Date: 18 Mar 2014 Teacher: K.

Traynor Subject: Art & R/ELA Grade: 3 Unit: 4: Art is a Universal Experience
Lesson Title: Mr. Poppers Penguins Retold Comic Strips



Medium/Big Idea: Digital Art, Sequence of Events, Summarizing and
Retelling
CCGPS to Address in Unit:

ELACC3RL2 Recount stories, including fables, folktales, and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key details in the text.

ELACC3RL7 Explain how specific aspects of a texts illustrations contribute to what is conveyed by
the words in a story (e.g., create mood, emphasize aspects of a character or setting).

ELACC3W3 Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence
that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.

Science GPS to Address in Unit:

S3L1 Students will investigate the habitats of different organisms and the dependence of organisms
on their habitat.

d. Explain what will happen to an organism if the habitat is changed.

Visual Arts GPS to Address in Unit:

VA3MC.1 Engages in the creative process to generate and visualize ideas.

a. Uses a visual/verbal sketchbook for planning and self-reflection.
c. Formulates visual ideas by using a variety of resources (books, magazines, and Internet).

VA3MC.2 Formulates personal responses to visual imagery.

a. Responds to big ideas, universal themes, and symbolic images to produce images with richer
and more personal meaning.

VA3CU.2 Views and discusses selected artworks, cultures, and artists to include a minimum of six
artists/cultures per year ( one of which should include a Georgia artist or art form).

e. Discusses the purpose and function of art in various cultures (e.g., aesthetic, utilitarian) past and
present.

VA3PR.1 Creates artworks based on personal experience and selected themes.

a. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination,
and observation.

VA3PR.2 Understands and applies media, techniques, and processes of two-dimensional art
processes (drawing, painting, printmaking and mixed-media) using tools and materials in a safe and
appropriate manner to develop skills.

a. Creates drawings and paintings with a variety of media.

VA3C.1 Applies information from other disciplines to enhance the understanding and production of
artworks.

a. Makes interdisciplinary connections, applying art skills, knowledge and ideas to improve
understanding in other disciplines.
b. Creates works of art inspired by universal themes (e.g., self, family, community, and world).



ASSESSMENTS:

DIAGNOSTIC:

Teacher Observation of close
reading activity.

FORMATIVE:

Check for work on Storyboard
activity to assess students
understanding of summarizing and
retelling.

SUMMATIVE:

Review of finished comic strips.
MAJOR UNIT CONCEPTS AND VOCABULARY:
cartoonist
character
comic
conclusion
dialogue
illustration
narrator
mood
panel
retell
sequence of events
setting
storyboard
summarize
temporal words (before, at
last, now)
INTERDISCIPLINARY CONNECTIONS:
R/ELA MATH SCIENCE SOCIAL STUDIES TECHNOLOGY
Reading and
discussion of Mr.
Poppers Penguins.
Discussion of
appropriate animal
habitats.
Discussion of
socioeconomic
context of literature.
Use of comic
creating
applications i.e.
ToonDoo.

STUDENT SUPPLIES:

ALL

crayons

pencils

pens

markers

Storyboard handout

ToonDoo website access

ADAPTED

4.5 x 12 pieces heavy white drawing paper

crayons

pencils

sharpies

Storyboard handout


TEACHER SUPPLIES:

DIGITAL/MULTIMEDIA:

ToonDoo video tutorials

How To Start A Comic
(http://www.youtube.com/watch?v=58K6E_Xzu54)

How To Create A Character
(http://www.youtube.com/watch?v=zb_CviHgzI4)

How To Add Speech Bubbles And Save
(http://www.youtube.com/watch?v=Urzmej-cbak)

INTERNET:

ToonDoo
(http://toondoo.com/)

Toontastic for iPad
(http://www.launchpadtoys.com/toontastic/)

PRINT:

Mr. Poppers Penguins by Richard and Florence
Atwater

Storyboard handout (see attached)

Teacher Sample handout (see attached)

OTHER:

Examples of comics and cartoons, print or digital
reproductions



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Step 1: Teacher and students talk about what they will learn and do
(Communication of Learning Intentions)

What happened in the book Mr. Poppers Penguins? Would you change the ending? How
and why?

What is an appropriate habitat for a penguin?

How can we create a story with pictures?

What is the cartooning process? What are the tools we need to create our own comic?

How can we use the characters dialogue to show a sequence of events?

Step 2: How will you know when they have gotten it? (Communication of Success
Criteria)

Student actively participated in close-reading of Mr. Poppers Penguins and discussion of
appropriate animal habitats.

Student planned comic and created a preliminary sketch and story on Storyboard
handout.

Student successfully created a three frame comic strip using ToonDoo.

Student successfully retold ending of Mr. Poppers Penguins in a logical, sequential manner
using storyboard plans and temporal language.

Step 3: Get the students interested (Build Commitment and Engagement)

Instructor uses small groups to monitor students reading of Mr. Poppers Penguins using
close-reading strategy. Instructor should prompt discussion of sequence of events and
appropriate penguin habitats.

Instructor prompts discussion of ending of Mr. Poppers Penguins in whole group. Instructor
should explain the context of the bookwhen it was written, socioeconomic environment
at time of publishing, etc.to better inform students perception of the books ending.
Instructor should ask why and how students would change the ending.

Instructor introduces students to comics and cartoons using appropriate vocabulary.
Instructor explains the purpose of a storyboard and demonstrates how to create one
making sure to include temporal language and explain how it can be used to show
sequence.

Instructor demonstrates how to use ToonDoo and how to translate storyboard into comic
strip.

Step 4: Give students new information (Teacher Presentation Strategies)

Technology
Modeling/Demonstration
Lecture
Reading
Hands-On Project

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Step 5: Have students use the new information (Guided Practice )

Students participate in small-group readings of Mr. Poppers Penguins using close-reading
strategy. Students discuss sequence of events and appropriate penguin habitats.

Students discuss the ending of Mr. Poppers Penguins in a whole group format explaining
why and how they would change the ending.

Students create a storyboard retelling the end of Mr. Poppers Penguins using temporal
language to show sequence of events.

After ToonDoo demonstration, students may explore the application and watch video
tutorials. Students may then translate storyboard plans into three- to four-panel comic strip.

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Step 6: Make sure they can do it (Summary)

Teacher will monitor student work by walking around the room. Students may be grouped
together based on skill-level and/or above-level students may serve as peer-helpers. Teacher
will not correct use of characters and dialogue in order to accurately assess students
understanding of summarizing, retelling, sequencing and setting mood.

Step 7: Have students practice at home (Independent Practice)

Students may find a comic strip, newspaper, graphic novel or funny page and bring in to share.

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If a student finishes early or needs an extra challenge

Early finishers and above-level students may incorporate more frames into comic strip and/or
serve as peer-helpers.


















NAME: ___________________________________________________ DATE: ____________

STORYBOARD

Here, you can sketch out the storyline of your comic strip. Remember to include a
beginning, middle and end!



__________________________________

__________________________________

__________________________________

__________________________________


__________________________________

__________________________________

__________________________________

__________________________________
NAME: ___________________________________________________ DATE: ____________

STORYBOARD

Here, you can sketch out the storyline of your comic strip. Remember to include a beginning, middle and end!




______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

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TEACHER SAMPLE