Arts ESU2
Visual Arts, English Language Arts
Material Type:
High School
  • Book
  • Illustration
  • MTA
  • NE Art
  • Visual Arts
  • Writing Process
  • ne-art
  • visual-arts
  • License:
    Creative Commons Attribution Non-Commercial Share Alike

    Education Standards

    Children’s Historic Storybook

    Children’s Historic Storybook


    This resource was created by Kate Chrisman, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

    Lesson Title: Children’s Historic Storybook

    Grade Level: 9-12

    Core Subject Areas: ELA 

    Fine Arts Subject Area: Visual Arts


    Standards Alignment

    Content Area Standard(s): 

    LA 10.1.6 Reading Comprehension: Students will construct meaning by applying prior knowledge, using text information, and monitoring comprehension while reading increasingly complex grade-level literary and informational text.

    LA 10.1.6.a Evaluate the meaning, reliability, and validity of text considering author’s purpose, perspective, and contextual influences.

    LA 10.1.6.b Analyze and evaluate the relationships between elements of literary text (e.g., characterization, setting, plot development, internal and external conflict, inferred and recurring themes, point of view, tone, mood).

    LA 10.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.

    LA 10.2.2 Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across disciplines.

    LA 10.3.1 Speaking: Students will develop, apply, and refine speaking skills and strategies to communicate key ideas in a variety of situations.

    LA 10.3.1.a Communicate ideas and information in a clear and concise manner suited to the purpose, setting, and audience (formal voice or informal voice), using appropriate word choice, grammar, and sentence structure.

    Fine Arts Standard(s): 

    • FA 12.2.1.a Analyze multiple ideas and materials (glossary) to demonstrate planning and refining.

    • FA 12.2.1.b Create and communicate a personal voice, with intention, through a body of work.

    • FA 12.2.1.c Engage in making art to communicate and connect aesthetic theories (glossary) to self-expression (e.g., imitationalism (glossary), expressionism (glossary), institutionalism (glossary), instrumentalism (glossary), formalism (glossary), contextualism (glossary)).

    FA 12.2.4.b Analyze and interpret works of art from a variety of contemporary, historical, cultural contexts, time periods, and cultural settings. 

    FA 12.2.4.d Connect images, objects, and a personal work of art to convey a story, familiar experience, or connection to the world. 


    Core Subject Vocabulary:

    Fine Arts Vocabulary:

    Core Subject Learning Objectives: 

    Students will reflect and discover how they were introduced to holidays and the true historic meanings behind them. They will also understand the importance of storytelling across time and how books have always helped us learn. They will review the elements of a story, the writing process, and understand important formatting and Illustration elements of a book. 

    Fine Arts Learning Objectives: 

    Students will analyze other Children’s book illustrations and then plan their own illustrations for the historic holiday of their choice. They will connect images to convey the story and their illustrations will show personal voice.  



    Historical Fiction children’s books to preview. 

    Art supplies, types of paper, binding materials, etc. 

    Digital resources for digital illustration and design. Color Printer capabilities.  


    Lesson -Teaching Sequence


    Students create a Children’s Book about a Historic American Holiday. The holiday will correspond with specific lessons in the elementary classroom and will also include class specific vocabulary. The students will design the art, write the story, and share the book with the corresponding elementary class. 


    Holidays studied will include: Martin Luther King Day, President’s Day, Memorial Day, Independence Day, Labor Day, Columbus Day, and Veteran’s Day. Students will be assigned an elementary class as their specific audience. 


    Students will need to research the historic event that they choose. However, they will also need to speak with the elementary teachers and the elementary students. They will need to read other historic children’s books and understand what the kids will enjoy. Also, they will watch videos of authors of children’s books to help them connect with an expert. 


    Students will take ownership in this project from the very beginning. They will choose, from a list, the historic event they want to illustrate. They will decide how the illustrations are designed, the size of the book, the color scheme, the materials used for the cover and the roles of the members within their partnerships. They will also have control over how and where they make their work public. 


    To finalize this project, students will complete a reflection Vlog, where they will record themselves going over the parts of the book that they felt were the strongest and areas where they felt they could have improved. 


    Assessment and Reflection

    Content Assessment:  

    Book Rubric Below- Summative Assessment when Final is submitted. 

    Arts Assessment:

    Illustrations Rubric Below – Formative assessment before Final is submitted. 

    Student Reaction (Engagement):

    Students enjoyed the opportunity to choose the story they were telling. They also were excited to share with the discussed audience, even if it was via a zoom video conference. 

    Teacher Reflection:

    Since we completed this project during remote learning, supplying paper for the cover and hand drawn illustrations was difficult. Students did a good job adapting and creating the books online. If I were to do this project again, I would find a better online program that allowed the creation of a virtual book. 



