Skip to content
Would you like to visit your local site?


We noticed you’re located in New Zealand. There isn't a local site available. Would you like to visit the Australian site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Skip to Content
Back to Become a Creative Champion with Crayola
Sign Up!
Skip to Navigation

Telling My Tale

What's so special about each of us? Use Crayola® Erasable Colored Pencils and Watercolors to display their talents and hobbies in words and pictures.

  • Grade 4
    Grade 5
    Grade 6
  • 60 to 90 Minutes
  • Directions

    1. With Crayola Erasable Colored Pencils, ask students to write a list of activities that they do especially well. List the hobbies, topics, and ideas that they are most interested in, too.
    2. On one side of a large sheet of paper, ask students to use Crayola Washable Markers to draw their profiles (a side view of one's face) as if they were speaking.
    3. Each students will design a large thought bubble coming from his mouth. Inside the thought bubble, students draw pictures of their interests and skills.
    4. Next, have students cover work area with recycled newspaper. Use Crayola Watercolors and Watercolor Brushes to paint their pictures. Mix colors to create tints and shades, intense and pale colors. Dry on a flat surface.
    5. Add words to open areas using colored pencils.
    6. Provide time in the school day for students to introduce their tales to classmates.
  • Standards

    LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grade level text complexity band independently and proficiently.

    LA: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    LA: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    LA: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

    LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.

    LA: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    SS: Identify and describe ways family, groups, and community influence the individual's daily life and personal choices.

    VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.

    VA: Select and use the qualities of structures and functions of art to improve communication of ideas.

  • Adaptations

    Students use their "Telling My Tale" artwork to introduce themselves to classmates as an opening-of-the-year introduction.

    Have on hand in the classroom a variety of short biographies of famous persons. After reading the biographies, students create "Telling My Tale" artwork about their self-selected famous people. Classmates attempt to determine the identities of the famous people through the artwork.

    Using a large white board and Crayola Dry Erase Markers, students create a "Telling My Tale" template on the board with a female profile on one side of the board and a male profile on the opposite site. Sketch in 4-5 thought bubbles between the profiles. Provide students with the opportunity to introduce a classmate to the class by writing descriptors in the thought bubbles that help identify the unknown classmate. Examples could be, "This person is a terrific soccer goalie" or "This classmate has blue eyes." How many attempts will it take for someone to guess correctly?

    Use the white board/dry erase marker format to introduce various animals under study to classmates. In place of profiles, students may include a portion of the habitat that the animals live in.


Share this Lesson Plan

  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
Back to top