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The one-pager is a great creative activity for students to share what they have learned after reading a text. While these can be used for fiction texts, they can also be used for nonfiction. In the website, there are examples of one pagers from students who read texts about Ruby Bridges, Rosa Parks, Harriet Tubman, and other historical voices. This is a great way to explore the subject's identity while also helping the students to connect with their own. As an extension, students could create a one-pager from their "Name Story" books or from reading one of their peers'.

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Sponsored by Chill Expeditions and Kiddom

Have you heard the whispers about one-pagers in the online teacher hallways? The concept of a one-pager, in which students share their most important takeaways on a single piece of blank paper, has really taken off recently.

The one-pagers I see on Instagram draw me in like a slice of double chocolate mousse cake. The artistry students bring to representing their texts on a single piece of paper, blending images and ideas in creative color, is almost hypnotizing for me. Perhaps you've had the same experience.

But it's the very beauty of the models that get posted that can drive students and teachers away from the one-pager activity. Sure, it's great for super artistic students, we tend to think, but what about everyone else?

Turns out it CAN be great for everyone. As long as you know how to structure it.

What Is a One-Pager?

Let's backtrack a bit and talk more about what a one-pager is. It's pretty simple, really. Students take what they've learned-from a history textbook, a novel, a poem, a podcast, a Ted Talk, a guest speaker, a film-and put the highlights onto a single piece of paper. AVID first developed this strategy, but now it's widely used in and out of AVID classrooms.

But why is this seemingly simple assignment so powerful?

As students create one-pagers, the information they put down becomes more memorable to them as they mix images and information. According to Allan Paivio's dual coding theory, the brain has two ways of processing: the visual and the verbal. The combination of the two leads to the most powerful results. Students will remember more when they've mixed language and imagery.

Plus, one-pagers provide variety, a way for them to share what they've learned that goes beyond the usual written options. Students tend to surprise themselves with what they come up with, and their work makes for powerful displays of learning. Plus, they're fun to make. Let's not pretend that doesn't matter.

So, assuming you're sold on trying this out, you're probably wondering what exactly goes into a one-pager?

Students might include quotations, ideas, images, analysis, key names and dates, and more. They might use their one-pagers to make connections to their own lives, to art or films, to pop culture, to what they're learning in their other classes. They might even do it all. You'd be amazed at how much can fit on a single piece of paper.

Many teachers create lists of what students should put inside their one-pagers. Knowing they need two quotations, several symbolic images, one key theme, etc., helps guide students in their work.

The Art Problem

When creating one-pagers, artistic students tend to feature more sketches, doodles, icons and lettering. Students wary of art tend to feature more text, and can be reluctant to engage with the visual part of the assignment at all.

It was this issue-the issue of the art-haters-that first drew me into one-pagers two years ago. I had seen some stunning one-pagers posted in my Facebook group, Creative High School English. But the comments that followed were always the same. "That's amazing work! But so many of my students don't like art...."

Those comments struck a chord with me. For years I had dealt with comments from some of my own students about their distaste for artistic materials when I would introduce creative projects. No matter how much I explained that it was the intention behind their choices that mattered, I always got some pushback if there were any artistic elements involved in a project.

Was there a way to tweak the one-pager assignment so every student would feel confident in their success?

Another problem was one of overall design: Though they knew they needed to hit all the requirements their teachers listed, students still seemed to be overwhelmed by that huge blank page. What should go where? Did colored pencils really have to be involved?

A Simple Solution: Templates

As I thought about the problem, I wondered if students would feel less overwhelmed if they knew what needed to go where. If the quotations had to be in the middle, the themes in the upper left, the images across the bottom, etc. I began to play around with the shapes tool in PowerPoint, creating different one-pager templates.

Then I began shaping my requirements, correlating each element with a space on the paper. Maybe the border could be the key quotations. The center would feature an important symbol. The themes could go in circles around the center. I developed a bunch of different templates for varied ways to respond to novels. Then I tried podcasts. Films. Poetry.

As I shared these templates with other teachers, I kept getting the same feedback: "It's working!"

