The Fellowship of the Ring pack.pdf

The Fellowship of
the Ring
J. R. R. Tolkien
"READING THROUGH THE LENS OF STEAM"
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Table of Contents
Lord of the Flies 3
About the author: William Golding 4
Questions to discuss 14
Quotes 16
Summary 20
Steam and experiential learning activities 25
The Rune Alphabet 25
Rebus Puzzle 30
Diorama Hobbit’ s House 38
A Road Trip 44
Mirror Maze Challenge 49
Portrait and Identity 58
"READING THROUGH THE LENS
OF STEAM"
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The Fellowship of the Ring
The Lord of the Rings is considered the grandfather of fantasy and has
influenced almost every single form of fantasy media there is and is widely
considered not just one of the greatest fantasy novels of all time but also
possibly one of the greatest novels in any genre. The Fellowship of the Ring
is the first part of the novel.
It begins readers’ journey with The Lord of the Rings and introduces them to
The Hobbits, Frodo Baggins, Gandalf the Grey and many more of the
companions who will accompany Frodo on his journey. Without too many
spoilers, Frodo is told that he must take the one ring to Mordor and destroy it
because some very evil people are looking for it and it will give them
immense power. Frodo and his companions then set out on an epic journey
that sees them come across plenty of dangers, new cultures, incredible
worlds and fascinating people.
The Lord of the Rings series’ general plot is one of the most well-known
within pop culture. However, this first book focuses a lot on introductions to
new cultures, new races. Hobbits don’t ever leave The Shire, they’re content
in their own little world and so never see the need to leave their little hamlet.
So when Frodo and his companions leave The Shire and delve out into this
world, many of the things they come across they’ve only heard of in legends
before.
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The Fellowship of the Ring is the first of three volumes in The Lord
of the Rings. It is followed by The Two Towers and The Return of
the King.
The book is about power and greed, innocence and enlightenment.
Ultimately, it describes a battle of good against evil, of kindness
and trust against suspicion, and of fellowship against the desire for
individual power. This is also a story about war, no doubt drawn
from Tolkien’s own experience in World War I.

John Ronald Reuel Tolkien
Quick facts
He was the older of two sons: his younger brother
Hilary Arthur Reuel Tolkien was born in 1894.
He lost his parents early in his life.
Tolkien's mother ignited in him his passion for
languages.
Tolkien loved making up languages since his school
days. The firs language invented by Tolkien was
Nevbosh. By 1917 Tolkien had developed Quenya, an
elvish language.
Tolkien and his wife Edith had an epic love story.
Tolkien met Edith Bratt when he was 16 and she 19.
While their married life was not without day to day
frictions, Tolkien and Edith remained devoted to each
other until her death in 1971.
Tolkien fought in the first world war. During the war,
Tolkien signed up and specialized in signalling, in
order to utilize his penchant for words.
Tolkien considered himself a hobbit.
Tolkien loved a good laugh.
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He was an English writer, poet, and scholar
and is hailed as the greatest fantasy writer of all
time but is less known for his nonfiction works
and illustrations. As a scholar, Tolkien is well-
regarded for his translations of Old and Middle
English verse, and for fiction-loving readers, he is
the godfather of the contemporary fantasy genre.
, 1892 - 1973

Mabel Tolkien moved to England with her sons in
1895. Arthur Tolkien died of rheumatic fever in early
1896, before he could join his family. Mabel
singlehandedly raised her sons until 1904, when she
died of diabetes — a fatal condition prior to the
discovery of insulin. Tolkien was 12 years old at this
time.
Mabel Tolkien had converted to Catholicism despite
opposition from her family, and the Catholic faith
remained an important part of Tolkien’s life.
Tolkien's mother taught her children how to read and
write. John was a diligent student: by four, he could
read and devoured classic books rapidly. The boy
adored Lewis Carroll and George MacDonald, but he
did not fancy brother Grimm’s and Stevenson’s works.
After mother's death the pastor Francis Morgan took
care of the boys. In his spare time, Tolkien gladly
painted landscapes and studied biology and ancient
languages: Welsh, Old Norwegian, Finnish, and
Gothic; he demonstrated his remarkable linguistic
talent. When John turned eight, he entered King
Edward's School.
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1892 - 1973

Tolkien met Edith Bratt when he was 16 and she 19,
at one of the houses where Tolkien stayed with his
brother after the death of their mother. The Francis
Morgan did not like this relationship: he believed it
was an obstacle to the young man’s studies. Besides,
Edith’s faith was different: she was a Protestant. To
marry Tolkien, she converted to Catholicism later.
Morgan made a condition: he could receive a blessing
only when he would turn 21. Immediately after he
turned of age, Tolkien sought Edith out and asked her
to marry him. Edith agreed, breaking off a previous
engagement. They got married with the blessing of
Father Francis, not long before Tolkien was called up
for the First World War.
While their married life was not without day to day
frictions, Tolkien and Edith remained devoted to each
other until her death in 1971.
Edith and John had four children: the sons John,
Michael, Christopher, and the daughter Priscilla.
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1892 - 1973

Literature
After the graduation from the university, John joined
the army: in 1914, he went to the First World War
voluntarily.Because of the war, John was disabled.
When he came back home, he started teaching and
building his career. At 30, he was Professor of Anglo-
Saxon and Literature. Later, he admitted he created
the magical worlds so that the invented language he
liked seemed natural.
Tolkien introduced the collection of myths and
legends Middle-earth which later transformed into
The Silmarillion (the cycle was published by the
writer’s son in 1977).
On September 21, 1937, Tolkien pleased fantasy
lovers by his book The Hobbit, or There and Back
Again. It is peculiar that John made it up for his small
children: he was going to tell them about the
adventure of courageous Bilbo Baggins and the wise
magician Gandalf who owned a Ring of Power.
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1892 - 1973

The Genesis of the Hobbit
The first line of the Hobbit was conceived on a blank
sheet in an exam paper Tolkien was grading:
"One of the candidates had mercifully left one of the
pages with no writing on it (which is the best thing
that can happen to an examiner) and I wrote on it: “In
a hole in the ground there lived a hobbit”. Names
always generate a story in my mind. Eventually I
thought I’d better find out what hobbits were like.
But that’s only the beginning."
Later, the writer began to work on the epic novel The
Lord of the Rings that continued the story of the
brave hobbit and the powerful magician in the
wonderful world of Middle-earth.
The manuscript turned out to be large. The publisher
decided to divide the book into three parts: The
Fellowship of the Ring (1954), The Two Towers
(1954), and The Return of the King (1955). The book
series was so popular that the Tolkien “boom”
overwhelmed the United States, and the books were
flying off bookstore shelves.
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1892 - 1973

