UNIT TITLE: Visual Narrative

Grade 8/Course: Art

(90 minute class period)

Stage 1 – Desired Results

ENDURING UNDERSTANDINGS:
(Transferable big ideas, concepts, and themes)
 Narrative can be visually represented.
 There are many ways to visually represent narrative.
 Art can be inspired by ideas from authentic artwork.
 Visual narrative can have the traditional story elements, such as settings, character,
theme, plot, and style, similar to that of written narrative.
 Many times illustrated books carry more meaning in the images than in the text.

CENTRAL FOCUS STATEMENT:

The purpose of this unit is to give students an opportunity to engage with visual narrative
and how art is used to create it (art context). It will center around bookmaking and
storytelling with focus on their characters and imagination (production). Through open-
ended inquiry, students will learn theme, illustration, and how to tell a story using few
words (form and structure). The lesson will also let students tell the story they want to
tell with few restrictions. This is important because it ties personal connections to the
assignment allowing them to develop an aesthetic understanding through giving their
work deeper meaning (personal perspective).

STATE STANDARDS:
 VA8MC.3.a: Identifies, discusses, and analyzes aspects (e.g., common themes,
symbols, and intentions) found in a variety of art works through spoken, written, or
visual presentations.
 VA8PR.1.b: Works directly with materials in a variety of ways (e.g., intuitive,
spontaneous, and free; thoughtfully from sketchbook ideas or carefully considered
plans.)
 VA8AR.2.a: Reflects on ideas and artistic practice through written response.
 VA8C.2.d: Interprets visual message of images found in various works of art and
produces a visual and verbal response.

OBJECTIVES:
Students will…
 Identify, discuss, and interpret visual messages of images found in a variety of
artworks.
 Synthesize and discuss ideas from example sources given or found.
 Organize their ideas with thumbnail sketches before producing their final
performance task.
 Use their imaginations to create a written and illustrated narrative in book form by
working with materials in a variety of ways.
 Reflect on ideas and artistic practice through written responses.

KEY ESSENTIAL QUESTIONS:

 What is narrative?
 How can narrative be visually represented?
 How can we use ideas from authentic artwork to create art?

 What can I learn from looking at, or “reading” works of art?

 What is theme in visual and written narrative?

BACKGROUND
 Likely prior knowledge/funds of knowledge/student interests:
Most all current students understand that narrative is a story within a text. Most could
represent a narrative by writing a story. They also understand fairly well that narrative
can be represented through visual means. However, many have more trouble
representing what they mean through visual representation. Most students will have read
a children’s book or work of illustrated fiction. Students know unique character through
exposure to cartoons and comics. The setting and dialogue can be related and created
through student interests and prior knowledge. These particular students have an
interest in comics book, cartoons, Anime, basketball, baseball, hunting, shoes, wildlife,
etc. Because stories can be about anything, their interest can shine in the production of
this performance task.
 Common misconceptions:
Most of the students do not have a firm understanding of the elements of art. In this unit,
many do not understand how to use images to relay a clear message to create a
dynamic and interesting work of art. Moreover, many misconceptions are:
-Theme is what a story is about.
-You can only get an idea across with words.
-Only adults write books.
-Storyboard are just comics.

SPECIALIZED LANGUAGE DEMANDS

 key academic vocabulary: Narrative, theme, setting, plot, conflict, character,
composition, storyboard, style, mood, illustration, sequencing, silhouette,
 discourse and/or syntax elements: When experts discuss and analyze art, they use
certain art terms and syntax as well as Foucault and discursive practices. Students
will learn art discourse and practices throughout the semester on a middle school
level, but for this unit in particular, the class is focusing on two areas: the discourse
involving the composition in terms of placement of written and visual placement, and
discourse involving discussion of interpreting the meaning of visually represented
narrative.
- General phrases commonly used in artistic analysis discourse:
- “This piece is successful because…”
- “This piece is influenced by…”
- “This piece evokes…”
- “The viewer may be drawn to…”
- “The artist was trying to…”
- “The artist’s use of…”
- “I interpret this piece as…because…”
- Manner etiquette in an art critiquing or analyzing setting:
- Provides respectful and constructive criticism to peers when they are
commenting on each other’s work.
- Tactful and constructive comments in response to unsuccessful areas
of a piece whether spoken or written critique:
 - “Try doing…”
- “I like this, but maybe try doing…here.”

