Lesson Plan Title: Story of a Star Length: 4 Class Periods

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Our pre-assessment was our motivation and ideation activity from Day 1. We showed the students a video that illustrates a new perspective of the Universe and asked them
inquiry questions that helped us determine how they relate to the universe.
● What do you see happening here?
● What words can you use to describe this video? How does it make you feel?
● After watching this video, how do you feel about your place on Earth? Your Place in the Universe?
● If you were one of the first humans on Earth observing the universe, how would you make sense of what you were seeing? What would you think, how would you feel?

Their responses to discussion showed their self-reflection about how the video made them feel and how they relate to the universe. Student ideation sheets demonstrated student
self-reflection about who they are and what is important to them. Their answers to the question, how do you think the stars got there? also showed how students related their
personal lives with imaginative stories of how the stars may have come to be.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)

You are one of the first humans living in one of the first ancient communities on Earth. You look up at the sky and see a lot of shining lights surrounded by darkness. You are
the first human to see this so there is no scientific explanation for what you are seeing. Your community has set out to discover what these lights are and why they are floating
in the sky. You set out to try to create an explanation for what you see by creating a sculpture of what you observe and its relation to you. Just as the early humans created
stories to explain the cosmos, you need to tell the story of you with your star sculpture.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

● Self-Reflection
● Personal Narratives
● Expression
● Transformation
● Universe
● Culture
● Interdisciplinary Learning
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Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

● Artists create works of art in order to understand and relate to other disciplines.

● Artists create works of art that reflect their personal experience of the universe.

● Artists use learned techniques to transform media into expressions of personal importance.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and
Technology. Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

● After learning about the interpretation of the stars from another culture, students will be able to put themselves in the place of early humans and generate ideas
about their explanation of the stars on an ideation worksheet. (Analyzing, Evaluating/ Transfer/ Using interdisciplinary knowledge, investigate and discuss how diverse
communities address issues relevant to their culture, place, and times/ Planning, Ideation, World of art/cultures /Writing, Interdisciplinary vocab)
● Given examples of how different artists have interpreted the stars through stories, students will be able to transform different mediums to create a sculpture that
expresses their personal narrative. (Applying/ Comprehend/ Invent and discover to create/ Investigate personal ideas to create works of art that communicate meaning
to the viewers/Planning, Ideation, materials, techniques)
● After creating a personal star sculpture, students will be able to share their artworks with the class and use the language of visual art and design to describe their
artistic decisions.. (Evaluating/Reflect/ Evaluate personal and peer work using the language of visual art/Critical reflection/language of art/art vocabulary)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

(Multiple means for students to access content and
multiple modes for student to express understanding.)
Audio and visual forms informations
Gloves available for students who don’t want to touch material
Student choice in sculptural elements
Option to make paper mache star with partner

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Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
Extended Technique Students are given option to elaborate on their design or the
content of their sculpture as they please. For example, adding
structural pieces to the outside or inside or incorporating
writing.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

● Universe
● Star
● Culture
● Paper mache

Students will participate in group discussion about how one contemporary artist has integrated a South African culture’s beliefs about the universe into his artwork. After a
group discussion students will brainstorm their ideas for their star story on an ideation playsheet which will require them to create a concept map of their life story. For a
reflective activity students will be asked to pair up and fill out a “see, think, wonder.”

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

● smartboard
● powerpoint
● star model
● scrap paper, newspapers
● balloons
● glue
● paint, paint brushes
● markers, crayons, colored pencils
● pipe cleaners
● found objects
● String
● gloves

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

● Motivation video about universe: https://www.youtube.com/watch?v=rhuJ9Ha6BYQ

● Images of artist’s work and his culture’s story about the stars:
● Powerpoint presentation with video, images, and inquiry questions:

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 ● See-think-wonder worksheet

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

● Gather paper mache materials (flour, newspaper, tubs, bucket for transporting paper mache paste)
● Create sculpture example of star
● Create powerpoint presentation with ideation images
● Create see-think-wonder worksheet
● Blow up one balloon for each student
● Prepare demo table before class starts
● Gather sculpture materials: paper, cardboard, yarn, fabric, etc.