That little bit of creative constraint actually frees students to use their imagination to represent what they have learned on the page without fear. They know what they need to put down, and where, but they are also free to expand and add to the template. To choose their own colors. To bring out what is most important to them through their creativity and artistry. And those super artistic students? They can just flip the template over and use the blank page on the back.

Beyond Novels

There are so many ways to integrate this creative strategy into your classroom. While one-pagers lend themselves beautifully to final assessments after reading independent novels, literature circle selections, or whole class novels, that's really just the beginning.

You can use them to get to know students better, as with a name tent or "about me" one-pager at the beginning of the year. One school used templates to have every student create a one-pager about their own lives, collecting them all into hallway displays as part of a project they called "Tell your Story."

You can also use them to help students focus in on the most important information in nonfiction articles and books. One EFL teacher in Croatia used the templates to have students share key takeaways from articles they read about social media. Not only did students have to analyze the text deeply to figure out what was most important, but the dual-coding theory suggests the process of creating the one-pagers will help them remember the information better.

Another great use for one-pagers is to keep students focused while absorbing media. When students are watching a film, listening to a podcast, or even attending an assembly with a guest speaker, they can be creating one-pagers as they listen, a kind of formalized version of sketchnotes.

Simple Steps for One-Pager Success

Whenever you're considering your options for assessment, throw one-pagers into the mix. The steps below should help you in creating an assignment for which every student has a roadmap to success.

1. Choose the elements you want your students to put onto their one-pagers. For example, quotations, key themes, literary elements, discussion of style, important characters or dates, connections to other disciplines, connections to their lives, connections to modern culture.

2. Create a layout using the shapes tool in PowerPoint or something similar (or grab a free set of templates here or here).

3. Connect your instructions to your layout. Make it clear which elements should go in which area of your template.

4. Create a simple rubric with the key categories you want your students to succeed with. With literary one-pagers, I use "Textual Analysis," "Required Elements," and "Thoroughness."

5. As you introduce the assignment, show students some examples of one-pagers to give them a sense for how they might proceed.

6. Give students time to work on their one-pagers in class so they can ask you questions. Consider providing some artistic materials if you can, or inviting students to bring them in. You can always let them complete the work at home if necessary.

7. Do a gallery walk of the one-pagers before you collect them, or have them present to each other in small groups. The students will learn a lot from seeing each other's representations.

8. Create a display after you grade the one-pagers with your rubric.

You can find more of Betsy's great ideas on her website, Spark Creativity.

Come back for more.
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A Simple Trick for Success with One-Pagers

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These visual tools allow students to synthesize learning, but some kids don't think they're talented enough to make them. A bit of creative constraint helps.

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This activity is a great way for students to draw their self-portrait on how they see themselves while also incorporating aspects of their own identities. In the examples of this site, all of the portraits are different, each with their unique qualities, and they serve as a good visual for students to see they don't have to create the traditional self-portrait.

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The self-portrait has an extensive history dating back to ancient Greek, Roman, and Egyptian civilizations. It can be seen throughout centuries and will probably never go away. Self-portraits continue to be a part of art curricula, but as our students get to certain ages and phases in their lives, creating a self-portrait can be a vulnerable experience.

The ability to create a self-portrait is meaningful but can intimidate students. If your students are reluctant to create an image of themselves, try out this self-portrait lesson. Dive into your students' identities and how they can be their best selves!

Why don't our students like self-portraits?

As students begin reaching their secondary years, they become more self-conscious about their identity, appearance, and perception. Although traditional self-portrait work is important, sometimes our students need to start in a less intimidating way so they can explore who they are without judgment. The purpose of this lesson is not for students to focus on their physical features, but instead to show us the things we cannot see by looking. Follow the planning steps below to get your students started.

1. Brainstorm ideas.

To begin this lesson, allow your students to participate in an idea generation exercise. In a sketchbook, have students create a list of words that describe them that do not focus on physical features, but instead tell us who they are. From here, encourage your students to think of positive words or phrases that describe them. Use this of 200 words to guide your students. Encourage your students to start developing imagery with the descriptive words so they can determine how they will incorporate them into their final artwork.

