Revised Unit Plan

Unit Title: Origins of New York Pizza (and beyond)

Grade Level: 4
Subject/Topic Area(s): History/Social Studies, Writing, Art
Key Words: pizza, New York, Gennaro Lombardi, culture, diversity
Designed By: Amelia Jennings

Time Frame: Four

weeks
Brief Summary of Unit:
In this unit on the origins of pizza in New York, students will travel through
time to see the historic, social, and economic factors and effects of food in NYC,
starting with Italian pizza. By reading informational texts on the history of pizza in
the city, students will learn about the origins and motivations behind that
particular food and reflect on the impact today. The central theme students will
come away with is that people and stories shape places, and that the diversity of
these elements in NYC shapes the way people in the city think. To connect these
principles to the students varied experiences and interests, students will each
interview a different family restaurant in the city, especially focusing on the
history of the family, the sources of the recipes, and the growth of the eatery itself
as an establishment. Students will then write and illustrate picture books about
the restaurants they learned about in order to demonstrate their understanding of
the impact of diversity on a city which so many different cultural groups call home.
Throughout the unit, students will be confronted with the big questions about
how amazingly complex the development of culture is, and how humans must love
each other in spite of differences, while recognizing the bonds of human
brotherhood that connect.

Stage 1: Identify desired results.

What content standards are addressed?
G
Common Core English Language Arts Standards:
CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical text, including what
happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through investigation of
different aspects of a topic.
CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
New York State Social Studies Practices:
B -3 Identify the relationship between multiple causes and multiple effects, using
examples from his/her life or from a current event or history.
B-4 Distinguish between long-term and immediate causes and effects of a current
event or an event in history.
B-6 Use periods of time such, as decades and centuries to put events into
chronological order.
C-4 Recognize the relationship between geography, economics, and history in social
studies
E-4 Explain why individuals and businesses specialize and trade.

(From the New York State K-8 Social Studies Framework p. 49-50)

ISTE Standards (NETSS):

2. Social, Ethical ,and Human Issues
b. Students practice responsible use of technology systems, information, and
software.
3. Technology Productivity Tools
a. Students use technology tools to enhance learning, increase productivity,
and promote creativity.
b. Students use productivity tools to collaborate in constructing technologyenhanced models, preparing publications, and producing other creative works.
4. Technology Communication Tools
a. Students use telecommunications to collaborate, publish, and interact with
peers, experts, and other audiences.
5. Technology Resource Tools
a. Students use technology to locate, evaluate, and collect information from a
variety of sources.
b. Students use technology tools to process data and report results.

What enduring understandings are desired (and what misunderstandings

will be addressed?)
U
Students will understand:
How pizza came to be a part of society historically, and how historical
events and movements brought pizza to New York City.
How other food establishments point to similar historical movements in
society.
The importance of cultural/ethnic elements such as food in preserving
family memories and cultural heritage.
The importance of an individual/family in contributing to the citys
diverse narrative.

 That a variety of factors (economic, historic, social etc.) are involved in

starting a family restaurant.

What essential questions will guide this unit and focus teaching/learning?
Q
What does the history of food/restaurants point to about the history of
people and cities? (specifically, what does pizza have to do with the history of
New York City?)
How did/do families start and keep restaurants running?
What other foods/restaurants are there in the city? What cultures do
they represent?
How does the variety of foods in this city compare to that of other
cities in our state/country?
What key knowledge and skills will students acquire as a result of this
unit?
KS
Students will know:
Information about the brief history of pizza from its earliest days to the
first NYC pizzeria.
What food says about culture in the city.
How immigration in New York history has affected cultural diversity in
the city.
That people and stories, including cultural elements like food, shape
places.
That places shape the people in them.
Students will be able to:
Identify factors and causal relationships within texts about the origins
of NYC pizza (later, also within data from interviews).
Formulate research questions with which to interview family food
business/restaurant owners.
Arrange interview findings according to chronological/causal
progression in a narrative story structure.
Write, revise, illustrate, and publish a picture book to tell the above
narrative using descriptive detail and accurate representation of information.

Stage 2: Determine acceptable evidence.

What evidence will show that students understand?

