9th Grade Unit Plan connecting Visual Arts and English Language Arts

The Stories We Tell

top: Disney/Pixar, Finding Nemo Storyboard bottom: John T. Unger, The 3 Little Pigs: Story in Steel, 2006 right: The Two Fridas, Frida Kahlo, 1939

Lesson One: Lets Make a Movie Lesson Two: Show Me a Story Lesson Three: All About Me
Erin Clark February 19, 2013

The Stories We Tell

9th Grade: Creating Narratives in Art

Stage 1: Desired Results

Unit Rationale:
In the 9th grade students are at the begining of their high school careers. They are begining to study more complex literature and live more complex lives. Students study how themes and narratives create deeper meaning and work to deconstruct those meanings. This unit is meant to work with the English Language Arts curriculum to teach ways in which artists and writers use narratives to tell their stories. The lessons contained in this unit are meant to help the students gain a deeper understanding of the more complex story telling they are encountering in school as well as the more complex world that they are living in.

basis for interpretation. Standard 11: Theme: Students will identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding.

Enduring Understanding:

Artists and writers tell stories through their work. Artists are often inspired by literature when creating works of art. Artists use narratives in their work to create deeper meaning. How do artists and writers tell stories in their work? How are artists inspired by literature? How do artists use narratives to create deeper meaning in their work? Visual Arts: Standard 1: Methods, Materials, and Techniques: Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. Standard 2: Elements and Principles of Design: Students will demonstrate knowledge of the elements and principles of design. Standard 3: Observation, Abstraction, Invention, and Expression: Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. Standard 10: Interdisciplinary Connections: Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering. English Language Arts: Standard 9: Understanding a Text: Students will identify the basic facts and main ideas in a text and use them as the
Saul Bass, Psycho, 1960

Essential Questions:

State Standards Addressed:

Unit Objectives:

Lesson 1: Lets Make a Movie!: Students will be able to analyze a scene from a piece of literature and create a storyboard which reflects their understanding/interpretation of the work. Lesson 2: Show Me a Story: Students will draw on their knowledge of narratives and visual representation of narratives to develop scultures that tell a story. Lesson 3: All About Me: Students will use their knowledge of narrative self-portraits to create self-portraits that draw on their heritage, personality, and life to create a self-portrait that tells about him/her. Overarching: Students will demonstrate knowledge of how artists and writers use narrative in their work. Students will use that knowledge to create narratives through the visual arts.

Lesson 3: All About Me: Narrative self-portraits that contain a likeness of the student as well as elements that tell something about her/his heritage, personality, and life. Portraits are drawn using pastel.

Rubric: Sample Rubric Enclosed

Stage 3: Learning Plan

Scope and Sequence of Lessons:

Stage 2: Assessment Evidence

Evidence:
Lesson 1: Lets Make a Movie!: Storyboards that draw inspiration from a piece of literature that students are reading in their English Language Arts class. Storyboards are at least 12 color frames. Lesson 2: Show Me a Story: Sculptures that draw inspiration from a story a student read or an event in their life and show a narrative. Sculptures will be created using recycled paper and paper mache and must have at least 2 animate and 2 inanimate objects.

Lesson 1: Lets Make a Movie!: In this lesson, students will draw from their English Language Arts class to create storyboards for a scene of their choosing. The students will use drawing and illustration to examine the texts and interpret the work for film. Lesson 2: Show Me a Story: In this lesson, students will create scultures that draw on stories they have read or events in their lives. The will create movement and narrative in their sculptures through the interaction of the animate and inanimate objects. Lesson 3: All About Me: In this lesson, students will create narrative self-portraits. Students will include imagery and symbols that reflect on their heritage, personality, and life. The selfportraits will give students an opportunity to create work that is personal and meaningful.

John T. Unger, Little Red Riding Hood, 2006

I and the Village, Marc Chagall, 1911

The Stories We Tell

Lets Make a Movie

All About Me

Draw inspiration from ELA class.

