Revised Unit Plan

Unit Title: Origins of New York Pizza (and beyond) Grade Level: 4
Subject/Topic Area(s): History/Social Studies, Writing, Art
Key Words: pizza, New York, Gennaro Lombardi, culture, diversity
Designed By: Amelia Jennings Time Frame: Four weeks
Brief Summary of Unit:
In this unit on the origins of pizza in New York, students will travel through time to see the
historic, social, and economic factors and effects of food in NYC, starting with Italian pizza. By reading
informational texts on the history of pizza in the city, students will learn about the origins and
motivations behind that particular food and reflect on the impact today. The central theme students
will come away with is that people and stories shape places, and that the diversity of these elements
in NYC shapes the way people in the city think. To connect these principles to the students varied
experiences and interests, students will each interview a different family restaurant in the city,
especially focusing on the history of the family, the sources of the recipes, and the growth of the
eatery itself as an establishment. Students will then write and illustrate picture books about the
restaurants they learned about in order to demonstrate their understanding of the impact of diversity
on a city which so many different cultural groups call home. Throughout the unit, students will be
confronted with the big questions about how amazingly complex the development of culture is, and
how humans must love each other in spite of differences, while recognizing the bonds of human
brotherhood that connect.

Stage 1: Identify desired results.

 What content standards are addressed? G

Common Core English Language Arts Standards:

CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical text, including what happened and why,
based on specific information in the text.
CCSS.ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
New York State Social Studies Practices:
B -3 Identify the relationship between multiple causes and multiple effects, using examples from his/her
life or from a current event or history.
B-4 Distinguish between long-term and immediate causes and effects of a current event or an event in
history.
B-6 Use periods of time such, as decades and centuries to put events into chronological order.
C-4 Recognize the relationship between geography, economics, and history in social studies
E-4 Explain why individuals and businesses specialize and trade.
(From the New York State K-8 Social Studies Framework p. 49-50)
ISTE Standards (NETSS):
2. Social, Ethical ,and Human Issues
b. Students practice responsible use of technology systems, information, and software.
3. Technology Productivity Tools
a. Students use technology tools to enhance learning, increase productivity, and promote
creativity.
b. Students use productivity tools to collaborate in constructing technology-enhanced models,
preparing publications, and producing other creative works.
4. Technology Communication Tools
a. Students use telecommunications to collaborate, publish, and interact with peers, experts, and
other audiences.
5. Technology Resource Tools
a. Students use technology to locate, evaluate, and collect information from a variety of sources.
b. Students use technology tools to process data and report results.

What enduring understandings are desired (and what misunderstandings will be addressed?)
 U
Students will understand:
How pizza came to be a part of society historically, and how historical events and movements
brought pizza to New York City.
How other food establishments point to similar historical movements in society.
The importance of cultural/ethnic elements such as food in preserving family memories and
cultural heritage.
The importance of an individual/family in contributing to the citys diverse narrative.
That a variety of factors (economic, historic, social etc.) are involved in starting a family
restaurant.

What essential questions will guide this unit and focus teaching/learning?
Q
What does the history of food/restaurants point to about the history of people and cities?
(specifically, what does pizza have to do with the history of New York City?)
How did/do families start and keep restaurants running?
What other foods/restaurants are there in the city? What cultures do they represent?
How does the variety of foods in this city compare to that of other cities in our state/country?

What key knowledge and skills will students acquire as a result of this unit?
KS
Students will know:
Information about the brief history of pizza from its earliest days to the first NYC pizzeria.
What food says about culture in the city.
How immigration in New York history has affected cultural diversity in the city.
That people and stories, including cultural elements like food, shape places.
That places shape the people in them.
Students will be able to:
Identify factors and causal relationships within texts about the origins of NYC pizza (later, also
within data from interviews).
Formulate research questions with which to interview family food business/restaurant owners.
Arrange interview findings according to chronological/causal progression in a narrative story
structure.
Write, revise, illustrate, and publish a picture book to tell the above narrative using descriptive
detail and accurate representation of information.
 Stage 2: Determine acceptable evidence.

What evidence will show that students understand?

