1. Lesson 1: Magical literary landscapes.
Fairytale
Adventure Island
Mystery
Lesson 2: Drawing characters.
Lesson 3: The Flower by John Light and Lisa Evans.
Additional block: Glogster.
Why illustration?
It is an artistic expression.
Relates words and images.
Helps pupils to understand the world.
My project is called Once upon a time… book illustration and is aimed for students in 5th and 6th grade.
I’ve chosen book illustration because we can not forget that illustration it’s an artistic expression and one of the first tools in children’s life: illustration help them to relate words and images and also help them to understand the outside world.
Since they are young they look at illustrations even before reading so by the time we do this projects they have lots of knowledge about the topic. The project borns in the idea that we are living in a world full of images and visuals and children have to develop strategies in order to read them.
The project is divided in 3 main parts:
The first one is magical literary landscapes which includes 3 different settings: fairytale, adventure island and mystery, the second one is centre in drawing characters and at the end of the project we will work on the illustrations of the book The Flower. To closedown the project I added an optional final block to relate Arts and Crafts and IT, using the webpage glogster.
Now I will present you each part of the project and the activities to understand the evolution in content and also in language.

2. Aims:
To activate previous knowledge of popular tales (and landscapes related to them).
To develop children’s understanding of a literary landscape.
To think about the message we receive from images in books.
This first lesson has 4 sessions of one hour. The aims in this first lesson are: to activate their previous knowledge of popular tales, to think about the message we receive from images in books and present 3 literary landscapes: fairytale, Adventure island and mystery.
We start the project by looking at book covers of very famous titles, they will observe and look for similarities and differences and then classify those book covers in a Venn diagram with the 3 settings. After that and because they have plenty of knowledge in popular tales they will read and match book covers with synopsis. The following two sessions is for creating a literary landscape in pairs. After working on perspective we focus the attention in the horizon line and the effects that we can create by drawing the horizon line. In this part they will do a picture dictation with scaffolding in the worksheet to describe a simple landscape. To end this block they will have to draw a complete scene and say in what way the have used the horizon line.

3. Scaffolding: Power point: Literary landscapes step by step.
Label images with the key vocabulary.
Language support for negotiation.
This is an example of how I prepared scaffolding in the project.
This is for the activity where they have to create a literary landscape in pairs in In here it’s really important the visuals and instructions, thats why I created a power point with the steps to follow. This image is an example of the power point, very short instructions and also scaffolding for negotiation in pairs.
And in the slides of the power point they have label images with the key vocabulary.

4. Aims: To activate previous knowledge of popular tales and characters.
To develop creativity and imagination by doing different kinds of art work.
To experiment with image.
To collect ideas to encourage learners to feel inspired.
To understand how to place characters in different backgrounds as a part of the scene.
To relate characters with backgrounds.
The aims in this lesson are:
To activate previous knowledge of popular tales and characters.
To develop creativity and imagination by doing different kinds of art work.
To experiment with image.
To (collect inspiration) to encourage learners to feel inspired
To understand how to place characters in different backgrounds as a part of the scene.
To relate characters with backgrounds.
This second lesson is linked to the previous one. Now we have 3 settings and we are going to work in which characters can we place in each one, knowing that sometimes specific characters can be place in more than one setting.
The will develop the first ideas for creating their own character while working on features and adjectives to describe personality, filling in a character file. This fact file contains information of the character for example their character favourite phrase. After that they will learn how to keep a sketchbook, and how to collect and record ideas for their character. Pupils will have the opportunity of having a sketchbook page. At this stage they are able to transfer the drawing to a transparency that we can put on top of the literary landscape created in the lesson before. Pupils will do a response partner activity observing the character created by other student. Then they will do front and side portraits of this character. Another activity in this lesson will be working in pairs they will do a story board activity expressing what their character want and the other student will suggest what to do. For example a pirate wants to find gold and the other student suggest why don’t you follow a treasure map. Linked to this activity the will create another character, an antrophomorpic one, to help their character to achieve what they want.
In between activities there are different warm-ups and games like loop games, flashcards or a games for acting in character.