Create Storyboards of your interpretation of the text

Written explanations of scenes.

Examine narrative self-portraits by artists.

Imagery and symbols reflecting on your background.

Artists Statements

Show Me a Story

Scultures that show narrative.

Inspiration from books/ stories or own life.

Animate/ inanimate objects to tell story.

Lesson 1

Lets Make a Movie

9th Grade

Bosco Ng, Finding Nemo, 2003-

Erin Clark February 19, 2013

Introductory Information:

Erin Clark 9th grade/22-25 students per class 55 minutes, 3-4 class periods The students will choose a scene from literature that they have read/ studied in their English class and will create storyboards that illustrate those scenes, as if preparing to shoot a movie version of the book. In the 9th grade students will study, Romeo and Juliet and The Odyssey as well as Catcher in the Rye, Of Mice and Men, Lord of the Flies and other short stories and poetry.

Stage 1: Desired Results

Enduring Understanding:
Filmmakers are inspired by literature when creating movies. Filmmakers use storyboards to map, or plan, scenes for movies. How are filmmakers inspired by literature? How do filmmakers use storyboards to plan out scenes in their movies?

Standard 10: Interdisciplinary Connections: Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering. English Language Arts: Standard 9: Understanding a Text: Students will identify the basic facts and main ideas in a text and use them as the basis for interpretation. Standard 11: Theme: Students will identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding.

Learning Objectives:

Essential Questions:

State Standards Addressed:

Visual Arts: Standard 1: Methods, Materials, and Techniques: Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts.

Students will examine storyboards created for movies Students will compare the storyboards to the movies. Students will choose a scene from a piece of literature that they have read in the ELA course to reinterpret into a movie. Students will create a storyboard of the scene they selected.

Ivor Beddoes, Star Wars Episode V: Empire Strikes Back, 1980

Stage 2: Assessment Evidence

Performance Task or Final Product:

The students will examine storyboards, and the executed movies, to determine how filmmakers use storyboards to map, or plan, the scene before filming. The students will select a scene from literature that they have read in the ELA class. They will then interpret that scene into a storyboard as if they were creating a movie based on the piece of literature. The students will include, with their storyboard, a copy of the scene the selected as well as a brief paragraph explaining their storyboard.

Continuum of Assessments:

Students will select a scene from a piece of literature from their ELA class The storyboards will be in color and will include at least 12 frames. The students will include a copy of the scene, from the text, that they selected

William Cameron Menzies, Gone With the Wind, 1939

The students will write a synopsis of their storyboard/ interpretation of the scene that they selected. Did the student select a scene from a piece of literature that they have read/studied in their ELA class? Did the student create their own interpretation of the scene through the creation of a storyboard? Did the student create at least 12 frames? Did the student use color? Did the student include a copy of the scene from their text? Did the student write a synopsis of their storyboard?

Stage 3: Learning Plan

Criteria:

Materials and Equipment:

18x24inch sheet of whitepaper, 1/student pencils, 1/student colored pencils, variety markers, variety ruler, 1/student storyboard: A panel or series of panels of rough sketches outlining the scene sequence and major changes of action or plot in a production to be shot on film or video. storyboard artist: is a profession specialized in creating

Vocabulary with Definitions:

Rick Heinrichs w/Tim Burton, Nightmare Before Christmas, 1993

storyboards for advertising agencies and film productions panel: a box containing the illustration of the shot you envision for your film synopsis: a brief summary of the plot of a novel, motion picture, play, etc.

