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ODU-DCOE Core Instructional Lesson Plan

Overview
Lesson/Unit Plan Overview

Date: September 28, 2015


Lesson Title: Storytelling Pop-up Pages
Grade Level: 3rd
Subject Area: Art
Time Allotted for Lesson: three forty-five minute class meetings
Short Description of Lesson
In this lesson, the students will get to explore their 3rd grade Big Idea of Storytelling
through the creation of a pop-up page of a story. The students, over a period of three days, will
take what they remember about a story they know and turn their interpretation into a pop-up 2D
work of art. The students will also consider how stories are used in their own lives. As this lesson
follows a pre-test students took the previous week, the students will continue to develop their
understanding of overlapping objects in the fore-, middle-, and backgrounds. The students will
learn about the distinguishing characteristics of landscapes as they develop the backgrounds of
their pop-up pages. The students will brainstorm individually and as a group about stories
theyve read, heard, or even sang. As a group, the students will briefly discuss and share their
favorite stories. Individually, the students will use their sketchbooks to develop ideas for their

final pop-up page. Students will keep in mind their required inclusion of at least one pop-out
component (made up of main characters or objects from the story). Following the planning
process, students will develop their backgrounds and foregrounds on white construction paper
(folded hamburger style where one half is the background and one half is the foreground).
Students can construct additional drawn components as background details and pop-up pieces to
cut out and glue on. Students will have crayons and color sticks to use as their media for this
project. The students final project must successfully narrate a recognizable story.
Standards
Lesson/Unit Plan Standards
N3.3.2
N3.4.2
N3.7.1
N3.7.2
N3.9.1

Develop ideas inspired by a variety of sources for incorporation into works of art
Identify and use foreground, middle ground, and background
Create works of art that communicate themes
Identify distinguishing characteristics of genres of art, including landscape
Analyze and interpret narrative works of art

Instructional Objectives
Instructional Objectives
1. After a teacher lesson/lecture, TSWBAT have a better understanding for the use of
fore-/middle-/backgrounds in works of art, especially those in a landscape
2. After a teacher demonstration, TSWBAT understand and individually recreate a pop-up
page
3. After brainstorming, TSWBAT transfer their sketchbook ideas into an animated, narrative
2D work of art
Focus
Enduring Understandings
The big idea for this lesson is Storytelling. The concepts are:
Storytelling can be used to tell a story about something that happened in real life or
something imaginary that someone came up with
Storytelling can be done in a variety of ways including word-of-mouth, from a book, in a
song, or even written in a poem
Essential Questions
What are stories? What does storytelling mean? What are different ways we can tell
stories? How can we tell a story through art? In what ways have you been told a story? If you
were at the beach/mountains/NYCwhat would be in the fore-, middle-, and background?
(Show a personal photograph) What is in the back-, middle-, and foreground?

Procedures
Lesson/Unit Set
The students will be presented with a series of Beatrix Potter photos from The Tale of
Peter Rabbit without text and will be given the opportunity to answer questions about their
interpretations of the three images (below) before my explanation. This allows the students a
chance to see that words are not necessary to tell a story. Additionally, the students will be
provided with important information regarding foreground, middle ground, and background. As a
small group on the carpet, students will briefly talk about traditional stories that they know and
remember to bounce new ideas off each other. I will also show my Jack and the Beanstalk
teacher example for the final project outcome. The students will be shown a couple examples of
landscapes to think about when creating their backgrounds.

Rationale
This lesson is related to the students real life because they have grown up hearing or
learning some form of story. Whether it be through a book, movie/TV show, song, or just told by
someone else, stories are all around these students lives. The students, as shown in the lesson,
can learn to transform a story they remember in their heads and interpret it into a tangible,
narrative work of art. At this age, these students hear stories in their surroundings all the time.
Even when one child is telling an imaginary story to another, it is a form of storytelling. Another
example of storytelling in the students lives is through bedtime stories. Through this project,
students will be challenged to recreate a recognizable story through their art.
Techniques and Activities
Day One
The students will brainstorm with classmates
o What story they want to tell (2 minutes)
The students will briefly write down everything they remember about their chosen story
in sketchbook (2 minutes)
o Which major characters/objects theyll include (at least one pop-out component)

The students will start/complete their foreground/background with crayons/color sticks


on white construction paper (remainder of class)
Day Two
(first 10-15 minutes of independent practice) The students will complete their
foreground/background on white construction paper with crayons/color sticks
o Think about grass/terrain/setting/etc. of story being told
(remainder of class) The students will start/complete their pop-out component(s) to cut
out and glue onto pop-out tab(s)
Day Three
(first 10-15 minutes of independent practice) The students will complete their pop-out
component(s)
The students will cut out their pop-out component(s)
The students will cut their pop-out tab(s)
The students will glue component(s) to tab(s)
The students will glue a cover paper on the back
Lesson/Unit Closure
I will check for understanding on what the students have learned throughout the lesson by
asking/answering questions. (if time) The students will present their work by explaining what
story is being told in their project and why they chose the main components that they did to
represent the story. The students will answer questions reviewing the material covered in the
lesson. These questions will be similar to, if not the same as, some of the essential questions.
What is a story? In what different ways can a story be told? How can we tell a story through art?
What does foreground/middle ground/and background mean? The students must raise their hands
before answering the questions. For every day of the lesson, students will spend the last five
minutes of class cleaning while also answering my review/closure questions.
Assessment/Evaluation
Unsatisfactory (0)
Evidence of
foreground, middle
ground, and
background

