Objective:
To help students learn the importance of illustrations.
Standards:
ELACC1RL7: Use illustrations and details in a story to describe its characters, setting, or events.
ELACC1RL3: Describe characters, settings, and major events in a story, using key details.
Materials:
Pencil
Paper
Crayons
Markers
Oil pastels
Water colors
Scissors
Felt pens
Gel pens
Procedures:
Gather children on the rug.
Show children the illustrations in Zen Shorts by Jon J. Muth while covering up the text. Ask students to make predications on each page about what they think the story is about. Why?
Read the book.
Talk about the predications they made versus the story Jon J. Muth wrote. Is it similar? Different? What surprised them? What did they guess correctly from the illustrations?
Next, we will talk about how illustrations work with words to tell the story.
The students will then be instructed on the work session. They will be asked to make a book of their own, using illustrations! It can be about whatever they would like, in whatever language they would like. It can be as long or short as they want. They can include text with their pictures if they want, or they can share their story verbally, while using the illustrations as a visual guide for the audience.
The teacher will present a handmade model to show the students a realistic example/guide. It will be approximately 5 pages long, and illustrated with multiple creative tools. It will have a few pages with sentences and some without. It will have to have a setting, characters, plot though. They can describe these elements through text or verbally.
The students will then go back to their seats and begin working on their books. All the above listed materials will be available to them and they will be encouraged to be creative in their illustrations! If there is some creative tool they would like to use besides what has been listed, and it's in the classroom, then they may use that too.
They will have approximately one hour to create their book.
After the hour is up we will reconvene on the carpet to share our books. Those who would like to share can do so and they are welcome to have the class guess what they think their story is about (while covering up the text, if there is any) if they want! If they do not wish to share on the carpet they can share with a teacher or neighbor privately after those who wish to share with the class have.
Differentiation
This activity will be differentiated in several different ways. Firstly, it will be set up so that it is accessible to multiple types of learners. Whether they are progressing, meeting, or exceeding in writing or reading they should be able to partake and participate in this activity fully. It is meant to meet them where they are developmentally. Secondly, for ELL learners I specifically want to include multiple language options should they choose to accompany their illustrations with text. Beyond text, it is probably more accessible to ELL students since the main focus of this lesson is interpreting the visual aspects of books. I intentionally wanted this lesson to give a wide creative berth so that students can create a product which will reflect their interests, knowledge, and passion.
Assessment:
The assessment is formative for the most part. I will assess what the children know about describing the characters, plot, and setting through illustrations and/or text. To attain this knowledge I will listen to students as they create and share their books. The summative assessment in this case will be the physical books themselves. In looking at them I can see if there are characters, a setting, and a plot. I can also see how they chose to format their book and whether they did strictly illustrations or illustrations and text.
No comments:
Post a Comment