Scale for understandings and performance tasks: S

Score 4.0 In addition to Score 3.0 content, students also make inferences and applications that go
beyond explicit instruction, such as:
That people and stories, including cultural elements like food, shape places.
That places shape the people in them (physical elements affecting social thinking).
How different food establishments point to historical movements in society.
This extension of knowledge might also prompt students to tailor their illustrations to not
only support the text with images, but to also especially focus on and highlight cultural
themes and distinctions. (ex: attention to details in dcor, dress, instruments, etc.)
Similarly, they might also attend to details in dialogue such as diction, vocabulary, and
grammar (based on listening in interview, not stereotypes).
Score 3.5 In addition to Score 3.0 content, students also make some inferences and
applications that go beyond explicit instruction with limited success, such as:
That people and their stories affect physical places.
That places shape people.
How different places in the city contain pieces of history.
This extension of knowledge might also affect how students attend to details
in illustrations and storytelling focus in their book.
Score 3.0 Students will understand:
Information about the brief history of pizza from its earliest days to the first NYC
pizzeria.
That a variety of factors (economic, historic, social etc.) are involved in starting a
family restaurant. They also know those factors.
The importance of cultural/ethnic elements such as food in preserving family
memories and cultural heritage.
The importance of an individual/family in contributing to the citys diverse
narrative.
How immigration in New York history has affected cultural diversity in the city.
Students will be able to:
Identify factors and causal relationships within texts about the origins of NYC pizza
(later, also within data from interviews).
Formulate focused research questions with which to interview family food
business/restaurant owners.
Arrange interview findings according to chronological/causal progression in a
narrative story structure.
Write, revise, illustrate, and publish a picture book to tell the above narrative using
descriptive detail and accurate representation of information.
 Score 2.5 Students will know:
Information about the brief history of pizza from its earliest days to
the first NYC pizzeria.
That a variety of factors (economic, historic, social etc.) are involved in
starting a family restaurant. They also know most of those factors.
That food helps families carry on cultural traditions and create bonds
within the family.
That immigration in New York history has an effect on the city in the
way people interact and live differently from each other.
Students will be able to:
Identify some of the factors and causal relationships within texts about
the origins of NYC pizza (later, also within data from interviews).
Formulate helpful research questions with which to interview family
food business/restaurant owners.
Arrange interview findings in a narrative form, following a timeline of
events or some other story structure.
Write, revise, illustrate, and publish a picture book to tell the above
narrative with accurate information and detail.

Score 2.0 Students will know:

Information about the brief history of pizza from its earliest days to the first NYC
pizzeria.
That a variety of factors (economic, historic, social etc.) are involved in starting a
family restaurant. They also know some of those factors.
That food helps families carry on cultural traditions.
That immigration in New York history has an effect on the city in the way people
interact and live differently from each other.
Students will be able to:
Articulate that several factors caused pizza to come to NYC.
Formulate research questions with which to interview family food
business/restaurant owners.
Arrange interview findings in a narrative form, following a timeline of events.
Write, revise, illustrate, and publish a picture book to tell the above narrative with
accurate information and some detail.

Score 1.5 With some help or prompting, students will know:

The journey of pizza from Europe to NYC.
That different factors are involved in starting a restaurant. They may
recall one of those factors.
That the different kinds of foods people eat are important to them.
That immigration had an effect on the people of New York.
With some help, students will be able to:
Come up with and record a few research interview questions for
family food business/restaurant owners.
Reiterate the story the interviewee shared and identify different
anchor points along the story.
Write, revise, illustrate, and publish a picture book to tell the story
 with the same basic structure and facts.

Score 1.0 With help, students will recall:

That pizza was made in Europe and people brought it to NYC many years later.
That different factors are involved in starting a restaurant.
That there is a reason different families eat different foods.
That immigration had an effect in New York history.
With help, students will be able to:
Write research interview questions for family food business/restaurant owners.
Reiterate the story the interviewee shared.
Write, revise, illustrate, and publish a picture book to tell the story with the same
basic structure and some facts.

Score 0.5 With substantial help, students will recall:

That pizza came to NYC (it was not created here)
That not just everyone starts a restaurant
That different families eat some different kinds of foods
That many different people immigrated to the city in history
With substantial help, students will be able to:
Record research questions for an interview
Share what they found out in the interview
Do some of the work writing, revising, illustrating, and publishing a
book to tell the story as close to the interview as possible.

Score 0.0 Even with help, no understanding or skill demonstrated.

