Classroom Resource

Designing Elements of Story in Little Blue and Little Yellow

Subject Area

Arts Education
English Language Arts

Grade(s)

K, 1, 2

Overview

Through multimodal activities, students will explore key elements of design such as color, shape, size, texture, density, and layout to understand and appreciate how these elements combine to convey meaning in Little Blue and Little Yellow, by Leo Lionni. Using art and digital media, they will then create their own designs to express meaning for setting, character relationships, and plot. Students will realize how to use design elements to read images and how meaning in picture books is equally conveyed in both words and images.

English Language Arts (2021) Grade(s): KG

ELA21.K.R3

Expand background knowledge and build vocabulary through discussion, reading, and writing.

Unpacked Content

UP:ELA21.K.R3

Vocabulary

  • Background knowledge
  • Vocabulary
  • Discussion

Knowledge

Students know:
  • Relating experiences through discussions, reading, and writing will help build background knowledge and improve vocabulary.

Skills

Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.

Understanding

Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts (2021) Grade(s): KG

ELA21.K.2

Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.

Unpacked Content

UP:ELA21.K.2

Vocabulary

  • Actively engage
  • Teacher-led reading experiences
  • Collaborative discussions
  • Background knowledge
  • Peers

Knowledge

Students know:
  • How to engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge.

Skills

Students are able to:
  • Build background knowledge by actively engaging in teacher-led reading experiences and collaborative discussions with peers.

Understanding

Students understand that:
  • They need to build background knowledge to be successful as they learn to read and read to learn.
  • They need to actively engage in teacher-led reading experiences and discussions with peers to build their background knowledge.
English Language Arts (2021) Grade(s): KG

ELA21.K.3

Actively participate in teacher-led choral and shared reading experiences.

Unpacked Content

UP:ELA21.K.3

Vocabulary

  • Actively participate
  • Choral reading
  • Shared reading

Knowledge

Students know:
  • How to actively participate in teacher-led choral and shared reading experiences.

Skills

Students are able to:
  • Actively participate in teacher-led choral and shared reading experiences.

Understanding

Students understand that:
  • Actively participating in choral and shared reading activities helps them build their background knowledge and improve their reading fluency, so they can become fluent readers.
English Language Arts (2021) Grade(s): KG

ELA21.K.22

Use content knowledge built during read-alouds of informational texts by participating in content-specific discussions with peers and/or through drawing or writing.

Unpacked Content

UP:ELA21.K.22

Vocabulary

  • Content knowledge
  • Read-alouds
  • Informational text
  • Participating
  • Content-specific discussions
  • Peers
  • Drawing
  • Writing

Knowledge

Students know:
  • Content knowledge gained from read-alouds of informational texts.

Skills

Students are able to:
  • Use content knowledge built during read-alouds of informational texts by participating in content-specific discussions with peers and/or through drawing or writing.

Understanding

Students understand that:
  • Their understanding of and appreciation for informational text grows through discussions and active collaboration with others.
English Language Arts (2021) Grade(s): KG

ELA21.K.33

Express ideas orally and connect these ideas through drawing and emergent writing.

Unpacked Content

UP:ELA21.K.33

Vocabulary

  • Express
  • Ideas
  • Orally
  • Connect
  • Drawing
  • Emergent writing

Knowledge

Students know:
  • Techniques for using discussion, drawing, and basic writing to express their thoughts.

Skills

Students are able to:
  • Express ideas orally.
  • Connect ideas through drawing and emergent writing to express their thoughts.

Understanding

Students understand that:
  • They can express ideas through discussion, drawing, and basic writing.
English Language Arts (2021) Grade(s): 1

ELA21.1.R3

Expand background knowledge and build vocabulary through discussion, reading, and writing.

Unpacked Content

UP:ELA21.1.R3

Vocabulary

  • Background knowledge
  • Vocabulary
  • Discussion

Knowledge

Students know:
  • Relating experiences through discussions, writing, and reading will help build background knowledge and improve vocabulary.

Skills

Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.