2. Begin the artwork.

This project can be done with any medium. However, a small canvas with acrylic paint is an excellent place to start. When students are using what they view as "real artist" materials, they take more ownership of the process. To begin, students will sketch an outline of themselves. Your students will take a variety of approaches to this step as they begin expressing who they are.

Use the below of different face silhouettes to help get students started with their drawings.
Download Now!
3. Add details.

After the preliminary portrait is drawn, have students begin thinking about the objects and colors representative of them. Use this psychology of color handout to guide your students. Remind students realism is not an expectation; they can show who they are through symbolism. In this step, students should begin painting, or using their medium of choice, to start bringing their imagination to life.

Download Now!

4. Encourage the use of text.

The use of language in art can be powerful. It can be expressive and a way for students to truly communicate their feelings and emotions. That is why encouraging your students to use text might be a good option. If your students will be adding text, allow them to explore using paint pens as they will be able to have more control in their work. To discuss the power words can have in art, check out these artists who incorporate text in their work.

5. Allow for reflection.

Reflection is a crucial part of the artmaking process, but we don't always take the time to do it. When doing a project that forces students to look at who they are, it is important that they get the opportunity to reflect. Use self-reflection handout as a tool for assessment and reflection.
What is your favorite self-portrait lesson to teach? Why do you think students are intimidated by the self-portrait?
Self-portraits don't need to be scary or intimidating. We need to remind our students they are far more than their physical appearance. In a time where more of our students need our emotional and mental support, a lesson allowing them to see the positive attributes in themselves can be therapeutic and cathartic.

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

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The Perfect Self-Portrait to Start the School Year - The Art of Education University

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The self-portrait has an extensive history dating back to ancient Greek, Roman, and Egyptian civilizations. It can be seen throughout centuries and will probably never go away. Self-portraits continue to be a part of art curricula, but as our students get to certain ages and phases in their lives, creating a self-portrait can be a [...]

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This is a great video resource for students and parents/guardians. When I assign the "name story" project, students take a letter home explaining to their parents/guardians what the project is about and why we do it. This could be a great extension to that because after students ask their families questions about their names, they take those answers and write them together in book form.

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This video is specifically made for students, and it shows them how to create a video using Adobe Spark. Students can use this to tell a story about their own life, reflect on how they connected with a book they read, or they can use it to tell the story behind their name.

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How to Make a Video with Adobe Spark for Students

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This book teaches students that just because they make mistakes, it doesn't mean they are a "bad seed." Students can explore the good things about themselves and also the things they would like to change (not physical). Then they can share with their peers. This is a great way for students to explore their own identities but also understanding that we can work to make ourselves better by making better decisions.

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This book is about a young girl's dream of playing baseball. Although she has some struggles along the way, she ends up achieving her dream. This read aloud would be great for students to hear as it tells a story of someone who had a dream and then made that dream come true. Students can use this book as a jumping off point to tell a story of a dream they have and how they think they could achieve it.

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If there was anything in the world better than playing baseball, Marcenia Lyle didn't know what it was. As a young girl in the 1930s, she chased down fly balls and stole bases, and dreamed of one day playing professional ball. With spirit, spunk, and a great passion for the sport, Marcenia struggled to overcome the objections of family, friends, and coaches, who felt a girl had no place in the field. When she finally won a position in a baseball summer camp sponsored by the St. Louis Cardinals, Marcenia was on her way to catching her dream. Full of warmth and youthful energy, Catching the Moon is the story of the girl who grew up to become the first woman to play for an all-male professional baseball team. Readers everywhere will be inspired by her courage to dream and determination to succeed.

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'Catching the Moon' read by Kevin Costner and Jillian Estell

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If there was anything in the world better than playing baseball, Marcenia Lyle didn't know what it was. As a young girl in the 1930s, she chased down fly balls and stole bases, and dreamed of one day playing professional ball.