Performance Tasks:

T
Picture Book Project: Students will each interview a different family restaurant in the city or globally via
Skype, especially focusing on the history of the family, the sources of the recipes, and the growth of the
eatery itself as an establishment. Students will then write and illustrate picture books about the
restaurants they learned about in order to demonstrate their understanding of the impact of diversity
on a city which so many different cultural groups call home.
Rationale: Storytelling is a creative, cohesive way of organizing and presenting historical/cultural
information. This particular assessment addresses the interpersonal intelligence as students must
collaborate with community restaurant owners and with peers and the teacher for editing. Th e product
itself reflects verbal and visual intelligence as well, since students write and illustrate the story. Because
students produce and revise their own work, this is also an intrapersonal task.

Main Performance Task Rubric:

Content Absent 0 Poor Average 2 Good 3 Excellent 4

 1
Research Questions are specific and directed
at the desired understandings, including:
o Economic factors involved in starting a
family restaurant.
o Historic elements of the family story
o Social factors surrounding the
restaurant
o The importance of food to the family as
a way of preserving memories and
heritage
o The impact of this particular family on
the city and their community
Students can identify factors and causal
relationships in interview findings.
Students can identify the connections
between this familys story and concepts of
immigration and diversity.
Students can arrange findings according to
chronological/causal story structures.
(Outline)
Rough draft of narrative contains accurate
facts and details about the family business
story. (Rough Draft)
Students participate in peer review and/or
teacher conference about mechanical edits.
(Writers Workshop)
Students type up stories on a Word Processor
to print for their books. (Publish)
Students create illustrations that support and
embellish the narrative.

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc):
 OE
Kinesthetic Quiz- arrange events (representative students) into an accurate historical NYC pizza
timeline.
Rationale: Allows students to demonstrate information sequencing and recall while moving around.
Addresses visual and kinesthetic intelligences in the format and logical intelligence because of the
sequencing task.

Cause/Effect Graphic Organizer: create and use a note taking diagram system to track causal
relationships in NYC food history during research and instruction times.
Rationale: Addresses the logical intelligence as it requires students identify causal relationships, as well
as existential intelligence as the relationships reflect the impact of immigration and cultural practices on
the city. Verbal intelligence is reflected in how information is recorded (in writing) but also visual. Google
Docs gives students access to voice to text to accommodate students with verbal/linguistic disabilities.

Visual impact mapping students connect strings from countries to NYC and back out to dialogue boxes
with sticky notes about cultural elements in the city and with links to additional information and media.
Rationale: Addresses existential intelligence since the connections reflect the global connectedness which
cultural practices on the city produce through transcendent artifacts like food. Gives visual learners a
clear picture of that relationship, and allows students to refresh/look back to the content they discussed
(formative assessment, since the teacher monitors and sees if they accurately see the locations things
come from and if they discerned what information was important enough to record).

Observations- teacher observation of students work in the classroom, contribution to class discussion.

Student Self-Assessment:

SA
Fact or Fiction Notes- share pre-knowledge and guesses about how pizza got to NYC, then compare to
facts in the research texts.
Rationale: Pre-flecting ignites student interest and engages their brain in a more active way by
appealing to what they already know -opens up existant pathways of knowledge. To confirm what they
thought or, better yet, to be surprised by something they were wrong about works with those old,
established pathways to grow into new knowledge. Verbal intelligence is reflected in how information is
recorded (in writing). Google Docs gives students access to voice to text to accommodate students with
verbal/linguistic disabilities.

Think Write Reflections- regular self assessment logs to record findings, connections, and experiences.
Rationale: Verbal intelligence is reflected in how information is recorded (in writing). Google Docs gives
students access to voice to text to accommodate students with verbal/linguistic disabilities.
Intrapersonal intelligence flourishes with self-reflection and assessment.

Stage 3: Plan Learning Experiences and Instruction.

Learning Experience/Instruction Schedule:

 1. Pizza Then and There: An Early History of Pizza
The teacher will introduce the unit, surveying students about interest and pre-knowledge, sharing a
book about the history of one kind of pizza, and teaching students about some of the early history of the
pizza and marking/connecting spots on the map with pushpins and string and QR codes to link to online
material with background information on the origins of pizza.