Stage 2 – Primary Assessment Evidence

SUMMATIVE AUTHENTIC TASK/ PERFORMANCE TASK

(Summary using GRASP) goal, role, audience, situation, product))

G: To individually design an illustrated book with visual and written narrative created
from their imagination using ideas inspired from authentic narrative artwork.
R: Illustrator and author
A: Their classmates, the teacher, and possibly the school community.
S: Using a loose illustrated book format, the students will create an illustrated book with
a clearly developed theme and an interesting plot.
P: Illustrated book

OTHER EVIDENCE

Pre-Assessment
 Bell-ringer (Group matching exercise)
 Visual Narrative Worksheet
Some key formative assessments (formal or informal)
 Thumbs up, thumbs down
 Think-Pair-Share
 Cold call
 Circulate
Summative Assessments beyond the PT (if needed)
 Performance Task: Bookmaking Project
- Assessed using rubric
Student Self Assessment
 Checklist
 Worksheet evaluation of the student’s own effort and quality of their work.

Objective Day(s) How Assessed

Identify, discuss, and interpret visual messages of images 1, 2, 3 Thumbs up-
found in a variety of artworks. thumbs down,
pre-assessment,
Think-Pair-
Share, cold call,
circulate,
self-assessment,
bell-ringer
worksheet
Use their imaginations to create a written and illustrated 3, 4, 5 Circulate, self-
narrative in book form by working with materials in a variety assessment,
of ways. rubric/feedback
of final product
(performance
 task)
Reflect on ideas and artistic practice through written 3, 4, 5 Self-
responses. assessment,
think-pair-share,
cold call
Organize their ideas with thumbnail sketches before 3, 4 Planning
producing their final performance task. sketches,
individual
conferences
Synthesize and discuss ideas from example sources given or 1, 2, 3 Think-pair-share,
found. worksheet, cold
call, discussion

Stage 3 - Learning Experiences

Lesson 1
Resources Needed: Narrative PowerPoint, Just Go To Bed by Mercer Mayer, slips of
paper cut outs of illustrations from Just Go To Bed, slips of paper cut outs of text from
Just Go To Bed, 2/student scraps of paper for reflections, blank Smart Board slide (or
giant post-it paper pad), print out of The Musicians’ Brawl by Tour, slips of paper for
Charades.

Standard(s)/Objective(s):
 VA8MC.3.a: Identifies, discusses, and analyzes aspects (e.g., common themes,
symbols, and intentions) found in a variety of art works through spoken, written, or
visual presentations.
 VA8AR.2.a: Reflects on ideas and artistic practice through written response.
 VA8C.2.d: Interprets visual message of images found in various works of art and
produces a visual and verbal response.

EQ(s):
 What is narrative?
 How can narrative be visually represented?
 What is theme in visual and written narrative?

 What can I learn from looking at, or “reading” works of art?

By the end of the period you will be able to…

 Discuss the definition of narrative and how it could be visually represented.
 Create their own interpretations of a visual narrative.
 Interpret the theme of a visual narrative.
 Identify, discuss, and interpret visual messages of images found in a variety of
artworks.
 Synthesize and discuss ideas from example sources given or found.
 Reflect on ideas and artistic practice through written responses.

Means of collecting data/checking for individual understanding:

 “Thumbs up/thumbs down”
 “Cold call”
 “Think-Pair-Share”
 “Circulate”
 “Role Play”
 Whole class and small group discussion
 Pre-assessment/ “exit ticket”
 Pre-assessment activity and discussion (hook)

Means of providing tailored feedback to individuals:

 Walk-arounds/individual discussion of their ideas and artworks.
 Think-Pair-Share allows for feedback from peers

Lesson plan with labels and time stamps

Phases: descriptive, personal interpretation, critical analysis, creative action
Common labels: hook, warm-up, frontloading, discovery, practice, application, review,
closure

Preparation:
-Make sure everything is set up and papers are cut before the class begins.
-Have the desks set up in groups of three to five for the activities and discussions for this
lesson segment.
-Extra paper and matching Just Go to Bed illustration papers can already be placed on
tables before the students arrive.
-Cut only one bunch of Just Go to Bed slips of paper per small group. (See images and
text slips with directions attached below)
-Set up PowerPoint on Narrative Day 1

