letting grow long. But in December 2019, he was sent home from school with a note from the assistant principal. It said Jonathan had to have his hair cut to comply with the school dress code. His mom, Tiffany Brown, refused to cut it. “On the way home, Jonathan cried,” she told TIME for Kids.

Many schools have dress codes. The policies are supposed to help keep students focused on learning. Some include rules about hair. A policy might prohibit boys from wearing their hair long. This would prevent styles such as afros and dread-locks. Some policies ban braids, twists, and other

styles associated with black culture. Jonathan’s story isn’t the only

one of its kind. In January, Texas teen DeAndre Arnold was told he needed to cut his dreadlocks to go to his graduation. In 2017, twins Mya and Deanna Cook were given detentions at their Massachusetts school because their hair exten-sions violated school code.

Esi Eggleston Bracey sees these types of rules as hair discrimination. She helped found the CROWN Coalition in order to end them. CROWN stands for Create a Respectful and Open World for Natural Hair.

ACT NOWTiffany took the issue up with the school board, and after about six months, Jonathan’s

school changed the dress code

TA

NYA

CO

NS

TA

NT

INE

—G

ET

TY I

MA

GE

S

in his favor. But the CROWN Coalition hopes to prevent other students from having to go through that process. That’s why it’s championing the CROWN Act. If passed, the act will prevent public schools, charter schools, and work-places from discriminating against black people for wearing their hair in “natural styles.”

Growing up, Bracey says she often felt like her own natural hair texture wasn’t “good enough.” She wants kids today to feel pride in their hair. “There have been far too many incidents of children being sent home, suspended, or expelled from school because of their tex-tured hairstyles,” Bracey says.

The CROWN Act has already been passed in five states. Efforts are also being made to pass the bill on a national level.

“I think it’s empowering,” Tiffany Brown says. “For so many people of different cultural backgrounds, hair is a symbol of strength, power, and individuality. . . . The CROWN Act is now saying ‘No longer will we be forced to not be who we are, and our hair is included.’”

—By Constance Gibbs

WEAR IT PROUD

champion verb: to fight or speak up for

discrimination noun: unfairly treating one group of people differently from another group

ALL NATURAL Long dreadlocks are banned in some dress-

code policies.

THE BRIEF

Stop and Think!

GA

RY H

ER

SH

OR

N—

GE

TT

Y IM

AG

ES

COVER: STEPHEN BLUE FOR TIME FOR KIDS

KEEP YOUR DISTANCE Some public spaces, including this park, are closed to help slow the spread of COVID-19.

2 Time for Kids March 27, 2020

SOCIAL DISTANCINGU.S.

By Josiah Bates for TIME, adapted by TIME for Kids editors

To limit the spread of the coronavirus that causes COVID-19, health experts say people should practice social distancing. But what does that really mean?

According to the U.S. Centers for Disease Control and Prevention, social distancing involves “avoiding mass gatherings” and “maintaining distance” whenever possible. Even standing six feet apart from one another, people can spread the virus through droplets from coughs and sneezes. Social distancing

limits the chances of that.Dr. Susy Hota is an infectious-

disease specialist at the University of Toronto, in Canada. “Social dis-tancing is a very general term,” she says. “There are a bunch of different types of measures that can fall under it.” For kids, these include learning from home instead of going to school and canceling playdates and sports events. “All of these measures are trying to achieve the same thing,” Hota says.

Denise Rousseau is a professor

WHY is it important to hear from experts during an emergency? How does information from experts help limit the spread of misinformation?

Do you dream of being a reporter? Enter the TFK Kid Reporter Contest for a chance to report for our magazines and website. Editors from TFK will choose a group of talented students as TFK Kid Reporters for the 2020–2021 school year. To apply, ask a parent, guardian, or teacher for details, or learn more at timeforkids.com/2020-kid-reporter-contest.

BE A TFK KID REPORTER

ON THE JOB TFK Kid Reporter Zara with U.S. Supreme Court justice

Sonia Sotomayor

at Carnegie Mellon University, in Pittsburgh, Penn-sylvania. She says social distancing is a response to the idea that many people can’t stay home all the time, even during a dis-ease outbreak. “People have lives that they need to continue to live,” Rousseau says. By keeping space between them-

selves and others, people “can reduce the likelihood that the virus can be transferred,” she adds (see “Flattening the Curve,” page 6).

Both Hota and Rousseau know it can be difficult to keep away from others in some situations, such as public transportation or elevators. Going to the bank or grocery store can also be hard. In these cases, social distancing means simply doing the best you can.

HEALTH

Power Words

CH

AR

T B

Y D

RE

W W

ILL

IS F

OR

TIM

E F

OR

KID

S. S

OU

RC

E: D

RE

W H

AR

RIS

, C

DC

PICTURE IT Slowing the rate at which people get the

coronavirus (blue curve) could keep hospitals from getting too

busy and save lives.