Later on, John created the poetic cycle The
Adventures of Tom Bombadil and Other Verses from
the Red Book (1962), The Road Goes Ever On (1967),
and the short story Smith of Wootton Major (1967).
Other works, such as Tales from the Perilous Realm
(1997), The Children of Húrin (2007), The Legend of
Sigurd and Gudrún (2009), were published after the
writer’s death; it was his son Christopher, also a
writer, who did it. He wrote The History of The Lord
of the Rings and analyzed his father’s non-published
books.
Notable Works:
“The Hobbit”
“The Lord of the rings”
“The Silmarillion”
"The History of Middle-earth'"
"Unfinished Tales of Númenor and Middle-earth"
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1892 - 1973

Why we love J.R.R.Tolkien
SIMPLICITY
Tolkien’s first stories including The Hobbit were
written for his children and he didn’t exactly write
them for the general public. The style in which he
wrote them was simple, and the stories were easy to
read and follow, elegant, and beautiful. This is the
same simplicity he used for The Lord of the Rings and
other stories, winning him a lot of fans—both young
and old.
ORIGINALITY AND CREATIVITY
Creativity is something Tolkien didn’t lack, and he
gave middle earth and all its mythical creatures. Now,
having made it onto the screens, this world is so
believable that you tend to wonder if such a world—
full of wonder and magic—never existed.
ATTENTION TO DETAIL
The level of detail in his stories instantly induces
sparks of imagination and swallows the reader into a
world full of mystique, horror, and wonders.
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1892 - 1973

J.R.R.Tolkien about ...
HIMSELF
“For myself, I find I become less cynical rather than
more - remembering my own sins and follies; and
realize that men's hearts are not often as bad as their
acts, and very seldom as bad as their words.”
"I am fond of mushrooms (out of a field); have a very
simple sense of humour (which even my appreciative
critics find tiresome); I go to bed late and get up late
(when possible)."
“The invention of languages is the foundation. The
'stones' were made rather to provide a world for the
languages than the reverse. To me a name comes first
and the story follows.”
“I am in fact a Hobbit in all but size.”
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1892 - 1973

J.R.R.Tolkien about ...
WRITING AND LIFE
"It is a wonderful thing to be told that I have
succeeded, at least with those who have still the
undarkened heart and mind.”
“Most of my philological colleagues are shocked (cert.
behind my back, sometimes to my face) at the fall of a
philological into 'Trivial literature'; a,d anyway the cry
is: 'now we know how you have been wasting your
time for 20 years'."
“I wisely started with a map, and made the story fit
(generally with meticulous care for distances). The
other way about lands one in confusions and
impossibilities, and in any case it is weary work to
compose a map from a story.”
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1892 - 1973

J.R.R.Tolkien's Rules
1. To be yourself.
2. To do what you like, and to love what you do.
3. Not to worry if others like what you do.
4. To be childish a bit.
5. To know what your place in this life is.
Tolkien did not fully understand the success of The
Hobbit and The Lord of the Rings. But maybe the
secret of this success was his sincerity and natural
writing? He did not plan to make his works world-
famous and loved, and that's why the whole world
loves them today.
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1892 - 1973