(15 minutes)
Hook (warm-up)
 Tell students that the group of desks that they choose to sit in are the groups that
they will work with for the small group activities that will occur that day.
 Every small group should have seven slips of paper with illustrations from the book
Just Go to Bed numbered with in the incorrect order. Explain to students that they
need to sequence the images in the correct order.
 After a few minutes of sequencing, have them discuss the reasoning behind their
sequencing.
 Hand out the slips of text that pair with the images. (Make sure that they are out of
order before you hand them out. Each group should get seven paper slips of text.)
Have them sequence those in reference to the illustrations to see if it will make it any
easier.
 After a few minutes, have them discuss their decisions.
 Reveal the correct order.
-Ask: How the text and the images relate to each other?
Are the images powerful enough to understand what is going on? Why or
why not?
How can images aid the reader in understanding the passage?
How can visual aids add to the author’s story?
-“Cold-call” (make sure you explain why cold call is being used.)

(15 minutes)
Frontloading: (practice and application)
 Refer to Day 1 Narrative PowerPoint
 Slide 1: “What is narrative?”—Cold call
 Slide 2: Show the definition of narrative and ask how it could relate to art.—cold call
 Slide 3: Explain the type of art that is narrative art and ask, “What sort of narratives
(or stories) could be depicted in narrative artworks?” “What sorts of themes?” –Think-
Pair-Share—cold call
(Perceived answers: Religious, historical events (911), myths, fictional, instructional,
etc.)
-Discuss the three works presented on the slide including the type of story the artist
could be telling and how they know that.
-What is theme? –cold call
 Slide 4: Go over the definitions of theme, character, setting, plot, conflict, and style in
narrative. Then discuss how each of these could be used in a work of art. Refer to
the work of art on the slide. –Think-Pair-Share—Cold call

(15 minutes)
 Slide 5: (Role Play) (Application and practice)
 Have them study the piece quietly for about a minute.
 Then ask for two volunteers to play the two men fighting and ask them to go
into the hall with the paper print out of an image of the Musicians’ Brawl for
them to reference. Have them make up a story together of what is going on in
the piece (who is who, why they are fighting, who is in the background and
what they are doing, etc.) and be prepared to answer questions from a group
of news reporters.
 Let the class know that they are news reporters and have them write down on
their scrap sheets of paper questions that they would like to ask the two
brawlers.
 After a few minutes, have the two brawlers come in and answer questions
from the reporters.
 Make sure you give the volunteers a round of applause.

(15 minutes)
 Slide 6: (Interpretation) (Application and practice)
- Have the students take out their second sheet of scrap paper and write work
1 on the front and work 2 on the back.
- Have them first make observations about the first work. “What observations
can you make about this work by artist, Tanner Griepentrog?”
- Discuss—cold call
- Have students interpret work 2
- Discuss—cold call

(20 minutes)
 Charades (Application and practice)
- Divide the class into two groups
- Use short stories below for students to draw.
- The students are required to draw illustrations only, no words.

(10 minutes)
Exit ticket: (Pre-assessment, reflection, and review)
This pre-assessment is to learn about their prior knowledge and to see what they learn
from this lesson to see how I need to properly modify my lesson for the next day.
 Have them reflect on the day by having them ask themselves:
- What did I learn?
- What did I have trouble understanding?
- What activity did I have trouble doing?
- What did I find interesting?
- What are theme, setting, plot, conflict, and character in a narrative?
- What ideas did I get for a narrative work of art of my own in the future?
- Then, have them write a short story in a sentence or two and draw an illustration to
accompany it.

Lesson 2
Resources Needed: Visual Narrative PowerPoint Day 2, scrap paper (1/student), blank
storyboard template (1/small group), Visual narrative worksheet.

Standard(s)/Objective(s):
 VA8MC.3.a: Identifies, discusses, and analyzes aspects (e.g., common themes,
symbols, and intentions) found in a variety of art works through spoken, written, or
visual presentations.
 VA8AR.2.a: Reflects on ideas and artistic practice through written response.
 VA8C.2.d: Interprets visual message of images found in various works of art and
produces a visual and verbal response.

EQ(s):
 What is narrative?
 What is theme in visual and written narrative?
 How can narrative be visually represented?
 How can we use ideas from authentic artwork to create art?

By the end of the period you will be able to…

 Discuss the definition of narrative and how it could be visually represented.
 Create their own interpretations of a visual narrative.
 Interpret the theme of a visual narrative.
 Identify, discuss, and interpret visual messages of images found in a variety of
artworks.
 Synthesize and discuss ideas from example sources given or found.
 Reflect on ideas and artistic practice through written responses.