Gone with the Wind: Murphy, Sue B. (1986) The Book and Paper Group: The Treatment of a Storyboard from the Movie Gone With the Wind [blog post]. Retrieved from: http://cool. conservation-us.org/coolaic/ sg/bpg/annual/v06/ bp06-10.html Psycho: The Alfred Hitchcock Wiki (2003). Hitchcock Gallery: image 3228: Psycho (1960)- storyboard- shower scene. Retrieved from http://www.hitchcockwiki.com/wiki/Hitchcock_Gallery:_im age_3228 Nightmare Before Christmas: Kstrev (2009, May 28) Nighmare Before Christmas- storyboard to film comparision. Retrieved February 24, 2013 from http:// www.youtube.com/watch?v=9Zcmw5WdhH0 Finding Nemo: Llewellyn, Clive (2012). Critical Journal: Monthy Archives: January 2012 [blogpost]. Retrieved from http://cliv3.wordpress. com/2012/01/ Cars: TakeFiveaDay.com (n.d.). Mattel Disney Pixar Cars: The Art of CARS. Retrieved from http://www.takefiveaday. com/2007/12/09/mattel-disney-pixar-cars-the-art-of-cars/ Starwars: Plano, Neaiko (n.d.). Storyboards [blogpost]. Retrieved from http://cinedraseis.wordpress.com/ekp_iliko/storyboards/

Visual Image Resources:

Text, Media and Web Resources:

Dictionary.com (n.d.). Definitions retrieved from http://dictionary. reference.com For Dummies website (n.d.). Storyboarding Your Film. Retrieved from http://www.dummies.com/how-to/content/ storyboarding-your-film.html

Teacher Instruction:

The teacher will introduce the lesson by asking the students what they know about storyboards. What is a storyboard? Have you heard of storyboards? Who creates them?

Saul Bass, Psycho, 1960

Why are they used? The teacher will discuss how filmmakers use storyboards, and storyboard artists, to map/plan out the scenes of their movie. The teacher will then show examples of storyboards as well as how those storyboards translated into the film scenes. Nighmare Before Christmas: -Show video: side-by-side video/storyboard comparision video: http://www.youtube.com/watch?v=9Zcmw5WdhH0 -Discuss what the students saw/noticed about the side-byside comparision Show examples of :Psycho, Gone with the Wind, Star Wars -What do you see? What do you notice? *frame-by-frame, detailed, some writen explanations included Show: Cars, Finding Nemo, Nightmare Before Christmas -What do you see? What do you notice? *also frame-by-frame, in color The teacher will ask students to draw inspirtation from a piece of literature that they have been reading/studing in their ELA courses. The students will be instructed to select a scene that they would like to use to create a storyboard, as if they were turning the piece into a film. The teacher will ask the students to begin by brainstorming ideas for their storyboards and to consider the following: How do they envision the scene taking place if on film? How would they sequence the events? What shape/size does the student want in each panel? The teacher will have students create their storyboards on18x24 inch white paper Students should include at least 12 panels. Storyboards should be in color. What is a storyboard? Who creates storyboards? Why do filmmakers use storyboards?

Before creating their storyboard the student will check-in with the teacher. The students will create a final version of their storyboards on an 18x24inch white paper and must contain at least 12 panels but could contain more. Students will complete a brief paragraph explaining their storyboard/scene and include a copy of the scene they selected.

Differentiation: ELL students would be given the option to read and write drafts in their native language then translate before turning in final work.

Questions to Generate Discussion:

Learning Activity:

Students will begin by selecting a scene from a piece of literature that they have read/studied in their ELA courses. After selecting the scene the students will brainstorm ideas for their storyboard. How do they envision the scene taking place if on film? How would they sequence the events? What shape/size does the student want each panel to be?
Enrico Casarosa, Cars, 2006

Lesson 2

Show Me A Story
9th Grade

John T. Unger, The 3 Little Pigs: Story in Steel, 2006

Erin Clark February 19, 2013

Introductory Information:

Erin Clark 9th grade/22-25 students per class 55 minutes, 5-6 class periods The students will create a sculpture using paper and paint. The sculptures will contain both animate and inanimate objects inorder to create narrative throught their work.