One chart explains how staying home can slow the spread of the coronavirus and COVID-19.

The coronavirus continues to spread throughout the world. Experts say keeping your distance from other people during the pandemic could slow down the virus and save lives.

A simple chart, shown above, tells us how. It shows two scenarios. One is what could happen if nothing were done to stop the spread of the virus and the disease it causes, COVID-19. Many cases of the disease would appear quickly. The other is what could happen if everyone did their part to help others, including following social- distancing guidelines (see “Social Distancing,” page 2).

“There’s an opportunity here to take power over this virus,” Drew Harris told TIME for Kids. Harris is a popu-lation health researcher at Thomas Jefferson University, in Philadelphia, Pennsylvania. He based the chart on one by the U.S. Centers for Disease Control and Prevention. The original showed how an outbreak could be con-trolled. Harris added the dotted line. It represents how many people the health-care system can care for at a time.

TAKING CONTROLWhen health experts like Harris talk about slowing the coronavirus, they speak about “flattening the curve.” The chart includes two curves. The red one with a steep peak represents a surge of COVID-19 cases all at once. Such an increase happens if no protective measures are taken. The blue curve has a flatter slope. This represents a

FLATTENING THE CURVE

pandemic noun: an outbreak of disease that spreads very quickly and affects a large number of people throughout the world

scenario noun: a possible situation

surge noun: an increase

slower rate of infection over a longer period. And that’s the goal: to spread out infections over

time and flatten the curve. This gives hospitals time to care for patients before more people get sick. It ensures that there are beds and medical equipment for people who need them.

Harris offers a comparison: Imagine everyone in your family got the flu on the same day. You couldn’t properly take care of one another because everyone is sick. “Wouldn’t it be better if everyone took turns getting the flu so there is always somebody healthy to care for oth-ers?” he says. “That’s what we want to do in our society.”

To slow the spread of COVID-19, health officials have advised schools and businesses to close. Many events that attract large crowds have been canceled. This may make people feel disconnected. But the chart suggests that when we practice social distancing to stop the virus, we are not really alone. “We are connected in many more ways than just being near each other physically,” Harris says. “All of us, young and old, have a responsibility to take care of each other.” —By Brian S. McGrath

6 Time for Kids March 27, 2020GET MORE AT TIMEFORKIDS.COM.

1. B 2. D 3. B4. C5. D

6. B 7. A8. D9. A

10. C

1. A 2. D 3. C4. A5. C

6. D7. Answers will vary.

See Distractor Guide for grading rubric.

TIME for Kids & TIME EdgeEditor in Chief Andrea Delbanco Creative Director Drew WillisExecutive Editor Jaime Joyce Curriculum Director Stacy BienArt Director Stephen BlueSenior Editors Brian S. McGrath, Allison SingerAssociate Editors Candace Dipsey, Rebecca Katzman, Shay Maunz Writers Constance Gibbs, Rebecca MordechaiEditorial Assistants Ellen Nam, Karena PhanCopy Editors Mike DeCapite, Jordan Mamone

TIMEEditor in Chief Edward Felsenthal Chief Financial Officer Christopher Gaydos Chief Strategic Partnerships Editor Susanna SchrobsdorffMarketing Solutions Partner Sandra VolinoCreative Account Manager Frank Rositani

Magazine Quiz Cover Story Quiz

ANSWER KEY

PAIRED TEXTINTEGRATE INFORMATIONARTICLE: “SOCIAL DISTANCING,” P. 2

ARTICLE: “FLATTENING THE CURVE,” P. 6

• This week’s paired-text lesson uses two articles featured in the magazine instead of linking to one at timeforkids.com. Have students read “Social Distancing” and “Flattening the Curve” in this week’s magazine (in print or onscreen). The first article introduces them to the topic and the second explains the importance of social distancing.

• As a class, discuss the following: What is social distancing? What are some examples listed in the article? How should people practice social distancing? What does it mean to “flatten the curve”? Why is it important to flatten the curve?

• If there’s time, have students write a paragraph explaining what social distancing is and what effect it could have on the outbreak.

OPINION WRITINGARTICLE: “WEAR IT PROUD,” P. 7

Open the lesson by asking students to weigh in on the following question: Why is it important for people to be

able to represent themselves with their clothing, accessories, or hairstyle? Tell students that they’re going to read “Wear It Proud,” an article about hair discrimination. When they’ve finished reading, analyze the article as a class by asking the following: 1) Which students are experiencing hair discrimination? 2) Why are some schools enforcing these rules? Do you agree with their reasoning? Why or why not? 3) How do these rules make people feel? Use textual evidence to support your answer. 4) What are people doing to end hair discrimination? 5)What is motivating them to end it?