Rationale: This unit starts with verbal-heavy interactions, as the class will discuss the topic, pre-flecting
on the topic, then reading a picture book as a hook. Pre-flecting ignites student interest and engages
their brain in a more active way by appealing to what they already know -opens up existant pathways of
knowledge. To confirm what they thought or, better yet, to be surprised by something they were wrong
about works with those old, established pathways to grow into new knowledge. This is done through the
Fact or Fiction online notebook. Students start adding information to this from the beginning of the unit
and continue throughout. Verbal intelligence is reflected in how information is recorded (in writing).
Google Docs gives students access to voice to text to accommodate students with verbal/linguistic
disabilities.
The instructional portion of the lesson delivers information about pizza origins using verbal and visual
content.
The map addresses existential intelligence since the connections reflect the global connectedness which
cultural practices on the city produce through transcendent artifacts like food. Gives visual learn ers a
clear picture of that relationship, and allows students to refresh/look back to the content they discussed.
QR Codes extend learning by keeping access to information open and easy for later reference.

State Standards: CCSS.ELA-LITERACY.RI.4.3

Explain events, procedures, ideas, or concepts in a historical text, including what
happened and why, based on specific information in the text.

B-4 Distinguish between long-term and immediate causes and effects of a current
event or an event in history.
B-6 Use periods of time such, as decades and centuries to put events into
chronological order.

5. Technology Resource Tools

a. Students use technology to locate, evaluate, and collect information from a
variety of sources.
b. Students use technology tools to process data and report results.
Lesson Objective: Students will get excited about starting a unit on pizza and will know how pizza
came to be a part of society historically.
Materials: Pizza for the Queen by Nancy Castaldo, early pizza history text/lecture/videos,
world map, pushpins, QR Code Sticky notes, smart device (ipad, etc.), Fact or
Fiction notebook file (Google Docs).

2. But Who Brought it Here, and When? A NYC Pizza History (Including the Great Pizza Wars)
Students will read in groups about how pizza came to NYC and the early development of pizzerias in the
city, then share the group findings with other groups. As students collect information, they will add
 events with years to a quick timeline, add facts to their notebooks, and write out sticky notes to note
significant events to pin on world/state map with origin string connections. Teacher will write years on
the hats and give to representative students in each group, having them sit in order under the board.
After all the groups present, students will scramble and have to rearrange in order.

Rationale: Although reading information about pizza history is mainly verbal, because the packet is
digital, students with dyslexia can use the OpenDyslexic plug-in to change the fonts to readable access,
or these and students with other reading disabilities can use the Speakit! plug-in to have the text
converted to speech. ELL students may use this, or translation tools to remove barriers of verbal
language as well.
Student work groups create opportunities for peer tutoring and inter-group support, which helps
students with social intimidation of addressing the whole class on their own. It also gives them
opportunity for interpersonal skills, as they work together collaboratively.
The kinesthetic timeline quiz allows students to demonstrate information sequencing and recall while
moving around. It addresses visual and kinesthetic intelligences in the format and logical intelligence
because of the sequencing task.

State Standards: CCSS.ELA-LITERACY.RI.4.3

Explain events, procedures, ideas, or concepts in a historical text, including what
happened and why, based on specific information in the text.

C-4 Recognize the relationship between geography, economics, and history in

social studies
E-4 Explain why individuals and businesses specialize and trade.

3. Technology Productivity Tools

a. Students use technology tools to enhance learning, increase productivity, and
promote creativity.
b. Students use productivity tools to collaborate in constructing technology-
enhanced models, preparing publications, and producing other creative works.
4. Technology Communication Tools
a. Students use telecommunications to collaborate, publish, and interact with
peers, experts, and other audiences.
5. Technology Resource Tools
a. Students use technology to locate, evaluate, and collect information from a
variety of sources.
b. Students use technology tools to process data and report results.
Lesson Objective: Students will understand how historical events and movements brought pizza to
New York City, and will consider the variety of factors (economic, historic, social
etc.) which are involved in starting a family restaurant.
Materials: Padlet Great Pizza Wars reading packet, OpenDyslexic, Speakit!, world map,
pushpins, string, state map, Sticky Notes, Fact or Fiction notebook, smart
devices/computers, Kinesthetic Quiz hats, whiteboard, projector, Timeline (Google
Drawing)
 3. Pizza and People and Places: A study on immigration impact and cause/effect relationships.
The teacher will present on immigration following a picture slideshow, placing pushpins at the
appropriate origins, with QR codes linking to additional information if applicable, connecting them to
NYC, and leading students in filling out causes and effects on their chart.