Means of collecting data/checking for individual understanding:

 “Thumbs up/thumbs down”
 “Cold call”
 “Think-Pair-Share”
 “Circulate”
 Whole class and small group discussion
 Storyboard activity
 Application worksheet (warm-up)
Means of providing tailored feedback to individuals:
 Walk arounds/individual discussion of their ideas and artworks.
 Think-Pair-Share allows for feedback from peers
 Worksheet (written feedback)

Lesson plan with labels and time stamps

Phases: descriptive, personal interpretation, critical analysis, creative action
Common labels: hook, warm-up, frontloading, discovery, practice, application, review,
closure

Preparation:
Have desks set up like the previous day. Have PowerPoint ready to go with slide 1 up
and worksheet to go along with it printed. You could have the worksheet on a desk by
the door with a note that tells them to “grab one and start working”. Have all paper ready
and storyboard templates printed (one for each small group).

(15 minutes)
Frontloading: (warm-up/review)
 Slide 1: “What type of observations can you make about this painting?” (Have them
fill out the worksheet that goes with the painting.)
 Discuss the worksheet—cold call
 Have the turn in worksheet.

(40 minutes)
 Slide 2: “What is visual narrative?”—cold call
 Slide 3: Review narrative, and ask, “How can we visually represent narrative?”—cold
call
Ask what theme, setting, plot, character, conflict, and style are in written narrative
and in visual narrative.—Think-Pair-Share—cold call
“What are other types of ways other than paintings could be considered visual
narratives?”—cold call and discuss
 Slide 4: Interpret piece—cold call
 Slide 5: Interpret piece—cold call (Photography)
 Slide 6: Interpret piece—cold call (Photography sequencing)
 Slide 7: Interpret piece—cold call (Photojournalism)
 Slide 8: Film (moving representation of visual narrative): “What is storyboarding?”—
cold call
“Why is it useful in the making of a film?”—cold call
 Slide 9: Define storyboarding and discuss picture.
 Watch online short video. https://www.youtube.com/watch?v=BSOJiSUI0z8
 Discuss online video.

(20 minutes)
Application and Practice: Storyboarding activity (Role play)
 Hand out one storyboarding template to each group.
 Have each group work together to make a storyboard for a movie that they want to
pitch to producers.
 Have a couple of groups that want to pitch their story to the class pitch it using the
Smart board or white board as a way to show their images.
(10 minutes)
Instruction/discovery:
 Slide 11: Comic strips: “What are comic strips?” “How are they similar to
storyboards?” “How can we figure out what is going on in a comic strip?” –cold call
 Slide 12: Graphic Novels: “Does anyone read graphic novels?” “How are they similar
to comic strips?” –cold call
 Slide 13: Illustrated books: “Does anyone recognize these books?” “Does anyone
know who wrote and illustrated them?”—cold call and discuss artists
“Compare and contrast illustrated books and graphic novels.”

(5 minutes)
Exit ticket:
 Have them reflect on the day by having them ask themselves:
- What did I learn?
- What did I have trouble understanding?
- What activity did I have trouble doing?
- What did I find interesting?
- What are some different types of visual narrative?
- What ideas did I get for a narrative work of art of my own in the future?
 Have them turn in on the way out the door.

Lesson 3
Resources Needed: Visual Narrative PowerPoint Day 2 slide 13, 2 sheets of ~ 9” x 11”
printer paper or drawing paper, ~ 9” x 11” watercolor paper or cardstock, 20+ illustrated
books from school library with a variety of layouts and styles, bookmaking checklist.

Standard(s)/Objective(s):
 VA8MC.3.a: Identifies, discusses, and analyzes aspects (e.g., common themes,
symbols, and intentions) found in a variety of art works through spoken, written, or
visual presentations.
 VA8PR.1.b: Works directly with materials in a variety of ways (e.g., intuitive,
spontaneous, and free; thoughtfully from sketchbook ideas or carefully considered
plans.)
 VA8AR.2.a: Reflects on ideas and artistic practice through written response.
 VA8C.2.d: Interprets visual message of images found in various works of art and
produces a visual and verbal response.

EQ(s):
 What is narrative?
 How can narrative be visually represented?
 How can we use ideas from authentic artwork to create art?

