Walls – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will be able to identify hyperbole in a story.
- Students will be able to identify a story as a tall tale: a story with unbelievable elements, related as if it were true.
- Students will learn to envision a story and create pictures showing the events they read about.
- Students will review the beginning, middle, and end of a story.
- Students will create new stories based on the drawings of their fellow students.
- Students will learn to collaborate with art work.
ELA & Visual Art
ELAGSE5RL4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
ELAGSE5RL5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
ELAGSE5W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELAGSE5L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Interpret figurative language, including similes and metaphors, in context.
VA5.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.
- Interpret and evaluate works of art through thoughtful discussion and speculation about the mood, theme, and intentions of those who create works of art.
- Explain how selected elements and principles of design are used in works of art to convey meaning.
VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).
- Plain computer paper, tri-folded
The teacher had the students read Mighty Kate, a tall tale about a young girl who was incredibly strong and saved a train from a broken down bridge. Once the students heard the story and saw a couple of images from the storybook artist, the students were then asked to recreate some beginning, middle, and end drawings based on the story of Mighty Kate, using the visual art strategy, Relay Drawing.
For the Relay Drawing, the teacher pre-folded papers into thirds, labeling each third 1, 2, and 3, from the top of the page to the bottom. Students were given the papers folded, so they could only see box 1. In box 1, students drew something from the beginning of the Mighty Kate story, asking the students to reach back to information they were just given a few minutes before. Students were given two minutes to complete their drawing of an important detail from the beginning of the story.
Once time was up, the students flipped their paper over to only show box 2. Students then traded papers around the room, so that they received a new paper to work on that was not theirs. In box 2, the teacher gave the students two minutes to draw an important detail from the middle of the story. Once the two minutes was up, students folded the paper so that only box 3 was showing and passed their papers around again to a new student, thus creating a single piece of paper with three different artists’ drawings on it.
In box 3, students drew an important detail from the ending of the story. Once two minutes was up for the last box, the paper was passed around one last time. Now, the students were able to open the paper all the way to see the beginning, middle, and end drawings.
The teacher then told the students to create a brand new tall tale based on the drawings they saw on the paper. While the images were guided by the story of Mighty Kate, the students may interpret the drawings of their peers much differently, thus being inspired to create a whole new story. Students were to write their new story on the back of the Relay Drawing paper.
An additional Visual Art Standard can be added to this strategy, by having the class discuss the job of a storybook artist, someone who creates cartoon-like drawings and paintings to enhance a children’s book with visual art:
VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.
- Describe and discuss various art-related careers and how design impacts daily life (e.g. art historian, art critic, curator, web designer, game designer, fine artist).