Book Banners

Book Banners lesson plan

Practice sequential story retellings with colorful, collaged Book Banners.

  • 1.

    Listen carefully to a story that contains a clear sequence of events, such as The Emperor's New Clothes.

  • 2.

    Individually or in small groups, choose a scene from the story to depict in a collage. Plan how to visually communicate the elements of the action including setting, characters, action, and dialogue. Sketch the scene on paper with Crayola® Erasable Colored Pencils. Be sure all scenes are sketched by the class. Measure the amount of fabric (or roll paper) needed for the banner background. Cut with Crayola Scissors.

  • 3.

    Cut or tear fabric, paper, and collage supplies such as chenille sticks, buttons, and ribbons to create the scene. Attach pieces to the background with Crayola Washable Glue Sticks or School Glue. Draw details and dialogue with Crayola Washable Markers.

  • 4.

    Arrange the banners in sequence. Number each, and add titles to explain the scene using markers. Retell the story to a teacher or classmates, using the Book Banners.

Standards

  • LA: Know and apply grade-level phonics and word analysis skills in decoding words.
  • LA: Read with sufficient accuracy and fluency to support comprehension.
  • LA: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
  • LA: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.
  • VA: Select and use subject matter, symbols, and ideas to communicate meaning.
  • VA: Identify connections between the visual arts and other disciplines in the curriculum.

Adaptations

  • In a classroom learning center, teams of two students listen to an audio recording to a story. The recording will contain specific pauses. Teams will illustrate the story up to this point, discussing and interpreting what has been heard. Student teams label this banner and continue listening to the story to the next pause, where the procedure will repeat itself until teams have heard and illustrated significant scenes from the story. When all teams have completed this process, the class will meet to review and discuss the various scenes.
  • Students write original stories without illustrations. Classmates read/listen to the story and illustrate it. The author leads the discussion of the illustrations provided by classmates.
  • Share completed Book Banners with primary students. Encourage younger students to put the book banners in order.