 What can I learn from looking at, or “reading” works of art?

 What is theme in visual and written narrative?

By the end of the period you will be able to…

 Identify, discuss, and interpret visual messages of images found in a variety of
artworks.
 Synthesize and discuss ideas from example sources given or found.
 Organize their ideas with thumbnail sketches before producing their final
performance task.
 Use their imaginations to create a written and illustrated narrative in book form by
working with materials in a variety of ways.
 Reflect on ideas and artistic practice through written responses.

Means of collecting data/checking for individual understanding:

Formative assessments (formal or informal)
 Thumbs up, thumbs down
 Think-Pair-Share
 Cold call
 Circulate
 Planning Performance Task: Bookmaking Project

Means of providing tailored feedback to individuals:

 Walk arounds/individual discussion of their ideas and artworks.
 Think-Pair-Share allows for feedback from peers

Lesson plan with labels and time stamps

Phases: descriptive, personal interpretation, critical analysis, creative action
Common labels: hook, warm-up, frontloading, discovery, practice, application, review,
closure

Preparation:
Have desks set up in a half circle. Lay out books all over the room. Have all paper ready.
Have the directions to the bookmaking project up on the board including the stages and
what they entail (planning stage, book pages stage, and cover stage).

(20 minutes)
Frontloading: (warm up)
 Have the students walk around and take notes about on their observations of a few
illustrated books that you brought from the library (considering things like
layout/format, composition, style, colors, the amount of text, the weight of the
information held by the text and the images, etc.)
 Discussion –cold call
-Could their illustrations stand on their own?
-How do you think picture books play a role in a child’s development? Or with someone
learning a different language?
 Have them discuss what they liked about the works and what they would use in
making their own piece.

(10 minutes)
Discovery:
 Show illustration tutorial video to class. https://www.youtube.com/watch?
v=m3oUFXq6Msc
 Discuss

(40 minutes)
Production: (application)
 Explain the project that they will be working on—refer them to the instructions on the
white board. Hand out checklist. Go over checklist.

 Make sure that you show them an example of their final piece.
 Have them start their planning stage that should start with an idea and transition into
character illustrations and a story—planning out placement of text and illustrations to
what materials they will use. It may help them to fold two pieces of printer paper in
half horizontally (one inside the other) to plan out their book. This will allow them to
see what the final work would look like.
 Have them discuss their idea with you before moving onto the final paper.

 Once they are finished with Planning, then they may move onto their final piece on
cardstock or watercolor paper. Have them first use pencil lightly to draw their
illustrations. They could trace their characters from their planning papers if the paper
permits.
 The final piece must have 1 title page and at least 5 story pages with a cover bound
with thread.
 Paper is folded in half horizontally with one page inside the other.
 They must use watercolor or color pencils (markers only for details unless otherwise
permitted).
 Explain that images must hold more information than the text.

(10 minutes)
Closure/Discovery:
 Bookmaking PowerPoint: show them different ways to make a book.
 Shoe them the two binding techniques that they will be using.
 Have them think about ways they would like to design their cover.

(10 minutes)
Clean up

(At the end of the class period, planning should have been completed or nearly
completed.)

Lesson 4
Resources Needed: ~ 9” x 11” watercolor paper or cardstock, Colored and/or designed
cardstock scrapbooking paper for book covers, variety of colored string, ribbon, beads,
etc. for decorating books, watercolors, ink, color pencils, markers, thick needle for
poking holes, multiple yarn needles with no point, multiple small clamps, Bookmaking
PowerPoint.

Standard(s)/Objective(s):
 VA8PR.1.b: Works directly with materials in a variety of ways (e.g., intuitive,
spontaneous, and free; thoughtfully from sketchbook ideas or carefully considered
plans.)
 VA8AR.2.a: Reflects on ideas and artistic practice through written response.
 VA8C.2.d: Interprets visual message of images found in various works of art and
produces a visual and verbal response.

EQ(s):
 How can we use ideas from authentic artwork to create art?

By the end of the period you will be able to…

 Organize their ideas with thumbnail sketches before producing their final
performance task.
 Use their imaginations to create a written and illustrated narrative in book form by
working with materials in a variety of ways.