Understanding

Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts (2021) Grade(s): 1

ELA21.1.2

Actively participate in shared reading experiences and collaborative discussions to build background knowledge and learn how oral reading should sound.

Unpacked Content

UP:ELA21.1.2

Vocabulary

  • Participate
  • Shared reading
  • Background knowledge
  • Oral reading

Knowledge

Students know:
  • The process of shared reading experiences and collaborative discussions.
  • Shared reading and collaborative discussions can increase their background knowledge.
  • How fluent oral reading sounds.

Skills

Students are able to:
  • Participate in shared reading and discussions to build background knowledge and learn new information.
  • Describe how oral reading should sound.

Understanding

Students understand that:
  • Actively participating in shared reading experiences and collaborative discussions can build their background knowledge.
  • Listening to others read aloud can help improve their oral reading skills.
English Language Arts (2021) Grade(s): 1

ELA21.1.17

Use content knowledge built during read-alouds of informational and literary texts by participating in content-specific discussions with peers and/or through drawing and writing.

Unpacked Content

UP:ELA21.1.17

Vocabulary

  • Content knowledge
  • Read-alouds
  • Informational text
  • Literary text
  • Participating
  • Content-specific discussions
  • Peers
  • Drawing
  • Writing

Knowledge

Students know:
  • Content knowledge can be learned from read-alouds of informational and literary texts.
  • Content knowledge can be shared with others through discussions, drawing, or writing.

Skills

Students are able to:
  • Gain new content knowledge by engaging in read-alouds of informational and literary texts.
  • Participate in discussions with their peers demonstrating their knowledge of content-specific topics.
  • Produce drawings or writing that displays content knowledge learned through read-alouds.

Understanding

Students understand that:
  • They can learn new information by engaging in read-alouds of informational and literary texts.
  • They can demonstrate their understanding of content-specific knowledge through discussions, drawing, or writing.
English Language Arts (2021) Grade(s): 1

ELA21.1.40

40 Describe ideas, thoughts, and feelings, using adjectives, drawings, or other visual displays to clarify.

Unpacked Content

UP:ELA21.1.40

Vocabulary

  • Describe
  • Ideas
  • Thoughts
  • Feelings
  • Adjectives
  • Drawings
  • Visual displays
  • Clarify

Knowledge

Students know:
  • How to describe ideas, thoughts, and feelings using adjectives or drawings.
  • Adjectives are words that describe attributes of nouns.

Skills

Students are able to:
  • Use adjectives to describe ideas, thoughts, and feelings.
  • Add illustrations or other visual displays to clarify ideas, thoughts, and feelings.

Understanding

Students understand that:
  • Adjectives may be used to describe thoughts, ideas, or feelings.
  • Adding drawings or other visuals to descriptions help to express thoughts, clarify ideas, and share feelings.
English Language Arts (2021) Grade(s): 2

ELA21.2.R3

Expand background knowledge and build vocabulary through discussion, reading, and writing.

Unpacked Content

UP:ELA21.2.R3

Vocabulary

  • Background knowledge
  • Vocabulary
  • Discussion

Knowledge

Students know:
  • Relating experiences through discussions, writing, and reading will help build background knowledge and improve vocabulary.

Skills

Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.

Understanding

Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts (2021) Grade(s): 2

ELA21.2.22

Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.

Unpacked Content

UP:ELA21.2.22

Vocabulary

  • Content knowledge
  • Read-alouds
  • Independent reading
  • Informational text
  • Literary Text
  • Content-specific discussions
  • Writing

Knowledge

Students know:
  • Content knowledge is information learned about a specific subject.
  • Content knowledge can be learned by listening to read-alouds or independently reading.
  • Informational text is nonfiction text, and literary text is fictional.

Skills

Students are able to:
  • Build content knowledge from listening to text read aloud and from independently reading.
  • Use content knowledge learned from read-alouds and independent reading in content-specific discussions with peers.
  • Use content knowledge learned from read-alouds and independent reading in writing.

