ALEX Classroom Resource

Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Components: Investigate, Plan, Make

EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?

4.

• Orally
• Who, what, when where, why, and how questions
• Complete sentences
• Key ideas
• Key details

4. Students know:

• Key ideas and details should be included when answering questions.
• Complete sentences, which contain a subject and a predicate, should be used when answering questions.
• Who, when, and where questions will have a concrete, objective answer.
• What, why, and how questions may have a more abstract, subjective answer.

4. Students are able to:

• Orally answer questions about a text or conversation using complete sentences that provide information about key ideas and details.
• Orally answer who, what, when, where, why, and how questions about a text or conversation with appropriate key ideas and details.

4. Students understand that:

• When answering who, what, when, where, why, and how questions they should provide key ideas and details from a text or conversation to demonstrate their comprehension.
• Speaking in complete sentences helps them clearly communicate their message and their understanding.

23.

• Story elements
• Literary text

23a.

• Plot
• Narrative
• Textual evidence
• Major events
• Sequence

23b.

• Describe
• Character
• Traits
• Feelings
• Behaviors

23c.

• Setting
• Narrative
• Textual evidence

23d.

• Central message
• Moral

23e.

• Theme
• Myths
• Fables
• Folktales

23. Students know:

• Literary text is a story that contains story elements, like a plot and characters.

23a.

• Plot is the main events of a story (often referred to as the beginning, middle, and end of a story).
• The sequence of events is the order in which the story takes place.

23b.

• A story author provides descriptions of the characters' traits, feelings, and behaviors.

23c.

• Setting is when and where a story takes place.

23d.

• A central message or moral is the lesson that is learned through the story or the one big idea of the story.

23e.

• Theme is the main, recurring idea in a text.
• Myths, fables, and folktales are fictional pieces of text.

23. Students are able to:

• Identify the main story elements in a literary text, such as characters, settings, and plot.

23a.

• Explain the major events of a story in order by using text evidence.

23b.

• Describe characters' traits, feelings, and behaviors by using information from the text.

23c.

• Describe the setting of a story by using evidence from the text.

23d.

• Identify the central message or moral of a story using information from the text.

23e.

• Identify the theme of a myth, fable, or folktale.

23. Students understand that:

• Literary texts include story elements, and they can identify the various elements to better understand the text.

23a.

• The plot is the main events of the story that happen in a particular sequence.
• The plot can be explained by using words or phrases from the text.

23b.

• Understanding each character's traits, feelings, and behaviors will help them better understand a story's plot.
• They can learn about characters by carefully reading the story and describing the characters' traits, feelings, and behaviors.

23c.

• They can use information from the text to learn when and where the story takes place.
• They can use the text to describe attributes of the setting.

23d.

• Stories will often have a central message or moral that the author intended to share with readers.

23e.

• Myths, fables, and folktales are often written to convey a particular theme or main message.