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
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
Book Rubric Below- Summative Assessment when Final is submitted.
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.
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.
Title page has a graphic or fancy lettering, has title, author's name, and a picture.
Title page has title, author's name, and a picture.
Title page has 2 of the 3 required elements. Page lacks creativity.
Title page has fewer than 2 of the required elements and is messy.
The final draft of the story is readable, clean, neat and attractive.
The final draft of the story is readable, neat and attractive, but lacks overall professionalism of presentation.
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.
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.
The story is very well organized. One idea follows another in a logical sequence with clear transitions.
The story is pretty well organized. One idea may seem out of place. Clear transitions are used.
The story is a little hard to follow. The transitions are sometimes not clear.
Ideas seem to be randomly arranged.
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.
Some variety in sentence structure and length.
Many correctly used verbs and grammatical structures with some major errors
Simple and/or awkward sentence structure, but some sentences may not be correct.
Many incorrectly used grammatical elements and structure. Many elementary mistakes.
Incorrect or incomplete sentences used throughout story.
Few sentences are structurally correct and are generally incomprehensible.
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.
Has an Implied purpose. At least one adequate preparation task.
Target audience implied
Adequate background information collected
Used some class time well.
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.
No Purpose and no preparation shown.
No Target Audience.
No Background information.
No Reflection or Revisions done.
Did not use Class Time Given.
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.
Some variety of figurative language (4 examples) with few mistakes
10 Sight Words used and identified.
Some Historical Content explained
Lacks some figurative language (3 examples) and some mistakes
5 Sight Words used and identified.
Reference to Historical Content
Lacks basic figurative language (1 example) and mistakes throughout
Less than 5 Sight Words used and identified.
Historical Content is a stretch.
Student has completed 10 pages to their story, with vivid pictures, and handwritten or typed text.
Student has completed 8 pages to their story, with vivid pictures.
Student has completed 6 pages with OK pictures.
Student has completed 5 or less pages to their story, pictures are lacking.
Points + Any
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
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
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