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

● Found object materials must be safe and appropriate

● Do not eat paper mache paste or use it inappropriately

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.

https://www.youtube.com/watch?v=rhuJ9Ha6BYQ
This video illustrates the experience of getting farther and farther from the Earth. It shows how perspective changes as we expand into the Universe. We will show this at the
beginning of the lesson to spark students interest in the magnitude and expansiveness of the universe compared to the Earth. This will address our focus of our personal
relationship to the Universe. During the video we will ask students inquiry questions such as:
● What do you see happening here?
● What words can you use to describe this video? How does it make you feel?
● How does this image of the Universe relate to you?
● After watching this video, how do you feel about your place on Earth? Your Place in the Universe?
● If you were one of the first humans on Earth observing the universe, how would you make sense of what you were seeing? What would you think, how would you feel?

Record students’ answers in the class sketchbook as they discuss

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

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Imagine you were the first human on earth looking up at the night sky and you had no idea what objects in the sky were. What you think about them? How would you describe
them? How would they make you feel? The first humans in ancient cultures faced this same situation when they observed the sky.

One culture, the Khoisan people of Africa created a myth to describe the story that created the milky way. The story goes that a little girl and her mother were roasting roots for
dinner over the fire. The girl was hungry and wanted to eat the roots before they were ready and her mother wouldn’t let her. This made her angry so she grabbed the roots from
the fire and threw them up into the sky. The embers splattered across the sky and created the milky way. The painting here is Gavin Jantjes’ interpretation of this myth. He is a
South African artist that uses art to tell the stories of the stars. Cultures interpret the stars through stories and some artists interpret those stories to create art. Today we are going
to do both! We want you to put yourself in the role of an early human and tell your own story with a star. We will try to generate ideas by using this play sheet that will help you
tell your story.

Gavin Jantjes
Untitled
1989–90
Acrylic on canvas
200 x 300 cm (78 3/4 x 118 1/8 in.)
96–23–1, purchased with funds provided by the Smithsonian Collections Acquisition Program

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Students will individually fill out ideation playsheet to answer these questions.
What is your star story?
Who are the important people in your life? What are your interests? What do you dream about? What do you want to be when you grow up? What is most important to you?

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day 1 Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND

Introduction
Motivation: Students will watch video and discuss what they saw. Through 5 min.
Teachers will show students a video of a zoomed out perspective of discussion, students will question their place in the universe deeply and
the universe. Students will be asked to answer inquiry questions that communicate their ideas to the class. Students will contemplate their
focus on the scope of the universe and their place in it. relation to the universe and make connections between their personal
● What do you see happening here? existence and the world around them. They will practice socratic
● What words can you use to describe this video? How does discussion.
it make you feel?
● How does this image of the Universe relate to you?
● After watching this video, how do you feel about your
place on Earth? Your Place in the Universe?

Ideation: 15 min.
Teachers will introduce an example of a contemporary artist who Students will imagine themselves as one of the earliest humans in an
uses his culture’s beliefs about the universe to inspire his artwork. indigenous community. They will make connections between this culture
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 “Imagine you were the first human on earth looking up at
the night sky and you had no idea what objects in the sky
were. What you think about them? How would you
describe them? How would they make you feel? The first
humans in ancient cultures faced this same situation when
they observed the sky.”
Refer to powerpoint for artist example and his story:
https://docs.google.com/presentation/d/1UxrxKATFetgdMARw5p6
ebKf2gulb-ooTdSXgodePZFg/edit?usp=sharing
and their personal perspectives. They will answer the ideation questions
by filling out the worksheet provided.
Students are transferring insights about the meaning of the stars to new
concepts. Students are listening critically and questioning deeply.
Students are thinking about their personal identities and what makes them
who they are. They are evaluating how they will tell their story through
artistic language.

Teachers will show students an example of the finished project. We 2 min.

will explain the artistic choices we made and how the star tells the
story of us. Teachers will ask students to be thinking throughout the
week about how they want to tell their story and bring in any objects
they want to use to represent themselves.

Paper Mache Demonstration: 5 min.