Stage 1: Desired Results

Enduring Understanding:
Artists create narrative through sculpture. Artists tell stories through their work. How do artists tell stories through their work? How are narratives created in sculpture? Visual Arts: Standard 1: Methods, Materials, and Techniques: Students will demonstrate knowledge of the methods, materials,

and techniques unique to the visual arts. Standard 2: Elements and Principles of Design: Students will demonstrate knowledge of the elements and principles of design. English Language Arts: Standard 9: Understanding a Text: Students will identify the basic facts and main ideas in a text and use them as the basis for interpretation. Standard 11: Theme: Students will identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding. Students will examine sculptures that use both animate and inanimate objects and how they create narratives. Students will draw inspiration from books that they have read or real life expereiences to create their own narratve sculpture. Students will create painted paper sculptures that incorporate both animate and inanimate objects that convey a story.

Learning Objectives:

Essential Questions:

State Standards Addressed:

Stage 2: Assessment Evidence

Performance Task or Final Product:

The students will examine sculptures that use both animate and inanimate objects to tell a story. The students will draw inspiration from a book they have read or an event in their life to create their own narrative sculptures. The sculptures will be created using paper, paper mache, and paint. The sculptures must sit on a base that is at least 8x10inches and must be at least 6 inches tall.

Continuum of Assessments:

Students will select a scene from a book that they have read or an event from their lives to use as inspiration for their scuptures. Students will create sketches of their sculptures and will check-in with the teacher before begining their final piece. The students will include at least 2 animate and 2 inanimate objects in their sculpture. The students will build a sculture on a base that is at least 8x10 inches and must be at least 6 inches high. Did the student create a sketch of their sculpture, and check-in with the teacher, before beginning their final piece? Did the student include 2 animate and 2 inanimate objects in their piece? Did the student create a sculpture with at least an 8x10 inch base? Did the student create a sculpture that was at least 6 inches tall?

Criteria:

Juliele Vesque, Sinking Under the Weight of My Food Obsesion, 2001

paper glued and pressed together, molded when moist to form various articles, and becoming hard and strong when dry.

Visual Image Resources:

Sharon Mohler: Ice Cream for Two: Mohler, Sharon (n.d.). Ice Cream for Two: Stories without Boxes: Sharons Songs [artists website]. Retrieved from http://www.storieswithoutboxes.com/index.html John T. Unger: Little Red Riding Hood, 2006: Unger, John T. (2006) Little Red Riding Hood: John T. Unger Studios [blogpost]. Retrieved from http://www.johntunger. com/collaboration_with_mya_smith/#.USZKLRn0Uyd John T. Unger: The 3 Little Pigs: Story in Steel: Unger, John T. (2006) The 3 Little Pigs: Story in Steel: John T. Unger Studios [blogpost]. Retrieved from http://www.john tunger.com/collaboration_with_mya_smith/#.USZKLRn0Uyd Erlanson, Amanda (2009) Erratic Phenomena: Thomas Doyles Encapsulated Memories [blogpost]. Retrieved from http:// www.erraticphenomena.com/2009/06/thomas-doyles.html Vesque, Juliele (n.d.). Sinking Under the Weight of My Food Obsession: Juliele Vesque [artists site]. Retrieved from http:// julielevesque.com/index.htm Dictionary.com (n.d.). Definitions retrieved from http://dictionary. reference.com Erlanson, Amanda (2009) Erratic Phenomena: Thomas Doyles Encapsulated Memories [blogpost]. Retrieved from http://

Text, Media and Web Resources:

Sharon Mohler, Ice Cream for Two

Stage 3: Learning Plan

Materials and Equipment:

sketchbooks, for planning 8x10 inch card board base, 1/student newspaper, for building forms paper, for covering/mache-ing forms glue, to be watered down OR, paper mache tempera paint, variety of colors narrative: a story or account of events, experiences, or the like, whether true or fictitious. animate object: alive; possessing life inanimate object: not animate; lifeless paper mache: a substance made of pulped paper or paper pulp mixed with glue and other materials or of layers of
John T. Unger, Little Red Riding Hood, 2006