    Children's Historic Book Rubric


    Student Name:     ________________________________________    (Late = - 5 points per day!!!)



    Book Cover 

    Title page has a graphic or fancy lettering, has title, author's name, and a picture. 


    (5 pts) 

    Title page has title, author's name, and a picture. 


    (4 pts)

    Title page has 2 of the 3 required elements. Page lacks creativity. 


    (3 pts)

    Title page has fewer than 2 of the required elements and is messy. 


    (2 pts)


    The final draft of the story is readable, clean, neat and attractive. 


    (5 pts)

    The final draft of the story is readable, neat and attractive, but lacks overall professionalism of presentation. 


    (4 pts)

    The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. 


    (2 pts)

    The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like. 


    (1 pts)


    The story is very well organized. One idea follows another in a logical sequence with clear transitions. 


    (10 pts)

    The story is pretty well organized. One idea may seem out of place. Clear transitions are used. 


    (8 pts)

    The story is a little hard to follow. The transitions are sometimes not clear. 


    (6 pts)

    Ideas seem to be randomly arranged. 


    (4 pts)

    Sentences & Grammatical Correctness

    Rich variety in sentence structure and length. Goes beyond basic use of the language. Sentences are correct and complete. 


    Excellent structure and accuracy. Above average use of verbs and other grammatical elements.

    (10 pts)

    Some variety in sentence structure and length. 


    Many correctly used verbs and grammatical structures with some major errors


    (8 pts)

    Simple and/or awkward sentence structure, but some sentences may not be correct.


    Many incorrectly used grammatical elements and structure. Many elementary mistakes.


     (6 pts)

    Incorrect or incomplete sentences used throughout story. 


    Few sentences are structurally correct and are generally incomprehensible.


    (4 pts)

    Preparation & Process

    Shows a Clear purpose. Extensive preparation tasks. (story boarding, outlining, notetaking)


    Target audience clearly identified


    Extensive background information collected


    Reflection/revision purposeful -


    Utilized all class time given. 

    (30 pts)

    Has an Implied purpose. At least one adequate preparation task. 


    Target audience implied


    Adequate background information collected


     Reflection/revision adequate


    Used some class time well. 


     (20 pts)

    Purpose weak or missing and Preparation tasks missing or weak


    Target audience not identified


    Background information weak or



    Reflection/revision not evident


    Utilized very little class time. 


    (10 pts)

    No Purpose and no preparation shown. 


    No Target Audience. 


    No Background information. 


    No Reflection or Revisions done. 


    Did not use Class Time Given. 


    (0 pts)

    Figurative Language, Sight Words, & Historical Content

    Excellent variety of figurative language (5 or more examples) with no mistakes. 


    15 Sight Words used and identified. 


    Accurate Historical Content explained. 


     (20 pts)

    Some variety of figurative language (4 examples) with few mistakes 


    10 Sight Words used and identified. 


    Some Historical Content explained


     (15 pts)

    Lacks some figurative language (3 examples) and some mistakes


    5 Sight Words used and identified. 


    Reference to Historical Content



    (10 pts)

    Lacks basic figurative language (1 example) and mistakes throughout 


    Less than 5 Sight Words used and identified. 


    Historical Content is a stretch. 

    (5 pts)

    Illustrations & 

    Task Completion 

    Student has completed 10 pages to their story, with vivid pictures, and handwritten or typed text. 

    (20 pts)

    Student has completed 8 pages to their story, with vivid pictures. 


    (15 pts)

    Student has completed 6 pages with OK pictures. 



    Student has completed 5 or less pages to their story, pictures are lacking.  

    (5 pts)


    _________ /100 

    Points + Any 

    Extra Credit:  




    Illustrations Rubric-






    Image Communication

    Images are highly 

    Engaging and appropriate for audiences

    Images are appropriate and somewhat engaging

    Images are not engaging and/or not appropriate for audience

    Few to No images included

    Image Connection

    Images clearly reflect words in the story

    Images somewhat reflect words in the story

    A few images reflect words, most do not. 

    Images are Random and do not connect to story

    Content Knowledge

    All information presented in the book is completely accurate

    Information is mostly accurate

    Information is lacking accuracy but follows the story

    Information is Vague or completely inaccurate

    Type Styles used

    Type styles used were appropriate for depiction of the story and fit with the illustrations used

    Type styles were appropriate and somewhat fit with the illustrations. 

    Type styles were not appropriate and rarely fit with the illustrations

    Type Styles were not picked intentionally, not appropriate, and did not fit with the story


    The page is neatly created, free from smudges with obvious time spent on effort

    The page is neat, mostly free from smudges, and time was spent on effort. 

    The page has several smudges, and little time was spent on effort. 

    Pages are messy and rushed. 


    Total Points -        /20