Next, ask students to express an opinion about one of these dress-code policies: banning headwear, requiring girls and boys to wear specific types of clothing, or banning jewelry. Have students complete the “Don’t Discriminate” resource, on page 5 of this guide, to rewrite one of these policies and explain their reasoning for why it is important to do so.

POWER WORDSGo to timeforkids.com for definitions and to hear the words read aloud in a sentence.

“Social Distancing,” p. 2: *mass, *transfer“Flattening the Curve,” p. 6: pandemic, scenario, surge“Wear It Proud,” p. 7: champion, discrimination

PAIRED TEXT & WRITING

Time 30

minutes

Time 30

minutes

3

Name Date

4© 2020 TIME for Kids, timeforkids.com, Edition 5–6. This page may be photocopied for use with students. • Vol. 10, No. 21 • March 27, 2020

Comic CreationRead “Comic Craze!” (March 27, 2020). Then think about a memory to write about. Use the back of this page to draft a scene of that memory for a graphic novel. Then sketch it in the panels below.

NARRATIVE WRIITNG CCSS: W.5.3; W.6.3

SCENE 1:

INIDES

Name Date

5© 2020 TIME for Kids, timeforkids.com, Edition 5–6. This page may be photocopied for use with students. • Vol. 10, No. 21 • March 27, 2020

Don’t DiscriminateRead “Wear It Proud” (March 27, 2020), about hair discrimination. Then take a look at potentially discriminatory dress-code policies below. Choose one and explain how it could be rewritten to be more inclusive.

Policies:

Think about why the policy is discriminatory. Rewrite it to be inclusive of all genders, religions, and races.

How I would respond to people who disagree:

No headwear will be permitted.

Girls must wear a skirt or dress, and boys must wear pants.

No jewelry may be worn during the school day.

Other:

One reason the policy should be rewritten:

Facts and details that support this reason:

Another reason it should be rewritten:

Facts and details that support this reason:

OPINION WRITING CCSS: W.5.1; W.6.1

EDITION 5–6: MAGAZINE QUIZ

6

COMPREHENSION QUIZ

SOCIAL DISTANCING: Make an Inference (RI.5.1; RI.6.1)

1. Which of the following would be the best alternative title for this article?

A. “Let’s Party!”B. “Stay Away” C. “Do the Best You Can”D. “COVID-19”

FOR THE RECORD: Read for Information (RI.5.1; RI.6.1)

2. Why is Heaven Fitch significant?

A. She helped set the record in France. B. She is the first girl to wrestle in North Carolina. C. She is the first girl to win a wrestling competition.D. She is the first girl to win an individual state

championship in her state.

DATA DEEP DIVE: Analyze Graphic Features (RI.5.7; RI.6.7)

3. How have kids’ preferences changed since 2016?

A. They are less interested in humorous books.B. They’re more interested in learning something new. C. They no longer enjoy reading for pleasure. D. They don’t have strong preferences anymore.

COMIC CRAZE!: Identify Cause and Effect (RI.5.3; RI.6.3)

4. According to the article, what most likely caused the rise of graphic novels for kids?

A. Publishers priced them more competitively. B. More authors started writing graphic novels for kids. C. Telgemeier’s graphic novel Smile was a Number 1

best-seller. D. Sales of children’s books increased by more than

50%.

COMIC CRAZE!: Identify Point of View (RI.5.6; RI.6.6)

5. Which of the following most likely describes the author’s opinion of graphic novels?

A. She is uninterested in them. B. She thinks they should be confiscated.C. She thinks they are humorous. D. She thinks they are impactful.

FLATTENING THE CURVE: Analyze Graphic Features (RI.5.7; RI.6.7)

6. According to the chart, what will happen without protective measures?

A. The number of cases will increase and last longer. B. The number of cases will increase but drop at a faster

rate. C. The number of cases will decrease to match the

health-care system’s capacity.D. The number of cases will remain the same with or

without protective measures.

FLATTENING THE CURVE: Identify Claims and Evidence (RI.5.8; RI.6.8)

7. Why is the goal “to spread out infections over time”?

A. to allow the medical industry to take care of those who are sick

B. to give governments more time to boost the economyC. to encourage social distancingD. to decrease the negative effects on small businesses

WEAR IT PROUD: Identify Cause and Effect (RI.5.3; RI.6.3)

8. The CROWN Act is intended to

A. increase graduation rates. B. decrease suspension rates.C. encourage discrimination. D. empower children.

ROCK ON: Read for Detail (RI.5.1; RI.6.1)

9. What kind of troll is Cooper?

A. funkB. popC. Snack PackD. rock

ANOTHER LOOK: Define Words and Phrases (RI.5.4; RI.6.4)

10. Which word most closely means the same as celebrated, as it is used in the first sentence?

A. observedB. performedC. admired D. criticized

Use all articles from the March 27, 2020, issue of TIME for Kids to answer the questions.