Scale for understandings and performance tasks:

S
Score
In addition to Score 3.0 content, students also make inferences and
applications that go beyond explicit instruction, such as:
4.0
That people and stories, including cultural elements like food,
shape places.
That places shape the people in them (physical elements
affecting social thinking).
How different food establishments point to historical
movements in society.
This extension of knowledge might also prompt students to tailor their
illustrations to not only support the text with images, but to also
especially focus on and highlight cultural themes and distinctions. (ex:
attention to details in dcor, dress, instruments, etc.)
Similarly, they might also attend to details in dialogue such as diction,
vocabulary, and grammar (based on listening in interview, not
stereotypes).
Score
3.5

In addition to Score 3.0 content, students also make some

inferences and applications that go beyond explicit instruction
with limited success, such as:
That people and their stories affect physical
places.
That places shape people.
How different places in the city contain pieces of
history.
This extension of knowledge might also affect how students
attend to details in illustrations and storytelling focus in their
book.

Score

Students will understand:

Information about the brief history of pizza from its earliest
days to the first NYC pizzeria.
That a variety of factors (economic, historic, social etc.) are
involved in starting a family restaurant. They also know those
factors.

3.0

The importance of cultural/ethnic elements such as food in

preserving family memories and cultural heritage.
The importance of an individual/family in contributing to the
citys diverse narrative.

 How immigration in New York history has affected cultural

diversity in the city.
Students will be able to:
Identify factors and causal relationships within texts about
the origins of NYC pizza (later, also within data from interviews).
Formulate focused research questions with which to
interview family food business/restaurant owners.
Arrange interview findings according to chronological/causal
progression in a narrative story structure.
Write, revise, illustrate, and publish a picture book to tell the
above narrative using descriptive detail and accurate
representation of information.
Score
2.5

Students will know:

Information about the brief history of pizza from its
earliest days to the first NYC pizzeria.
That a variety of factors (economic, historic, social
etc.) are involved in starting a family restaurant. They
also know most of those factors.
That food helps families carry on cultural traditions
and create bonds within the family.
That immigration in New York history has an effect
on the city in the way people interact and live differently
from each other.
Students will be able to:
Identify some of the factors and causal
relationships within texts about the origins of NYC pizza
(later, also within data from interviews).
Formulate helpful research questions with which to
interview family food business/restaurant owners.
Arrange interview findings in a narrative form,
following a timeline of events or some other story
structure.
Write, revise, illustrate, and publish a picture book
to tell the above narrative with accurate information and
detail.

Score
2.0

Students will know:

Information about the brief history of pizza from its earliest
days to the first NYC pizzeria.
That a variety of factors (economic, historic, social etc.) are
involved in starting a family restaurant. They also know some of
those factors.
That food helps families carry on cultural traditions.
That immigration in New York history has an effect on the

city in the way people interact and live differently from each other.
Students will be able to:
Articulate that several factors caused pizza to come to NYC.
Formulate research questions with which to interview family
food business/restaurant owners.
Arrange interview findings in a narrative form, following a
timeline of events.
Write, revise, illustrate, and publish a picture book to tell the
above narrative with accurate information and some detail.
Score
1.5

With some help or prompting, students will know:

The journey of pizza from Europe to NYC.
That different factors are involved in starting a
restaurant. They may recall one of those factors.
That the different kinds of foods people eat are
important to them.
That immigration had an effect on the people of
New York.
With some help, students will be able to:
Come up with and record a few research interview
questions for family food business/restaurant owners.
Reiterate the story the interviewee shared and
identify different anchor points along the story.
Write, revise, illustrate, and publish a picture book
to tell the story with the same basic structure and facts.

Score

With help, students will recall:

many

1.0

That pizza was made in Europe and people brought it to NYC

years later.
That different factors are involved in starting a restaurant.
That there is a reason different families eat different foods.
That immigration had an effect in New York history.

With help, students will be able to:

Write research interview questions for family food
business/restaurant owners.
Reiterate the story the interviewee shared.
Write, revise, illustrate, and publish a picture book to tell the
story with the same basic structure and some facts.
Score
0.5

With substantial help, students will recall:

That pizza came to NYC (it was not created here)

That not just everyone starts a restaurant
That different families eat some different kinds of

foods
That many different people immigrated to the city
in history
With substantial help, students will be able to:
Record research questions for an interview
Share what they found out in the interview
Do some of the work writing, revising, illustrating,
and publishing a book to tell the story as close to the
interview as possible.
Score

Even with help, no understanding or skill demonstrated.

