Unit+Plan

Unit Title: Storytelling Grade level: Jr. High Discipline: Visual Arts

Teacher name(s): Aimee Vacanti Email address: vacantia@mail.uniontown.k12.pa.us School(s) or District(s) Uniontown Area School District

Overview: The students will learn about traditional Aboriginal Storytelling to create stories about their own cultures
 * __Title of unit: Visual Storytelling__**

Time needed to complete the unit: Approx 5 weeks

a. How has the Aboriginal Culture Traditionally used Storytelling and what are some of their methods? b.How do Aboriginal Stories communicate meaning and of what importance are the topics. c.How does our culture use symbols and stories to convey narratives and messages?
 * Big idea**: Storytelling is a means for many cultures to convey narratives.
 * Essential question(s**):


 * Summative task:** The summative task for this unit will be to have the students create a storybook that visually communicates 5 different events in their lives. The students will have to include at least 5 individual pieces of artwork to complete their storybook. Each piece of artwork, displayed in chronological order, should tell the story of an important event in the students life. Pieces included in the storybook will be in the students unique artistic style, with at least 2 pieces being in the likeness of the of the Aboriginees. The overall presentation of the storybook will also be in a style chosen by the student. The students will also be responsible for presenting their finished storybooks to the class in the fashion of a "book-launch". Therefore, they will also have the task of creating an advertisment for their creation.


 * __Rubric__**

Planning/Brainstorming || The planning explored/researched a variety of ideas, techniques and designs and successfully created a complete mock-up of the work of art. || The planning explored/researched an idea, techniques and designs were explored in creating a mock-up. || The planning began to explore/research idea, techniques and designs were identified. || The planning identified an idea. || Book Assembly/Construction || Technique chosen was patiently executed paying attention to all details and overall appearance of work. The finished product was constructed well and will not fall apart. || Technique chosen was executed well, but with a little more effort, the overall appearance of the work could have been enhanced. With a little more attention to construction, the finished product would be stronger. || Technique chosen was executed carelessly and there was lttle attention to detail. The construction of the project is weak and it is not holding up well. The requirements were minimally fulfilled. || Technique chosen was executed carelessly. Work showed poor construction and lack of understanding. The project is incomplete. ||
 * || Advanced || Proficient || Basic || Below Basic ||
 * Criteria #1
 * Criteria #2

PA Academic Standards:
 * ** Standard ** || ** Content Indicator ** || ** Process Indicator ** ||
 * 1.) 9.1.5.A Know and use the elements and principles of each art form to create works in the arts and humanities.

2.)M5.B.2.1 Use appropriate tools to determine measurements. 3.)M5.D.1.1 Create or extend patterns. || 1.) The student will know different types of lines that are used in artwork. 2.) The student will learn how artistic methods are used in the production of storybooks. || 1.a) The students will list different types of lines that are included in a work of art. 2.b) The students will create a piece of artwork using their knowledge of line design. ||
 * 1.) 9.1.5.E Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works of arts.

2.)R5.A.1.3.1 Make inferences and/or draw conclusions based on information from text. || 2.a) The students will understand that the aboriginal culture uses storytelling as a means to convey narratives. 2.b)The students will understand that their own stories and life experiences can be communicated through the production of visual arts. || 2.a)The students will predict what “story” pieces of aboriginal artwork are telling 2.b)The students will create their own storybooks conveying stories from their own lives. ||
 * 1.) 9.2.5 G Relate works in the arts to geographic regions:

2.)R5.B.1.1 Identify, interpret, compare, describe, and analyze components of fiction and literary nonfiction || 3.a.) The students will know where Australia is located on the world map. 3b.) The students will know that Australia is home to the Aboriginal Culture. || 3.a)The students will locate Australia on a world map. 3.b)The students will compare/contrast the aboriginal culture with their own traditional culture. || 4.b)The students will identify expressive symbols within their own culture. ||
 * 1.) 9.4.5 A Identify uses of expressive symbols that show philosophical meanings in works in the arts and humanities. || 4.) The students will understand that different cultures and societies use expressive symbols to show philosophical meanings. || 4a.)The students will classify expressive symbols as per culture

Teacher materials needed: Various Aboriginal Prints, Various Examples of Picture Books, Varoius Types of Books to show Bindings, video of how books are created/bound, Teacher Example of Student Goal, Demo Materials (Paper, Pencils, Glue, Markers, crayons, natural objects, etc) Books related to Book creation, TV/DVD