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This video is of Astronaut Hazzaa AlMansoori reading the book Khalifa and Amal Go to Space in Arabic. I think this book reading is great for 2 reasons: 1) Arabic-speaking students will get to hear a story read in their own language, and 2) It shows these students that people who look like them and who speak the same language as them are capable of doing amazing things, like being an astronaut and going to space! Students can listen to this version or another version read in English and can write a story about what they would do if they went to space, what of their favorite things they would want to bring with them, etc.

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Story Time From Space | T2 Science & Math Education Consultants

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Khalifa and Amal Go To Space (Read in Arabic)

© Copyright T2 Education 2016

Khalifa and Amal go To Space

Book By Mohammed bin Rashid Space Centre | Read in Arabic by Astronaut Hazzaa AlMansoori

Run Time: 9:31 Minutes

This illustrated storybook follows the adventures of brother and sister Khalifa and Amal, who love space. They dream of flying in a rocket ship to the Moon and Mars, and living like astronauts on the International Space Station.

One night, they fall asleep...and their dream comes true.

Ideal for 4-7 year olds
Colourful, eye-catching illustrations
Easy-to-understand introductions to space themes.

تسرد هذه القصة المصورة مغامرات خليفة وأمل في الفضاء، فهما يحلمان بالذهاب سويّاً في رحلة إلى القمر والمريخ على متن مركبة فضائية واختبار حياة رواد الفضاء على متن محطة الفضاء الدولية.

!وفي ليلة من الليالي يغطان في نوم عميق ليدركا أن حلمهما قد تحقق فعلاً

مناسبة للأطفال الذين تتراوح أعمارهم بين 4 و7 سنوات
غنية بالرسوم الملونة
مقدمة سهلة لبعض المواضيع الخاصة بالفضاء

Google+

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Khalifa and Amal | Story Time From Space

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Khalifa and Amal Go To Space (Read in Arabic) © Copyright T2 Education 2016 This illustrated storybook follows the adventures of brother and sister Khalifa and Amal, who love space. They dream of flying in a rocket ship to the Moon and Mars, and living like astronauts on the International Space Station.

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This YouTube channel can be a good resource to pull from when teaching a unit on identity-- not only because teachers may have Indigenous students in their class, but it's also important to note the history of Indigenous peoples and the mark they have made, and continue to make in history.

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Think Indigenous - Online Indigenous Education K-8

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In light of the current situation regarding school closures, educators across Turtle Island have come together to provide online learning opportunities for our children K-8.

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This video is a great resource for starting a zine, and because the ideas for zines are endless, this is also a great tool for students to use in the classroom. Students can create a zine to explain how they got their name, share stories from their families, or any other ways to explore their identity (through poetry, song, pictures, etc).

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Let's make a zine! | Let's make a zine! | By Austin Public Library | Facebook

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1.2K views, 18 likes, 10 loves, 6 comments, 11 shares, Facebook Watch Videos from Austin Public Library: Let's make a zine!

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This short excerpt from Esmeralda Santiago's book is a great story of identity. Many of our students who are first-generation Americans sometimes feel they are not ______ enough in different spaces and have trouble with which identity they feel best represents them. This story shows a first-hand experience of this, and it can open up a great discussion for students.

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This short TED talk is a great representation about how many of our students speak multiple languages at home, at school, and with their friends. I chose this for the unit on Identity because many of my students who are still learning English feel that they are not as "smart" as their classmates who are native English speakers. This video is an empowering one that can show students that being able to navigate multiple scenarios with different languages is a strong skill.

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Jamila Lyiscott: 3 ways to speak English

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Jamila Lyiscott is a "tri-tongued orator;" in her powerful spoken-word essay "Broken English," she celebrates - and challenges - the three distinct flavors of English she speaks with her friends, in the classroom and with her parents. As she explores the complicated history and present-day identity that each language represents, she unpacks what it means to be "articulate."

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This book is another great resource to use alongside the other "name" books. Because our classes can be so diverse in languages, cultures, and traditions, it is great to include books with many different voices. Students can read this book to learn more about Korean culture, and they can also hear a story from a different perspective than their own.