0.0
Performance Tasks:
T
Picture Book Project: Students will each interview a different family restaurant in the
city or globally via Skype, especially focusing on the history of the family, the
sources of the recipes, and the growth of the eatery itself as an establishment.
Students will then write and illustrate picture books about the restaurants they
learned about in order to demonstrate their understanding of the impact of diversity
on a city which so many different cultural groups call home.
Rationale: Storytelling is a creative, cohesive way of organizing and presenting
historical/cultural information. This particular assessment addresses the
interpersonal intelligence as students must collaborate with community restaurant
owners and with peers and the teacher for editing. The product itself reflects verbal
and visual intelligence as well, since students write and illustrate the story. Because
students produce and revise their own work, this is also an intrapersonal task.

Main Performance Task Rubric:

Content

Absen

Poor

Averag

Good

t0

e2

Excellen
t4

Research Questions are specific and

directed at the desired
understandings, including:
o
Economic factors
involved in starting a family
restaurant.

o
Historic elements of the
family story
o
Social factors
surrounding the restaurant
o
The importance of food
to the family as a way of
preserving memories and
heritage
o
The impact of this
particular family on the city and
their community
Students can identify factors and
causal relationships in interview
findings.
Students can identify the
connections between this familys
story and concepts of immigration
and diversity.
Students can arrange findings
according to chronological/causal
story structures. (Outline)
Rough draft of narrative contains
accurate facts and details about the
family business story. (Rough Draft)
Students participate in peer review
and/or teacher conference about
mechanical edits. (Writers
Workshop)
Students type up stories on a Word
Processor to print for their books.
(Publish)
Students create illustrations that
support and embellish the narrative.

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples,

etc):

OE
Kinesthetic Quiz- arrange events (representative students) into an accurate
historical NYC pizza timeline.
Rationale: Allows students to demonstrate information sequencing and recall while
moving around. Addresses visual and kinesthetic intelligences in the format and
logical intelligence because of the sequencing task.

Cause/Effect Graphic Organizer: create and use a note taking diagram system to
track causal relationships in NYC food history during research and instruction times.
Rationale: Addresses the logical intelligence as it requires students identify causal
relationships, as well as existential intelligence as the relationships reflect the
impact of immigration and cultural practices on the city. Verbal intelligence is
reflected in how information is recorded (in writing) but also visual. Google Docs
gives students access to voice to text to accommodate students with
verbal/linguistic disabilities.

Visual impact mapping students connect strings from countries to NYC and back
out to dialogue boxes with sticky notes about cultural elements in the city and with
links to additional information and media.
Rationale: Addresses existential intelligence since the connections reflect the global
connectedness which cultural practices on the city produce through transcendent
artifacts like food. Gives visual learners a clear picture of that relationship, and
allows students to refresh/look back to the content they discussed (formative
assessment, since the teacher monitors and sees if they accurately see the
locations things come from and if they discerned what information was important
enough to record).

Observations- teacher observation of students work in the classroom, contribution

to class discussion.
Student Self-Assessment:
SA
Fact or Fiction Notes- share pre-knowledge and guesses about how pizza got to NYC,
then compare to facts in the research texts.
Rationale: Pre-flecting ignites student interest and engages their brain in a more
active way by appealing to what they already know -opens up existant pathways of
knowledge. To confirm what they thought or, better yet, to be surprised by
something they were wrong about works with those old, established pathways to
grow into new knowledge. Verbal intelligence is reflected in how information is

recorded (in writing). Google Docs gives students access to voice to text to
accommodate students with verbal/linguistic disabilities.

Think Write Reflections- regular self assessment logs to record findings,

connections, and experiences.
Rationale: Verbal intelligence is reflected in how information is recorded (in writing).
Google Docs gives students access to voice to text to accommodate students with
verbal/linguistic disabilities. Intrapersonal intelligence flourishes with self-reflection
and assessment.

Stage 3: Plan Learning Experiences and Instruction.

