"And the Oscar Goes to…"
Third Grade
Meadowthorpe Elementary School
Developed by: Kathy Dewees,
Cheryl Schaub and Dehea Smith
Organizer
What does a good story look like and sound like?
Academic Expectations and Demonstrators1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
Establish and use criteria for effective writing to evaluate own and others’ writing.
Use writing as a learning tool.
Write for a variety of purposes to a variety of audiences.
Use a process approach to writing.
Exhibit fluency.
Generate ideas that stimulate language expression.
Express thoughts/ideas through verbal and/or symbolic representation.
1.13 Students make sense of ideas and communicate ideas with the visual arts.
Express an idea, image, or pattern utilizing elements and principals of design.
Use drawing, painting, printmaking, modelings, and construction to communicate ideas and feelings.
Use art media, tools, techniques, and processes.
1.14 Students make sense of ideas and communicate ideas with music.
Communicate ideas and emotions through performing and/or creating music using developmentally appropriate performance techniques/practices and music concepts.
1.15 Students make sense of and communicate ideas with movement.
Create a movement sequence with a beginning, middle and end.
Express ideas/emotions through movement
1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.
Express information and ideas using technology
Use technology to display information in various ways.
Use a variety of technologies in various ways.
3.4 Students demonstrate the ability to be resourceful and creative.
Manipulate media to create something new.
6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.
Relate new information to specific knowledge, skills or experiences.
Essential Questions
Culminating Performance
At the end of our learning about what a good story sounds like and looks like, each group will present their completed animated movie to the school on the Morning Show. Your movie must include the basic elements of a short story, including characters, plot development, setting, etc. Additionally, you will use art, music, and movement to bring your story to life.
Scoring Guide/Rubric
|
Criteria |
Two Thumbs Up |
One Thumb Up |
Two Thumbs Down |
|
Idea Development/ Language: Beginning, middle and end |
Figurative language (similes, adjectives, etc.), flows from beginning to end, ideas are connected and interesting and make sense |
Some figurative language, has two of the three present, mostly flows from beginning to end, ideas are not completely connected |
Little or no figurative language present, has only one of the three present, ideas are not connected and story does not make sense |
|
Story Elements (characters, setting, and plot) |
Developed characters, setting fits the mood of the story, plot shows a problem and a solution |
Characters not well developed, setting does not always fit the mood of the story, plot shows a problem or a solution |
Characters not developed, setting does not fit the mood of the story, plot is not evident |
|
Oral Story Expression |
Narration/dialogue supports story, appropriate volume and clarity of voice |
Narration/dialogue partly supports story, some appropriate volume and clarity of voice |
Narration/dialogue do not support the story, volume and clarity of voice are weak |
|
Artistic Element: backdrop, set design, and clay figures |
Use of elements (space, color, etc.) and principles of design (proportion, balance, etc.) fully express ideas of the story and help to tell the story |
Use of elements and principles of design express some ideas of the story and help to tell parts of the story |
Use of elements and principles of design are not related to the ideas of the story and do not help to tell the story |
|
Movement: Expression of storyline |
Sequence of movement has a beginning, middle and end; expresses the storyline (action, emotions, etc.) |
Sequence of movement has a beginning, middle or end; attempts to express the storyline (action, emotions, etc.) |
Movement does not flow or tell the story |
|
Music/Sound: Expression of storyline |
Fully communicates ideas and emotions of the story (production or selection); music concepts (dynamics, timbre, style, tempo, etc.) are appropriate and support the story |
Mostly communicates ideas and emotions of the story; music concepts support parts of the story |
Story not supported by music/sound |
|
Use of Technology: cameras, software, etc. |
Independently uses a variety of technology to fully bring the story to life |
Uses some technology with limited assistance to bring the story to life |
Can not use the technology without full assistance |
Evaluation Component:
Writing scores of stories written during and after this project will be compared to scores written before engaging in this unit utilizing technology and the arts.
Knowledge (Core Content)
WR-E-1.3
Literary writing artfully communicates with the reader about the human condition.Characteristics of literary writing may include:
- literary elements of the selected form (e.g., short story--character, poem-- rhythm, script--stage directions)
- descriptive language
- literary devices (e.g., personification, end rhyme, similes, metaphors)
- effective ordering of events, impressions, and descriptions
- creation of an effect (e.g., comedy, suspense, horror)
- focus on engaging an audience
AH-E.1.1.25 Recognize and demonstrate the relationship between elements of music and expressive qualities of movement (e.g., tiptoeing to illustrate quiet music). [EPE] (1.14, 1.15, 2.23)
AH-E-3.1.43 Improvise to tell stories that show action and have a clear beginning, middle, and end. [EPE] (2.24)
AH-E-4.1.41 Create artwork using the elements of art and principles of design. [PE] (1.13, 2.22)
AH-E-4.1.42 Use a variety of media and art processes to produce two-dimensional (2-D) and three-dimensional (3-D) artwork. [PE] (2.22)
AH-E-4.1.38 Art processes: three-dimensional - pottery, sculpture, and weaving
Technology Standards
T6 Use or Present Information/Technological Skills
T6.3 Integrate two or more programs
T6.5 Create a presentation or product using application software.