Teachers will set up demo table and demonstrate how to construct a Students observe demonstration and listen critically about the paper
paper mache sphere using balloons and newspaper scraps. We will mache process.
also demonstrate how to add different shapes/forms to the sphere.
Step 1: Lay out plastic over your table to make sure we
don’t make a mess. Give overview of materials: balloons,
newspaper strips, paper mache tub.
Step 2: Blow up balloon as far as it can go- teachers can
help. Tie string around balloon tip with help from a
teacher.
Step 3: Dip paper strip into paper mache tub and lay onto
balloon. Repeat this process until all of the balloon is
covered. 15 min.
Poll the class to see if students understand their instructions. “raise Students apply learned technique and start creating paper mache using
your hand if you understand what you are going to be doing.” If balloon.
everyone understands, instruct students to start paper mache process

Clean-up: 5 min.
Teachers instruct: Each student is given one or two tasks to Students will be working together to clean up the room and deliver their
complete their table clean up, including: moving balloons to plastic sculptures to the teachers.
sheet at front of the room, returning leftover paper mache paste to
bucket, gathering extra newspaper, and wiping table.

Day 2 Time
Before class begins, teachers will set up tables for paper mache
making. Cover tables with plastic, prepare paper mache paste,
newspaper strips, and balloons for each table.

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Introduction
Welcome/Check-in: Students will each grab their sketchbooks and ideation sheets and gather 10 min.
Teachers will show students our blog to refresh their memories in a discussion circle. Students will take turns sharing their ideas about
about what they completed the previous class. the project and listen to other students while it is not their turn.
Teachers will ask students to grab sketchbooks and ideation sheets
and gather them up in a discussion circle at the front of the room.
Welcome students back to art class and do a check in activity. Ask
students to share something from their ideation sheets from the
previous week or to share ideas they have about what they are going
to put in their star.

● What did you record on your ideation sheet?

● What was your favorite idea on your sheet?
● Did you come up with a story for how the stars got there?
● What is one item you want to add to your star?

Paper Mache Demonstration

Teachers will remind students of the paper mache process: how to
construct a paper mache sphere using balloons and newspaper Students observe demonstration and listen critically about the paper 5 min.
scraps. mache process.
Step 1: Lay out plastic over your table to make sure we
don’t make a mess. Give overview of materials: balloons,
newspaper strips, paper mache tub.
Step 2: Blow up balloon as far as it can go- teachers can
help. Tie string around balloon tip with help from a
teacher.
Step 3: These tubs are filled with paper mache goop. Don’t
eat it. Dip paper strip into paper mache tub to cover both
sides in the paste. Then, holding the strip above the tray,
squeegee the extra paste off using two fingers. Carefully
lay the strip onto balloon. Repeat this process by
overlapping strips in the same direction until all of the
balloon is covered.
Step 4: After the first layer, continue adding strips in the
opposite direction to make another layer.
Step 5: Repeat the same process a third time to create a
third layer of paper. Students apply learned technique and start creating paper mache using
Poll the class to see if students understand their instructions. “raise balloon. 65 min.
your hand if you understand what you are going to be doing.” If
everyone understands, instruct students to start paper mache
process.

Clean-up Students will be working together to clean up their table stations, return
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 Teachers instruct: Each student is given one or two tasks to materials to the proper place, and deliver their sculptures to the teachers. 10 min.
complete their table clean up, including: moving balloons to plastic
sheet at front of the room, returning leftover paper mache paste to
bucket, gathering extra newspaper, and wiping table.
Teachers turn lights off and ask the students to freeze. Teachers will
explain to the students how each student is in charge of a specific
task. Each table will designate one person to gather the paper
mache balloons and bring them to the front, one person to gather
and put away extra materials, and one student to wipe plastic and
clean table. Once they understand their tasks we will turn the lights
on which will signify students to begin cleaning. Table groups who
are cleaned and ready will be able to go to recess first.”

