Children's Literature—Resources

Background:  This illustrative study would be most effective following the study of Lois Ehlert.  Ehlert specializes in collage art.  Fleming’s art is often mistaken for collage.  Past knowledge of Ehlert would be valuable to build new concepts in this project.

Fleming is author/illustrator best known for paper making and “pulp-painting.”


Lessons:

1. Expose children to various books by Fleming and allow students to become familiar with the author.  Make books available in the reading area and begin reading her books aloud.  Allow Fleming’s website to be available on the computer.   The website is very user friendly and appropriate for young learners. 
   
   
2. Watch “A Visit with Denise Fleming.”  This video describes Fleming’s background and how she writes stories and creates her illustrations.
• Discuss how Fleming strives to create emotion with her color choices  
• Separate children into small groups.  Provide each group with a book by Fleming and ask students to identify the emotion that is portrayed in the book’s illustrations, how she portrays the emotions and if she is effective.
• Have the group chose an emotion and work collaboratively to illustrate the emotion.
  
  
3. Read excerpts on page 121 from Show & Tell that describe Fleming’s inspirations.
• Discuss how Fleming’s childhood roots in gardening are reflected in her work - story, color, etc.
• Discuss how Fleming creates her illustrations with the students.  Refer to the video, A Visit With Denise Fleming. Specifically revisit Felming’s description of her paper making process and how she “pulp-paints.”  In the video Fleming states that many believe she creates collage illustrations. 
  
• Using a Venn Diagram, compare and contrast the collage art of Lois Ehlert with Denise Fleming.

4. Review the process of paper making in sequential order.  List the steps, in random order, on a 9 1/2 x 11 sheet of paper. Ask the students to cut apart the steps.  Then paste each strip in sequential order onto a sheet of paper, demonstrating that they know the order of the paper making process. 
   
   
5. As a class, create a simple counting book that the students will then create “pulp painting” illustrations for in the same fashion as Denise Fleming.

• As a class create the text for a simple counting book of about 10 pages.
• In small groups create initial illustrations with paper and black marker.
• Hang pictures around the room and allow students to critique their peers’ work.  Remind students that Fleming states in the video, that she uses this technique to get feedback on her initial illustrations.
• In groups the students will then create a final drawing and stencil based on peer feedback.
• With the help of parent volunteers, students will “pulp paint” and create illustrations.  Websites listed in Teacher Resource below give detailed information about this process.
• Add this book to the classroom library for the students to re-visit and enjoy.
  

Teacher Resources:

Denise Fleming (2001). Retrieved October 8, 2008, from: http://www.denisefleming.com

Dilys Evans. (2008) Show & Tell. San Francisco, California: Chronicle  Books LLC. ISBN 978-0-8118-4971-5.

Indian Prairie School District. (2007) Kindergarten Researches Author Denise Fleming. Retrieved October 9, 2008, from http://www.ipsd.org/newsevents/news_item_detail.asp?id=13776

Packo, Mark (Director). (1992). A Visit with Denise Fleming [DVD].  New York: Henry Holt and Company.

Wisconsin Department or Public Instruction Model Academic Standards:

A.4.1

•    Discern how written texts and accompanying illustrations connect to convey meaning
•    Identify a purpose for reading, such as gaining information, learning about a viewpoint, and appreciating literature.

A.4.2

•    Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning.

A.4.3

•    Select a variety of materials to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and experience

B.4.1

•    Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instructions, simple reports) that convey essential details and facts and provide accurate representations of events and sequences

•    Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situation

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These lesson plans, guides, and other resource materials for young adult literature topics were created by participants in a professional development course in young adult  Literature.  Each resource is copyrighted by the individual educator who developed the material.  The  present course being taught is titled: Teaching Children's Literature in the Reading Program   from the University of Wisconsin-Stout  (Sharron L. McElmeel, instructor)

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