Mrs.

Kari Sparks
9
th
Grade Social Studies

Historical Childrens Book Project
Course: History, Grade 9
Goal:
Students review illustrated childrens books to gain an appreciation of the
creative process and the elements that help make a childrens book popular.
Students will use graphic organizers to brainstorm ideas for the character,
setting, and conflict of their own stories that relate to their chosen (at random)
social studies topic.
Students then pitch their stories to their peers (through partners) and use peer
feedback as they improve their stories.
Students create storyboards to plan.
Finally, students use a variety of mediums to create and bind their books in a
striking manner and present their books to their elementary school buddies
during the district literacy week.
Objectives:
Students will be able to plan, write, illustrate, and publish their own childrens picture
books on a historical figure or event
NM State: 9-12 benchmark 1-D. Skills: Use critical thinking skills to understand and
communicate perspectives of individuals, groups and societies from multiple contexts
NM.CC.W.9-
10.
Writing Standards

Text Types and Purposes
W.9-10.3. Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
W.9-10.3(a) Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a smooth progression
of experiences or events.
W.9-10.3(b) Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
W.9-10.3(d) Use precise words and phrases, telling details, and sensory language
to convey a vivid picture of the experiences, events, setting, and/or
characters.
W.9-10.3(e) Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
W.9-10.5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.









Materials:
Access to a variety of Childrens literature
Access to research materials
Graphic Organizers Research, Storyboard, Plot
Materials for project : paper/art utensils or access to computer lab
Activities:
Lesson Overview (Day 1)-
Re-aloud of Henrys Freedom Box
Class Lead Spider-Web chart on Childrens literature
Discuss importance of historical fiction and non-fiction for young students
HW= Go through your own childhood books, visit a library or bookstore come up
with a style you prefer.



Lesson Set-Up (Day 2 &3)-
Fish Bowl choice of historical event/person from previous unit.
Brainstorming in groups/partners on graphic organizers what historical topic they
are assigned
Begin a storyboard.
HW= Complete storyboard and Rough Draft.
Lesson Product:
(Day 4& 5)
Observe various models
Begin constructing bound books
HW-Finish books ( Materials available to students during all 3 lunches, If they do
not have access to them at home)
Lesson Presentation:
(Day 6)
Students will meet at 1
st
bell to walk to the Field Trip at ABC Elementary for
Literacy Day
Each student will be paired with a younger student and read their story
HW: A reflection of this experience
Conclusion and Evaluation
A. Conclusion Discussion: On their experience with storytelling and working with
their young reader
B. Exit Ticket question: How do you think this experience will affect your
interpretation of historical events and contexts?
C. Evaluation: At conclusion of class and discussion, collect organizers,
storyboards and finished books.

Assessments:
1. Product Grade:
Students will be assessed on their details on the graphic organizers and their
completion of the writing process (Below rubric) and exit ticket.
2. The effort they took in creating the books (Below rubric).
3. Participation Grade: Their observed interactions with their young readers.




Rubrics
CATEGORY 4 3 2 1
Writing Process
Student devotes a lot
of time and effort to
the writing process
(prewriting, drafting,
reviewing, and
editing). Works hard
to make the story
wonderful.
Student devotes
sufficient time and
effort to the writing
process (prewriting,
drafting, reviewing,
and editing). Works
and gets the job
done.
Student devotes
some time and effort
to the writing process
but was not very
thorough. Does
enough to get by.
Student devotes little
time and effort to the
writing process.
Doesn\'t seem to
care.
Creativity
The story contains
many creative details
and/or descriptions
that contribute to the
reader\'s enjoyment.
The author has really
used his imagination.
The story contains a
few creative details
and/or descriptions
that contribute to the
reader\'s enjoyment.
The author has used
his imagination.
The story contains a
few creative details
and/or descriptions,
but they distract from
the story. The author
has tried to use his
imagination.
There is little
evidence of creativity
in the story. The
author does not
seem to have used
much imagination.
Illustrations
Original illustrations
are detailed,
attractive, creative
and relate to the text
on the page.
Original illustrations
are somewhat
detailed, attractive,
and relate to the text
on the page.
Original illustrations
relate to the text on
the page.
Illustrations are not
present OR they are
not original.

Quality of Work
Provides work of the
highest quality.
Provides high quality
work.
Provides work that
occasionally needs to
be checked/redone
by other group
members to ensure
quality.
Provides work that
usually needs to be
checked/redone by
others to ensure
quality.
Attitude
Never is publicly
critical of the project
or the work of
others. Always has a
positive attitude
about the task(s).
Rarely is publicly
critical of the project
or the work of
others. Often has a
positive attitude
about the task(s).
Occasionally is
publicly critical of the
project or the work of
other members of the
group. Usually has a
positive attitude about
the task(s).
Often is publicly
critical of the project
or the work of other
members of the
group. Often has a
negative attitude
about the task(s).
Pride
Work reflects this
student\'s best
efforts.
Work reflects a
strong effort from
this student.
Work reflects some
effort from this
student.
Work reflects very
little effort on the part
of this student