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I.

Lesson Number, Grade Levels, Title, and Duration:


Lesson 1, 9-12th grade, "What is a Story?"
2 class periods of 60 minutes each

II. Lesson Rationale:


The content of this lesson is significant, because it will help students identify what a
story is and distinguish the elements of a story. This is important, because it will
provide the tools that the students need to construct their own story. This lesson is
important to the unit as a whole, because it will provide the foundation (the story)
needed to create a printmaking illustration from.

III. Key Concepts:


Stories are made up of different components.

IV. Essential Question:


What are the components of a story?

V. Lesson Objectives:
The student will be able to compose their own short story based on their childhood events
by first identifying what a story is and distinguishing the elements of a story. This will be
learned by playing a storytelling game, practicing composing a story in groups, and
inspecting the book of an artist who writes and illustrates books. The learning objectives
will be assessed on the composition of the students' short stories (see grading rubric
below).

VI. Specific Art Content:


As a group, students will sketch the beginning, middle, end of their quick group story
Printmaking artist and book author/illustrator Kazuno Kohara's book The Midnight
Library

VII. Resources & Materials for Teacher:


Artist Kazuno Kohara's book The Midnight Library
Short video about story parts: https://youtu.be/_IbGPk4f6H4
Roy's Story Cubes

VIII. Resources & Materials for Students:


Paper
Pencil
Sketchbooks
"Parts of Your Story" handout
Roy's Story Cubes

IX. Instruction and Its Sequencing:

Day of the Lesson: 1


1. Introduction/Motivation:
Show short video about what a story is and parts of a story:
https://youtu.be/_IbGPk4f6H4
Have a quick class discussion about the short video:
What was the definition of a story? What are the parts of a story?
While discussing, Teacher will write parts of a story on the board and
students will write in their sketchbook

2. Guided Practice:
Students will be placed into small groups. Each group will have Roy's Story
Cubes, two blank sheets of paper, and pencils for every student. Each
student should still have their sketchbooks out with their notes.
Teacher will share with students a fun, quick story he/she created with the
story cubes that include the parts of a story discussed in the video:
character(s), setting, plot (beginning, middle, end) with a conflict and
resolution. While telling the story, the teacher will point to the part of the
story written on the board that he/she is currently on.

3. Independent Practice:
Students will be instructed to roll the cubes once and create a fun, quick
story with their group based on the images that were rolled. The short story
must have the parts of a story mentioned above. One student from each
group will volunteer to write down their story and label the parts with the
help of their group on one blank sheet of paper.
Next, the students will be asked to sketch the beginning, middle, and end of
their stories as a group. Their sketches can be quick and simple. The
students will get their second blank sheet of paper and will be encouraged to
divide the paper into three parts, like shown in the video.

4. Closure:
Groups will present by showing their "beginning, middle, and end" sketches
through the projector and telling their quick story to the class.

5. Formative Evaluation:
The teacher will use the quick stories created in the groups to check if there
is an overall understanding of what the parts of a story are.

6. Classroom Management Procedures:


Teacher will walk around the room hearing the group conversations and
checking their progress. Teacher will help groups as needed.

Day of the Lesson: 2


1. Introduction/Motivation:
Introduce printmaking artist and storybook author and illustrator Kazuno
Kohara.
Show Kohara's book The Midnight Library. Give summary of story and flip
through pages on projector, showing what the "parts of a story" are in this
children's story.

2. Guided Practice:
Hopefully this children's book reminded you of when you were a child!
You will illustrate a story scene through printmaking, like Kazuno Kohara,
but first, you need a story to illustrate! The story will be based from your
childhood.
Students will have sketchbooks and pencils out.
Teacher will tell students they will write a short story about an event in their
childhood. The story must have all of the parts of a story that have been
discussed.
Teacher will give students "Parts of Your Story" handout where they can
plan their stories by quickly writing the parts of their story.

3. Independent Practice:
Students will fill out "Parts of Your Story" handout
The teacher will check that student's handout is filled before student can
begin their story
Students will write their quick story in their sketchbooks

4. Closure:
Do you already have a favorite part of your story? Be thinking about what
scene in your story you would want to illustrate.

5. Formative Evaluation:
The teacher will check the students' filled out "Parts of Your Story" handout
before starting story (see Independent Practice above).

6. Classroom Management Procedures:


Teacher will walk around the room while students are filling out their
handouts and writing their stories. Teacher will help as needed.

X. Summative Assessment and Evaluation:


I want to know if the students used all the parts of a story in their own story.
I will know this by assessing their stories with a rubric (see rubric below).
This strategy of assessing a performance-based assignment (writing a short
story) with an analytic scoring rubric is stated and supported in Donna Kay
Beattie's book Assessment in Art Education (1997, p. 106).
Criteria No credit Needs Strong
(0) Development (2)
(1)
Beginning (with No beginning of Beginning of the Beginning of the
character(s) and the story with story with story has
setting) characters and character(s) but character(s) and
setting no setting, or setting
vice versa
Middle (with No middle of the Conflict is Middle of the
conflict) story with somewhat stated story has clear
conflict conflict
End (with No end of the Resolution is End of the story
resolution to the story with somewhat stated has clear
conflict) conflict resolution
resolution

Total______/6x100 = Final Grade______

XI. Interdisciplinary Connections:


In this lesson, there is a strong connection to Language Arts and Creative Writing,
with the analysis of story parts and the composition of a story.

XII. References & Resources:


Short video about story parts: https://youtu.be/_IbGPk4f6H4
Roy's Story Cubes
Kazuno Kohara's book The Midnight Library
website about her: https://us.macmillan.com/author/kazunokohara/
"Parts of Your Story" handout
Donna Kay Beattie's book Assessment in Art Education

XIII. Art TEKS:


117.302. Art, Level I (One Credit), Adopted 2013.
(c) Knowledge and skills.
(1) Foundations: observation and perception.
(A) consider concepts and ideas from direct observation, original sources, experiences, and
imagination for original artwork;

XIV. National Art Standards:


Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Creativity and innovative thinking are essential life skills that can be
developed.
HS Proficient: Use multiple approaches to begin creative endeavors.
Name:

Parts of YOUR Story


BEGINNING
Setting:

Character(s):

How does it start?:

MIDDLE
Conflict:

END
Resolution: