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Taking Photos of Curious George: Exploring Character Through Images
|Grades||K – 2|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Six 30- to 60-minute sessions|
What would Curious George do if he visited your school? What crazy adventures would he have? These and many other questions provide the framework for students to create a digital class book about Curious George’s adventures in their school. In this lesson, students begin by exploring a familiar character (Curious George) by using books, a website, and a graphic organizer. Students extend what they have learned by imagining what George would do if he visited their school. Students work in pairs to discuss locations in the school George might visit and what he might do in each location. Next, students take George on a trip to each location and take a photo of him posed in a humorous way. After taking pictures of the funny monkey in a variety of poses and locations, students work together to create a storyboard and then a digital "book" that tells their story.
Dooley, C.M., & Maloch, B. (2005). Exploring character through visual representations. In N.L. Roser & M.G. Martinez (Eds.). What a character: Character study as a guide to literary meaning making in grades K-8. Newark, DE: International Reading Association.
- One way teachers help support and deepen children's understanding of character is through visual representations or reinterpretations of character.
- Webs and maps help students explore character.
- Creating drawings or images is a way for young children to find ways to explain characters.
Callow, J. (2003). Talking about visual texts with students. Reading Online, 6(8). Available: http://www.readingonline.org/articles/art_index.asp?HREF=callow/index.html
- Students working with visual "texts" need to understand the technical skills to manipulate text, image, and color, but they also need to understand how these elements work together to create meaning.
- It is important for teachers to model how to talk about visual texts by looking at them with students and pointing out how these different elements have been used to create meaning. Explicit articulation of these ideas helps students assess their own work more thoughtfully and completely.