5. Aims:
To read an illustration as a way to develop our understanding of a text.
To develop creativity and imagination.
To listen and understand a story through text and art.
To infer feelings and emotions of a character.
To experiment with words and illustration.
To encourage pupils to think about the importance of plants.
The third block is focus on a book. The book chosen for this part of the project is The Flower, written by John Light and illustrated by Lisa Evans, because it is the perfect combination of a really good story, amazing illustrations and exemplifies the educational benefits of introducing a cross-curricular topic like the preservation of nature. Lisa Evans’ illustrations are well-suited for this group age; they invite children to enter into the story, through the presentation of a mysterious character who can easily capture students’ imagination.
The aims are: …
They will start analysing the book itself as an objects with 3 main part front cover, back cover and spine and the information included in each part. One of the first activities will be predicting what is the book about by looking at the art cover. The following lesson will be dedicated to do the story telling and interact with children focusing pupils attention in one illustration teaching art concepts like composition or proportion for example. At the end they will compare their predictions and what the book was really about, so they will learn that you can’t judge a book by its cover.
The next session will be dedicated to the flower, the lily, observing the one illustrated in the book and a real one, they will draw their flower and then use one technique, acrylics or wax crayons. After that in another session they will observe and spot objects in one of the images in the book where is illustrated a junk shop and after they will draw objects in their own junk shop. This is a really good activity for learning vocabulary, asking about objects and describing the position of the objects. The last session pupils will infer what might be thinking the main character, they will have to read different think bubbles, decide which one fits better for the illustration that they have and the dictate the text to their co-worker.

6. Contribution to competences:
Artistic and cultural: Can understand, perceive and value, critically, different artistic forms of expression.
Knowledge of and interaction with the natural world: Can interpret and use the body of knowledge about facts and processes to predict consequences and take reflective action, in order to persevere and improve living conditions for one’s own, for the others and for the rest of living things.
To finish the third block they will talk about the message in the book, how important are living things and that we have to preserve them. They will do an art work, a watering can pouring words of a world without flowers and another one pouring words of a world full of flowers.
The project contributes mainly to achieve artistic and cultural competences but for example this activity add another key competence: Knowledge of and interaction with the natural world.

7. 4Cs of CLIL Content Cognition Communication Culture Lesson 1
Literary landscapes from different books.
Classifying &
Matching.
Stating facts about literary landscapes.
The value of artistic expression as a way of communication using a range of books from around the world.
Lesson 2
Sketchbook and inspiration.
Interpreting information.
Reporting back and describing a sketchbook.
Appreciate the world that surrounds us as an inspiration to develop creativity and imagination.
Lesson 3
Information from illustrations.
Interpreting
Inferring & applying imagination.
Giving opinions.
Some stories want to teach readers an important lesson.

8. From lesson 1 to 3, progression.
Art Knowledge
When I think about the whole project I think about it like a pyramid, we start talking about illustration by the farthest like is the landscape, then we talk about characters and after we focus all our knowledge in illustration to read illustrations in an specific book. The latest part will be applying all this knowledge to other context, for reading other artistic expression. They have learnt to read images that are familiar to them in order to read other artistic expression that sometimes are not created for children's eyes.

9. Progression in language development.
More vocabulary and structures.
In this slide I want to show some progression in language development.
At the beginning the scaffolding for negotiation in less than in the following lesson. In here we can see that the interaction for negotiation is bigger.
This is another example of the progression in the text level, in lesson one they have short descriptions of a book and in the following lesson they will have text level, reading what is a sketchbook and how to keep one.
The third block is more demanding than the previous one, the book has lots of vocabulary to work with and the text in the book is also more demanding.

10. Assessment Teacher Peer assessment Self assessment
Some activities can be used for assessment.
For the assessment in the project I created some worksheets that the teacher can decide if he or she wants to use for assessment in each lesson. I added a chart for the teacher to fill in with assessment criteria.
I designed an specific worksheet for the last lesson for children, in here they will have to order the steps they had follow to draw and colour with acrylics, tick the materials used and value the book.
This two worksheets are another example of assessment, in this case is a response partner activity. I created two different for the same objective with differentiation, I added some work banks to help them to fill in the response partner activity.

11. The additional block: Create a book cover.
Decide the literary landscape.
Invent a title.
Collect ideas for the glog: images, video, audio..
Basic tools in glogster.
Start creating one in pairs.
As I said I added an additional block to complete the project and relate arts and craft with IT.
The idea is to create an interactive book cover. My idea for doing this will be working in pairs, decide which landscape and the title, search and save images in internet and then create the glog.
Does it look like a book cover? Do you think it’s a good idea to add video and audio when we talk about a book cover?

12. A O
This project started Once upon a time and by the end of the project students learnt happily ever after, at least is what I wanted for them.
Thanks for listening.