© 2020 TIME for Kids, timeforkids.com, Edition 5–6. This page may be photocopied for use with students. • Vol. 10, No. 21 • March 27, 2020

Name Date

Educator’s Guide Exclusive!

BY JERRY CRAFTNEW KIDGraphic novelist Jerry Craft has a lot in common with Jordan Banks. Jordan is the main character in Craft’s latest book, New Kid. In the story, Jordan is crazy about cartooning and wants to go to art school. Instead, his parents enroll him in a fancy private school known for academics, where he’s one of the only students who isn’t white. Craft went through something similar, and he knows what it’s like to be one of the few African Americans in class. He told TFK Kid Reporter Maria Suarez that for him, the experience was like “being thrown in a cold swimming pool.”

Growing up, Craft wasn’t a big reader. But New Kid, with its imaginative drawings and relatable characters, is a book he would have liked. “A graphic novel is something between a book and a movie,” he says.

—By Maria Suarez, TIME for Kids Kid Reporter

Educator’s Guide

Editor in Chief: Andrea Delbanco Creative Director: Drew Willis

Curriculum Director: Stacy BienAssociate Editor: Candace Dipsey

Copy Editors: Mike DeCapite, Jordan Mamone

ABOUT THE BOOK

ABOUT THE AUTHOR

●●Released in February 2019

●●256 pages

●●Ages 8 and up

●●Lexile Level: 320L

JERRY CRAFT is an author and illustrator who

has worked on numerous picture books, graphic

novels, and middle grade novels, including The

Zero Degree Zombie Zone, by Patrik Henry Bass.

Jerry’s books have been Junior Library Guild

selections, and he has won five African-American

Literary Awards. He is a cofounder and

coproducer of the Schomburg Center’s annual

Black Comic Book Festival, which has drawn

close to 50,000 fans since its inception in

2013. Jerry was born in Harlem, in New York

City, and grew up in nearby Washington Heights.

QUICK TIPS TO GET STARTED

1. Read the book. Before introducing the book and leading your class in a discussion about it, you should be prepared. Questions will arise, and you’ll want to be able to answer them.

2. Mark up the text. While reading, annotate the text to help you go chapter by chapter, deciding what questions to ask and how they connect to the overall theme.

3. Set ground rules. Establish a set of rules with the class to determine what strong habits of discourse should look and sound like in your classroom. Post them for the year.

4. Teach students how to read a graphic novel. Graphic novels are read from left to right, from the top of the page to the bottom, like a regular book. However, you may want to read the first chapter as a class to accustom students to the organization of speech bubbles in the frames.

5. Invest your readers. Remember, part of your role is to hype the book before, while, and after students read it. This will secure their investment in it and ensure their ability to think critically and answer questions about it.

When sharing any book selected with your class, it’s important to be aware of the individual dynamics among your students. Whether you choose to use this book for read-aloud, book club, or guided reading, you’ll want to be prepared.

NAME: DATE:

In his book New Kid, Jerry Craft uses similes and metaphors about friendship. Use the thought cloud to write words and phrases about friends. Then come up with your own simile or metaphor below.

A Friend Is . . .

ILLUSTRATE IT! Use the book cover above to draw yourself as a graphic-novel character. If there’s time, create a scene using the template on the following page or on a separate piece of paper that illustrates your simile or metaphor.

FE

RN

AN

DO

DIA

S S

ILVA

/GE

TT

Y IM

AG

ES

Friends are…

My simile/metaphor about friends.

© 2020 TIME Inc. TIME For KIds is a trademark of Time Inc., registered in the U.S. and other countries.

In this week’s cover story, writer Shay Maunz is featured reading Jerry Craft’s graphic novel New Kid. The book is about a boy who grapples with being one of the few kids of color at a prestigious school. It follows him through his first year as he learns about friendship and identity.

Use TFK’s Educator’s Guide for New Kid (click here to access or go to the Teaching Resources at timeforkids.com) to engage students with the book. The guide includes discussion questions, worksheets, and a quiz.

Educator’s Guide Exclusive!

Follow us on:

facebook.com/timeforkids

Instagram @timeforkids

Twitter @timeforkids

Supplement to TIME for Kids

timeforkids.com

®

T E AC H E R ’S G U I D E E D I T I O N 5 – 6

ATTENTION, POSTMASTER AND SCHOOL SECRETARY:

DO NOT BREAK OPEN!FIRM BUNDLE

THIS PACKAGE GOES TO ONE TEACHER

Need to reach us?For 24-hour customer service, visit

• timeforkids.com/customerservice or

Phone: 877-604-8017Fax: 813-433-5152

• Email: tfkcustserv@cdsfulfillment.com