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Miss Hundts Tuesday lesson plan

Objectives of Lesson:
Students will be able to explore how illustrations contribute to the telling of a story by looking at picture books (without words) followed by a discussion about the different elements of the illustrations that they felt helped them better understand the story. After this lesson, students will be able to "read" the illustrations in other books, as they look at the ways in which pictures reveal information about the story that the text might leave out. Students will be able to use a variety of lines, colors, and mediums to convey their own ideas, in regard to their own story (with little to no text), through their own personal illustration.

Michigan Curricular Connection:

R.NT.02.04 Identify and explain how authors/illustrators use literary devices including illustrations and titles to depict major story events, and comparisons including metaphors or similes to reveal characters thoughts and actions. ART.VA.II.2.5 Compare and contrast how artists convey ideas through the creation of artwork ART.VA.III.2.5 Reflect on how art expresses ideas, feelings, and opinions. ART.VA.II.2.4 Use symbols to create artwork that expresses and communicates meaning.

NETS-T Standards:
1. Creativity and Innovation students demonstrate creative thinking, construct knowledge, and develop innovative products and process using technology. a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as a means of personal or group expression. 5. Digital Citizenship a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

Source Materials
Tuesday by David Wiesner Paul McCartneys animation of Tuesday: http://www.youtube.com/watch?v=IV5LOHdrdP8

Free Fall by David Wiesner Animation of Free Fall: http://www.youtube.com/watch?v=5e8MxrPaa9c )

Teaching Materials
Computer Projector Picture books (Tuesday and Free Fall) White paper Drawing materials (markers, crayons, colored pencils, pastels, etc.)

Background Knowledge
Book-handling knowledge o Concepts of print o Orientation of book o Recognizing punctuation Illustrations are used to convey what the text is saying in a story

Students are on carpet at the front of the room Read wordless picture book (Tuesday or Free Fall by David Wiesner) Ask students what they noticed about the book/illustrations o Make a two column table Book Video o Keep track of students responses in the book column Now were going to watch a short movie about this book!

Start animated version of the story (projected from the computer) Ask students what they noticed about this movie o Keep track of students responses in the video column

Leave table projected on screen o Could add two new columns (similar and different) Begin a discussion (student and teacher-led) about what was similar and what was different between the book and the video. o Prompts to continue discussion: How were the illustrations different in the book than in the video? Which did you prefer? The book or video? Why? What emotions did you feel while we read and watched this story? When discussion has come to a good wrap up point: o Have students go back to their seats

At student tables are plain sheets of paper and different utensils (markers, crayons, colored pencils, pastels, water colors, etc.) Students will be creating an illustration based on any topic they like (that is appropriate for school). This illustration needs to tell a story on its own like David Wiesners did there dont need to be words.
Have students choose a medium they would like to work with. Explain that the students can add characters to their illustration, if that will better help tell their story. On the pack of their illustration, students can write down summary points of what the illustration is expressing. These notes could help them when theyre talking to their classmates about the picture.

Teacher notes:

Monitor students' progress and provide feedback and comments, explaining to students how they can best make their illustrations reflect their story and topic that theyve chosen. Give praise and ask questions like:

What topic did you choose for your story? Why did you choose that medium or color? How does it reflect your story? What part is your favorite? What part is giving you some trouble?

When students are finished making their illustrations: Designated student from each table group will put away the extra materials, leaving only the illustrations. Dry illustrations could be hung on the board.

Show and tell: First, one half of the class will be the viewers and the other half will remain with their work and stay in the role of the illustrators. As the illustrators they will be asked questions about their work and will have to talk about how they have used a particular medium to express and convey their story through their illustration. The second half of the students will be the interviewers and walk around the room to view the illustrations and ask the illustrators questions. After a set amount of time (recommended - 5 minutes), the roles will reverse and discussion will continue.