Teacher: Course: Date:

Rebecca Ericson Storytelling July 4, 2019

Aim/Objective: Students will be able to . . .
Understand how early stories were transmitted, especially through visual art, and
create storytelling cave art of their own.

Key Vocabulary:
Archaeologist – someone who studies human history
Abstract – a symbol that means something, but you can’t tell just by looking

Materials Needed and Physical Classroom Prep:

Paper booklets (for hook)
Writing utensils
Poster paper (for student practice)
Markers or crayons
Lascaux printouts for reference

Procedure: Time:
Do Now/Hook:
Telestrations – Students will be given a blank booklet of paper. On the 10min
front, they will be given a word prompt to draw. The students will pass the
booklet to the right, and on the next page, write take a guess for what was
just drawn. The students will pass the booklet again, and then draw on the
next page whatever was just written. The cycle continues until the
students’ booklets have gone all the way around the circle and returned to
the owner. The students can look at how their picture changed and discuss
how similar or different they are compared with the original. This will
illustrate how storytelling can change over time.

Direct Instruction/Modeling: 10min

The History of Storytelling – Teacher will give a brief history of
storytelling by highlighting significant forms of early verbal, visual, and
written stories (Chinese Zodiac for verbal, Lascaux Caves for visual, and
Gilgamesh for written). Students will not be expected to remember names;
they are just used as a reference. The teacher will explain for each story:
What is the story? How was it told? And why was it important?

Student Practice/Application: 20min

Cave Paintings – Students will be transported back in time and given the
scenario of stumbling across a small section of a cave in Lascaux that is
still unpainted. This gives them the chance to paint their own story, as
described in the content in the lesson. Students can either draw their own
story in the style of a Lascaux cave painting, or can recreate an actual
painting from the cave. This will be done with a paper taped to the bottom
of the desk as a challenge.

Wrap up/Closure: 10min

Archaeologist – Students will jump forward in time to the present and visit
a partner’s cave as an archaeologist (after explaining the term). They will
take a few notes on what they believe the story is. They will try to re-tell
the story to their partner. The partner can explain their original thoughts as
to the story.

Clean Up:
Students will clean up posters and put away art materials. 5min

Homework:
Continue to brainstorm stories from their life that they would like to share

Relevance to SB Goals:
_X_ English Language Development:
_X_ Love of Learning:
_X_ Building Confidence:

Plan for Upcoming Days:

Draw and caption a cartoon panel for a funny childhood memory