An altered book is any book, old or new, that has been recycled by creative means into a work of art. These books can be rebound, painted, cut, burned, folded, stamped, etc. This unit is meant to help students make connections between visual arts and the art of reading. Each scrapbook page will be compiled into an altered book which will provide a future resource for students looking for personal choice books. Students will collectively create a visual presentation of their reading for the class.

Instructional Goals:
1. Students will be able to successfully find the information they need in the Web resources provided by the instructor.
2. Students will become experts on creating visual representations of ideas and information.
3. Students will gain a better understanding of how to interpret visual information.
4. Students will orally and visually share what they have learned about book making.


Learning Objectives:  
1. Fifth grade students will perform a successful search of the Web resources and find two articles/reviews written about their book.
2. With the information gained from the Web resources, students will be able to complete a worksheet about their book and author.
3. Students will work successfully independently to complete their assignment,
4. Students will acquire enough information to orally and visually report their findings.

Lecture, Discussion, Computer, Internet, worksheet, magazines, paper, pencils, markers

Setting the Stage:

 

1. Teacher Librarian introduces the concept of an altered book with a brainstorming session on recycling.  What do we do with books that are out-dated?  How can we re-use books to represent new works or create a new text? 

2.  After the group discussion, the Teacher Librarian will discuss with the students the creation of altered books.
3.  In a group discussion format, the English teacher along with the Art teacher will ask the students to identify important concepts discussed in the books they have read and record student reflections on easel paper. 

The teacher(s) will ask the students to brainstorm in small groups how they might represent these ideas visually. They will ask students to individually write down up to 3 titles they have read along with important images that come to mind in connection with the specific books.

 

Activity:

 

1. The Art teacher gives a mini-lesson/review on important elements of visual composition.  This mini-lesson may consist of looking at a collage to ascertain the ideas which are communicated using visual representations.  The collage consists of a large amount of information, so it is important to focus on the most important concepts or ideas they wish to present visually.

2.  The teacher(s) introduce the task of creating a scrapbook page which will be used to created an altered book of personal choice reading for the class.  
3.  The teacher explains to the students that they will be expected to read a minimum of 2 book reviews about a book they have read and note the important concepts or themes mentioned about the book. Each student will given a book title from the brainstormed list (or choose another title).  They should research these books and their objective is to identify important concepts mentioned in the book review.  To help clarify the directions for the students, a handout is provided that provides a list of acceptable websites they may use and requires the students to note information found on the websites.

4.  Students will use class time to examine reviews and take notes on information they find.  They will be asked to choose 1 book (they have read) and write a 1 sentence summary of the book at the conclusion of the period using the book reviews as a guide. This information will be used to create the scrapbook page.

5.  Using clip-art, (art supplies) magazines, paper, pencils, markers, students will create a scrapbook page (8 x 1/2) for their book using information ideas from summary and book reviews.   These pages will then be added to the recycled book.

Each page must adhere to artistic composition requirements and it must include the 1-sentence book summary which introduces the main character, setting and main conflict of the story.

Each student will present page to the class. As a group, the students will assemble the altered book to be kept in the library as a reference material for students looking for future personal choice reading selections.

School Library Media Specialist, English Teacher, Art Teacher Pam Read, School Library Media Specialist Elaine Vislocky, Staff Development co-ordinator Melissa Curcio, English teacher