ALEX Classroom Resource

  

Designing Elements of Story in Little Blue and Little Yellow

  Classroom Resource Information  

Title:

Designing Elements of Story in Little Blue and Little Yellow

URL:

http://readwritethink.org/classroom-resources/lesson-plans/designing-elements-story-little-30739.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

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.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: K
3 ) With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.3- With prompting and support, identify characters and setting in a story.


English Language Arts
ELA2015 (2015)
Grade: K
4 ) Ask and answer questions about unknown words in a text. [RL.K.4]

English Language Arts
ELA2015 (2015)
Grade: K
6 ) With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [RL.K.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.6- With prompting and support, define the terms author and illustrator; With prompting and support, identify the author and illustrator of a particular story.


English Language Arts
ELA2015 (2015)
Grade: K
7 ) With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). [RL.K.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.7- With prompting and support, match words in the story to complementary illustrations.


English Language Arts
ELA2015 (2015)
Grade: K
9 ) Actively engage in group reading activities with purpose and understanding. [RL.K.10]

English Language Arts
ELA2015 (2015)
Grade: 1
10 ) Ask and answer questions about key details in a text. [RI.1.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.10- Ask and answer questions about an informational text.


English Language Arts
ELA2015 (2015)
Grade: 1
11 ) Identify the main topic and retell key details of a text. [RI.1.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.11- Identify the main topic of an informational text.


English Language Arts
ELA2015 (2015)
Grade: 1
13 ) Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. [RI.1.4]

English Language Arts
ELA2015 (2015)
Grade: 1
15 ) Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. [RI.1.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA. AAS.1.15- Answer questions about pictures or illustrations and words in an informational text.


English Language Arts
ELA2015 (2015)
Grade: 1
16 ) Use the illustrations and details in a text to describe its key ideas. [RI.1.7]

English Language Arts
ELA2015 (2015)
Grade: 1
17 ) Identify the reasons an author gives to support points in a text (e.g., eating a balanced meal, obeying safety rules, engaging in recycling projects). [RI.1.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.17- Identify a reason an author gives to support a key point in an informational text.


English Language Arts
ELA2015 (2015)
Grade: 1
19 ) With prompting and support, read informational texts appropriately complex for Grade 1. [RI.1.10]

English Language Arts
ELA2015 (2015)
Grade: 2
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.2.4]

a. Read on-level text with purpose and understanding. [RF.2.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.2.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.2.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.21- Read and comprehend a text of 75 words with or without pictures.
ELA.AAS.2.21a- Read on-level text with purpose and understanding.


English Language Arts
ELA2015 (2015)
Grade: 2
26 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.2.6]

English Language Arts
ELA2015 (2015)
Grade: 2
28 ) Recall information from experiences or gather information from provided sources to answer a question. [W.2.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.28- Recall experiences to answer a question.


English Language Arts
ELA2015 (2015)
Grade: 3
27 ) With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [W.3.6]

English Language Arts
ELA2015 (2015)
Grade: 3
28 ) Conduct short research projects that build knowledge about a topic. [W.3.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.28- Ask and answer questions about a topic for a research project allowing the use of digital tools and/or differing forms of media.


English Language Arts
ELA2015 (2015)
Grade: 3
29 ) Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. [W.3.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.29- Distinguish whether information (text, illustrated, and/or digital) is related to a given topic.


English Language Arts
ELA2015 (2015)
Grade: 4
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others' ideas and expressing their own clearly. [SL.4.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.4.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.4.1b]

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [SL.4.1c]

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [SL.4.1d]

English Language Arts
ELA2015 (2015)
Grade: 4
37 ) Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See Grade 4 Language standards 38 and 40 for specific expectations.) [SL.4.6]

English Language Arts
ELA2015 (2015)
Grade: 4
40 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.4.3]

a. Choose words and phrases to convey ideas precisely.* [L.4.3a]

b. Choose punctuation for effect.* [L.4.3b]

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). [L.4.3c]

English Language Arts
ELA2015 (2015)
Grade: 4
41 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of strategies. [L.4.4]

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [L.4.4a]

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [L.4.4b]

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [L.4.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.41a- Identify the meaning of a word used in context.
ELA.AAS.4.41c- Demonstrate the ability to use dictionaries, glossaries, thesauruses, etc. to find the pronunciation and meaning of key words and phrases.


English Language Arts
ELA2015 (2015)
Grade: 4
43 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [L.4.6]

English Language Arts
ELA2015 (2015)
Grade: 5
2 ) Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. [RL.5.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.2- Identify the main idea of a story; identify a problem and its solution in a story; summarize a story.


English Language Arts
ELA2015 (2015)
Grade: 5
7 ) Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). [RL.5.7]

Tags: character, color, density, Doodle Splash, elements of design, layout, Leo Lionni, Little Blue and Little Yellow, multimodal, plot, relationships, setting, shape, size, texture
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Author: Cassie Raulston