Day 3 Teachers will gather students in a circle at the front of the room and Students will be thinking critically about what they want to express in 20 min
ask students to share one by one their plans for the inside and their stars and what materials they will use to do so.
outside of their stars.
We will ask students to reflect on how they might bring their ideas
to fruition using the materials we have provided.
-What materials could you use to create your idea?
-How could you combine materials to create your
objects/designs?
We will lead an activity with students to demonstrate how they Students will be refining their ideas about their personal expressions and
might translate their ideas into tangible objects. “Now that you have exploring possibilities of how to create tangible objects from their ideas.
some ideas about what you want to include in your sculptures, let’s
think about how we can represent those ideas with the materials we
have.” One teacher will lead the discussion while the other records
in the class sketchbook.

We will create a T-chart that lists attributes and materials. For Students will be practicing skills that artists use to translate their ideas 5 min
example if a student wants to create a picnic blanket for their family into works of art. Students will be choosing appropriate tools and
inside of their star, picnic blanket will go on one the attribute side materials to convey their vision.
and students can then brainstorm what materials to use to create it.
If a student has an idea they are having trouble expressing we can
use the chart to discuss as a class how they might solve their
problem.

We will introduce the students to the “art store” which is the

collection of all the materials and tools they can use to tell their Students will be participating in a genuine artistic experience, exploring 50 min
story. possibilities of how to express their story through their star construction
and decoration.
We will demonstrate with a student’s star how to pop the balloon
and cut the star in half using scissors to cut right down the middle
on a line drawn with marker..

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 Once everyone has shared their ideas we will ask students to begin
painting and decorating the outside and inside of their stars. We will Students will be practicing problem-solving and critical thinking skills as
have an “art store” set up near the sinks for students to choose the they communicate their vision through their stars.
materials they want to use for their stars.

Teachers will move around the room facilitating the students work,
answering questions, and helping students solve artistic problems.

Ten minutes before recess we will begin the clean up routine. We

will write a list of all the things that need to get done on the board Students will be diligently cleaning in hopes of winning the prize. 10 min
and students will be able to initial a box if they complete a task.
The students that completes the most tasks will get to pick a number
between one and ten and if they choose correctly they will get a
prize.
Clean up Tasks:
● Return materials and tools (pipe cleaners, pom poms,
cotton balls, fabric, etc) to the art store bins.
● Throw away or return any scraps of material on the floor
around your table.
● Move your star to the black trash bags outside.
● Return your sketchbook to the shelf.

Day 4
Teachers will begin the class by gathering students in the circle and Students will be evaluating their own creative issues and considering 5 min
discussing last week’s blog documentation. We will show examples solutions that may help them express their ideas.
of students who faced creative problems in expressing their ideas
and solved those problems by exploring different materials. For
example we will talk about how Linnea struggled to create her pet
cat. She wanted it to have volume and be three dimensional so her
first attempt to use flat foam or pipe cleaners didn’t work. She
ended up using tin foil to sculpt a 3-D form.We will also remind
students that if they run into an issue they can create their own T-
chart like the one we used in the group discussion on day three to
help come up with ideas of appropriate materials to use.

Teachers will do a brief review of safety procedures involved in Students will be evaluating their own attention to safety from the last 5 min
using the hot glue guns and scissors. To properly handle a hot glue class and thinking about the adjustments they will make to work more
gun, you should always have your eyes on what you are doing, you safely and efficiently this class period.
should be wearing a protective glove on the hand closest to the
nozzle of the glue gun, and you should never intentionally touch the
hot glue. When working with scissors you should never run from
one station to the next and when you are passing them to another
student, you should always pass them handle first.

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 Students will continue to work on their star stories. Teachers will Students will be using their critical thinking skills to solve creative 50 min
facilitate the generation of ideas about the appropriate materials and problems and express their ideas about their personal stories through
techniques they should use to express their ideas and will help tangible forms of art.
students work through design issues.

When students complete their stars we will begin clean up. Students will be completing cleaning tasks in hopes of winning the art 10 min
Teachers will list the tasks that need to be completed on the board. prize at the end of class.
When a student completes a task they will write their name on a
piece of paper and bring it to the teacher. When the room is clean
the teachers will pull one name out of the hat. This student will get
some sort of art-related prize.