Vocabulary with Definitions:

www.erraticphenomena.com/2009/06/thomas-doyles.html Doyle, Thomas (n.d). Thomas Doyles website [artists website] Retrieved from http://www.thomasdoyle.net/about/ Vesque, Juliele (n.d.). Sinking Under the Weight of My Food Obsession: Juliele Vesque [artists site]. Retrieved from http:// julielevesque.com/index.htm Jeffrey Wixon: Faculty at Newton South High School, Newton, MA. Provided inspiration for this lesson. Mohler, Sharon (n.d.). Ice Cream for Two: Stories without Boxes: Sharons Songs [artists website]. Retrieved from http://www.storieswithoutboxes.com/index.html Unger, John T. (2006) Little Red Riding Hood: John T. Unger Studios [blogpost]. Retrieved from http://www.johntunger. com/collaboration_with_mya_smith/#.USZKLRn0Uyd The teacher will introduce the lesson by asking students if they know what narrative means. The teacher will show students examples of creating narrative through sculture.

Teacher Instruction:

Juliele Vesque : Sinking Under the Weight of My Food Obsession: This piece uses the action created by the form of the table and the dinnerware along with the title to create the narrative about food obsession and society today. Thomas Doyle: The Reprisal: Creates small scale scuptures that tell stories of events that have passed that can be big or small but that people carry with them through their lives. Sharon Mohler: Ice Cream for Two: Tells the story of an older couple that she used to see at the park every Saturday. John T. Unger: The 3 Little Pigs and Little Red Riding Hood: The artists works in steel and often collaborates with his young daughter. He collaborated in these pieces and is depicting scenes from fables. The teacher will engage in a discussion about the pieces and how the artists used both animate and inanimate objects to tell the stories. What do you see? What do you notice? What makes these sculptures narrative? *Pieces are telling a story, they contain interactions between both the animate object (people/characters) and inanimate objects. The interactions give the pieces action. The teacher will inform the students that their sculptures must meet the following criterea: Sculptures must contain 2 animate and 2 inanimate objects that interact with one another to tell the story. Sculptures must have a base at least 8x10 inches Sculptures must be at least 6 inches tall The teacher will instruct the students to brainstorm ideas for their own narrative sculptures, drawing inspiration from a book that they have read or a real-life expeirence. The teacher will have the students check-in before begining their sculptures. The teacher will provide demonstrations on how to: create the forms for the sculpture, how to attach the objects, and how to paper mache and paint their pieces, in future classes.

Questions to Generate Discussion:

Thomas Doyle, The Reprisal, 2006

What is a narrative? How do sculptors create narratives in their sculptures? How do sculptors use animate and inanimate objects in their work? The students will begin by brainstorming ideas for their sculp tures; drawing inspiration from a book that they have read or a real-life event.

Learning Activity:

The students will create a sketch of their sculptures which should include all the elements that the student wishes to include. The students will check-in with their teacher to discuss their sketch and sculpture before moving on. The students will begin their sculpture by first using newspaper to create their forms. The students will attach the forms to the base using techniques shown by the teacher. The students will paper mache over the objects so that the sculpture is one piece. After the paper mache has dried the students will use tempera paints to add color and details to the sculpture. Differentiation: Students with fine motor skill disabilities will be given an option to create flat drawings, which could be cut out and mounted to create a 3-D piece.

Lesson 3

All About Me
9th Grade

The Two Fridas, Frida Kahlo, 1939

Erin Clark February 19, 2013

Introductory Information:

Erin Clark 9th grade/22-25 students per class 55 minutes, 5-6 class periods The students will create narrative self-portraits. The portraits are meant to give the students an opportunity to share about themselves and their lives. The final pieces will be drawn using pastels.

Enduring Understanding:

Stage 1: Desired Results

Artists create self-portraits to tell about themselves. Narrative self-portraits tell stories about the artists. How do artists tell about themselves through self-portraits? How are narratives used in self-portraits to tell about the artist? Standard 1: Methods, Materials, and Techniques: Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. Standard 2: Elements and Principles of Design: Students will demonstrate knowledge of the elements and principles of design. Standard 3: Observation, Abstraction, Invention, and Expression: Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. Students will examine self-portraits by several artists who use narrative in their work. Students will create self-portraits that use narratives to reveal something about their heritage, personality, and life. Final pieces will be drawn using pastels.

Essential Questions:

State Standards Addressed:

Learning Objectives:

Stage 2: Assessment Evidence

Performance Task or Final Product:

The students will examine self-portraits by artists who use narrative in their portraits to reveal something about themselves. The students will then create their own self-portrait using pastels. The portraits will include a portrait as well as elements that reveal something about themselves. After completetion of their pieces the students will write artists statements to explain their work.

Continuum of Assessments:

The students will reveal something about their heritage, personality, and life. The students will use pastels to draw their portraits. Students will include at least 3 symbols/elements that tell about themselves. Students will create artists statements for their pieces. Did the student create a self-portrait?

Criteria:
Self-Portrait (with Pete), Maira Kalman, 2004-2005

Did the self-portrait contain 3 elements that told about the student? Did the student use paints or pastels to complete their piece? Did the students complete an artists statement?

Stage 3: Learning Plan

18x24inch paper, 1/student pastels, variety of colors

Materials and Equipment: Vocabulary with Definitions:

narrative: a story or account of events, experiences, or the like, whether true or fictitious. self portrait: a portrait of yourself created by yourself PBS.org (2005). The Life and Times of Frida Kahlo: A Film by Amy Stechler [website]. Retrieved from http://www.pbs.org/ weta/fridakahlo/worksofart/index.html Frances, Megan (2010). On Beyond Words & Pictures: Maira Kalman-narrative of wit & whimsy [blogpost]. Retrieved from http://www.onbeyondwordsandpictures.com/2010/11/mairakalman-narrative-of-wit-whimsy.html I and the Village (1911). In Wikipedia [website]. Retrieved from http://en.wikipedia.org/wiki/I_and_the_Village Author Unknown (n.d.). The Narrative Self-Portrait [website]. Retrieved from http://userpages.umbc.edu/~ivy/selfportrait/ narrat.html Princeton University Website (n.d.) WordNet: A lexical database for English [website]. Retrieved from http://wordnetweb. princeton.edu/perl/webwn?s=self-portrait PBS.org (2005). The Life and Times of Frida Kahlo: A Film by Amy Stechler [website]. Retrieved from http://www.pbs.org/ weta/fridakahlo/worksofart/index.html Frances, Megan (2010). On Beyond Words & Pictures: Maira Kalman-narrative of wit & whimsy [blogpost]. Retrieved from http://www.onbeyondwordsandpictures.com/2010/11/mairakalman-narrative-of-wit-whimsy.html Museum of Modern Art Website (n.d.). The Collection: I and the Village, Marc Chagall. Retrieved from http://www.moma. org/collection/object.php?object_id=78984

Visual Image Resources:

Text, Media and Web Resources:

I and the Village, Marc Chagall, 1911

Teacher Instruction:

The teacher will show the students examples of self-portraits that use narrative.

