Sherrill M. Garth M.ed. Teacher/ Educational Consultant (CDA)
February 2, 2010
IA7, Application, IIE34, Application, IIA2, Knowledge, IIA3, Comprehension, IA7, Application, IIE34, Application, IIA2, Knowledge, IIA3, Comprehension IICI, Knowledge, IIE17 Total Time (45- 2 Hour)
Lesson Plan Guide- Illustrator focus Illustrator! Illustrator! Robert Sabuda (Teacher Resource Guide) 1. Robert Sabuda has authored and illustrated several books for children, including; The Blizzard’s Robe, Saint Valentine and Tutankhamen’s Gift. Robert Sabuda is originally from Pinckney Michigan and he is a graduate of Pratt Institute in New York City. He is currently an Associate Professor at Pratt Institute and he lives in New York City. I would like to introduce you to Robert Sabuda, he is known for his ability to use challenging techniques such as; mosaic art work, which he used with, his work in the book Saint Valentine in addition to the faux stained glass, that he used in the book Arthur and the Sword. He truly has given the world a gift. One of my favorite books is entitled, Tutankhamen’s Gift. He authored this book in addition to illustrating it. This book along has won him reviews from the New York Times Book Review Notable books. He recently received the society of Children’s Book Authors and Illustrators Golden Kite Award for his delicate cut paper illustrator in the Paper Dragon. To top it all off he displays demonstration of (toy books) with children when he creates pop-up books on line. Resources Robert Sabuda’s website at: www.robertsabuda.com Simon & Schuster’s website at: www. SimonSaysKids.com Website created to display student’s handmade pop-up books. The classroom is dividing into three groups in order to read Robert Sabuda’s books (this should only take (15 mins.) Group A. reading the Mosaic books in a choral or Echo setting, another group B. reading Sabuda’s Faux Stained glass books, and finally the last group C.
reading the pop-up books. Goal: The student’s communication skills will increase in the area of emergent reading, writing and speaking. Strategy: Use reading aloud and working with the literature-Reading to students in 4 cycles Cycle 1: story is read for pleasure. Cycle 2: story is read focusing on student’s comprehension of the text.. Students are questioned and engaged in activities that promote retention and understanding. Cycle 3: Story is read with emphasis placed on book –handling and text features. Cycle 4: Story is read with students engaging in activities based on the story. These activities are related to various curriculum areas, in the authors books.
Reading Conference established with each of the groups for (15-20 mins) on Monday, Wednesday, and Friday. Computer lab activities incorporated lessons on techniques for making Mosaic Art. Art class will introduce the process for creating Faux Stained Glass Art Museum field trip to observe the stained glass art effect and the Mosaic Artwork. 3.
Resources: Mosaic Quilt demonstration by a community Elder
Artist. Faux Stained Glass in house field trip by the Big Yellow bus. Library display set up from the student’s overall projects. Young Author’s Week with illustrated books by Sabuda Making Egyptian Papyrus paper for books.
4. Focus on Tutankhamen’s Gift ( China Print 1988) KWL, what the student knows, what they want know, what they learned, about illustrated book Tutankhamen’s Gift.
Have the students to explore other books about young Egyptian pharaohs. Go over the Egyptian terminology with the students such as; papyrus, pharaoh and many others.
Special games sing words you know, guess the covered Egyptian words. Create a time line of the period that Tutankhamen ruled Egypt. Exploring the clothing today compared to what the young pharaoh wore during the period that he ruled Egypt. Explain how Tutankhamen was able to restore the temples of the land and ruled over the people at the age of a young boy. Even though Tutankhamen reign was short how did he manage to build more monuments and temples during, that period of time than any, other pharaoh (have the student develop a time-line of his reign)? Finally, what were his promises to the people and his gift to the gods?
5. Focus on Saint Valentine retold and illustrated by Robert Sabuda, Athenaeum (1992). Saint Valentine should be first introduced to the classroom around the week of Valentine day. Have the students to create their own Mosaic Valentine cards and write a kind message inside. During Art class have the Art teacher arrange to have the students work with tile Mosaic.
Incorporate the lesson plans with the computer lab, by having the children look at different flowers, especially the, “Crocus flower, and find out how it’s used today 6. Focusing on the book, The Ibis and The Egret written by Roy Owen, and illustrated by Robert Sabuda, China Printing,(1988) The children can create paper birds made from various different colors of tissue paper. The students will create puppets made from socks and demonstrate the story in a puppet show. During computer lab the students can search for birds like the Ibis and Egret Students will make a bird mobile made from a variety of textured paper'.7. Introduce the book The Blizzard’s Robe on the day that you are going to read the story. Have the student wear their robes to school just during the time that the story is read. Asked them what they know about sewing and keeping warm in the winter?
Set up a display table with all kinds of buttons, some cloth and black construction paper. Have them design their own robe by gluing on different pieces of textured items. Create activity where each child creates a face mask, after coloring paper. You may use a variety of materials just like the books. Each child will need be given a piece of light weight fabric and some sticks to glue to the fabric in order to make a tepee. Use some of the ideals and activities from Sabuda’s website. To create a festival book fair of homemade books. Be sure to include the following things during festival: Collecting Student Work-Art-facts * Pictures drawn of an event in sequence * Inventive writing describing the scene * Re-write and illustrate their own ending to read to the class * Photograph of child retelling sequence of events * Make audio tape of child retelling sequence on story