The Fellowship of the Ring: Questions to
Discuss
1. What is the main message in The Fellowship of the Ring?
2. What are the major themes in The Fellowship of the Ring?
3. What are the main conflicts in The Fellowship of the Ring?
4. What does the Ring in Fellowship of the Ring symbolize?
5. How the Ring influences the Ring-bearer’s life? Why wearing the Ring is
dangerous, even for wise and good characters?
6. Are Frodo, Gandalf, and Aragorn the true heroes? Justify your opinion.
7. Do you agree with the following statement: "No one is born evil"?
Provide evidence from the story to support or deny this statement.
8. What is the significance of Gollum’s having been a hobbit before
acquiring the Ring? How can greed, envy, and other vices — especially
when associated with an object of great beauty or value — so transform
someone?
9. “We are horribly afraid,” Merry tells Frodo, “but we are coming with
you.” How do Merry, Sam, and Pippin overcome their fears? Are there any
instances in your, your family’s, or your friends’ lives when someone acted
in spite of fear?
10. How important is trust to the Fellowship and to the maintenance of
friendship? How would you define trust?
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The Fellowship of the Ring: Questions to
Discuss
11. What kinds of light and what kinds of darkness appear in The Lord of
the Rings? What circumstances and characters are associated with each?
How does the contrast of light and dark help us to understand the conflict
between good and evil?
12. What kinds of songs are sung in The Lord of the Rings? Do the
circumstances in which each is sung have particular importance?
13. “There are many powers in the world, for good or for evil,” Gandalf
tells Frodo. What powers, for good and evil, do Frodo, Gandalf, and their
companions confront? What are the sources and the effects of each?
14. Why, as Gandalf says, would it “be well to trust rather in friendship
than to great wisdom” in deciding who should accompany Frodo? In what
ways might true friendship be more powerful than great wisdom?
15. What considerations lead Frodo to decide to go forward alone? Would
you do the same? Why or why not?
16. Gandalf tells Frodo, “But you have been chosen, and you must
therefore use such strength and heart and wits as you have.” As the book
progresses, in what ways is Frodo called upon to use “such strength and
heart and wits” as he possesses? In what ways are we all called upon to
deal with the demands of life in a similar way?
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The Fellowship of the Ring: Quotes
1.“All that is gold does not glitter, not all those who wander are lost;
the old that is strong does not wither, deep roots are not reached by the
frost."
2. "From the ashes a fire shall be woken, a light from the
shadows shall spring;renewed shall be blade that was
broken, the crownless again shall be king.”
3. “The Road goes ever on and on down from the door
where it began. Now far ahead the Road has gone,
and I must follow, if I can,pursuing it with eager feet,
Until it joins some larger way where many paths and
errands meet.And whither then? I cannot say”
4. “Home is behind, the world ahead,and there are many
paths to tread through shadows to the edge of night,
Until the stars are all alight. Then world behind and home
ahead, we'll wander back and home to bed. Mist and
twilight, cloud and shade, away shall fade! Away shall
fade!”
5. “For still there are so many things that I have never
seen: in every wood in every spring there is a different
green.”
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6. “The world was fair, the mountains tall in Elder Days before the fall...”
7. “Tomorrow we may come this way,and take the
hidden paths that run towards the Moon or to the Sun”
8. “Why was I chosen?'"Such questions cannot be
answered. 'You may be sure that it was not for any
merit that others do not possess. But you have been
chosen, and you must therefore use such strength and
heart and wits as you have.”
9. "Upon the hearth the fire is red,beneath the roof
there is a bed;but not yet weary are our feet, still
round the corner we may meet a sudden tree or
standing stone that none have seen but we alone.
Tree and flower, leaf and grass, let them pass! Let them
pass! Hill and water under sky, pass them by! Pass them
by!"
10. "Still round the corner there may wait a new road
or a secret gate, and though we pass them by today,
Tomorrow we may come this way and take the hidden
paths that run towards the Moon or to the Sun.
Apple, thorn, and nut and sloe, Let them go! Let them
go! Sand and stone and pool and dell, fare you well!
Fare you well!"
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11. "Home is behind, the world ahead, and there are many paths to
tread through shadows to the edge of night, until the stars are all
alight. Then world behind and home ahead, we'll wander back to
home and bed. Mist and twilight, cloud and shade, away shall fade!
Away shall fade! Fire and lamp and meat and bread, and then to
bed! And then to bed!”
12. “Short cuts make long delays.”
13. “Advice is a dangerous gift, even from the wise to the wise, and
all courses may run ill.”
14. “All that is gold does not glitter,not all those who wander are
lost.”
15. “It is not despair, for despair is only for those who see the end
beyond all doubt. We do not.”
16. “All we have to decide is what to do with the time that is given
us.”
17. “The wide world is all about you: you can fence yourselves in,
but you cannot for ever fence it out.”
18. “If by my life or death I can protect you, I will. ”
19. “For even the very wise cannot see all ends.”
20. “May it be a light to you in dark places, when all other lights go
out.”
21. “Don't adventures ever have an end? I suppose not. Someone
else always has to carry on on the story.”
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22. “There is still hope.”
23. “It's a dangerous business, going out your door.”
24. “Step onto the road and there’s no telling where you might be
swept off to.”
25. “Darkness must pass; a new day will come, and when the sun
shines, it will shine out the clearer.”
26. “But good luck to you - today and every day!”
27. “Courage is found in unlikely places,”
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The Fellowship of the Ring: Summary
https://youtu.be/H5PZTlNS4N8
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Long ago Sauron - the Lord of the Rings (The Dark
Lord) - lost the One Ring which contains much of
his power. Sauron desires to reclaim the Ring and
use it to enslave all of the Middle-earth.
Bilbo Baggins - a hobbit- accidently found the
Ring. He took it from Gollum - a deformed
creature, and brought home. All Bilbo knows about
the Ring is that wearing it he becomes invisible. He
is unaware that it is the One Ring and Sauron has
been searching for it
After his 111th birthday Bilbo Baggins decides to
go for a trip leaving home and the ring for his
cousin Frodo.
Gandalf the Grey- a great wizard - a friend of Bilbo
and Frodo, suspects that the ring is indeed the
One ring of legend. Some time later he visites
Frodo and tells him to take the ring away from
hobbits land - Shire- because Sauron's power is
growing onece again.

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Frodo leaves home with three friends: hobbits
Sam, Merry and Pippin. Along their way the
hobbits are pursued by the Black Riders - servants
of Sauron.
Frodo and his friends get lost in the Old Forest.
They are rescued by Tom Bombadil - the oldest
creature in Middle - earth.
Frodo's group get to the town of Bree. There in
the inn Gandolf left the letter for them with the
advice to head for Rivendell, a realm of the Elves.
In the inn the hobbits meet Aragorn, a Ranger.
Whose who do not know Aragorn’s true name call
him Strider.

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In the evening singing a song Frodo accidently
slips the Ring onto his finger and vanishes posing a
threat for the group's security. Aragorn saves
hobbits' lives - for the first of many times.
The group together with Aragorn leaves Bree.
On their road they are attacked by the Black
Riders. Frodo is wounded during the battle.
The group reaches Rivendell. Elrond - the master
of Rivendell - heals Frodo.
The council to discuss the problem of the ring is
held in Rivendell. Frodo learns the full history of
the Ring.

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He realises his obligation is to take the ring to the
only place it can be destroyed - the place where it
was forged. It is in the very heart of Sauron's realm
of Mordor.
It will be a long and nearly impossible journey.
The team to help Frodo in his mission ir built. It
includes Frodo himself, his friends Sam, Merry and
Pippin, Aragorn, Gandalf, Legolas, an Elf, Gimli, a
dwarf, and a Man from the south named Boromir.
The Fellowship heads South but because of the
various obstacles changes the way and travels
through the underground realm of Dwarves.
Gandolf protecting the company from a terrible
demon falls into the chasm.

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Frodo and his friends arrive to the forest of the
Galadrim Elves. They meet the Lady Galadriel who
tests their hearts and gives them gifts to help on
their quest.
The fellowship leaves the forest of the Elves
and travels down the Great River by boat.
Reaching the Falls of Rauros they must decide
whether to head toward Mordor on the east or
toward the safety of the city of Minas Tirith to
the west.
Boromir, overcome by the Ring’s power and
desiring the Ring for himself, confronts Frodo.
Frodo fends off Boromir. It becomes clear to him
to go to Mordor to fullfil his obligation.
Realizing all the dangers for his friends Frodo
decides to travel alone. But his plan to leave
secretly fails. Sam manages that and goes together
with Frodo.