Learning Experience/Instruction Schedule:

1. Pizza Then and There: An Early History of Pizza

The teacher will introduce the unit, surveying students about interest and preknowledge, sharing a book about the history of one kind of pizza, and teaching
students about some of the early history of the pizza and marking/connecting spots
on the map with pushpins and string and QR codes to link to online material with
background information on the origins of pizza.
Rationale: This unit starts with verbal-heavy interactions, as the class will discuss
the topic, pre-flecting on the topic, then reading a picture book as a hook. Preflecting ignites student interest and engages their brain in a more active way by
appealing to what they already know -opens up existant pathways of knowledge. To
confirm what they thought or, better yet, to be surprised by something they were
wrong about works with those old, established pathways to grow into new
knowledge. This is done through the Fact or Fiction online notebook. Students start
adding information to this from the beginning of the unit and continue throughout.
Verbal intelligence is reflected in how information is recorded (in writing). Google
Docs gives students access to voice to text to accommodate students with
verbal/linguistic disabilities.
The instructional portion of the lesson delivers information about pizza origins using
verbal and visual content.
The map addresses existential intelligence since the connections reflect the global
connectedness which cultural practices on the city produce through transcendent
artifacts like food. Gives visual learners a clear picture of that relationship, and
allows students to refresh/look back to the content they discussed. QR Codes
extend learning by keeping access to information open and easy for later reference.
State
Standards:

CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical text,

including what happened and why, based on specific information

in the text.

B-4 Distinguish between long-term and immediate causes and

effects of a current event or an event in history.
B-6 Use periods of time such, as decades and centuries to put
events into chronological order.

5. Technology Resource Tools

a. Students use technology to locate, evaluate, and collect
information from a variety of sources.
b. Students use technology tools to process data and report
results.
Lesson
Objective:

Students will get excited about starting a unit on pizza and will
know how pizza came to be a part of society historically.

Materials:

Pizza for the Queen by Nancy Castaldo, early pizza history

text/lecture/videos, world map, pushpins, QR Code Sticky notes,
smart device (ipad, etc.), Fact or Fiction notebook file (Google
Docs).

2. But Who Brought it Here, and When? A NYC Pizza History

(Including the Great Pizza Wars)
Students will read in groups about how pizza came to NYC and the early
development of pizzerias in the city, then share the group findings with other
groups. As students collect information, they will add events with years to a quick
timeline, add facts to their notebooks, and write out sticky notes to note significant
events to pin on world/state map with origin string connections. Teacher will write
years on the hats and give to representative students in each group, having them
sit in order under the board. After all the groups present, students will scramble and
have to rearrange in order.
Rationale: Although reading information about pizza history is mainly verbal,
because the packet is digital, students with dyslexia can use the OpenDyslexic
plug-in to change the fonts to readable access, or these and students with other
reading disabilities can use the Speakit! plug-in to have the text converted to
speech. ELL students may use this, or translation tools to remove barriers of verbal
language as well.

Student work groups create opportunities for peer tutoring and inter-group support,
which helps students with social intimidation of addressing the whole class on their
own. It also gives them opportunity for interpersonal skills, as they work together
collaboratively.
The kinesthetic timeline quiz allows students to demonstrate information
sequencing and recall while moving around. It addresses visual and kinesthetic
intelligences in the format and logical intelligence because of the sequencing task.
State
Standards:

CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical text,
including what happened and why, based on specific information
in the text.

C-4 Recognize the relationship between geography, economics,

and history in social studies
E-4 Explain why individuals and businesses specialize and trade.

3. Technology Productivity Tools

a. Students use technology tools to enhance learning, increase
productivity, and promote creativity.
b. Students use productivity tools to collaborate in constructing
technology-enhanced models, preparing publications, and
producing other creative works.
4. Technology Communication Tools
a. Students use telecommunications to collaborate, publish, and
interact with peers, experts, and other audiences.
5. Technology Resource Tools
a. Students use technology to locate, evaluate, and collect
information from a variety of sources.
b. Students use technology tools to process data and report
results.
Lesson
Objective:

Students will understand how historical events and movements

brought pizza to New York City, and will consider the variety of
factors (economic, historic, social etc.) which are involved in
starting a family restaurant.