T6.6 Use digital imaging and audio
Skills/Abilities
Instructional/Assessment Activities
Timeline for Unit
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Mon |
Tues |
Wed |
Thurs |
Fri |
|
|
Week 1 April 8-12 |
Introduce the unit with Wallace and Gromit (video) |
Elements of short stories: plot and problem and solution |
Elements of short stories: character development and setting |
Initial brainstorming of stories; beginning, middle and end |
Art lesson on sequential movement |
|
Week 2 April 15-19 Testing |
Begin stories |
Work on stories |
Work on stories; Introduction to music elements |
Start backdrops; Digital camera practice |
|
|
Week 3 April 22-26 Testing |
Edit and rewrite stories |
Edit and rewrite stories |
Edit and rewrite stories |
Edit and rewrite stories; Music selection or production |
Start creating clay figures and take pictures (2 hours) |
|
Week 4 April 29- May 3 |
Take pictures |
Inserting pictures into Studio DV |
Inserting pictures into Studio DV |
Inserting pictures into Studio DV ; Music selection or production |
Puppet Performance |
|
Week 5 May 6-10 |
Inserting pictures into Studio DV |
Inserting pictures into Studio DV; Begin creating movie |
Insert sounds/ music; Begin creating movie |
Insert sounds/ music; Begin creating movie |
Insert sounds/ music; Begin creating movie |
|
Week 6 May 13-17 |
Insert sounds/ music; Begin creating movie |
Insert sounds/ music; Begin creating movie |
Complete movies |
FIELD DAY |
Complete movies |
|
Week 7 May 20-24 |
Complete movies |
Complete movies |
Complete movies |
Complete movies |
Complete movies |
|
Week 8 May 27-31 |
The Oscars |
The Oscars |
The Oscars |
The Oscars |
The Oscars |
Lesson Goals
Objective: Students will understand what an animated story looks like.
Description: Students will do a KWL chart and then watch the Wallace and Gromit video.
Assessment: Collect and check KWL charts for understanding.
Lessons 2-3: Elements of Short Stories
Objective: Students will understand characteristics of a short story, including plot, problem and solution, character development, and setting.
Description: Class discussion and activities to introduce these ideas.
Lesson 4: Initial brainstorming of stories; beginning, middle and end
Objective: Students will use Inspiration to organize ideas for their stories.
Description: Students will work in small groups in the computer lab to brainstorm ideas for their stories with the story template in Inspiration.
Assessment: Check for elements of short story in student webs.
Lesson 5: Art Lesson on Sequential Movement
Objective: Students will understand what sequential movement is.
Description: Students will complete an art lesson using three sequential movements and a figure.
Assessment: Completed art assignment.
Lesson 6-8: Developing the Stories
Objective: Students will work in groups to create and edit their stories.
Description: Students will use the AlphaSmarts to write and edit their stories.
Assessment: Peer editing and review
Lesson 9: Backdrops
Objective: Student groups will create a visual backdrop for their story.
Description: Using various media, students will use the elements of art to illustrate the setting for their stories.
Assessment: Complete backdrops
Lesson 10: Digital Camera Practice
Objective: Students will practice using the digital cameras.
Description: Students will take pictures of simple pipe cleaner figures to practice using the cameras to capture sequential movement.
Assessment: Pictures showing movement
Lesson 11-13: Finalize the Stories
Objective: Students will work in groups to edit and publish their stories.
Description: Students will use the AlphaSmarts to publish their stories.
Assessment: Final stories
Lesson 14-15: Music Selection or Production
Objective: Students will identify appropriate sound or music to fit their stories.
Description: Exploration time provided for students to identify sounds or music they need to support their story.
Assessment: Sound/Music selections
Lesson 16: Creating Clay Figures/Taking Pictures
Objective: Students will create their clay figures and take pictures to record the motions.
Description: Students will create their clay figures and take pictures to record the motions.
Assessment: Completed figures and pictures
Lesson 17-?: Inserting Pictures into Studio DV
Objective: Students will import digital images into Studio DV.
Description: Students will work in groups to put the pictures of their animations into Studio DV and save it as a project.
Assessment: Saved projects
Lesson 20-24: Inserting Sounds
Objective: Students will add sounds to their DV projects.
Description: Students will work in groups to add sound effects and music to their projects. They will use the built in sounds or add sounds from CD, internet, or their own recordings.
Assessment: Saved projects
Lesson 25-30: Adding Narration
Objective: Students will add narration to their movies.
Description: Students will work in groups to record and add narrations to their projects.
Assessment: Saved projects
Lesson 31: The Oscars
Critical ResourcesObjective: Movies will be shown on the Morning Show.
Description: Students will present their movies on the Morning Show.
Assessment: Completed movies; peer/teacher assessment