Touching Tissue

Touching Tissue lesson plan

Celebrating? First day of school? Performance jitters? Disappointed? Whatever the feeling, students begin to chill out with a multimedia collage.

  • 1.

    Everyone has strong feelings sometimes. Ask students how they deal with them? Do they make music? Talk with friends? Take a walk? Jump with joy? Making this collage will help students think more deeply about an emotional event in your life.

  • 2.

    Ask students to choose an emotional event. Think of an event that made you feel strong emotions. With Crayola® Erasable Colored Pencils, students write a list of words that describe their feelings. Need to correct spelling? It’s easy to erase and write again!

  • 3.

    Students think of a symbol that they associate with their selected emotions. If the emotion was love, one could draw a heart, Encourage students to sketch symbols next to each emotion word.

  • 4.

    The events chosen are filled with memories. What do students remember about their events? Students sketch symbols that represent those memories, too.

  • 5.

    Students design collages. On white paper, encourage them to sketch symbols in an interesting pattern to design the collage.

  • 6.

    Provide colored paper or fabric scraps for students to draw symbols. Encourage the use of colors that are appropriate to the emotion, such as red or pink for love (or anger or envy) or blue for peace. Cut out the symbols with Crayola Scissors.

  • 7.

    Use Crayola School Glue to attach the symbols to the collage background.

  • 8.

    Provide students with various colors of tissue paper. Ask them to tear small pieces of tissue paper. Mix equal amounts of glue and water with a Crayola Paint Brush. Moisten the areas surrounding symbols with this mixture. Place tissue paper on the moist background. Brush more of the glue over it. Overlap tissue paper slightly for a colorful effect. Air-dry your collage.

  • 9.

    Bringing feelings together: Students write a short story about the event that inspired their art collages. Encourage them to use the words on their lists and the symbols on their collages to make the feelings vivid.

Standards

  • LA: Read with sufficient accuracy and fluency to support comprehension.
  • LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.
  • LA: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • SS: Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.
  • SS: Explore factors that contribute to one's personal identity such as interests, capabilities, and perceptions.
  • SS: Analyze a particular event to identify reasons individuals might respond to it in different ways.
  • VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.
  • VA: Use visual structures of art to communicate ideas.
  • VA: Select and use subject matter, symbols, and ideas to communicate meaning.

Adaptations

  • Possible classroom resources include: Understanding Myself: A Kid's Guide to Intense Emotions and Strong Feelings by Mary C. Lamia, Ph.D; The Feelings Book (Revised): The Care and Keeping of Your Emotions by Dr. Lynda Madison
  • Students collaborate in small groups to compose situations that are certain to evoke strong emotional responses. Describe the situations with 3-5 sentences on an index card. Compile all the index cards from groups and create a deck of "emotion" cards. Use these to create a center where students will work in small groups or teams of two to read the situation, propose a possible response, and discuss the emotions that may be connected to the response.
  • In small groups, students role play effective and ineffective, or unhealthy, ways to handle strong emotions.
  • Organize student quilts into a collage-like display using a cloth square as supporting material. Stitch them together as an "emotion quilt." Provide time near the close of the school day for students to collaborate with a friend to view the quilt and discuss what emotions they have experienced today and how they handled their responses.