The Rune Alphabet
USE THE RUNE ALPHABET TO DECODE THE HIDDEN MESSAGE
LINKS TO THE BOOK
Prophecy
Very little happens in Middle-earth that someone, somewhere, has not already prophesied.
These prophecies, like the songs that often contain them, link the past to the present, and
beyond to the near or even distant future. Like the road, these prophecies move the plot
forward, setting up targets for which the plot then aims. These targets are crucial to the
remarkable sense of suspense and anticipation. The repeated presence of prophecies also
shows the great importance of fate in Tolkien’s Middle-earth. Things in this universe happen
for a reason, though perhaps one that is not immediately clear.
Objectives
Overview
Vocabulary
Learn about meaning and symbolism of runes.
Decode the encrypted message.
Runes can be used in many different ways. Each rune has not only a
sound, but also a meaning or symbol, so they can be interpreted in
different ways by historians. Runic inscriptions can be both poetic ("Listen,
ring-bearers, while I speak/Of the glories in war of Harald, most wealthy")
and mundane or obvious ("Rannvieg owns this box").
In 2018, archaeologists discovered a Viking comb at a site in Denmark. It
was inscribed with the word “comb”, perhaps as a way of teaching
children to read and write. Vikings also used runes to display ownership
and often carved their names on different items. They also used them for
magical and mystical applications, such as healing powers. Viking warriors
often carved runes on their weapons, entreating the Nordic gods to
protect them in battle or to help them destroy their enemy. Warriors
often carved the symbol for Tyr, the god of war, onto their shields.
Rune: a letter of an ancient alphabet used by people of Northern Europe
between the 3rd and 13th centuries, typically cut into stone or wood.
The Futhark alphabet: a runic language named after the first six letters of
the runic alphabet.
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The Rune Alphabet
USE THE RUNE ALPHABET TO DECODE THE HIDDEN MESSAGE
LINKS TO THE BOOK
Prophecy
forward, setting up targets for which the plot then aims. These targets are crucial to the
remarkable sense of suspense and anticipation. The repeated presence of prophecies also
shows the great importance of fate in Tolkien’s Middle-earth. Things in this universe happen
for a reason, though perhaps one that is not immediately clear.
Materials
Background
information
Air dry caly (500 g)
A few toothepicks
One printed rune alphabet
Ruler.
Runes were considered a gift from the king of the Norse gods, Odin.
Scandinavian mythology tells the legend of Odin, chief of the Norse gods,
who hung himself from the Yggdrasil tree in order to learn the runes. As
he hung suspended for nine windy nights, he learned the mysteries of the
runes, which he then passed on to his people. Since then, the Vikings
believed runes to be a gift from Odin, they treated them with great
reverence and took the magical powers of runes very seriously. Norse
poetry emphasises the dangers of misinterpreting runes, and one poet
states "Let no man carve runes to cast a spell, save first he learns to read
them well."
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1
In this activity students will first make their own runestones using clay. Then using the
runestones they will make prophecies for the others.
After that each group will create an encrypted message for other groups related to the
themes and symbols of "The Fellowship of the ring".
Students are divided into the groups. Each group uses a printed rune
alphabet and air dry clay make a set of the runes.
2
3
4
Students learn the meaning of the runes and each group makes
prophecies for the other groups.
Using the rune alphabet each group creates the encrypted message for the
other groups related to the themes and symbols of "The Fellowship of the
ring" and writes it down.
The groups exchange messages and try to decode them.
Reflection:
How are runes connected to belief systems and how did this affect their
use?
What are the social and cultural advantages of a written language
system?
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The groups presented the decoded messages and discussed them.
5
The Rune Alphabet

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The Rune Alphabet

Rebus Puzzle
CREATE REBUS PUZZLE TO ENCRYPT THE HIDDEN MESSAGE
LINKS TO THE BOOK
Prophecy and Storymaking
forward, setting up targets for which the plot then aims.
Stories—most often in the form of songs and poems—abound in the novel. In addition, smaller
stories, such as one hobbit's quest to destroy a dangerous ring, are just one part of a much
longer and more complex story going back to the beginning of creation. As Sam says, "We're in
the same tale still! It's going on." All actions, small or large—Sam's, Frodo's, anyone's—are
woven into the never-ending story of history. When we are called on to act, we must answer
and become part of the story.
Objectives
Overview
Vocabulary
Promote reading skills development.
Express ideas in a creative way.
Rebus puzzles are fun activities to challenge yourself and express ideas in a
creative way. The term rebus comes from the Latin phrase non verbis, sed
rebus, which means “not by words, but by things.” Rebus puzzles use pictures,
symbols and letters to represent a word, phrase or idiom. There are two types
of rebus puzzles that work as engaging brainteasers: puzzles that use pictures
and symbols, and puzzles that use word positioning to form idioms.
Rebus Stories and Rhymes
Rebus stories can help beginning learners fill in more difficult words. Some
rebus stories have only the picture and the child fills in the word. Rebus
rhymes and stories are great for young children who are just beginning to learn
to read. There are pictures instead of words throughout the story and rhyme.
These can really make reading fun, entertaining, and hopefully, help children
develop a love of reading.
Rebus: a visual word puzzle that uses the positioning of words, letters, and/or
symbols to represent a common phrase, sometimes in an indirect or tricky
manner. They are sometimes referred to as “hidden meaning” puzzles.
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Rebus Puzzle
LINKS TO THE BOOK
Prophecy and Storymaking
forward, setting up targets for which the plot then aims.
Stories—most often in the form of songs and poems—abound in the novel. In addition, smaller
stories, such as one hobbit's quest to destroy a dangerous ring, are just one part of a much
longer and more complex story going back to the beginning of creation. As Sam says, "We're in
the same tale still! It's going on." All actions, small or large—Sam's, Frodo's, anyone's—are
woven into the never-ending story of history. When we are called on to act, we must answer
and become part of the story.
Background
information
How to solve a rebus puzzle?
One form of rebus puzzles uses pictures to spell out a complete message.
These puzzles are also called pictograms and often involve images and
mathematical symbols to create a full message. The image will definitely form
part or most of the clue.
For example:
(eyeball) + (heart) + U = I love you
The “eye” stands for the letter “I,” the heart symbolizes “love” and the “U”
represents the word “you.” When you combine an eyeball, a heart and a letter
U, it means “I love you.”
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2 - to or too
4 - for
8 - ate
R - are
U - you
a bee - sound of the word “be”
a sheep - sound of ewe, which can represent the word “you”
a knot - sound of not
a can of food - sound of can
Other common symbols in rebus puzzles include:

Rebus Puzzle
Background
information
How to solve a rebus puzzle?
Other types of rebus puzzles use words and their positioning to reveal a phrase or
idiom.
Some common things to help to solve rebus puzzles:
Positioning
The positioning of words and letters relative to each other is often used to replace
a word or part of a word. You also sometimes need to think what other words
might be used to describe a symbol, letter or word.
NEAFRIENDED
The words “A FRIEND” appears in the word “NEED”, which means this represents “a
friend in need”.
DO12"OR
12″ is in the word DOOR, 12″ (Twelve Inches) is also known as a foot, so we have the
answer Foot In The Door.
Highlighting
There may be an arrow, circle, text bolding or square highlighting one part of the
rebus, which is often a clue pointing to an adjective to describe the word shown.
AID←
AID
AID
There are multiple “AID” words, but the first one is highlighted, which means this
represents “first aid”.
SECRET ←
SECRET
SECRET
There are multiple “SECRET” words, but the top one is highlighted, which means this
represents “top secret”.
Direction
When a word is spelt in a particular direction other than the usual left-to-right it is
normally a clue relevant to the solution. Also pay close attention to Rebuses with text
and words reading up and down and being displayed on its side.
E
K
A
W
“Wake” is displayed with the letters reading upward, which means this represents “wake
up“.
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Background
information
Direction
TEEF
TEEF
Two “Feet” in the Left direction, to give the answer Two Left Feet.
Size
Some Rebuses that have large or small words or symbols may be used to
convey concepts like big, small, skinny, wide, et cetera.
DEAL
“Deal” is displayed in really big font, which means this represents “big deal”.
Repetition (Number(s))
Some rebuses contain multiples of words, and the number of times the word
appears can usually be interpreted as a word or part of a word in the phrase.
The number is sometimes replaced with like-sounding words (see homophones
above) in the phrase.
Funny Funny
Words Words
Words Words
2 “Funny” 4 “Words”, and so the answer is Too Funny For Words.
TIRED TIRED WALK WALK
“Tired” and “walk” show up two times each. Sometimes this just represents the
word “two”, but sometimes it could represent the like-sounding words “too” or “to”
instead. In this case, this represents “too tired to walk”.
Colour
You may find sometimes a Rebus might have words or symbols that are not in the
standard black, then you can expect the colour to be a relevant in the answer.
Sometimes Rebus puzzles may make use of somewhat more obscure colour names
like Rose.
Rebus Puzzle
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“Tickled” is Pink so the answer is Tickled Pink.

Rebus Puzzle
Background
information
Homophones
Rebuses sometimes lead you to a word that sounds like (but is not spelled like)
another word or part of another word. Tougher and more creative rebuses use
this quite often.
11111
A TIME
A bunch of 1’s are on top of the word “TIME”. “Ones” sounds like “once”, which
means this represents “once upon a time”.
YYYMEN
There are three Y’s, and “Y’s” sounds like “wise”, so this represents “three wise men”.
Font Style
The style of the font is sometimes relevant. It might represent other words
such as tall, petite, thin, slanted, bold etc.
The “Skinny” letters in the example makes the answer Skinny Dipping.
There are many, many more ways a puzzle designer can cleverly represent a a
hidden meaning. Some more challenging rebus puzzles may include words that are
there just to provide context, or you may have to replace a word with a synonym.
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1
In this activity students will first decode the chosen rebus puzzle and then will create a
rebus puzzle related to the themes, characters and symbols of "The Fellowship of the
ring".
Students are divided into the groups. Each group choses a rebus puzzle to
decode.
2
3
4
Students present the decoded rebus puzzles.
Each group creates their own rebus puzzle for the other groups related to
the themes, characters and symbols of "The Fellowship of the ring" and
writes it down.
The groups exchange rebus puzzles and try to solve them.
Reflection:
Is rebus puzzle a reading? How can rebus puzzle help to involve children
into reading?
How do rebus puzzles improve children creativity?
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The groups present the decoded rebus puzzles and discuss them.
5
Rebus Puzzle
Online Rebus maker websites:
rebus puzzle generator: rebuses.org
https://www.rebuses.org/
Rebus generator: Festisite
https://www.festisite.com/rebus/
The Rebus Creator Club
https://rebus.club/
Rebus Generator | Rebus # 1 | Free Online Rebus Puzzles
http://rebus1.com/en/index.php?item=rebus_generator

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Rebus Puzzle
Rebus Puzzle Challenge Answers
1.forgive and forget
2. rainboots
3. kiss of death
4. top secret
5. once in a blue moon
6. green with envy
7. man overboard
8. third time’s a charm
The Rebus shows an “Apple” and the mathematical number
for “Pi” which gives us Apple Pie.

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Rebus Puzzle
Ring
GOT GOT GOT GOT HERO HERO HERO HERO HERO HERO HERO HERO HERO HERO
Forgotten heroes (“four got ten heroes”)
ME REPEAT
Repeat after me
(The word repeat is after the word me)
ROOD
Backdoor
(“Door” is spelled backwards)
STAND I
I understand
(The word “I” is under the word “stand”)
MOONCEON Once in a blue moon
k r
Fellowship

