Fairy Tale Stories
Lesson Description: Students will be exploring the role of an author and illustrator. They will plan and write their very own fairy tales, create a book and cover, and illustrate their stories!
Day 1: 10/26/18
Essential Understanding:
Artists and designers use their imagination to create a story.
Artists and designers create art by planning.
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Key Concepts:
Fairy Tales
Illustrate and Illustrator
Story Telling
Imagination
Planning
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Inquiry/Learning Target:
-After reading a fairy tale story, students will be able to comprehend how to utilize illustration to tell their story by exploring their imagination.
-After filling out the play sheet, students will be able to plan a story by understanding the importance of having these features to create a story.
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Skills:
Use brainstorming and planning to write a story
Using your imagination to create a story
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Art Focus:
planning and preparation
Using other works of art as a reference
construction of new materials to create
critical reflection
Ideation and referencing
Literacy Focus:
Fairy Tales
Illustrate/Illustrator
Storytelling
Imagination
Planning
Setting
Day 1 Documentation of Learning (10/26)
Dragons Love Tacos is the Fairy Tale
that Jalaina read to the class. The
students absolutely loved this book.
Tory is filling out a story plot chart with the students for "Dragons Love Tacos". The students will be creating their own story plots after this. By doing this together as a class, the students were able to comprehend the elements in a fairy tale and what they needed to include in theirs.
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This is the finished story plot for "Dragons Love Tacos". The students showed excitement and engagement while we filled this out as a class.
This student is working on his story by referencing his story plot play sheet. He used the story we read in class to help him create his story. Instead of writing the Beginning, Middle, and End, he illustrated it.​
This student is beginning his story. He completed his playsheet thoughtfully, by including both illustrations and writing. His story is about how there are no more buns for all the hot dogs. He also wanted to incorporate different holidays in his story. He is thoughtfully using planning and intention to write his story.
This student is a great example of a thoughtfully completed playsheet, and a started story using her ideation. She starts with her beginning, and explains the problem in her story: She can't get rid of the spell!
Here is an example of an excited student. She was very excited to write a story about a horse because it is her favorite animal. She worked efficiently and thoroughly. This student used her imagination to plan and create her story.
Day 2: 11/2/18
Essential Understanding:
Artists and designers use their imagination to create a story.
Artists and designers review/revise their work.
Key Concepts:
Planning
Revision
Imagination
Story telling
Inquiry/Learning Target:
-Provided with watercolors and colored pencils, SWBAT create an illustration of the events from their Fairy Tales by referencing their ideation writing.
-After filling out the play sheet, students will be able to plan a story by understanding the importance of having these features to create a story.
Skills:
-Use your planning to complete your written story
-Use concentration to rewrite your story onto nice paper
Art Focus:
-Planning
-using imagination
-revision of work
-talking to others to improve work
Literacy Focus:
-writing stories
-neat hand writing
-reading out loud
Documentation of Learning Day 2
Tory is showing this illustration to the class and is asking them what story they think this artwork is telling and why. This is apart of our motivation. The students were engaged and excited to talk about this illustration.
When the students finish their worksheets, they were instructed to raise their hands so one of the teachers can review and organize their writings. We broke down their worksheets into pages and cut out the extra information so the students can focus on telling a story through illustrating.
This student wrote a very detailed story. I asked her to condense her story and to only have a few sentences for the Beginning, Middle, and End.
This student struggles with writing and spelling. He worked extremely hard on his worksheet and asked if he can use that writing for his final because it is his best work. We, of course, let him use his writing for his final.
Day 3: 11/9/18
Essential Understanding:
Artists and designers use their imagination to create a story.
Artists and designers review/revise their work.
Artists and designers will continue their story making process and reference the instructions and techniques from previous classes.
Key Concepts:
Planning
Revision
Imagination
Storytelling
Inquiry/Learning Target:
-Provided with watercolors and colored pencils, SWBAT create an illustration of the events from their Fairy Tales by referencing their ideation writing.
-After filling out the play sheet, students will be able to plan a story by understanding the importance of having these features to create a story.
-Students will be able to break down their story, by only using the important information so they can focus on telling a story by illustrating.
Skills:
-Use your planning to complete your written story
-Use concentration to rewrite your story onto nice paper
-Use the information from your story to illustrate
Art Focus:
-Planning
-using imagination
-revision of work
-talking to others to improve work
Literacy Focus:
-writing stories
-neat handwriting
-reading out loud
Day 3 Documentation of learning
These are two images of how students were creating their illustrations to match their writing. They started with reading their writing for that page and then drawing with pencil the image they want to represent that page. One student's story is about a city that is invaded by evil burritos, another student's story is about a horse name Shilo. These students are showing great planning skills and imagination.
