This project should be completed following the study of the entire environmental unit.
Directions
: Students will create individual books in the following manner:
A. Preparation
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1. Early in the presentation of the unit the teacher will explain the final project to the students so that they might start thinking about a direction to follow in order to achieve the intended end result.
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2. Throughout the study of the unit, students and teacher will record “book” suggestions and ideas as they occur. These could include topics of interest, storylines, alphabet sentences, or illustration possibilities.
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3. While the unit is being studied, lists of new vocabulary will be generated by the teacher and students.
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4. Alphabet charts, listing words beginning with the same letter, will be made by the students. These can be added to throughout the study of the unit.
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5. In addition to the unit books, number books and alphabet books will be read and studied in order to gain ideas about format and presentation.
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6. The preparation process for the culminating project will be ongoing throughout the environmental curriculum unit of study.
B. Making the book
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1. The types of books produced will depend on the particular classroom population working on the project. The possible varieties are limitless.
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2. Subject content may be simple to complex. However, it is intended that the student will be able read his book fluently to a young child.
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3. A generalized rough draft of the text and layout, done with pencil and paper, should be completed first.
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4. Text may be typed using a word processing program connected to a printer. Students usually enjoy experimenting with style, font and size. Illustrations, if included could, be computer generated as well. Results of both text and illustrations could be used ‘as is’ for pages in a book. Another way to work with this printed material would be to cut out sections to be used on another type of backing material, such as colored paper. These sheets could then be laminated for durability. (printing shops provide this service for a nominal cost)
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5. Text could be hand written, possibly in calligraphy or some other interesting style. Original illustrations might be done in black and white pen and ink, watercolor paints, or colored pencils. These techniques could be executed directly on the book pages, or done separately, and then transferred to another type of page backing. Designs created with cut or torn colored paper, as well as pictures from magazines, could also be utilized for illustrating the text.
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6. Books may be put together in a number of ways. Double pages may be sewn together with the binding, adding front and back covers to create a book. This is a satisfying process for some students, but time consuming and frustrating for others. A more simple method involves putting together separate pages. These pages can be combined using fasteners, rings, ribbons, braided yarn, etc. depending on the number of pages and thus the thickness of the book. When using this method, it is best to use a puncher and reinforce the holes. Another alternative is to use a book which has already been put together, such as a notebook with blank pages. These can then be covered in a suitable manner. Books with attractive covers and blank pages may be purchased in book and stationary stores. Other suggestions include the use of photo albums, or discontinued wallpaper books.
Suggested reading for the book project
Benjamin, Carol.
Writing For Kids.
New York: Thomas Y. Crowell, 1985.
DeJohn, Marie.
Little Golden Picture Dictionary.
New York: Western Publishing, 1981.
Jenkins and Schiller.
My First Picture Dictionary.
Illinois: Scott, Foresmen and Co.. 1975.
Miller, Roberta.
Chipmunk’s ABC.
New York: Western Publishing, 1963.
Purdy, Susan.
Books For You To Make.
New York: Lippincott Co., 1973.
Rodger, Elizabeth.
The Bunnies’ Counting Book.
New York: Western Publishing, 1991.
Shaw and Dyches.
First Science Dictionary.
New York: Franklin Watts, 1991.
Woodcock, John.
Binding Your Own Books
. Great Britain: Penguin Books