The problem at the beginning of our study is related to the use of graphic novels in french class in high school in Québec. Indeed, although recent research shows that graphic novels are a meaningful and stimulating literary form for students (Boutin, 2010; Grondin, Boutin, Gendron, Martel and Beaudoin, 2011; Lebrun, 2004), it is still the weak link of literature and further regarding the teaching of literary reading (Rouviere, 2012). This lack of knowledge often deprives teachers and students of strategies to support the use of comics and graphic novels in school and to fully exploit its language potential. So, it appears essential to propose new teaching devices to use this literary form in the classroom. Guided by the theoretical foundations of the multimodal media literacy, literary reading and the reader, we present results from a teaching sequence in which students are asked to create trailers from comics and graphic novels. Our analysis of students productions shows that they appear to be multimodal subjects that combine reading, writing, illustration, filmed image and music (Gee, 2008). This approach also allows us to observe their appropriation of works including through their interpretations, their transpositions in trailers and learning they have made.