Diorama Hobbit's House
BUILD A HOBBIT'S HOUSE
LINKS TO THE BOOK
Hobbits Lifestyle
InTolkien's fiction, the Shire is described as a small but beautiful, idyllic and fruitful land,
beloved by its hobbit inhabitants. They had agriculture but were not industrialized. The
landscape included downland and woods like the English countryside. The Shire was fully
inland; most hobbits feared the Sea. In the Shire, hobbits had settled with a closed and
comfort-loving lifestyle; they were fond of an unadventurous bucolic life of farming, eating,
smoking pipe-weed, socializing and talking about genealogies. Hobbits also liked to drink ale in
inns, and ate at least six meals a day when they could get them.Though some hobbits live in
houses, they traditionally live in holes in the ground. The holes are not dank and smelly but
comfortable, cozy underground dwellings with all the amenities of their aboveground
counterparts. The hole occupied by the hobbit known as Bilbo Baggins is called Bag End.
Objectives
Overview
Vocabulary
Improve designing and constructional skills.
Use recycled materials for the diorama.
Decide on a theme for your diorama.
Research the topic.
Create a plan and/or sketch out what you want it to look like.
Gather all your supplies. ...
Paint or decorate the base.
Build up the setting. ...
Add figurines or objects to the foreground.
A diorama is a replica of a scene, typically a three-dimensional full-size or
miniature model, sometimes enclosed in a glass showcase for a museum.
Dioramas are often built by hobbyists as part of related hobbies such as
military vehicle modeling, miniature figure modeling, or aircraft modeling.
Dioramas are models that have been created to replicate a scene in 3D (three-
dimensionally). They cover the gamut in size. Dioramas can be miniatures (i.e.,
showcasing a re-enactment of a war scene) or they can be life-sized (i.e.,
replicating animals in a particular natural setting).
How to build a diorama?
Instructions
1.
2.
3.
4.
5.
6.
7.
The word “diorama” originated in 1823 as a type of picture-viewing device,
from the French in 1822. The word literally means “through that which is
seen”, from the Greek di- “through” + orama “that which is seen, a sight”.
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Materials
Round plastic container
2 small boxes (the same size)
Some cardboard
Aliuminium foil
Air dry clay
Hot glue sticks
Hot glue gun
Acrylic paints
Green turf flock
A mini project "Hobbit' s house" is quick and easy to make. The suggested
dimensions of the house are 35 cm in length, 23 cm in width and 13 cm in
height. It can be realised in 5 basic steps.
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Background
information

Steps to create a "Hobbit's house":
1.Make the shape using cardboard box and round plastic bottle.
2. Add the aluminium foil as a permanent armature under clay.
3. Cut a round base of cardboard for the house and add it using hot glue
4. Wrap the hobbit house with air dry clay, defining the desired shape. Wait for
the clay to dry.
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Background
information

4. Wrap the hobbit house with air dry clay, defining the desired shape. Wait for
the clay to dry.
5. Cut the decorative elements of cardstock and add it to the house using hot
glue.
5. Use acrylic paint to colour the house.
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Background
information

6. Cover a house by turf grass flock.
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Background
information

1
In this activity students will first make the design of the hobbit's house and then will
build it using the chosen materials.
Students are divided into the groups. Each group creates a design of the
hobbit's house.
2
3
4
Students choose the materials and prepare to build the hobbit's house.
Each group builds their own hobbit's house.
Reflection:
How would you describe the hobbits’ way of life and the main
characteristics of their appearance and behavior? How are they different
from us, and how are they similar?
What was easy or difficult about designing and building the hobbit's house?
How are the designs similar or different? Did any groups have a unique
design that no one else made?
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The groups present the built houses and display them.

A Road Trip
PLAN A ROAD TRIP
LINKS TO THE BOOK
The Road
Early in the journey, Frodo recalls how Bilbo always used to warn, “It’s a dangerous business,
Frodo, going out of your door. You step into the Road, and if you don’t keep your feet, there is
no knowing where you might be swept off to.” The Lord of the Rings shares this motif of the
road and the quest with many of the great epics that precede it. The vast majority of all quests
depend on a road or journey of some kind or another. The road takes the hobbits out from the
familiar confines of the Shire and into the unknown, where, like all epic heroes, they are tested.
It exposes them to previously unthinkable dangers but also to the unimaginable beauty of
places. More than a physical means of travel and a narrative means of advancing the plot, the
road also emphasizes the fact that nothing stands still in Tolkien’s universe; everything is in
constant motion.
Objectives
Overview
Vocabulary
Explore your region and country.
Learn to orient on the map.
Experiment with various construction techniques
Use Google Maps for a road trip planning.
Create QR codes for the places to visit.
People have to travel for work, to move location, to study or attend
family. People like to travel for many kinds of pleasure. They like to see
beautiful places, explore cultures and cuisines. Some like to try activities
in different locations or visit family and friends. Traveling is amazing in
many ways. You'll get the chance to do things you've never done before,
meet new people, eat different kinds of food and experience different
cultures. A road trip is another unique travel experience. The thought of
dropping everything, hopping into a car, and setting off into a new
adventure is an astounding idea for the ultimate vacation.The most
stressful part of travel for most people actually begins before the trip, it
is the trip planning stage. This includes doing travel research, making
travel arrangements, making an itinerary, and packing. It is also when
people often begin to have financial concerns related to the trip.
Road trip: A long trip or holiday taken by car. A long trip taken for
pleasure or business in which the travel is on roads
Route planning: It allows to mark the planned stops easily and
suggests things to do along the way. It helps to estimate how
much you'll spend on gas, book hotels and tours, and get traffic
updates.
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A Road Trip
PLAN A ROAD TRIP
Programs and Apps
Google Maps
QR code generator
QR code reader/scaner
Determine the Length of Your Trip and Your Main Destination
Establish a Budget for the Trip
Plan an Overview of Your Route
Research & Identify Key Stopping Points and Must-See Attractions
Along Your Route
Create Your Agenda: Choose Your Travel Dates, Decide How Long
to Spend at Each Location, Create a Driving Schedule, and Include
Estimated Daily Mileage
Research and Choose Your Accommodations, Making Reservations
as Needed
Make Sure Your Vehicle is Tuned Up and Ready to Go, Including
Emergency Supplies
Pack for the Trip Based on Your Destination and Activities
Plan Your Snacks, Meals, Entertainment, and Activities for the Road
Review Your Plans and Confirm All Reservations Before Departure.
Road-tripping is one of the best ways to explore new places and make
unforgettable memories. Many things go into planning a road trip. There
are a few simple steps to do as you’re planning a road trip:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Road Trip Planning Questions to Ask Yourself
How long do you have for your road trip?
How long do you want to spend at your TOP places?
What are the other locations you would like to visit along your route?
What is your budget?
Where will you stay?
Will you book ahead or on the go?
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Materials
Cardboard
Sheets of paper
Hot glue sticks
Hot glue gun
Glue stick
Scissors
Pencil
Ruler
Background
information