Marc Chagall: I and the Village: Tells a story about what it was like for him living in his small village growing up. Shows memories of his native Hasidic community outside Vitebsk Frida Kahlo: The Two Fridas: Double self-portrait. Left Frida is said to be the Frida that Diego no longer loves and right Frida is the Frida that Diego loves. She painted this during her divorce from Diego and it reveals that struggle with who she was and who she is now. Maira Kalman: Self-Portrait (with Pete): This artist works mainly as an illustrator but does do some painting. In this painting she shows herself seated at her desk/work table. You can see that she has included parts of her office in the painting (pictures of the wall, decorations on her desk, including a sketchbook, etc...). She has also included a likeness of her dog Pete gazing out at you. The teacher will have students work in their sketchbooks developing ideas for their own narrative self-portraits. The teacher will have the students complete their self-portraits on a 18x24 inch piece of charcoal paper using pastels. Students will have been given a workshop lesson on the use of pastels and techniques prior to this lesson. The teacher will instruct students to complete artists statements that explain their self-portraits. What is a narrative self-portrait? How do the artists use narratives in their self-portraits? What do the narratives reveal about the artists?

Questions to Generate Discussion:

Learning Activity:

The Two Fridas, Frida Kahlo, 1939

The students will look at examples of self-portraits by artists that use narrative to tell about themselves. Working in their sketchbooks, and drawing inspiration from the examples that were looked at as a class, the students will be asked to create develop ideas for their own narratvies self-portrait. The student must include 3 symbols/elements in their selfportraits that reveal something about their heritage, personalities, and life. The student will use chalk pastels to complete their self-portraits on a 18x24 inch piece of white paper. Differentiation: ELL students will be given the option to write their artists statements in their native language and then translate before turning in their final work.

Rubric: The Stories We Tell Lesson Lets Make a Movie Grade: Comments: 4: Amazing
Student went above and beyond the requirements. Student selected one or more scenes from ELA course reading. Storyboard included more than 12 frames and was in color. Student included a copy of the scene and a well written synopsis of their storyboard. Student exhibit superior knowledge of materials. Student went above and beyond the requirements for the assignment. Student created detailed sketch of sculpture and had check-in with teacher before begining final piece. Included more than 2 animate and inanimate objects. Piece was more than 8W x 10L x 6H inches. Student exhibit superior knowledge of materials. Student went above and beyond the requirements for the assignment. Student created a self-portrait that included a likeness and more than 3 additional images/ symbols. Student shows superior knowledge of materials. Student completed well written and throughout artists statement.

3: Excellent
Student selected a scene from ELA course reading. Storyboard included at least 12 frames and was in color. Student included a copy of the scene and a written synopsis of their storyboard. Student used proper techniques and use of materials.

2: Getting There
Student selected a scene from ELA course reading. Storyboard did not include 12 frames and/or was not in color. Student did not include copy of scene and/or synopsis of their storyboard.

1: Keep Working
Student did not meet the requirements for the assignment. Student did not select a scene from ELA course reading. Storyboard did not include 12 frames and/or was not in color. Student did not include copy of scene or synopsis of their storyboard.

Show Me a Story Grade: Comments:

Student created thought out preliminary sketch of sculpture and had a checkin with the teacher before begining final piece. Student included 2 animate and 2 inanimate objects. Sculpture that was at least 8W x 10L x 6H inches. Student used proper techniques and use of materials.

Student created prelimanry sketch that was not well throughtout. Student checked-in with teacher before begining final piece. Student included less than 2 animate or inanimate objects. Scupture was not 8W x 10L x 6H inches. Student did not use proper techniques and use of materials. Student created a selfportrait that included a likeness and less than 3 additional images/symbols. Student did not use proper techniques and use of materials. Artists statment was not well written and contained grammatical/ spelling mistakes.

Student did not meet the requirements for the assignment. Student did not create preliminary sketch of their sculpture. Student did not check-in with teacher. Sculpture did not meet 8W x 10L x 6H inches size requirements. Student did not use proper techniques and use of materials.

All About Me Grade: Comments:

Student created a selfportrait that included a likeness as well as 3 images/symbols that represented something about themselves. Student used proper techniques and use of materials. Student completed an artists statement.

Student did not meet the requirements for the assignment. Student did not create a likeness and did not include at least 3 additional images/symbols. Student did not use proper techniques and use of materials. Student did not write an artists statement to accompany their work.

The Stories We Tell Unit Grade:

Comments: