Scope & Sequence Template 20132014

Unit of Study
Essential
Questions
Essential
Questions are
engaging,
debatable, and
require higher
order thinking

Essential
Learning
Goals
Essential Learning
Goals for each
unit should
encompass all 4
Standards and
connect to
Evidence
Outcomes

Storytelling characters
(grades 1 3)

Lower Elementary

Length of
Unit

6 weeks 45 min each week

Why do people tell stories?

How do people tell stories?
What are some examples of visuals used to help tell stories?
How can storytelling become a performance?
What are important components of storytelling?
How do visual artists tell stories through their art?

After reading/listening to a story, students will discuss the important part of stories (plot,
characters, setting) and will create their own stories in writing and images.
o Express an idea in multiple ways (DOK 1-3)
o Make artistic choices to communicate ideas (DOK 1-4)
o Create works of art using various modalities (DOK 1-3)
Students will observe, interpret, analyze and decipher meaning from a variety of finger puppets
depicting familiar characters as well as new/different characters
o
Hypothesize and discuss artist intent and mood. (DOK 1-3)
o Generate and discuss personal interpretations about works of art based on observation. (DOK

2-3)

Students will create felt finger puppets depicting original characters from their stories students
will incorporate many details to help their viewer understand their characters
o
Demonstrate with art media the use of basic characteristics and expressive features in art and

design (DOK 1-3)

Create two- and three-dimensional works individually and collaboratively (DOK 1-4)
Communicate an idea visually (DOK 1-3)
Create works of art using various modalities (DOK 1-3)

o
o
o
Students will reflect upon their art, the art of their peers, and professional art through group
discussions, pair shares, and critique and will interpret the intended meaning of the artwork by
assessing the details incorporated into the work.
o
Describe common characteristics and expressive features of art and design in familiar works of

art (DOK 1-2)

o
Interpret works of art using age appropriate descriptive vocabulary (DOK 1-3)
Students will discuss different ways stories are told all over the world and will compare and
contrast written storytelling versus storytelling in performance
o Relate personal experiences to familiar historical and cultural events (DOK 1-3)

Scope & Sequence Template 20132014

o
o

Recognize and respect differences in familiar cultural styles, genres, and contexts (DOK 1-3)
Describe a personal story based on a work of art using multiple modalities (DOK 1-3)

LEARNING OBJECTIVES
Guiding Questions to Build Conceptual Understanding
Factual Content

Conceptual
Conceptual Questions may mirror Essential
Questions

Artists tell stories through images,

sculptures, and performances.

How do artists tell stories through their

work?

Artists use the characteristics of art and

design purposefully to serve their
intended meaning

We respond differently to different

characteristics of art (warm colors vs
cool colors, geometric shapes vs
organic shapes, light vs dark)

How can we use the characteristics of

art to help us tell the viewer what we
want to say? How do we respond to
works of art differently based on their
color, the shapes we see, and the
overall lightness or darkness of it?

Visual artworks (such as masks and

puppets) can be used to turn stories into a
performance

Stories can be told through many

different media.
Our perceptions of stories change
depending on how they are presented to
us.
How is reading a book different than
watching a movie or going to see a
play?

How do we respond to a story when it is

simply told to us versus when we watch
it being acted out?

My students

Understand that

Artists tell stories through their visual

images

EVIDENCE OF LEARNING
Key Knowledge, Strategies, and Concepts

Scope & Sequence Template 20132014

My students will be able to

(Do)

Create finger puppets that reflect characters from stories they created
Evaluate their finger puppets and the puppets of their classmates and check for intended meaning
Analyze the difference between written/spoken stories and stories that are acted out using visual art pieces (masks, puppets)
Apply my understanding of the importance of details to my puppets
Understand that artists use details to help tell their stories and to ensure that the viewer understands their intended meaning
Remember that all art tells a story

EVIDENCE OF LEARNING
Art-making Media, Skills and Techniques
My students will be able to

(Do)

Drawing

Media

Skills /Techniques

pencil

Drafting, sketching, ideating

Felt, yarn, markers

Cutting, gluing, layering, adding details

Painting
Sculpture
Mixed Media

EVIDENCE OF LEARNING
Critical Language: Academic vocabulary to be used in oral and written classroom discourse
Grade students demonstrate
ability to apply and comprehend
critical language through the
following examples:

Academic
Vocabulary

CLO for unit I can discuss orally with my peers different ways that characters can be
portrayed as puppets using descriptive details.
CLO I can write about my artwork using the characteristics of art.
CLO I can critique my work and the work of my peers orally and in writing using the
characteristics of art while expressing my opinions about the work.

Levels 1/2

Levels 3/4

Levels 5/6

Color, shape, characters, storytelling

Details, plot, layering

Expression, mood,
sequencing

Body of Evidence
Artifacts

Note sheet for Paper Bag Princess, Story creation sheet (students write a story
using first, next, then, and finally- must present a problem and a resolution to
the problem), puppet brainstorm sheet (prompting them to think about details),
characteristics of art puppet sheet, puppets, critique sheet

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Formative Assessment

Worksheets, knowledge checks, observations

Summative Assessment

Critique, assessment of puppets

Rubrics

LEARNING PLAN
Accommodations Students needing academic, cognitive, fine/gross motor and sensory support will work with a partner,
team or one-on-one with the teacher. Technical and research/inquiry processes can be modified for both advanced and
struggling artists.

Students will be working at tables of four, students use 1, 2, 3 method (when they have a question they
ask themselves first and look through worksheets for answers, they ask someone at their table for
assistance second, and they finally ask me if they have not found a solution yet). Tracers are available
for students who need them to create their puppet shape.
All worksheets are differentiated in 3 ways. Level 1 has more pictures and asks students to draw
instead of write, level two has some pictures and asks students to circle word choices they want, level
3 asks students to read and write the most.
Sequencing of tasks
Week 1 Storytelling Introduction
Ask students why we tell stories whole group discussion
Read The Paper Bag Princess, students take notes while listening to the story
Talk with students about the PLOT introduction (first), presentation of the problem (next), rising
action and most exciting part (then), solution to the problem (finally)
Students use story planning sheet to start thinking about their story.
Week 2 creation of story and brainstorming puppets
Students finish their stories
We look at many examples of finger puppets and talk about DETAILS how can we tell this is a
dragon? Would it look like a dragon if it didnt have wings?
Students take their characters and sketch them as if they were finger puppets think about what
details they need to add so that people can tell what their character is
Week 3 Puppet Demo
Demonstration of how to make finger puppets

Scope & Sequence Template 20132014

Students begin working

Week 4 Puppets
Students working on puppets
Week 5 Finish puppets
Last day to work on puppets
If students finish early, they use characteristics of art sheet to describe their puppets
Week 6 Critique
Students are paired up and tell each other their stories using their finger puppets
Students use the critique worksheet to critique their partners work
Whole group discussion about the unit
Resources
Textbooks & Curriculum
Literature (books, magazines,
articles)

The paper bag princess

Artists (historical &

Contemporary)
Artworks (historical &
contemporary)

Denver Public Schools Online

Resources

Technology (websites, power

point presentations, Promethean
presentations, interactive
applications, videos)

DPS Arts Webpage

Visual Arts Colorado Academic Standards
Visual Arts Connections at a Glance (Matrix)
Instructional Tools: CLOs, Units of Study, Vocabulary Index
LEAP Framework & Visual Art Appendix
Teacher Resources
Safari Montage

Brain Pop website (user name and password: dpsbrainpop)