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Asian Pacific American Heritage Month, Episode 1: The Name Jar

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APAHM 2020 Episode 1: The Name Jar 

The first in a series of videos in celebration of Asian Pacific American Heritage Month, intended for elementary students, especially Asian American children to learn about our histories and identities for at-home learning during COVID-19. 

Who are Asian Americans? 
There are 23 million Asian Americans in the United States representing a diversity of ancestral homelands, languages and cultures. Identity is complex and always changing. Only YOU get to decide who you are!

Learn more about Asian American histories this month on PBS (Premieres May 11 & 12)
https://www.pbs.org/show/asian-americans/
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The Name Jar by Yangsook Choi
Yunhei travels to the United States from Korea and isn’t sure whether she should keep her name, or adopt a more ‘American’ one. Follow along and see what see decides. 
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Explore other books by the author and illustrator
https://www.yangsookchoi.com/
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What’s Your Name Story?
Your name is important. It tells a story. In this part I share my meaning of my name and invite you to do the same. 
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Credits 
Childrens Books

The Name Jar (2005) by Yangsook Choi. Dragonfly Books. 

Bilal Cooks Daal (2019) by Aisha Saeed. Salaam Reads/Simon & Schuster Books for Young Readers.

Inside Out and Back Again (2011) by Thanhha Lai. Harper Collins. 

Fred Korematsu Speaks Up (2017) by Laura Atkins & Stan Yogi. Heydey

A Different Pond (2017) by Bao Phi. Capstone Young Readers. 

They Called Us Enemy (2019) by George Takei, Justin Elsinger & Steven Scott. Top Shelf Productions.
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Images
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Asian Americans in People’s History Image Courtesty of Zinn Education Project
https://www.zinnedproject.org/materials/asian-americans-and-moments-in-peoples-history/
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Cartoons/GIFs

Baljeet “Jeet” Tjinder, Phineas & Ferb, Disney Corporation.

Juniper Lee, The Life and Times of Juniper Lee, Cartoon Network.

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Alma and How She Got Her Name read aloud

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Alma and How She Got Her Name read aloud

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Name stories are a great way for students to tell their peers a bit more about who they are. Some students may go by a nickname a family member gave them, and some may have a cultural, religious, or familial significance to their name. Having students read this story and then write their own name story is a great way for them to share their identity with their classmates and the teacher.

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This is a great resource that can be used both in and outside the classroom. Students can listen to different stories from perspectives outside of their own. For the "identity" piece, students can record their own "phone" story using a website like FlipGrid where they can make a short video telling a story about themselves.

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Hello Storytime fans!

The Denver Public Library is happy to announce that now you can call 720-865-8500 and listen to stories, songs and rhymes in English, Spanish, Amharic and Vietnamese. And you can access this fun service 24/7!

Phone-a-story offers a wide range of stories for different age groups and you can listen to them as many times as you want. Dial 720-865-8500 and just follow the directions:

For a Preschool story in Spanish, press 1

For a song, rhyme or riddle in Spanish, press 2

For a Preschool story in English, press 3

For a story for Grades K-5 in English, press 4

For a longer story for grades 5th-8th in English, press 5

For a song, rhyme or riddle in English, press 6

For a song, story or rhyme in Amharic, press 7

For a traditional story in English, press 8

For a story, song or rhyme in Vietnamese, press 9

Want to suggest a song or story, or just to provide feedback? Press 0

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Hello Storytime fans! The Denver Public Library is happy to announce that now you can call 720-865-8500 and listen to stories, songs and rhymes in English, Spanish, Amharic and Vietnamese. And you can access this fun service 24/7! Phone-a-story offers a wide range of stories for different age groups and you can listen to them as many times as you want.

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This video version of the poem is read by the poet, George Ella Lyon. This poem can be read and analyzed by the students as there are different references and allusions the poet makes to connect with her identity. After analyzing, the students can write their own. This can easily be scaffolded where some students may get a "fill in the blank" version, or some could be provided with a "formula" on what to include on each line.

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June 21: Where I'm From - George Ella Lyon