Understanding

Students understand that:
  • Content-specific discussions with peers can demonstrate the content knowledge they learned through read-alouds or independent reading.
  • They can produce writings that demonstrate knowledge of content-specific information.
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.6

Share and talk about the art they are creating.

Unpacked Content

UP:AE17.VA.K.6

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Essential Questions

EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?

Skills Examples

  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.6

Use art vocabulary while creating art.

Unpacked Content

UP:AE17.VA.1.6

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Essential Questions

EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?

Skills Examples

  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 2 - Visual Arts

AE17.VA.2.6

Integrate art vocabulary while planning and creating art.

Unpacked Content

UP:AE17.VA.2.6

Vocabulary

  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist

Essential Questions

EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?

Skills Examples

  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
English Language Arts (2021) Grade(s): KG

ELA21.K.R3

Expand background knowledge and build vocabulary through discussion, reading, and writing.

Unpacked Content

UP:ELA21.K.R3

Vocabulary

  • Background knowledge
  • Vocabulary
  • Discussion

Knowledge

Students know:
  • Relating experiences through discussions, reading, and writing will help build background knowledge and improve vocabulary.

Skills

Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.

Understanding

Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts (2021) Grade(s): KG

ELA21.K.2

Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.

Unpacked Content

UP:ELA21.K.2

Vocabulary

  • Actively engage
  • Teacher-led reading experiences
  • Collaborative discussions
  • Background knowledge
  • Peers

Knowledge

Students know:
  • How to engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge.

Skills

Students are able to:
  • Build background knowledge by actively engaging in teacher-led reading experiences and collaborative discussions with peers.

Understanding

Students understand that:
  • They need to build background knowledge to be successful as they learn to read and read to learn.
  • They need to actively engage in teacher-led reading experiences and discussions with peers to build their background knowledge.
English Language Arts (2021) Grade(s): KG

ELA21.K.22

Use content knowledge built during read-alouds of informational texts by participating in content-specific discussions with peers and/or through drawing or writing.

Unpacked Content

UP:ELA21.K.22

Vocabulary

  • Content knowledge
  • Read-alouds
  • Informational text
  • Participating
  • Content-specific discussions
  • Peers
  • Drawing
  • Writing

Knowledge

Students know:
  • Content knowledge gained from read-alouds of informational texts.

Skills

Students are able to:
  • Use content knowledge built during read-alouds of informational texts by participating in content-specific discussions with peers and/or through drawing or writing.

Understanding

Students understand that:
  • Their understanding of and appreciation for informational text grows through discussions and active collaboration with others.
English Language Arts (2021) Grade(s): KG

ELA21.K.33

Express ideas orally and connect these ideas through drawing and emergent writing.

Unpacked Content

UP:ELA21.K.33

Vocabulary

  • Express
  • Ideas
  • Orally
  • Connect
  • Drawing
  • Emergent writing

Knowledge

Students know:
  • Techniques for using discussion, drawing, and basic writing to express their thoughts.

Skills

Students are able to:
  • Express ideas orally.
  • Connect ideas through drawing and emergent writing to express their thoughts.

Understanding

Students understand that:
  • They can express ideas through discussion, drawing, and basic writing.
English Language Arts (2021) Grade(s): 1

ELA21.1.R3

Expand background knowledge and build vocabulary through discussion, reading, and writing.

Unpacked Content

UP:ELA21.1.R3

Vocabulary

  • Background knowledge
  • Vocabulary
  • Discussion

Knowledge

Students know:
  • Relating experiences through discussions, writing, and reading will help build background knowledge and improve vocabulary.

Skills

Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.

Understanding

Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts (2021) Grade(s): 1

ELA21.1.2

Actively participate in shared reading experiences and collaborative discussions to build background knowledge and learn how oral reading should sound.

Unpacked Content

UP:ELA21.1.2

Vocabulary

  • Participate
  • Shared reading
  • Background knowledge
  • Oral reading

Knowledge

Students know:
  • The process of shared reading experiences and collaborative discussions.
  • Shared reading and collaborative discussions can increase their background knowledge.
  • How fluent oral reading sounds.