Here is a students progression during the class. He started with a sketch of his illustration and progressed to using oil pastels for windows in his buildings and painting water color on top to reveal the oil underneath. He expressed excitement and intent in his artwork. Him and his best friend both decided to do a story about food invading a city. They discussed how fire and explosions were breaking out in the city and if their illustrations had enough fire by using oil pastels!
Here are two students pages that they worked on. On the left you can see how a student used oil pastel as a resist to create her clouds. She also experimented by painting first the background and then using oil pastels over the paint. She explored two ways to use oil pastel and water color. On the right you can see a student beginning his illustration with pastels. Both students show differentiation of instruction and process by using different materials and techniques.
This student was thoughtfully planning and working on her drawing. She needed help mixing a color for the hot dog and the bun. The image on the right shows how she tested different mixtures to get the color she wanted. She learned a new skill of color mixing and preparation. She also shows a watercolor technique of laying down water first, and then adding the pigment to the water. She added multiple colors to her umbrella which let the colors expand into each other. She was excited about her new discoveries!
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Day 4: 11/16/18
Essential Understanding: .
-Artists and designers review/revise their work.
-Artists and designers will continue their story making process and reference the instructions and techniques from previous classes.
-Artists and designers will explore different examples of fairy tale book covers.
-Artists and designers will learn the importance of having a good cover and how it communicates to the story as a whole.
-Artists and designers will learn that book covers can make the reader feel an emotion or a mood.
Key Concepts:
Planning
Revision
Imagination
Storytelling
Illustrating
Inquiry/Learning Target:
-Provided with watercolors and colored pencils, SWBAT create an illustration of the events from their Fairy Tales by referencing their ideation writing.
-Students will be able to understand the importance of having a strong book cover by exploring different fairy tale book cover examples.
-Students will be able to break down their story, by only using the important information so they can focus on telling a story by illustrating.
Skills:
-Use your planning to complete your written story
-Use concentration to rewrite your story onto nice paper
-Use the information from your story to illustrate
Art Focus:
-Planning
-using imagination
-revision of work
-talking to others to improve work
Literacy Focus:
-writing stories
-neat handwriting
-reading out loud
-Organizing your work
Day 4 Documentation of learning
This image shows a table of students working away at their illustrations. We love having our students work in tables because they are so encouraging and curious about their classmates work! I overheard one student say to another, "Wow! Your painting looks amazing! Good job!"
These five images showcase how our students were adding details to their illustrations. We suggested that after "finishing" their illustrations they go back and observe them to see if there were any details they could add using colored pencil or markers. Many of our students went back to add textural lines, outlines, and more color to their pages.
One of my students exclaimed to me that she was trying to make teal. I captured her using her painting palette to mix blue, green, and black to make the color she wanted. By doing this, she demonstrated planning, exploration, and revision.
Here are two students who started their cover pages. They both coincidentally chose to use black water color for their pages. The student work on the left showcases how she discovered a new painting technique, splatter paint! (A technique that we did not teach them!) She was excited to be expressive and abstract while working on her cover! The image on the right shows a students creativity by her unique title and story, "The Unipack and the Witch," a story about a pack of unicorns and an evil witch.
After a student completed her illustration, details, and her cover page she was able to have free time. When I walked back over to her table I saw her exploring with materials, pattern, and design. She was using her fingers, her paintbrush, and even splatter painting. She showed abstraction and self-expression through her painting.
Day 5 11/30/18
Essential Understanding: .
-Artists and designers review/revise their work.
-Artists and designers personalize their artwork
-Artists and designers will learn the importance of having a good cover and how it communicates viewers/readers
-Artists and designers learn new techniques in art making
Key Concepts:
Revision
Details
Personalizing
Storytelling
Book construction
Reading out loud
Inquiry/Learning Target:
-Provided with watercolors and colored pencils, SWBAT create an illustration of the events from their Fairy Tales by referencing their ideation writing.
-Students will be able to understand the importance of having a strong book cover by exploring different fairy tale book cover examples.
-Students will be able to break down their story, by only using the important information so they can focus on telling a story by illustrating.
Skills:
-Using story telling and representation to create a cover page
-Listen to directions and steps to construct a book
-Use literacy skills to read a story out loud
Art Focus:
-Story telling
-Representation
-Revision of work/details are important
-Reflection on self/peers art
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Literacy Focus:
-writing stories
-neat handwriting
-reading out loud
-group discussion in reflection