Student materials needed: Rough Draft Paper, Pencils, Scissors, Binding Materials (wood, sticks, yarn, etc), Glue, Fabric, Paper, Found Objects, Paint, Paintbrushes, Decoupage, Posterboard or Thicker Paper, Folder for Preserving materials, Additional Materials for creating books

Unit vocabulary: Storytelling, Aboriginal Art, Australia, Symbolism, Picturebook, Convey, Communicating, Societies, Narratives Traditions, Expressive Symbols, Culture, Globe, Map, Design, Line Design, Color, Dot Art

Unit warm-up: New Aboriginal artwork displaying storytelling displayed around the room as the students enter on the first day of this new unit. Questions prompted to access prior student knowledge.

Assessing Prior Knowledge: Questions will be prompted to access prior student knowledge. The answers will be charted and we will also add a column to the chart for information that we learn along the way.

Topic: Introduction to Aboriginal Storytelling and Aboriginal Art** 1-3 Days || -The teacher will lead a discussion on Storytelling and how the aboriginal culture uses artwork to convey narratives -The teacher will then prompt the students to think of their own life experiences that can be communicated through artwork -The teacher will display an array of symols throughout the classroom and have the students predict what the symbols would mean in the aboriginal culture. -The teacher will show examples of aboriginal art and ask the students to predict what idea the piece of work is communicating. -The students will work to give meaning to a number of symbols that they will later use in creating their "Stories" -The students will break into groups and share their ideas. || -Teacher will review completed maps to check for understanding. -The teacher will have each student offer an example of how their own life experiences can be communicted through artwork -The teacher will monitor discussion of student predictions to check for understanding. -The teacher will review the students sketch book of symbols that they create. -The teacher will have the students record their group sessions with recorder. || (Emotional Disturbance) (Lifeskills) -Special Seating -Vocab Handout -Classroom Aid -Redirection when necessary || -Work Partner -Additional time to complete work -Redirection to word wall/Emphasize words added for this unit -Aid if necessary || -Encourage further studies of the Aboriginal Culture -Prompt further research into storytelling -Locate other artist/authors in the world that use pictures only to tell stories -Provide supplemental materials in other types of picture books that they could create on their own time (exp.Flip books, accordian fold books) ||
 * Lesson 1
 * Lesson Topic || Instruction || Formative Assessment ||
 * Introduction to Storytelling and Aboriginal Art
 * (Background on Aboriginal culture discussed and Australia pointed out on the map)
 * (Handout given with Map to point out Australia/students will color in Australia)
 * Accommodations for Special Learners || Accommodations for ESL Students || Enrichment for gifted learners ||
 * (Autism)

Topic: Introduction to Creating a Storybook** 1-2 Days || -The teacher will begin by showing different examples of books and how different books can be uniquely constructed. -The teacher will give a brief explanation of the industry.(How books are created, manufactured, sold) -The teacher will show a video of how books are created. -The teacher will ask the students to share their thoughts on the different types of books and what format they like. || -The teacher will observe student interest in the different types of book construction. -The teacher will check for understanding during question session after bookmaking video is shown. || (Emotional Disturbance) (Lifeskills) -Preferred seating/Especially during video -Extra review of video -Aid if necessary -Handout to take with them explaining video/bookmaking -Use drawings from students to check for understanding instead of participation in discussion. || -Translation video if necessary -Aid if necessary || -Assign student to further research the publishing industry. -Encourage students to research different book making techniques of other countries. -Speak with gifted teacher to possibly connect this to a lesson or field trip. ||
 * Lesson 2
 * Lesson Topic || Instruction || Formative Assessment ||
 * Introduction to Creating a Storybook
 * Accommodations for Special Learners || Accommodations for ESL Students || Enrichment for gifted learners ||
 * Autism)

Topic: Planning and Book Design (Construction)** 2-3 Days || -"What will my Book look like?" -The teacher will guide the students in creating sketches and brainstorming designs for their books. -The teacher will have the students will begin mock-ups of their books -The teacher will guide the students in creating a list of materials for the construction of their books. || -Teacher will check sketch books for progress and offer suggestions. -Teacher will evaluate students mock-up book and offer suggestions. -Mock-up will be rechecked for progress. -Check that materials list worksheet is completed. ||
 * Lesson 3
 * Lesson Topic || Instruction || Formative Assessment ||
 * Planning and Book Design