Means of collecting data/checking for individual understanding:

 “Thumbs up/thumbs down”
 “Cold call”
 “Circulate”

Means of providing tailored feedback to individuals:

 Walk arounds/individual discussion of their piece
 Require them to get book approved before moving to next steps.
 Checklist

Lesson plan with labels and time stamps

Phases: descriptive, personal interpretation, critical analysis, creative action
Common labels: hook, warm-up, frontloading, discovery, practice, application, review,
closure

(15 minutes)
Frontloading: (Review)
 Have them gather in a circle at the front of the room.
 Review what is narrative, theme, setting, plot, character, conflict, style, etc.
–cold call
 Review what the importance of the project.
 “What are your questions?”
 Discuss the common struggles that they may be having and work together to
suggest solutions to those issues.

(55 minutes)
Production:
 Once they are finished with Planning, then they may move onto their final piece on
cardstock or watercolor paper. Have them first use pencil lightly to draw their
illustrations. They could trace their characters from their planning papers if the paper
permits.
 The final piece must have 1 title page and at least 5 story pages with a cover bound
with thread.
 Paper is folded in half horizontally with one page inside the other.
 They must use watercolor or color pencils (markers only for details unless otherwise
permitted).
 Explain that images must hold more information than the text.
 They must have their book pages reviewed before moving to the cover stage.

(10 minutes)
Demonstration:
 Demo two binding techniques
 Remind them to think about covers.

(5 minutes)
Reflection:
 On a scrap sheet of paper have them write about their process (the struggles, what
is working, their plans for tomorrow, etc.)
 Have them hold on to them.

(5 minutes)
Clean up

(By the end of class they should be done with planning and a good way through their
book pages.)

Lesson 5
Resources Needed: ~ 9” x 11” watercolor paper or cardstock, Colored and/or designed
cardstock scrapbooking paper for book covers, variety of colored string, ribbon, beads,
etc. for decorating books, watercolors, ink, color pencils, markers, thick needle for
poking holes, multiple yarn needles with no point, multiple small clamps, Bookmaking
PowerPoint, self-assessment.

Standard(s)/Objective(s):
 VA8PR.1.b: Works directly with materials in a variety of ways (e.g., intuitive,
spontaneous, and free; thoughtfully from sketchbook ideas or carefully considered
plans.)
 VA8AR.2.a: Reflects on ideas and artistic practice through written response.
 VA8C.2.d: Interprets visual message of images found in various works of art and
produces a visual and verbal response.

EQ(s):
 How can we use ideas from authentic artwork to create art?

By the end of the period you will be able to…

 Organize their ideas with thumbnail sketches before producing their final
performance task.
 Use their imaginations to create a written and illustrated narrative in book form by
working with materials in a variety of ways.

Means of collecting data/checking for individual understanding:

 “Thumbs up/thumbs down”
 “Cold call”
 “Circulate”
 Self-assessment

Means of providing tailored feedback to individuals:

During Class:
Walk arounds/individual discussion of their piece
 Require them to get book approved before moving to next steps.
After class:
Rubric with written feedback

Lesson plan with labels and time stamps

Phases: descriptive, personal interpretation, critical analysis, creative action
Common labels: hook, warm-up, frontloading, discovery, practice, application, review,
closure

(10 minutes)
Frontloading: (Review)
 Have them gather in a circle at the front of the room.
 Review what is narrative, theme, setting, plot, character, conflict, style, etc.
–cold call
 “What are your questions?”
 Discuss the common struggles that they may be having and work together to
suggest solutions to those issues.

(60 minutes)
Production:
 Once they are finished with Planning, then they may move onto their final piece on
cardstock or watercolor paper. Have them first use pencil lightly to draw their
illustrations. They could trace their characters from their planning papers if the paper
permits.
 The final piece must have 1 title page and at least 5 story pages with a cover bound
with thread.
 Paper is folded in half horizontally with one page inside the other.
 They must use watercolor or color pencils (markers only for details unless otherwise
permitted).
 Explain that images must hold more information than the text.
 They must have their book pages reviewed before moving to the cover stage.

 Once they are done with their book pages, they can start their cover.
- Have them choose their cover paper (scrapbooking paper)
- Clamp the book pages to the cover and punch holes for their desired method of
binding.
- Have them sew their bind.
- Tie the bind for them and unclamp their book.
- Have them decorate their book like they wish.

(15 minutes)
Self-Reflection worksheet
 Have them fill out when the have completed their performance task and turn in.

 Make sure that they have turned in planning papers, completed performance task,
and self-assessment for grading.

(5 minutes)
Clean up