Rationale: This unit starts with verbal/visual instruction through the slideshow and corresponding map
pinnings. Map pinnings continue developing a sense of connection and reinforce the sequences of
geospatial moves that correspond with cultural impact, thus addressing existential and logical
intelligence.
That logical, human connected aspect is further developed and reinforced in the cause/effect graphic
organizer. It addresses the logical intelligence as it requires students identify causal relationships, as well
as existential intelligence as the relationships reflect the impact of immigration and cultural practices on
the city. Verbal intelligence is reflected in how information is recorded (in writing) but also visual

State Standards: B -3 Identify the relationship between multiple causes and multiple effects, using
examples from his/her life or from a current event or history.
C-4 Recognize the relationship between geography, economics, and history in
social studies.

4. Technology Communication Tools

a. Students use telecommunications to collaborate, publish, and interact with
peers, experts, and other audiences.
5. Technology Resource Tools
a. Students use technology to locate, evaluate, and collect information from a
variety of sources.
b. Students use technology tools to process data and report results.
Lesson Objective: Students will understand how immigration in New York history has affected
cultural diversity in the city.
Materials: Cause/Effect Graphic Organizer, world map, pushpins, string, QR code sticky notes,
digital photo slideshow (to accompany lecture), projector

4. Pizza and the BIG PICTURE: Broadening the unit from Pizza to Food and Culture, Project Sneak
Peek and Start (Interview Questions)
The teacher will start by guiding students to expand the concepts behind pizza in NYC to other foods and
will segue into the project. As a class, they will brainstorm other kinds or particular restaurants to
interview. They will create some questions as a class before breaking into loose groups to work on
creating more questions. Will discuss etiquette for interacting with interviewees as a class. Student
homework is to interview a family or restaurant owner using the questions and record their findings.

Rationale: This lesson starts with high verbal interaction in class discussion, emboldening students and
creating opportunities for peer tutoring through times of group interaction.
Skype, email, and other technological forms of communication open up doors to better local and even
global connection for students to complete this project.
State Standards: CCSS.ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through investigation of
different aspects of a topic.

C-4 Recognize the relationship between geography, economics, and history in

social studies
E-4 Explain why individuals and businesses specialize and trade.

2. Social, Ethical ,and Human Issues

b. Students practice responsible use of technology systems, information, and
software.
3. Technology Productivity Tools
a. Students use technology tools to enhance learning, increase productivity, and
promote creativity.
b. Students use productivity tools to collaborate in constructing technology-
enhanced models, preparing publications, and producing other creative works.
4. Technology Communication Tools
a. Students use telecommunications to collaborate, publish, and interact with
peers, experts, and other audiences.
Lesson Objective: Students will understand:
How other food establishments point to similar historical movements in society.
That people and stories, including cultural elements like food, shape places.
The importance of an individual/family in contributing to the citys diverse
narrative.
Materials: Whiteboard, projector, Interview Question Form (Google Form), smart
device/computers, Skype, email, Google Maps

5. Research Workshop: discuss and compare findings, refine questions, plan and arrange
narrative structure.
As a class, students will debrief about interviewing, then students will break into pairs to share and
discuss findings more closely. With the class again, the teacher will discuss arranging info into narrative
structure and demonstrate, then students will break into groups to do that with their research.

Rationale: In groups, students engage in highly verbal, interpersonal review of information, however,
they may extend learning and analysis because of the comparative and collating quality of Google Form
Spreadsheets. They may go on to discuss similarities, differences, and patterns based on a variety of
factors and employ logical skills to understand why these exist, extending the activity to a logical and
musical exercise.
Popplet enables the teacher (and subsequently, the students) to visually represent the logical
connections of information in a narrative.

State Standards: CCSS.ELA-LITERACY.W.4.7

Conduct short research projects that build knowledge through investigation of
 different aspects of a topic.

B-6 Use periods of time such, as decades and centuries to put events into
chronological order.
C-4 Recognize the relationship between geography, economics, and history in
social studies
E-4 Explain why individuals and businesses specialize and trade.