No evidence of
foreground, middle
ground, and
background

Evidence of pop-out
components in
middle ground

No evidence of popout component in


middle ground

Evidence of
recognizable story
being told by
student

No evidence of a
recognizable story
told by student
artwork

Needs
Improvement (1)
Evidence of
incomplete
foreground, middle
ground, and
background
Evidence of
incomplete pop-out
component in middle
ground
Little evidence of a
recognizable story
told by student
artwork

Satisfactory (2)

Very Good (3)

Clear evidence of
foreground, middle
ground, and
background (fully
colored)
Evidence of one popout component (fully
colored) in middle
ground
Some evidence of a
recognizable story
told by student
artwork

Evidence of some
additional details to
foreground, middle
ground, and
background
Evidence of
(additional) two
pop-out components
in middle ground
Mostly clear/
recognizable story
told by student
artwork

Outstanding (4)
Evidence of many
additional details to
foreground, middle
ground, and
background
Evidence of
(additional) 3+ popout components in
middle ground
Clear, recognizable
story being told by
student artwork

The students will be assessed/evaluated throughout the lesson. For each student, I will
assess their understanding of fore-/middle-/background, quality/quantity of pop-out components
that successfully pop out when page opens, and a recognizable narrative being told through their
artwork. Students can receive a total of 12 points (four points for each of the said expectations).

Learners Products
Day One
Brainstormed exercise in sketchbook
Start foreground/background on white construction paper
Day Two
Finish foreground and background on construction paper
Start pop-out component(s) drawn/colored to cut out and glue onto background
Day Three
Finish pop-out component(s)
Cut out and glue onto pop-out tab(s)
Glue cover onto back
Supplemental Activities: Extension and Remediation
Extension For students who have quickly grasped the concept and require a deeper
challenge, I might ask these students to add additional foreground components to be cut out and
glued on and/or to help out a shoulder partner with ideas, suggestions, and/or support.
Remediation For students requiring remediation, I might sit with the student one-onone to go more in depth with my expectations from them about the lesson and/or to re-teach
certain concepts in a slower and simpler form.
Adaptations for Diverse Special Learners
I will adapt the instructional learning strategies for diverse learners with special needs,
such as those with disabilities/ELL/gifted learners, by adjusting the lesson as needed. For
students with disabilities, I will have to make accommodations to my lesson on a case-to-case
basis. For students that are English Language Learners, I will have to make accommodations to
my lesson on a case-to-case basis. Fortunately, if the student is a Spanish-speaker, I will be able
to effectively communicate the lesson to the child one-on-one in Spanish. However, if the student
speaks another language, I will have to look up basic words in order to get my lesson across to
the student. I might also work with the ELL specialist in my school to develop a plan/method to
teach the student my lesson in a manner they can understand and be successful. For gifted
learners, I will also have to make accommodations to my lesson on a case-to-case basis. For most
changes, I can refer to the Supplemental Activities section of this lesson plan.
Differentiated Instruction
In order to meet the unique needs of learners, I have thought of the following scenario
that may surface during the process of this lesson. Students who have a difficult time figuring out
what story they want to tell in their artwork might benefit from additional examples provided by
me to help them along their brainstorming process.
Examples

Jack and the


beanstalk
Little red riding
hood
Three little pigs
Goldilocks and the
three bears
Hansel and Gretel
Jack and Jill
Miss Muffet
tortoise and the
hare
Cinderella
Sleeping beauty

Rapunzel
Wizard of Oz
Snow white
Robin hood
Three blind mice
Baa baa black
sheep
Little Bo peep
Itsy bitsy spider
Mary H.A.L.L.
The ugly duckling
Sword and the
stone
Peter pan

Pinocchio
Alice in
Wonderland
The boy who cried
wolf
Dracula
Frankenstein
The gingerbread
man
Rumpelstiltskin
Peter piper
The princess and
the pea
Johnny appleseed

Resources
Materials and Additional Resources
Teacher Materials
Computer
Images in word document
SmartBoard
Thumb drive
Landscape poster examples

Student Materials
White construction paper
Sketchbooks
Scissors
Crayons/color sticks
Colored construction paper
Glue

Web and Attachment Resources


The only resource I will be taking from the internet is for Beatrix Potters The
Tale of Peter Rabbit images.

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