Teachers will facilitate a student reflective activity. We will have a Students will be thinking critically about their peers, and their own, 35 min
small gallery walk where students can observe each other’s stars. artwork. They will be observing and describing the formal elements of
We will have the students pair up with a partner and fill our a “see, the works of art as well as exploring the possible meanings being
think, wonder” sheet about their peer’s artwork. They will describe communicated and thinking about what connections they can make about
visually what they are looking at (what objects they see, what the artist’s decisions and their work. Students will be participating in a
elements of form they see such as line, color, shape and critique of their work and practicing skills in making meaning from works
composition). They will be asked to describe what they think about of art.
the work of art (how it makes them feel, what they think the artist
might be trying to communicate about themselves, etc.) They will
be asked to discuss what the work of art makes them wonder about
(why the artist made certain decisions, how they could have done
something differently, etc.) If we have time students will be able to
share out about their think, share, wonder activity.

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)
Gallery walk:
Student will walk around the room and observe the work of their peers. Students will divide into partner groups to make further observations about the artworks. Using the See-
Think-Wonder strategy, students will record reflective comments about their partner’s work and then share their observations with each other.
They will answer: What do you see? Use art language describe what you see, such as colors, shapes, lines, objects, motions, and emotions. What do you think about what you
see? What do you wonder about?
After sharing their see-think-wonder comments with each other, each student will tell their partner the story behind their sculpture using the language of art to describe. To
conclude, each pair will share what they talked about with the class.

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

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 Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

● After investigating the interpretation of the stars from another culture, did
students put themselves in the place of an early human and generate ideas
about their personal explanation of the stars on an ideation worksheet?
● Did students create artwork that expressed the story of their life through a
personal narrative and personally relevant motifs?
● After creating a personal star sculpture, were students able to share their
artworks with the class and describe the artistic decisions they made using
artistic language?
Students will be asked to find a partner that did not work at the same table as them.
They will be given a “see, think, wonder” worksheet to fill out about the artwork of
their partner. Students will be asked to share out. This will assess if students can
make general observations about their peers’ artwork and then make conclusions about
what they were trying to communicate. Through discussion students will be able to
explain whether their peer assessments of their work was accurate.

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
This lesson was a great starting point for Julia and I to gauge our student’s interests based on their personal stories, as well as to assess their artistic
abilities and creative problem solving skills. The overall objectives of the lesson were for students to observe other artist’s and cultures
interpretation of the stars and to be able to put themselves in the position of early humans to create their personal story for the stars. The sculptures
they created were intended to express their personal stories in relation to the Universe around them by transforming raw materials. The students
accomplished many of these objectives. We were surprised at how engaged students were in the ideation sheet they used to organize their ideas
and even more surprised at how skilled they were at transforming the found objects and multimedia into objects that would tell their stories. Even
when students were confused at how to express an idea they could experiment with other materials or request help from their peers to creatively
problem solve.
Our reflective activity was a “See, Think, Wonder” worksheet that asked students to observe and interpret the work of their peers. I feel that if we
were to do this lesson again, our reflection activity could be a bit more well defined in terms of interpreting the work of others. Students completed
the worksheets, but many of them gave one word answers and didn’t utilize the language of art when sharing out. The worksheet could have
benefitted from a bit more direction in each section. For example, the “See” section could ask students what types of colors, patterns, shapes, or
designs they see and the “Think” section could have students focus on what materials or techniques they thought the artist used. The prompts were
vague, and therefore the student’s responses were vague as well.

Another downfall to the lesson, was that I think the purpose of the stars was a bit misunderstood. Although the finished products were, for the
most part successful, I feel like the intended purpose of the sculptures was kind of all over the place. Some students interpreted the purpose of the
stars to be to tell the story of the origin of stars in general, others used the sculpture to tell their personal story, while others just told “a” story.
Although this helps me see that the students were understanding the story-telling power of art, the intended purpose of the lesson seemed to get a
bit lost. I think that this divergence in stories that the students chose to tell could be looked at as a spontaneous opportunity for learning, but maybe
it could be incorporated a bit more intentionally into our lesson plan next time.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
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