ALEX Learning Activity


Extra, Extra, Read All About It

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Elizabeth OBrien
System:Huntsville City
School:Academy For Academics & Arts
  General Activity Information  
Activity ID: 1688
Extra, Extra, Read All About It
Digital Tool/Resource:
Web Address – URL:
Not Applicable

Students will respond to a work of art by writing a narrative. Teachers will need a way to display the work of art to the entire class--either through digital resources or a printed version. 

This activity was created as a result of the Arts COS Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 3
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]

a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]

c. Use temporal words and phrases to signal event order. [W.3.3c]

d. Provide a sense of closure. [W.3.3d]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.24- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.

Arts Education
ARTS (2017)
Grade: 3
Visual Arts
11) Discuss the meanings and messages communicated by visual imagery.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Identify the basic elements of art in a work of art through discussion and writing.
  • Observe and compare similar themes in artwork from historical and contemporary eras.
  • Theorize how individuals can have different opinions about works of art.
  • Demonstrate and apply critiques of personal work and the work of others in a positive way.
  • Select an art object and explain reasons why it is a work of art.
  • Use feedback and self-assessment to improve the quality of personal artwork.
  • Discuss the difference between Meret Oppenheim's Object and an everyday cup.
  • Discuss how art can be related to other subject areas.
Learning Objectives:

I can determine the message communicated by an image. 

I can write a narrative story with descriptive details. 

  Strategies, Preparations and Variations  

Display a piece of artwork such as Van Gogh's Starry Night, Picasso's Science and Charity, Seurat's A Sunday Afternoon on the Island of La Grande Jatte, or any piece of the teacher's choosing.

Students will record what details they notice on sticky notes with guidance from the teacher to pay attention to details. 

Students will share their details. The teacher will ask the students what story the painting is trying to communicate. Record answers for students to view. 

Students will turn what they have noticed into a newspaper headline that grabs a reader's attention and makes them want to view the artwork. The headline should capture the meaning of the artwork. 

Students will then use their headline to guide the writing of a narrative story about what events they see happening in the art. Students will focus on descriptive details that they notice in the painting. 

For Example: If you used the painting The Scream by Edvard Munch, the details recorded could be "dark colors, scared face, boardwalk..etc.." The students could say the artist is trying to communicate the feeling of being panicked. The painting looks like it is painted outside--maybe they are on vacation.

Sample Headlines could be:

"Vacation Takes a Scary Turn"

"Man Sees Terrifying Figure"

Students would then take that headline and create the story that would be attached to it. 

Assessment Strategies:

The teacher will grade the writings to ensure students:

-included descriptive details in their narrative writing piece.

-are able to explicitly refer to the painting for their details. 

-included a headline that captured the meaning of the artwork.

Advanced Preparation:

The teacher will need to access a work of art and have a way to display the work to the students. The teacher will need chart paper or white board to record student thoughts. 

Students will need sticky notes and writing paper. 

Variation Tips (optional):
Notes or Recommendations (optional):
  Keywords and Search Tags  
Keywords and Search Tags: