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M A R C H 2 7, 2 0 2 0 ● V O L . 10 ● N O . 21

t i m e f o r k i d s . c o m

E D I T I O N 3 – 4

TFK reports on this booming business.

INSIDE THE RISE OF

GRAPHIC NOVELS

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

WITHIN THIS GUIDEPAIRED 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

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 3 – 4 T E A C H E R ’ S G U I D E

LEXILE LEVELS ● Main: 670L ● Alternate: 520L, 830L

CONTENT-AREA STANDARD(NCSS) Culture

COMMON CORE STANDARDSRI.1, RI.3, RI.8, W.3

● Class set of this week’s magazine ● Access to a video about the making of this week’s cover (located at the 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.

PUBLISHING BREAK

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

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COVER

4 Time for Kids March 27, 2020 5

Power Words

BUSINESSTFK’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. Two types of comics were

widely available to kids. There were comic books about superheroes. But those 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 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. People in the

publishing industry had doubts. They figured kids wouldn’t enjoy a graphic novel about an

average girl. They were wrong. 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. Often, they’re about adventure or superheroes. “Comics have this history . . . 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. That’s a publishing company.

Today’s graphic novels are different. Authors use comics to tell a book-length story. It can be any genre. It can be realistic.

In 2018, sales of graphic novels for kids and teens

jumped by more than 50%. Compare that to sales of printed books across all categories. They increased by about 1%.

REAL READINGAs sales boom, attitudes about comics are changing. This year, New Kid became the first graphic novel to win the Newbery Medal. That’s a prestigious award in children’s literature.

New Kid author Jerry Craft says that when he was a kid, he read mainly comics. 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.”

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

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HEAR 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

prestigious adjective: important; respected

COMPARE AND CONTRAST LESSONEngage the Reader• Open the lesson by creating a Venn diagram comparing traditional comic books and graphic

novels. You should have an example of each on hand, in case students are unfamiliar with either. Have partners or groups work on the diagram together. (Note: You can find a Venn diagram under Teaching Resources at timeforkids.com.)

• Show students the cover of this week’s magazine and read the cover text aloud. Ask: What does it mean that this business is “booming”? Do you have any firsthand evidence that supports this claim?

Read the Text • Have students read the text independently and take note

of more details about comic books and graphic novels. After reading, have students get back with their partners or groups to add to their Venn diagram.

• Bring students together to share answers from their graphic organizer. Ask: According to the article, what misconceptions did people have about comics or graphic novels? (Publishers didn’t think that graphic novels would sell; adults thought comics were not educational.) What misconceptions did you have about graphic novels or com-ics before reading this article?

• Draw attention to the final paragraph of the article and reread it aloud for students. Ask what the writer means when she says “Graphic novels are real books.” What evidence does she give in support of comics and graphic novels? Do you agree that graphic novels are real books? Why or why not?

• Alternatively, you might create a continuum across the room in which one side of the room is “graphic novels are not real books” and the other side is “graphic novels are real books.” Have students stand in a place that best aligns with their agreement on the matter, and have volunteers share their reasoning.

Respond to the Text• Show students the video at the bottom of this article at

timeforkids.com. It shows the art for this article being created by TFK designer Stephen Blue. Ask students to identify the steps he appears to take (sketching an idea, filling out the sketches, adding text, darkening lines, add-ing color). Then provide students with the reproducible “Comic Creation,” on page 4 of this guide. Have them use the template to create a scene from their life as a page for a graphic novel.

• Have students reflect on how this process was similar to and different from writing a story.

• Allow students to add more pages, as they wish. Once they’ve completed their work, have them share their cre-ation.

• Ask students to compare reading a scene from their class-mates’ graphic novels with what it might have been like to read those same scenes in text stories. Were they easier to read? Did you learn as much as you would have from read-ing a story?

Extension Idea• To expose students to a graphic novel and the kinds of

learning opportunities a graphic novel can provide, have students read New Kid, by Jerry Craft, and use TFK’s edu-cator’s guide to support learning. The guide can be found under Teaching Resources at timeforkids.com. This book focuses on themes of race, identity, and friendship.

COVER STORY

*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

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.

*Power Words not highlighted and defined in student magazine

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WEAR IT PROUDThe CROWN Coalition wants to end hair discrimination.

Jonathan Brown, 8, is from Texas. He rocks his dreadlocks proudly. He wants to grow them long. But in late 2019, he was sent home from school with a note. It was from the assistant principal. The note said Jonathan had to have his hair cut to follow the school dress code. His mom is Tiffany Brown. She refused to cut it. “On the way home, Jonathan cried,” she told TIME for Kids.

Many schools have dress codes. They are meant to help students focus on learning. Some prevent boys from wearing their hair long. This bans styles such as afros and

dreadlocks. Some 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. Twins Mya and Deanna Cook are from Massachusetts. In 2017, they were given detention at their school. The school said their hair extensions violated code.

Esi Eggleston Bracey sees these types of rules as hair discrimination. She helped start the CROWN Coalition. CROWN stands for Create a Respectful and Open World for

Natural Hair.

ACT NOW Tiffany took the issue up with the school board. After about six months, Jonathan’s school changed its code. The CROWN Coalition hopes to prevent other students from having to go through this process. That’s why it champions the CROWN Act. The act seeks to prevent schools and workplaces from discriminating against black people for wearing their hair in “natural styles.”

Bracey wants kids to feel proud of their hair. “There have been far too many incidents of children being sent home, suspended, or expelled from school because of their textured hairstyles,” she says.

The CROWN Act has passed in five states. And there are efforts to pass it nationally. “I think it’s empowering,” Tiffany Brown says. “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

ALL NATURAL Long dreadlocks are

banned in some dress-code policies.

champion verb: to fight or speak up for

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

Stop and Think!

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

SOCIAL DISTANCINGHEALTH

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

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

Social distancing means “avoiding mass gatherings” and “maintaining distance.” That’s according to the U.S. Centers for Disease Control and Prevention. Even people who are six feet apart from one another can spread the virus. They can do so through droplets from coughs

and sneezes. Social distancing limits the chances of that.

Dr. Susy Hota is an infectious-disease specialist. She’s at the University of Toronto, in Canada. “Social distancing is a very general term,” she says. “There are a bunch of different types of measures that can fall under it.” These include learning from home instead of at school, and canceling playdates and sports events.

Denise Rousseau works at

WHY is it important to hear from experts during an emergency? How does reading information from experts help to 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

Carnegie Mellon University. That’s in Pittsburgh, Pennsylvania. She says many people can’t stay home all the time, even during a disease outbreak. “People have lives that they need to continue to live,” Rousseau says. By keeping space between themselves and

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

Hota and Rousseau know it can be hard to keep away from others sometimes, such as on public transportation. In these cases, social distancing means doing the best you can.

2 Time for Kids March 27, 2020

COVER: STEPHEN BLUE FOR TIME FOR KIDS

HEALTH

6 Time for Kids March 27, 2020

Power Words

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FLATTENING THE CURVE

One chart explains how staying home can slow the spread of the coronavirus.

The coronavirus continues to spread throughout the world. Keeping your distance from others during the pandemic could slow the virus down. It could also save lives. A simple chart tells us how. It shows two situations. One is what could happen if nothing were done to stop the spread of the virus. Many cases of the disease that it causes, COVID-19, would appear all at once. The other is what could happen if everyone followed health-safety guidelines. These include social distancing (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 researcher at Thomas Jefferson University, in Philadelphia, Pennsylvania. He’s one of the creators of the chart.

TAKING CONTROLExperts like Harris say it’s important to slow the spread of the coronavirus. They call this “flattening the curve.” The chart includes two curves. The red one has a steep peak. It represents a surge of COVID-19 cases. This happens if no protective measures are taken. The blue curve

has a flatter slope. This represents a slower rate of infection over a longer period of time.

And that’s the goal: to spread out infections over time. Then hospitals can care for patients before more people get sick. There will be beds and medical equipment for those who need them.

Harris offers a comparison: Imagine everyone in your family got the flu. You couldn’t care for one another. He says, “Wouldn’t it be better if everyone took turns getting the flu so there is always somebody healthy to care for others? That’s what we want to do in our society.”

To slow the spread of COVID-19, officials have closed schools and businesses. Big events have been canceled. This may make people feel disconnected. But the chart shows that we’re 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

PICTURE IT This chart shows that the longer it takes for the

coronavirus to spread, the more time hospitals have to prepare.

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

surge noun: an increase

GET MORE AT TIMEFORKIDS.COM.

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 MaunzWriters 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 Schrobsdorff Marketing Solutions Partner Sandra VolinoCreative Account Manager Frank Rositani

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

ARTICLE: “FLATTENING THE CURVE,” P. 6

• After students read “Social Distancing,” ask: What is social distancing? What are some examples that have been put in place by the government? How should individu-als practice social distancing?

• Next, have students read “Flattening the Curve,” on page 6 of the magazine, to help them understand why social distancing is important.

• Have students partner up to discuss the following: What does it mean to “flatten the curve”? (To slow the spread of an infection over a longer period of time) Why is it important to flatten the curve? (So the health-care system can respond to all the cases of the infection)

• If there’s time, have students write a paragraph explaining what social distancing is, and what effect it can have on COVID-19.

OPINION WRITING ARTICLE: “WEAR IT PROUD,” P. 7

Open up 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 them that today they’ll read “Wear It Proud,” an article that discusses hair discrimination.

When they’re done reading, bring students back together and ask: How are the policies in the article discriminatory? What effect do these rules have on black students? What solution is being implemented?

Have students work together to rewrite the hair policy so it is respectful of all genders, races, and religions. (For example: Hair can be styled in any way, as long as it is kept off the face and out of the eyes.)

Ask students to think about whether any of their school’s dress policies are discriminatory. Provide them with the reproducible “Don’t Discriminate,” on page 5 of this guide. Read the dress-code policies aloud. Have partners or groups discuss whom those rules might discriminate against. Have students fill out the rest of the reproducible independently.

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, surge“Wear It Proud,” p. 7: champion, discrimination

PAIRED TEXT & WRITING

1. C 2. A 3. B4. D5. A

6. B 7. A8. C9. D10. A

1. D 2. D 3. B4. C5. A

6. D7. Answers will vary.

See Distractor Guide for grading rubric.

Magazine Quiz Cover Story Quiz

ANSWER KEY

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Name Date

© 2020 TIME for Kids, timeforkids.com, Edition 3–4. 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.3.3; W.4.3

SCENE 1:

INIDES

Name Date

© 2020 TIME for Kids, timeforkids.com, Edition 3–4. 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:

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OPINION WRITING CCSS: W.3.1; W.4.1

EDITION 3–4: MAGAZINE QUIZ

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COMPREHENSION QUIZ

SOCIAL DISTANCING: Define Words and Phrases (RI.3.4; RI.4.4)

1. Which best defines social distancing?

A. not leaving your home until the virus is eradicated, or destroyed

B. staying inside if you are feeling sick C. keeping as much space as possible between you and

other people D. not communicating with anyone who may have the

virus

SOCIAL DISTANCING: Explain Cause and Effect (RI.3.3; RI.4.3)

2. Social distancing is meant to

A. limit the possibility of the virus being passed on.B. stop people from talking about COVID-19 so much. C. make kids lose their friends. D. give people time to clean public transportation.

DATA DEEP DIVE: Read a Graph (RI.3.7; RI.4.7)

3. In 2018, more than half of kids looked for books that would

A. tell them a good story. B. make them laugh.C. take them somewhere they’d never been. D. tell them about a topic they wanted to learn about.

COMIC CRAZE!: Read for Detail (RI.3.1; RI.4.1)

4. Which of the following are not traditional to comics?

A. humorous situationsB. picturesC. superheroesD. realistic stories

COMIC CRAZE!: Identify Point of View (RI.3.6; RI.4.6)

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

A. She thinks they’re impactful. B. She thinks they’re unsuccessful.C. She’s discouraged by graphic novels. D. She’s disinterested in them.

FLATTENING THE CURVE: Explain Cause and Effect (RI.3.3; RI.4.3)

6. According to the article, what might happen if we do not take preventive measures against the coronavirus?

A. The virus will last much longer. B. The health-care system may not be able to take care

of everybody. C. Schools will have to close.D. The curve will flatten.

WEAR IT PROUD: Analyze Text Structure (RI.3.5; RI.4.5)

7. How did the author organize the ideas in this text?

A. problem and solution B. cause and effect C. chronological orderD. compare and contrast

WEAR IT PROUD: Integrate Information (RI.3.9; RI.4.9)

8. What would Esi Eggleston Bracey and Tiffany Brown likely agree on?

A. Boys should keep their hair to a certain length. B. Braids and dreadlocks may take focus away from

learning.C. Kids should feel confident with whatever hairstyle they

choose. D. Children should never violate school rules.

ROCK ON: Read for Detail (RI.3.1; RI.4.1)

9. Which is true about Trolls World Tour?

A. It is the first movie of its kind. B. The movie will be released in theaters on April 1. C. The movie is about spreading joy. D. The characters learn there are many different kinds of

trolls.

COOL CAREERS: Read for Detail (RI.3.1; RI.4.1)

10. Natalie Labarre wrote Incredible Jobs You’ve (Probably) Never Heard Of to

A. introduce kids to career choices. B. persuade kids to become window cleaners. C. teach kids about what it’s like to be an animator. D. tell kids about the things she enjoys doing.

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

© 2020 TIME for Kids, timeforkids.com, Edition 3–4. 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.

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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!

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