Materials:

Padlet Great Pizza Wars reading packet, OpenDyslexic, Speakit!,

world map, pushpins, string, state map, Sticky Notes, Fact or

Fiction notebook, smart devices/computers, Kinesthetic Quiz hats,

whiteboard, projector, Timeline (Google Drawing)

3. Pizza and People and Places: A study on immigration impact

and cause/effect relationships.
The teacher will present on immigration following a picture slideshow, placing
pushpins at the appropriate origins, with QR codes linking to additional information
if applicable, connecting them to NYC, and leading students in filling out causes and
effects on their chart.
Rationale: This unit starts with verbal/visual instruction through the slideshow and
corresponding map pinnings. Map pinnings continue developing a sense of
connection and reinforce the sequences of geospatial moves that correspond with
cultural impact, thus addressing existential and logical intelligence.
That logical, human connected aspect is further developed and reinforced in the
cause/effect graphic organizer. It addresses the logical intelligence as it requires
students identify causal relationships, as well as existential intelligence as the
relationships reflect the impact of immigration and cultural practices on the city.
Verbal intelligence is reflected in how information is recorded (in writing) but also
visual
State
Standards:

B -3 Identify the relationship between multiple causes and multiple

effects, using examples from his/her life or from a current event or
history.
C-4 Recognize the relationship between geography, economics,
and history in social studies.

4. Technology Communication Tools

a. Students use telecommunications to collaborate, publish, and
interact with peers, experts, and other audiences.
5. Technology Resource Tools
a. Students use technology to locate, evaluate, and collect
information from a variety of sources.
b. Students use technology tools to process data and report
results.
Lesson
Objective:

Students will understand how immigration in New York history has

affected cultural diversity in the city.

Materials:

Cause/Effect Graphic Organizer, world map, pushpins, string, QR

code sticky notes, digital photo slideshow (to accompany lecture),

projector

4. Pizza and the BIG PICTURE: Broadening the unit from Pizza to
Food and Culture, Project Sneak Peek and Start (Interview
Questions)
The teacher will start by guiding students to expand the concepts behind pizza in
NYC to other foods and will segue into the project. As a class, they will brainstorm
other kinds or particular restaurants to interview. They will create some questions
as a class before breaking into loose groups to work on creating more questions.
Will discuss etiquette for interacting with interviewees as a class. Student
homework is to interview a family or restaurant owner using the questions and
record their findings.
Rationale: This lesson starts with high verbal interaction in class discussion,
emboldening students and creating opportunities for peer tutoring through times of
group interaction.
Skype, email, and other technological forms of communication open up doors to
better local and even global connection for students to complete this project.
State
Standards:

CCSS.ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through
investigation of different aspects of a topic.

C-4 Recognize the relationship between geography, economics,

and history in social studies
E-4 Explain why individuals and businesses specialize and trade.

2. Social, Ethical ,and Human Issues

b. Students practice responsible use of technology systems,
information, and software.
3. Technology Productivity Tools
a. Students use technology tools to enhance learning, increase
productivity, and promote creativity.
b. Students use productivity tools to collaborate in constructing
technology-enhanced models, preparing publications, and
producing other creative works.

4. Technology Communication Tools

a. Students use telecommunications to collaborate, publish, and
interact with peers, experts, and other audiences.
Lesson
Objective:

Students will understand:

How other food establishments point to similar historical
movements in society.
That people and stories, including cultural elements like food,
shape places.
The importance of an individual/family in contributing to the citys
diverse narrative.

Materials:

Whiteboard, projector, Interview Question Form (Google Form),

smart device/computers, Skype, email, Google Maps

5. Research Workshop: discuss and compare findings, refine

questions, plan and arrange narrative structure.
As a class, students will debrief about interviewing, then students will break into
pairs to share and discuss findings more closely. With the class again, the teacher
will discuss arranging info into narrative structure and demonstrate, then students
will break into groups to do that with their research.
Rationale: In groups, students engage in highly verbal, interpersonal review of
information, however, they may extend learning and analysis because of the
comparative and collating quality of Google Form Spreadsheets. They may go on to
discuss similarities, differences, and patterns based on a variety of factors and
employ logical skills to understand why these exist, extending the activity to a
logical and musical exercise.
Popplet enables the teacher (and subsequently, the students) to visually represent
the logical connections of information in a narrative.
State
Standards:

CCSS.ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through
investigation of different aspects of a topic.

B-6 Use periods of time such, as decades and centuries to put

events into chronological order.
C-4 Recognize the relationship between geography, economics,
and history in social studies

E-4 Explain why individuals and businesses specialize and trade.