Skills

Students are able to:
  • Participate in shared reading and discussions to build background knowledge and learn new information.
  • Describe how oral reading should sound.

Understanding

Students understand that:
  • Actively participating in shared reading experiences and collaborative discussions can build their background knowledge.
  • Listening to others read aloud can help improve their oral reading skills.
English Language Arts (2021) Grade(s): 1

ELA21.1.17

Use content knowledge built during read-alouds of informational and literary texts by participating in content-specific discussions with peers and/or through drawing and writing.

Unpacked Content

UP:ELA21.1.17

Vocabulary

  • Content knowledge
  • Read-alouds
  • Informational text
  • Literary text
  • Participating
  • Content-specific discussions
  • Peers
  • Drawing
  • Writing

Knowledge

Students know:
  • Content knowledge can be learned from read-alouds of informational and literary texts.
  • Content knowledge can be shared with others through discussions, drawing, or writing.

Skills

Students are able to:
  • Gain new content knowledge by engaging in read-alouds of informational and literary texts.
  • Participate in discussions with their peers demonstrating their knowledge of content-specific topics.
  • Produce drawings or writing that displays content knowledge learned through read-alouds.

Understanding

Students understand that:
  • They can learn new information by engaging in read-alouds of informational and literary texts.
  • They can demonstrate their understanding of content-specific knowledge through discussions, drawing, or writing.
English Language Arts (2021) Grade(s): 1

ELA21.1.40

40 Describe ideas, thoughts, and feelings, using adjectives, drawings, or other visual displays to clarify.

Unpacked Content

UP:ELA21.1.40

Vocabulary

  • Describe
  • Ideas
  • Thoughts
  • Feelings
  • Adjectives
  • Drawings
  • Visual displays
  • Clarify

Knowledge

Students know:
  • How to describe ideas, thoughts, and feelings using adjectives or drawings.
  • Adjectives are words that describe attributes of nouns.

Skills

Students are able to:
  • Use adjectives to describe ideas, thoughts, and feelings.
  • Add illustrations or other visual displays to clarify ideas, thoughts, and feelings.

Understanding

Students understand that:
  • Adjectives may be used to describe thoughts, ideas, or feelings.
  • Adding drawings or other visuals to descriptions help to express thoughts, clarify ideas, and share feelings.
English Language Arts (2021) Grade(s): 2

ELA21.2.R3

Expand background knowledge and build vocabulary through discussion, reading, and writing.

Unpacked Content

UP:ELA21.2.R3

Vocabulary

  • Background knowledge
  • Vocabulary
  • Discussion

Knowledge

Students know:
  • Relating experiences through discussions, writing, and reading will help build background knowledge and improve vocabulary.

Skills

Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.

Understanding

Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts (2021) Grade(s): 2

ELA21.2.22

Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.

Unpacked Content

UP:ELA21.2.22

Vocabulary

  • Content knowledge
  • Read-alouds
  • Independent reading
  • Informational text
  • Literary Text
  • Content-specific discussions
  • Writing

Knowledge

Students know:
  • Content knowledge is information learned about a specific subject.
  • Content knowledge can be learned by listening to read-alouds or independently reading.
  • Informational text is nonfiction text, and literary text is fictional.

Skills

Students are able to:
  • Build content knowledge from listening to text read aloud and from independently reading.
  • Use content knowledge learned from read-alouds and independent reading in content-specific discussions with peers.
  • Use content knowledge learned from read-alouds and independent reading in writing.

Understanding

Students understand that:
  • Content-specific discussions with peers can demonstrate the content knowledge they learned through read-alouds or independent reading.
  • They can produce writings that demonstrate knowledge of content-specific information.
Link to Resource
http://readwritethink.org/classroom-resources/lesson-plans/designing-elements-s…

CR Resource Type

Lesson/Unit Plan

Resource Provider

ReadWriteThink
Accessibility
License

License Type

Custom

Custom License Type (URL)

http://www.readwritethink.org/util/legal.html

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Approved Date

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