PICTURING COMPOUND WORDS – Colour, Shape, Contrast

Students use crayons and markers to make a simple foldout illustrating a compound word.

Required Time

40 Minutes

Grade Level

Grade 2 to Grade 3

Subject

Language Arts
Visual Arts
Media Literacy

Vocabulary

colour compound word contrast shape

Materials

Crayons Drawing Paper Pencils Erasers Markers

Steps

PICTURING COMPOUND WORDS – Colour, Shape, Contrast - Step One

Step One

  1. Fold the paper in half short end to short end.
  2. Fold each short end of the paper into the centre fold.
  3. Make a firm crease.
PICTURING COMPOUND WORDS – Colour, Shape, Contrast - Step Two

Step Two

  1. Draw an image for each word.
    - 1 word on each flap
    - 1 compound word on inside space
  2. Make sure to fill the space.
  3. Use simple shapes.
PICTURING COMPOUND WORDS – Colour, Shape, Contrast - Step Three

Step Three

  1. Make sure to include each word.
  2. Check to make sure the words are spelled correctly.
  3. Use crayons and markers to colour your pictures.
  4. Choose contrasting colours to make the images stand out.
PICTURING COMPOUND WORDS – Colour, Shape, Contrast - Step Four

Step Four

  1. Lift the flaps to see the compound word.

Learning Goals

Students will be able to:

  • create a simple foldout to illustrate the meaning of a compound word;
  • use colour to create contrast;
  • demonstrate technical accomplishment and creativity;
  • support their ideas with evidence found in the artworks.

Extensions

Have students:

Prepare

  1. Prior to this lesson print a selection of compound words from your vocabulary list on small pieces of paper - one per student.
  2. Place the words in a container large enough for students to reach in and pull out a word.
  3. Download and display the Colour, Shape and Contrast posters available on this website.
    - review or teach the elements of colour, shape and contrast – colour harmonies, positive/negative shapes, strong differences
  4. Teach or review the concept of closed compound words - the combination of two words that are written as one word with its own meaning

Introduction

  1. Write 2 words that will combine to make a compound word on a chart paper, for example, dog and house.
  2. Ask students to explain what each word means and then make a list of images that could express that meaning.
    - big dogs
    - shaggy dogs
    - specific breeds of dogs
    - big houses
    - small houses
    - fancy houses
  3. Ask students to explain how doghouse is similar to, but different than dog and house and then make a list of images that could express that meaning.
  4. Have students randomly draw a word from the container.
  5. Introduce the challenge.

Activities

The Challenge

  1. Create a simple foldout to illustrate the meaning of a compound word.
  2. Use colour to create contrast.
  3. Demonstrate technical accomplishment and creativity.
  4. Support your ideas with evidence found in the artworks.

The Process

  1. Ensure that everyone understands the challenge.
  2. Establish success criteria with your students, for example,
    I know I am successful when my compound word foldout:
    - clearly shows the meaning of the word
    - uses shapes and symbols to convey meaning
    - is carefully planned and completed 
    - uses colour to create contrast
    - is simple and clear 
  3. Guide students through the steps outlined in this lesson plan.
  4. Observe students as they work. 
  5. Provide individual assistance and encouragement.

Sharing

  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 how the illustrated words might affect their ability to remember how to spell the word

    - talk about what they found satisfying about doing this project
  3. Share ideas with the whole class. 
  4. Ask students to tell how they felt about doing this project.

Assessment

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