1
In this activity students will plan a road trip using Google Maps. They will visualize it by
crearing a model of a route and generating QR codes to present the palces to visit.
Students are divided into the groups. Each group discuss and choose the
route for a road trip.
2
3
4
Using Google Maps the students find and identify the places to visit and
see as well as places to eat and rest.
The students will prepare a short description for each place to visit. They
present this information using QR code generator.
Reflection:
What does the idea of a road mean in "The Fellowship of the Ring"?
What was easy or difficult choose and plan a particular route?
What was easy or difficult to identify and describe the places to visit, eat
and rest?
Are the routes of a road trip similar or different? Do any group have a unique
route that no one else made?
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The students will design and build a visual model of their route. They
present and display those models for the other groups.
A Road Trip

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A Road Trip

Mirror Maze Challenge
SOLVE A MIRROR MAZE CHALLENGE WITH THE LAW OF REFLECTION
LINKS TO THE BOOK
The Mirror of Galadriel
Galadriel’s mirror serves as a symbol of the ambiguity of the gift of knowledge and the
ultimate incomprehensibility of fate. It is impossible to try to escape what is shown in the
mirror. The only matter of importance regarding the knowledge the mirror reveals is what one
ultimately does with that knowledge—whether one uses it responsibly, or toward evil ends.
Objectives
Overview
Vocabulary
Understand and explain the law of reflection.
Guide a light beam through a maze using mirrors.
When light interacts with an object, it can be absorbed,
transmitted, or reflected. This activity focuses on materials
that reflect light. Students will use mirrors and flashlights to
investigate how light is reflected from a surface. By doing
that, they will discover that when a light ray hits a reflective
surface, its angle of incidence is equal to the angle of
reflection, which is stated by the law of reflection. Students
will then use their gained knowledge in a mirror maze
challenge where they have to find a way to guide a light
beam through a maze in order to hit a specific target.
Angle of incidence: The angle that is formed by the light
ray falling onto the reflecting surface and the line
perpendicular to that surface (the normal line).
Angle of reflection: The angle that is formed by the light
rays bouncing back from the reflective surface and the
line perpendicular to that surface (the normal line).
Normal line: The imaginary line perpendicular to the
reflective surface.
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LINKS TO THE BOOK
Background
information
Materials
(per one students group)
Light mostly travels through space in straight lines. This is
why, in physics, the concept of light rays is commonly used.
In this concept, a light ray is represented as a straight line or
arrow pointing away from the light source, which indicates
the direction of light. A bundle of parallel light rays is called a
beam of light. Picturing light as lines makes it possible to
illustrate what happens if light hits an object that is in its way.
One flashlight with a narrow beam
3 small mirror squares (10 cm x 10 cm)
3 squares of aluminum foil (10 cm x 10 cm)
3 pieces of string (about 12,5 cm long)
Colored construction paper (1 sheet)
12 clothespins or binder clips
Masking tape or painter's tape
Protractor
Ruler
Yardstick
Black cardstock paper (7 sheets)
One printed maze template
One printed target template
Scissors
Ruler
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Materials can interact with light in different ways. Once light hits a
material, the light can either be absorbed, transmitted, or reflected.
Often, a combination of absorption, transmission, and reflection
happens. How we see a material depends on how the light interacts
with the object. We can only see materials that reflect or bounce
back at least some light, or materials that emit light themselves. The
reflection of light is similar to the bouncing of a ball in that the
angle at which the light hits the reflecting surface is identical to the
angle at which it bounces off of it . This circumstance is called the
law of reflection. The angle that is formed by the light hitting the
reflecting surface and the normal line (the line orthogonal to the
surface) is called the angle of incidence, whereas the angle between
the light bouncing back from the reflective surface and the normal
line is called the angle of reflection. Both angles are always equal.
Also, the reflected ray, the incident ray, and the normal line all lie in
the same plane, the plane of incidence.
A mirror is a perfect example of reflection on a smooth material.
Because it is so smooth, all light reflects at the same angle giving
the material a shiny appearance. Materials that do not have a
smooth surface reflect light in a diffuse way. Bumps on their
surfaces cause light to reflect in many directions. These materials
appear matte.
Using the law of reflection, you can predict where a light ray will go
after hitting a smooth, reflective surface such as a mirror. In fact,
you can draw a diagram of the light's path through a mirror maze if
the incident angle for the first mirror is known.
LINKS TO THE BOOK
Background
information
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1
In this activity students will first investigate the law of reflection with mirrors,
construction paper, and a flashlight. Then they will use their gained knowledge in a
mirror maze challenge, where they have to use several mirrors to guide a light beam
through a maze to hit a specific target.
PART 1: INVESTIGATING THE LAW OF REFLECTION
Students are divided into the groups. Each group uses one small mirror
square, one flashlight, and a piece of colored construction paper.
2
3
4
Lay the mirror flat on the table with the shiny side up. Hold the flashlight
at an angle pointing down toward the mirror. Using the construction
paper catch the reflected light in order to pinpoint exactly where it goes.
Look for a pattern of how the light is reflected off the mirror dependent on
how the flashlight is angled toward the mirror. Use the string to visualize
the normal line and the construction paper to catch the reflected light.
Formulate a general law of reflection.
Reflection:
How do you know where to hold the construction paper to catch the light?
What happens when you hold the flashlight at a different angle?
What is the relationship between how you hold the flashlight and where the
light goes?
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Draw a light path diagram on their student worksheet that illustrates the
law of reflection.
5

1
Using all the materials you needed set up the maze as pictured on the
maze template. Clothespins or binder clips can be used to make the mirrors
stand up.
2
3
4
Brainstorm how the mirrors and aluminum foil could be used to steer the
light beam to the target. Draw your mirror setup and the predicted light
path based on the law of reflection.
Make sure all the obstacles are placed at the correct locations.
Build the prototype solution using the setup that have been proposed in
your chosen design.
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PART 2: USING THE LAW OF REFLECTION TO SOLVE A MIRROR MAZE
CHALLENGE
Find the shortest light path through the maze using the least number of reflective
surfaces.
Note: The mirrors will reflect the light better than the aluminum foil as the wrinkles in
the foil lead to a more diffuse reflection. Not all reflective materials reflect light in the
same way.
5
Use the flashlight and test your design. Observe if the light beam covers
the whole bullseye target and also measure the length of the light path
with a ruler or yardstick.
6
7
Discuss: What works well in our design? What does not work well in our
design?nHow can our design be improved?Could the number of reflective
surfaces be reduced in our design? Could the path of light be shortened in our
design?
Modify and improve the design on the basis of test results.
8 Demonstrate and explain your design solution.

