Independent Reading Visual Representation – SCOPES-DF

Lesson Details

Age Ranges
9-10.RL.3, 9-10.SL.4, 9-10.SL.5

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K-12 teacher
Education:Florida Southern College: Bachelor of Arts Degree in English, Minor in Journalism, and Teaching Certification in Secondary Education: 1995 Experience:STEM School Chattanooga, Chattanooga, TN: English I, Yearbook Adviser: 2013 – PresentLoftis Middle School, Hixson, TN: 6th Grade Language Arts: 2013Southeast… Read More


The Independent Reading Visual Representation Mini-PBL will challenge the students to become life-long, independent readers and share their love of reading with their classmates. Students will choose an independent reading book they completed this school year and use digital fabrication to create a visual representation of an element of the book as a way to expand the reach of Tennessee’s Imagination Library Program into the adolescent years. The fabricated piece should show a depth of understanding of the elements of the learning target, such as theme or character development, and be used in a book share presentation of the book to the class.

What You'll Need

~ Independent reading book (summer reading – completed)

~ Access to digital fabrication machines such as a vinyl cutter, a laser cutter, a Carvey, and/or a CNC Router

~ Access to fabrication materials such as cardboard, foam board, corrugated cardboard, chipboard, vinyl, and other materials

~ Access to analog materials such as paper, colored pencils, markers, paint, felt, fabric, scissors, glue, tape, and other materials

The Instructions

Independent Reading Visual Representation PBL Project

~ In this project, students will plan, sketch, and create a visual representation of a character and/or theme element of their summer independent reading book using a variety of digital fabrication techniques. ~ Students will then present their visual representations to their class as well as during the STEM Showcase for families and community members at the end of the semester.

*Most of this work is completed during independent reading/work time – see Unit Plan and Pacing Guide for details:

  1. Students need to complete their reading of their summer independent reading book if still unfinished.
  2. Students complete a Storyboard for their book and choose an element for their representation (character, theme, etc.
  3. Students create an orthographic sketch of their 3D representation, including measurements and materials, for approval.
  4. Students then create their representations using digital fabrication and analog materials based on approved sketches.
  5. Once the visual representation is completed, students will plan and present their projects to the class and in the STEM Showcase.


  • (9-10.RL.3): Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • (9-10.SL.4): Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • (9-10.SL.5): Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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  1. SCOPES-DF June 20, 2019
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