Spring 2018 ARTE Lesson Plan Format 1.19.

18
-----EACH LESSON IN LEARNING SEGMENT CANNOT BE LONGER THAN 4 PAGES-----

Title of Learning Segment: Paging Identity Grade: 2

Prior Knowledge:
- How to use scissors
- How to use glue
- Collage techniques
- How to respond to creative and writing prompts
- How to fold paper

Central Focus:
- Creating art that reflects our identity and the person, people, objects, or ideas that make
us who we are.

Learning Segment Overview Four lessons (45 minutes)

Lesson 1 (Day 1):
- Introduce lesson overall along with “Bookmaking!” PowerPoint, make a practice book, ask
questions to encourage thinking ahead on final project, decide on who the book will be made
for/about
Lesson 2 (Day 2):
- Begin making final book, discuss prompts for filling out the book
Lesson 3 (Days 3-4):
- Final touches on book, respond to remaining prompts
Lesson 4 (Day 5):
- Present final books to classmates/teacher in a form of critique, set up for art show/
presentation of the books
Spring 2018 ARTE Lesson Plan Format 1.19.18
-----EACH LESSON IN LEARNING SEGMENT CANNOT BE LONGER THAN 4 PAGES-----

Standard Learning Objective Assessment

NVAS: - SWBAT create a work of art Diagnostic: TW instruct, support,

- VA:Cn10.1.2a about events from their personal and observe students making a
Create works of life. practice book.
art about events - SWBAT analyze how art
in home, school, exhibited inside and outside of Formative: TW instruct, support,
or community life schools contributes to and and observe students making their
- VA:Pr6.1.2a influences communities. final books. TW observe, support,
Analyze how art and ask questions and produce
exhibited inside prompts pertaining to filling in the
and outside of books periodically throughout the
schools (such as Learning Segment.
in museums, - Questions For Students:
galleries, virtual - Who is your book about?
spaces, and other - How has this person affected
venues) you?
contributes to - What is your favorite thing about
communities this person?
- Create a collage in your book
SCVAS: that reminds you of this person.
- VA.CR NH.2 - I CAN construct a work of art by - Draw a picture of this person and
I can use and combining materials, techniques, you.
combine and processes. - Create a collage using only one
materials, - I CAN discuss how a work of art color that makes you think of this
techniques, and tells a story or has a message. person.
processes to - Add collage and drawn elements
make art to your book that reflect you, this
- VA.R NM.5 person, and your relationship to
I can talk about this person.
how an artwork
tells a story or Summative: Students will create a
has a message book about a friend, family
member, or person of influence, in
which they respond to prompts
given by the teacher. They will
then engage in an in-class
interview critique (see attached),
where they interview a peer and
then take turns presenting each
other and their work to the class.
They will also aid the teacher in
setting up an art show to which the
person their books are about will
be invited to attend. If the student
chooses, they can either leave
their books on display or present
their books to their recipients
during the show.
Spring 2018 ARTE Lesson Plan Format 1.19.18
-----EACH LESSON IN LEARNING SEGMENT CANNOT BE LONGER THAN 4 PAGES-----

Academic Language
1. Language Function:
- Demand: The students will create a book about someone who has influenced them by
answering prompts and questions and by using collage techniques to decorate it.
- Function: The students will create a book using basic bookmaking techniques and will
respond to prompts in order to fill it in and convey why they chose the person their book it
about.
2. Vocabulary:
- Identity: (n) The distinguishing character or personality of an individual
- Book: (n) A set of written, printed, or blank sheets bound together between a front and back
cover
- Bookmaker: (n) A printer, binder, or designer of books
- Influence: (n) The power or capacity of causing an effect in indirect or intangible ways
- Signature: (n) One unit of a book comprising a group of printed sheets that are folded and
stitched together
- All definitions from merriam-webster.com.
3. Discourse OR Syntax: This lesson aids in developing students’ illustrative, descriptive, and
creative discourse.
4. Practice: Students will practice using language function by responding to prompts as they fill
in their books. Some questions that may be asked are:
- Who is your book about?
- How has this person affected you?
- What is your favorite thing about this person?

Key Materials:
- White computer paper
- Rounded needles (plastic)
- Thread/string
- Found papers (newspaper, scraps from other projects, etc.)
- Recycled book covers
- Collage materials (paint swatches, scrap papers, tissue paper, etc.)
- Glue
- Scissors
- Dry media (crayons, colored pencils, markers, pens, and pencils)
- Found objects from personal life (i.e. photographs, movie tickets, notes)
- Worksheet with bookmaking instructions
- “Bookmaking!” PowerPoint introducing the project
- Interview Critique worksheet

Instructional Strategies and Learning Tasks (Procedures & Timelines)

Lesson 1 of 4 (Day 1)
- Begin class by asking students what their favorite book is. Why is it their favorite book?
- Then ask them who their favorite person is. Why are they their favorite person?
- Connect these questions by telling students they are going to be making a book about their
favorite person, or a person they look up to.
- Introduce students to the project by showing them the introductory PowerPoint, “Bookmaking!”
- After showing them this PowerPoint, ask them if they have any questions, answer them, and
then move on.
- The first activity of this project is making a practice book.
- The first step of this is having students fold 8.5x11” pieces of computer paper in half. They
should have five pieces of paper each to fold and make into one signature. They should fold it
horizontally.
- The teacher should then take a pushpin and place four holes along the crease of the folded
papers of each student’s book.
- Next, the teacher should pass out the worksheet on bookmaking, as well as the rounded
plastic needles, and the thread or string.
- Having students follow along, read the steps to them.
Spring 2018 ARTE Lesson Plan Format 1.19.18
-----EACH LESSON IN LEARNING SEGMENT CANNOT BE LONGER THAN 4 PAGES-----

- Now, doing it along with them, walk them through the steps to complete their first book.
- Collect the bookmaking worksheets for the next class period.
- Before the end of class, students should decide who their book is going to be about.

