BOOK REMARK – Texture, Detail, Contrast

Students will be able to:

• create a bookmark that represents a character from a book they have read; 
• use visual detail to communicate information about the character;
• create the illusion of texture using line and contrast;
• write a review of the book on both sides of the bookmark;
• demonstrate technical accomplishment and creativity; 
• support their ideas with evidence found in the artworks.

Have students:

• work in small groups;
• using their book remarks as if they were puppets;
• create an animated conversation among the various characters they created;
• encourage students to:
  - imagine how the characters would respond to each other
  - make sure their characters remain in role
  - have the characters tell about their experiences based on the details in the story.

1. Pre-cut the cardstock paper – 10.8 cm x 28 cm (cut pieces of cardstock in half vertically).
2. Provide time for students to choose and read a book they are interested in.
3. Teach students how to write a review of a book they have read and provide time for them to write their own review.
   Stage 1:
   - look at the book itself, cover, words on the page, illustrations
   - read the book and pay attention to how it makes you feel as you read
   Stage 2:
   ​- write rough notes to tell your overall feelings about the book,
   - how would you rate it out of 5
   - what was in the book that made you feel that way
   - what characters stood out and why
   - what about the physical appearance of the book appealed to you, or not
   Stage 3:
   - write a summary of the book
   Stage 4:
   - give the book a rating out of 5 and explain why
4. Choose several books to use as examples when describing the project.
5. If time permits make a sample. 

1. Show the class a book, for example, Bully, by Patricia Polacco. 
2. Discuss the cover, placement of words on the page, illustrations.
3. Ask how many students think they would like to read the book based on the discussion so far. Have them explain their reasons.
4. Explain:
   - artists design books so they will appeal to readers and provide a sense of what the book is about
   - book reviewers write to tell potential readers what to expect in a book and how good they think it is
   - both roles contribute to the chances of the book being read by lots of people
5. Introduce the challenge.

1. Place students into small groups. 
2. Ask them to share their work and discuss the things that are especially effective and why.
   Talk about:
   - the visual details and how they influence the viewer
   - the ratings and how the explanation supports it
   - how the Book Remark influences your decision whether or not to read the book 
3. Share ideas with the whole class. 
4. Ask students to tell how they felt about doing this project.

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
2. Observe students as they discuss the Book Remarks – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
3. Use a checklist to track progress. (Downloads – Remark_tracking.pdf)
4. Have students use the self-assessment form to evaluate their work. (Downloads – Remark_self-assessment.pdf)