(Emotional Disturbance) (Lifeskills) -Preferred Seating -Outline of book types in sketchbook given -Help in brainstorming ideas -Additional help in creating mock-ups -One-One help outside of the regular classtime -Special materials if necessary || -Aid if necessary -Additional time to complete worksheet if necessary || -Gifted learners will work with partners to critique each others mock-ups. -They will offer suggestions to each other, and work to take their projects to the next level. -Gifted learners will also create step-by-step guides to creating the type of book that they are creating. -They can either use a word document or the vado to give their explanations. ||
 * Accommodations for Special Learners || Accommodations for ESL Students || Enrichment for gifted learners ||
 * (Autism)

Topic: Create Individual Stories** 8-10 Days || -The teacher will inform the students that they will be creating a minimum of 5 and a max of 8 "Stories" to be included in their completed storybook. -The "stories" will be created in different styles and mediums and will tell the story of an event in the students life. -Each piece of artwork will include a short written summary at the bottom of the page that tells the story in words. -The teacher will instruct that the summary will be very short, no longer than 3 sentences. -The teacher will have the students break up into groups to share their stories. -The students will also work in groups to create a chart to compare some of their stories with the stories they most recently studied of the Aboriginees. || -Check progress of individual "stories" -Recheck progress of individual "stories" -Check that 2 stories are in the likeness of the Aboriginees using lines and dots. -Check for summary on the back of each "Story" -Teacher will monitor group work. -Chart showing comparisons between students symbols and Aboriginal symbols will be checked for completeness and accuracy ||
 * Lesson 4
 * Lesson Topic || Instruction || Formative Assesment ||
 * Create Individual "Stories"

(Emotional Disturbance) (Lifeskills) -Alternate materials to use -Guided help -Extended periods of time -Redirection -Encouragment to complete -Aid if necessary -Partner work student helper -Suggest topics for stories -Prompted artwork/symbols || -Aid if necessary -Time extensions for summaries -Interpretations for summaries || -Students will have to complete a minimum of 8 "stories instead of 5. -Encourage students to use unique methods of creating stories (collage, tissue-paper design, mosaics,etc) -Encourage more in-depth stories to be illustrated visually ||
 * Accommodations for Special Learners || Accommodations for ESL Students || Enrichment for gifted learners ||
 * (Autism)

Topic: Construction of Finished Product** 2-5 days || -The teacher will demonstrate how to compile all of the "stories" into the completed book. -The teacher will have the students work to complete their work. -Class time is given/students will put finishing touches on book. -Students will fill out an evaluation of finished project. -The class will share their work and discuss their opinions of the finished project. || -Observe students involvement during demo of book construction -Observe students working to complete their work. -Check for completeness in book construction -Check for eval/checklist completed and enclosed in the back of the project -Observe students participation in sharing their work with the class. -Discuss project and eval/checklist with the individual student. ||
 * Lesson 5
 * Lesson Topic || Instruction || Formative Assessment ||
 * Construction of Finished Product

(Emotional Disturbance) (Lifeskills) -Extended period of time to complete work -Teacher/Student Helpers -Alternate materials to use -Guided help -Extended periods of time -Redirection -Encouragment to complete -Aid if necessary -Partner work student helper -Suggest topics for stories -Prompted artwork/symbols || -Aid if necessary -Time extensions for summaries -Interpretations for summaries || -Teacher will allow gifted learners to experiement with advanced techniques and give them the opportunity to take more chances -Students will be asked to write a reflection of the project in addition to the eval/checklist all other students must complete. -Students may be asked to assist special learners upon completion of their own projects to promote artistic and character growth. ||
 * Accommodations for Special Learners || Accommodations for ESL Students || Enrichment for gifted learners ||
 * (Autism)

-Check student frequently for comprehension -Keep environment calm and structured -Provide Lesson Outline/Keep it available to see -Provide possitive feedback for behavior control -Additional time to work -Monitor student progress frequently -Keep reminding students of "finished product" -Avoid triggers that precede outburst -Review frequently -Aide/Assistance -Adaptive equipment for student's use -Keep structured working environment -Accentuate strengths freqently
 * Unit accommodations for students not proficient on summative task:**

-Provide more extensive resources -Provide materials for additional projects -Encourage more unique techniques -Allow for student creativity outside the project guideline
 * Unit enrichments:**