Lesson 2 of 4 (Day 2)
- Begin class by asking students what they remember from the last class.
- Follow this by asking them what their favorite part of making their first book was.
- Take out discarded slip covers from old books (collected prior to this lesson from the library or
resale stores) for students to choose from as their new book covers.
- Pass out the bookmaking worksheets as well as five pieces of white computer paper, plastic
rounded needles, and string.
- Instruct students to fold their pieces of paper
- Then instruct them to fit and measure the old slip covers to fit their new books.
- Pass out scissors and aid students in cutting and fitting their covers to their folded signatures.
- Once students have those cut and folded with their signatures to form a front and back cover,
begin walking around the room and putting holes along the crease of the fold with a pushpin.
- Instruct students to follow the worksheet and to begin sewing their book together.
- Walk around and monitor students as they work, offering assistance when needed.
- Tell them to title their book on the first page as well as place their name on it.
- When students have completed this, have the first and second prompts for their book already
written and posted somewhere in the classroom.
- Who is your book about? How has this person affected you?
- On the second and third pages, they should write those two questions and answer them, both
in writing and through drawing. Produce your personal example if necessary.
- As class comes to a close, collect all supplies from the day, including the bookmaking
worksheet.
- Also collect each student’s book and store them in a spot that is easy for students to reach
and for you to remember.

Lesson 3 of 4 (Day 3 and 4)

- This segment of the lesson should flow from the third day into the fourth.
- When students arrive, pass out their books.
- Once passed out, ask if anyone would like to share what they’ve written so far.
- After this, pass out scissors, glue, collage materials (scrap pieces of paper, magazines, etc.),
and dry media supplies (markers, colored pencils, and crayons).
- Have the remaining prompts, as well as the ones from last class, written and hanging up
somewhere in the room.
- Instruct students to do their best at answering these questions and prompts in their books, and
tell them you will help as often as needed.
- Walk them through the questions and prompts, producing your own example if they ask for it.
- The remaining prompts are:
- Create a collage in your book of found images that remind you of this person.
- Draw a picture of this person and you.
- Create a collage using only one color that makes you think of this person.
- Add collage and drawn elements to your book that reflect you, this person, and your
relationship to this person.
- Tell students that they should fill in every page of their book as best they can.
- Give them ample time to work on completing this stage of the project.
- As they work, walk around the room and ask them questions about what they are doing. For
example, why did you cut out that picture for your collage? Tell me why you chose this person.
Can you tell me why you chose those colors?
- At the end of the third day, collect the supplies as well as the books.
- Tell students before they leave that they will have the next class to finish their books.
- Repeat the same steps for day four of the project, reminding students at the beginning of class
that their books should be completed by the end of the day.
- At the end of the fourth day, collect the supplies and books again.
- Tell students that, the next time you meet for class, you will discuss their books and prepare
them for an art show.
Spring 2018 ARTE Lesson Plan Format 1.19.18
-----EACH LESSON IN LEARNING SEGMENT CANNOT BE LONGER THAN 4 PAGES-----

Lesson 4 of 4 (Day 5)
- At the beginning of class, pass the books back out.
- Tell students that they will be engaging in an Interview Critique, where you will give them a
piece of paper that has a set of questions on it for them to ask their peers and then write down
their answers on.
- Pass out the papers and walk around the room, monitoring how they work and offering help if
needed.
- Once they have finished, tell them that they are now going to take turns introducing their
partner and their work to the class.
- Once everyone has shared, collect the Interview Critique worksheets and their books.
- If time permits, allow students to help set up for the “book swap,” or the art show that will be
hosted by the school where students can either display their books or give their books to the
people they made them about.
- If time does not permit for that, simply ask each student their intention for their book, whether
they wish to display it or give it away, and store them separately according to their answers.
- At the end of class, ask students general questions to wrap up the project. For example, what
was your favorite part? What was your least favorite part? What did you learn? Would you like
to make another book?
- Give handout to students home teacher to send home advertising opening of the art show.

Accommodations:
• Representation: I will use a PowerPoint to introduce the lesson, I will have the questions and
prompts posted in the room for students to read, and I will supply the materials for the
project.
• Engagement: Students will fold and sew their own signatures and book covers and they will
answer the prompts and questions according to the person they have picked to write about.
• Expression: Students will engage in an Interview Critique, where they discuss their projects
one-on-one with their peers and then with the class, as well as entering their completed
books into an art show or gifting them to the person they based their books on.
• Individual student with special needs: Students with special needs will be aided in all steps
of this project. If necessary, their books can be pre-made and the materials for collage can
be pre-cut. Following this, their aid, the teacher, or even another student can help them in
fulfilling the prompts and questions for the completion of their book.

Resources
Edutopia: Learning From Their Own Books. (2017, October 7). Retrieved from https://
www.edutopia.org/practice/bookmaking-across-subjects-making-learning-last-longer.
Eisner, Elliot. (2002). 10 Lessons the Arts Teach [PDF File]. Retrieved from https://
www.arteducators.org/advocacy/articles/116-10-lessons-the-arts-teach.
Wikipedia: Gutenberg Bible. (2019, November 28). Retrieved from https://en.wikipedia.org/wiki/
Gutenberg_Bible.


Artifacts
- “Bookmaking!” PowerPoint
- Bookmaking worksheet
- Interview Critique Worksheet
- Teacher example of completed book
- Art show flyer

Reflection