3. Technology Productivity Tools

a. Students use technology tools to enhance learning, increase productivity, and
promote creativity.
b. Students use productivity tools to collaborate in constructing technology-
enhanced models, preparing publications, and producing other creative works.
4. Technology Communication Tools
a. Students use telecommunications to collaborate, publish, and interact with
peers, experts, and other audiences.
Lesson Objective: Students will discuss and compare findings, refine questions, plan and arrange
narrative structure.
Students will understand:
The importance of cultural/ethnic elements such as food in preserving family
memories and cultural heritage.
The importance of an individual/family in contributing to the citys diverse
narrative.
That a variety of factors (economic, historic, social etc.) are involved in starting a
family restaurant.
Materials: Interview findings (Good Spreadsheets), smart devices/computers, Popplet

6. Research Workshop Part 2 (optional) and Writing Workshop: Rough Draft

The teacher will instruct and demonstrate the process of spinning a story out of the information in its
structure, then students will start writing their story. Homework for the next week will consist of
continuing that writing process. Class review on what plagiarism is and how to avoid it.

Rationale: Most of the instruction will be verbal, with some visual aids. The process will draw on pulling
information from the previous days Popplet mind map to show the relationship again of the logical
connections, and how to form that into a story.

State Standards: CCSS.ELA-LITERACY.W.4.3

Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.

2. Social, Ethical ,and Human Issues

b. Students practice responsible use of technology systems, information, and
software.
3. Technology Productivity Tools
 a. Students use technology tools to enhance learning, increase productivity, and
promote creativity.
b. Students use productivity tools to collaborate in constructing technology-
enhanced models, preparing publications, and producing other creative works.
Lesson Objective: Students will understand the writing process and begin to write their story.
Materials: Plagiarism Video (https://www.brainpop.com/english/writing/plagiarism/), story
spinning lesson materials (visuals, informational slides) on Google Slides, interview
findings (Good Spreadsheets), smart devices/computers, Popplet, Google Docs

7. Writing Workshop: Self, Peer, and Teacher Conference Editing Processes.

After learning how to edit, students will break into pairs to peer-edit then self-edit and make those
suggested edits. They will each have a short conference with the teacher to edit and revise.

Rationale: Student self-assessment, along with peer review and teacher conferencing address not only
inter and intrapersonal intelligence, but in the process, teach students what to look for as they assess
their own writing while giving them time to practice that process.

State Standards: Accompanies Lesson #6

Lesson Objective: Students will revise their writing to come even closer to the kind of effective,
descriptive, clear narratives they aim for.
Materials: Interview findings (Good Spreadsheets), smart devices/computers, Popplet,
Google Docs (story draft)

8. Publishing: Computer Competency and Polished Production

Students will now practice typing and general computer skills to type up their stories into blank
documents, orienting pages with space and arrangement of text that allows for illustrations after they
get printed.

Rationale: Students gain from learning to type, though for students with writing related disabilities this
may be moderated so that they are able to practice some typing but get the bulk of their work done via
speech to text, to remove the inaccessibility.

State Standards: Accompanies Lesson #6

Lesson Objective: Students will type and format their books
Materials: Smart devices/computers, Google Docs (story draft), TikaTok online publishing
software

9. Illustrators Circle: Defining, Planning, and Executing Text-Supportive Art

 The teacher will instruct on basic elements of effective illustrations and monitor students as they work
on creating their art.

Rationale: Instruction will be both visual and verbal, with a mainly visual task. Students are able to use
any appropriate visual medium based on interest and ability, using physical materials to create
illustrations by hand, or graphic/drawing software, or photography, or any combination thereof.

State Standards: Accompanies Lesson #6

Lesson Objective: Students will create art that supports and enlivens their stories.
Students will understand what elements of illustration/art are supportive.
Materials: Paper, pencils, paints, markers, colored pencils, computers, digital drawing
software (Google Drawing, Paint, etc.) scanner, TikaTok online publishing software

10. Book Talk: Share and Compare, Assess and Reflect.

Students will assess their own and each others completed project and discuss similar elements and
concepts.

Rationale: Gives intra and interpersonal opportunity to assess by sharing the completed work, reading
and discussing verbally and viewing visual elements.

State Standards: Accompanies Lesson #6

Lesson Objective: Students will recognize similar qualities, processes, and historical elements among
each others books.
Materials: Completed books