Does light beam start in entrance window, at a 90-degree
angle with the border line?
Does light beam cover the whole bullseye target?
Are all materials within the 62,5 cm x 75 cm boundary?
What is the length of the light path
Number of materials (mirrors and aluminum foil) used for light
redirection
Reflection:
What was easy or difficult about guiding the light beam to the target?
Why did you choose this position for your mirror or aluminum foil?
What differences did you notice between the two reflective materials (mirror
and aluminum foil)?
Did groups come up with similar designs?
How are the designs similar or different?
Did any groups have a unique design that no one else made?
Which design used the most or the fewest materials to redirect the light?
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CHALLENGE
Design requirements:

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CHALLENGE
How to prepare obstacles:
1 Fold the black cardstock paper in half, lengthwise.
2
Cut the black cardstock paper to the correct widths. For the maze you
need four 12,5 cm -in.-wide, four 19 cm -in.-wide, and one 25 cm-in.-
wide obstacles.
3
Fold a little flap on one long side of the obstacles and cut the flap at the
halfway point, folding the flaps out in opposite directions to make the
obstacles stand up.

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Maze tremplate

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Target tremplate

Potrait and Identity
SHOW THE DIVERSITY
LINKS TO THE BOOK
Character transformation and character pairs
Characters often occur in pairs in the story. Pairs of friends, such as Sam and Frodo, or Legolas
and Gimli, show the comfort to be found in friendship, even a bond between unlikely friends
such as a Dwarf and an Elf. Pairs of characters also show the effect of good versus evil
choices: Gollum is a hobbit-like creature who gave in to the Ring's corruption, while Frodo
shows what the same type of person looks like if he resists evil. Saruman shows what a wizard
is like when he makes evil choices and becomes corrupt, while Gandalf shows what the
influence of good can do. Boromir shows how the Ring can corrupt a man, while Faramir
shows what happens to a man when he resists its evil.
Objectives
Overview
Vocabulary
Explore the relationship between image (photo) and its description
(text).
Use ICT tools to edit. modify and transform photos.
Express identity through the photos and text.
Art ir universal and international language allowing people from
different countries and cultures to communicate with each other.
Understanding identity teaches tolerance and acceptance the view
that everyone has their own thoughts, values, beliefs and unique
personality. Art helps to learn diversity, uniqueness, free and peaceful
coexistence in society. This activity focuses on self-reflection in the
perception of society as a whole context. The main theme is the
expression of identity through different artistic styles; understanding,
that all people have their own styles, mindsets, characters, beliefs,
values, etc.
Diversity: The range of human differences, including but not limited
to race, ethnicity, gender, gender identity, sexual orientation, age,
social class, physical ability or attributes, religious or ethical values
system, national origin, and political beliefs.
Identity: The fact of being who or what a person or thing is. The
memories, experiences, relationships, and values that create one's
sense of self.
Photo editing: The act of altering an image. But that's
oversimplifying a subject that can be complex and employs
different methods and tools. For example, some photo editing
techniques are done manually, while others are conducted through
automated software.
Photo manipulation: It involves transforming or altering a
photograph using various methods and techniques to achieve
desired results. Some photo manipulations are considered skillful
artwork while others are frowned upon as unethical practices,
especially when used to deceive the public.
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SHOW THE DIVERSITY
Materials and
tools
Background
information
Sheets of paper (different format: A2, A3, A4)
Colored pencils or crayons
Glue stick
Scissors
Mobile phone
Programs and apps for photo editing: FaceApp, Phonto, Photopea,
PhotoRoom, etc.
,
Crop your images and clean them up.
Adjust white balance.
Adjust exposure and contrast.
Adjust color vibrancy and saturation.
Sharpen images.
Finalize and share.
Try a Digital Double Exposure. ...
Make Your Subject Disappear. ...
Multiply Your Subject. ...
Use the Droste Effect. ...
Restructure The Landscape. ...
Use Practical Effects to Create a Surrealist Reality. ...
Try Surreal Faceless Portraits. ...
Overlay Images for a Dual-World Effect.
Photo editing or image editing is the changing of images. These
images can be digital photographs, illustrations, prints, or
photographs on film). Traditional editing, such as airbrushing, is
done by hand. Now photo editing is done by programs such as
Photoshop, Gimp, Microsoft Paint and others or by Apps on mobile
phone.
Here are the key steps for editing your photos:
But here's the primary difference between photo editing and photo
manipulation: Photo editing improves the quality of the images,
whereas photo manipulation makes modifications to the image
itself– by adding or removing elements. Photo editing requires
simple imagery tools to fix the brightness or contrast.
Photo manipulation is the process of editing a photo to change its
appearance. This can be done for a variety of reasons, such as to
make a photo look better, to make it look more like a different
photo, or to change the meaning of the photo.
8 Photo Manipulation Ideas To Try
1.
2.
3.
4.
5.
6.
7.
8.
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1
In this activity students will first take a self-portrait or portrait of their friend using their
phone and then modify it using various mobile applications (changing colours, shapes,
etc.). Then they will prepare a text (favourite quote, passage from a book, a song, their
own sentences that illustrate their thoughts and personality). After that the printed
photos will be attached to an A2 sheet and transformed in various ways (drawing,
painting, collage, spatial art, etc.). At the end the students will organise a joint
exhibition of their work, where they will compare different artistic styles, thoughts,
ideas, values and discover similarities and differences between the works
Students work individually. Each students takes self-portrait or portrait of
his/her friend.
2
3
4
Students make manipulations of their taken photos using Apps on their
mobile phones or online.
Students prepare a text for their portraits. Then, using Apps or online, they
add the text on the photo. Text and photo are creatively merged into a
whole.
Students print their modified portraits. Then they stick their portraits on a
large sheet of paper and continue work on them - drawing, painting,
collage, etc.
Reflection:
How we can express and visualize our unique thoughts, soul and identity,
using photography, text and various artistic styles to show society's
diversity?
How we can continue to work with portraits on a smart device and connect
them with our normal creation process?
Do the prepared art works place more emphasis on form (the visual level) or
the content (the meaning level)?
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Students present and display their works.
5

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Resources
https://www.appyourschool.eu/
https://www.britannica.com/topic/runic-alphabet
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2020-1-LT01-KA229-078054

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