Step 3: Drawing
Introducing the assignment and combing through the text to make our staircases took one day in class. On the second day, we began to work with illustrations. The goal was to figure out how to visualize each supporting fact. I asked students to have to have at least one image per fact. They also had to figure out what types of captions and labels they would need.
Many kids were concerned about their drawing ability, so I told them a story about a bobcat sitting next to three bushes and then drew a very simple picture of a bobcat sitting next to three bushes. I drew an image. “Now what do you see in this image? A bobcat and bushes right?”, I asked them.
I then told them a story about a rabbit sitting next to three giant heads of lettuce and drew the same picture. I pointed to the “rabbit” and asked them “what is this?” The whole class said “rabbit”. Then I pointed to the “lettuce” and the whole class said lettuce. So I acted a bit confused since it was the same picture and they had just identified the animal as a bobcat…ah-ha moment. People will believe anything you tell them Everyone became more comfortable.
Then I made a big mistake: I told them to make their drawings very simple. Some students made them too simple and took so little time to draw that when the film speed was increased some drawing were barely visible. The next time I do this project, I’ll work on getting them to draw more deliberately.
You can see some of my students’ initial drawings by clicking on the images in the box at the top of the page.