3. Technology Productivity Tools

a. Students use technology tools to enhance learning, increase
productivity, and promote creativity.
b. Students use productivity tools to collaborate in constructing
technology-enhanced models, preparing publications, and
producing other creative works.
4. Technology Communication Tools
a. Students use telecommunications to collaborate, publish, and
interact with peers, experts, and other audiences.
Lesson
Objective:

Students will discuss and compare findings, refine questions, plan

and arrange narrative structure.
Students will understand:
The importance of cultural/ethnic elements such as food in
preserving family memories and cultural heritage.
The importance of an individual/family in contributing to the citys
diverse narrative.
That a variety of factors (economic, historic, social etc.) are
involved in starting a family restaurant.

Materials:

Interview findings (Good Spreadsheets), smart devices/computers,

Popplet
6. Research Workshop Part 2 (optional) and Writing Workshop:

Rough Draft
The teacher will instruct and demonstrate the process of spinning a story out of the
information in its structure, then students will start writing their story. Homework for
the next week will consist of continuing that writing process. Class review on what
plagiarism is and how to avoid it.
Rationale: Most of the instruction will be verbal, with some visual aids. The process
will draw on pulling information from the previous days Popplet mind map to show
the relationship again of the logical connections, and how to form that into a story.
State
Standards:

CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events

using effective technique, descriptive details, and clear event

sequences.

2. Social, Ethical ,and Human Issues

b. Students practice responsible use of technology systems,
information, and software.
3. Technology Productivity Tools
a. Students use technology tools to enhance learning, increase
productivity, and promote creativity.
b. Students use productivity tools to collaborate in constructing
technology-enhanced models, preparing publications, and
producing other creative works.
Lesson
Objective:

Students will understand the writing process and begin to write

their story.

Materials:

Plagiarism Video
(https://www.brainpop.com/english/writing/plagiarism/), story
spinning lesson materials (visuals, informational slides) on Google
Slides, interview findings (Good Spreadsheets), smart
devices/computers, Popplet, Google Docs

7. Writing Workshop: Self, Peer, and Teacher Conference Editing

Processes.
After learning how to edit, students will break into pairs to peer-edit then self-edit
and make those suggested edits. They will each have a short conference with the
teacher to edit and revise.
Rationale: Student self-assessment, along with peer review and teacher
conferencing address not only inter and intrapersonal intelligence, but in the
process, teach students what to look for as they assess their own writing while
giving them time to practice that process.
State
Standards:
Lesson

Accompanies Lesson #6
Students will revise their writing to come even closer to the kind

Objective:

of effective, descriptive, clear narratives they aim for.

Materials:

Interview findings (Good Spreadsheets), smart devices/computers,

Popplet, Google Docs (story draft)

8. Publishing: Computer Competency and Polished Production

Students will now practice typing and general computer skills to type up their
stories into blank documents, orienting pages with space and arrangement of text
that allows for illustrations after they get printed.
Rationale: Students gain from learning to type, though for students with writing
related disabilities this may be moderated so that they are able to practice some
typing but get the bulk of their work done via speech to text, to remove the
inaccessibility.
State
Standards:
Lesson
Objective:
Materials:

Accompanies Lesson #6
Students will type and format their books
Smart devices/computers, Google Docs (story draft), TikaTok online
publishing software

9. Illustrators Circle: Defining, Planning, and Executing TextSupportive Art

The teacher will instruct on basic elements of effective illustrations and monitor
students as they work on creating their art.
Rationale: Instruction will be both visual and verbal, with a mainly visual task.
Students are able to use any appropriate visual medium based on interest and
ability, using physical materials to create illustrations by hand, or graphic/drawing
software, or photography, or any combination thereof.
State
Standards:

Accompanies Lesson #6

Lesson
Objective:

Students will create art that supports and enlivens their stories.

Students will understand what elements of illustration/art are

supportive.
Materials:

Paper, pencils, paints, markers, colored pencils, computers, digital

drawing software (Google Drawing, Paint, etc.) scanner, TikaTok
online publishing software

10.

Book Talk: Share and Compare, Assess and Reflect.

Students will assess their own and each others completed project and discuss
similar elements and concepts.
Rationale: Gives intra and interpersonal opportunity to assess by sharing the
completed work, reading and discussing verbally and viewing visual elements.
State
Standards:

Accompanies Lesson #6

Lesson
Objective:

Students will recognize similar qualities, processes, and historical

elements among each others books.

Materials:

Completed books