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Six 30- to 60-minute sessions
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| Overview |
Research shows that images can be valuable tools in helping students explore and deepen their understanding of characters. This lesson has first- through third-grade students use images and texts in a variety of ways. They begin by exploring a familiar character — Curious George — 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. After taking pictures of the funny monkey in a variety of poses and locations, they work together to create a storyboard and then a digital “book” that tells their story.
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| From Theory to Practice |
Dooley, C.M., & Maloch, B. (2005). Exploring character through visual representations. In Roser, N.L., & Martinez, M.G. (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.
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| Student Objectives |
Students will
- Access prior knowledge about a familiar children’s book character
- Use a graphic organizer to describe the character’s traits and personality
- Deepen their knowledge about the character by reading and discussing books and websites about him
- Extend what they have learned about the character by developing a new storyline about him that includes appropriate actions
- Practice sequencing by ordering the events in their storyline
- Use a new technology to create an alternative version of a “book” that incorporates this storyline
- Work collaboratively to develop the storyline and create a digital book
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| Instructional Plan |
Preparation
| 1. |
This lesson will work best if you have access to an LCD projector. If you have a computer with Internet access in your classroom, you should arrange to have the projector hooked up to it for Sessions 1 and 6. If not, arrange to use your school’s computer lab during these sessions.
If you don’t have access to an LCD projector, you will need to make a transparency of the
Blank Sample Web or copy it onto chart paper.
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| 2. |
Familiarize yourself with the procedure for interactive read-alouds using “Catching the Bug for Reading Through Interactive Read-Alouds.”
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| 3. |
Obtain and familiarize yourself with Curious George by H.A. Rey. Review the list of questions included in Session 1 and add to the list as necessary. Look at the Sample Web for an example of the type of web you will create with students during Session 1.
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| 4. |
You should also gather multiple copies of other Curious George books. Find all the books listed at Celebrate Reading With Curious George!. In between Sessions 1 and 2, you want students to complete reading and discussion of these books with the aim of exploring George’s character. You might have students do this working with partners or in small heterogeneous groups. Or, you may choose to have students work with a reading “buddy” from an older grade. You should arrange for reading time and partner or buddy meetings before beginning this lesson.
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| 5. |
Visit and familiarize yourself with the ReadWriteThink Webbing Tool. Add it to the Favorites list on the computer you will be using to demonstrate with students.
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| 6. |
After reading Curious George books, students will be taking pictures to make their own Curious George “book” in Photo Story 3, Windows Movie Maker, or PowerPoint. Arrange to use a camera (preferably digital) during Session 3. You will also need either a stuffed monkey to use in your Curious George photographs, or some kind of cardboard cutout of him that you can pose.
You will be taking pictures all around your school and playground. As a courtesy, you may wish to send an e-mail or note to teachers and other staff to let them know about the timing and objective of this lesson. Some teachers will close their doors so you do not disturb them, while others will welcome you to visit their classrooms. Office and custodial staff usually enjoy these visits by students but will appreciate the advance warning.
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| 7. |
Students will be experimenting with multimedia effects and how they can enhance the telling of a story. Photo Story 3, Movie Maker, and PowerPoint offer the opportunity to use effects that can add interest to their digital photos. For example, if George is running, students might use a transition to make the photo scoot out. You will need to decide which software you would like to use prior to the lesson.
If you decide to use Photo Story 3 or Windows Movie Maker, experiment with using effects. Prior to having students use the program you should know how to import photos into the software, place photos on the storyline, insert transitions, insert picture effects, create narration, and write words on the pages. These skills are all outlined in the Photo Story 3 Instruction Sheet and the Windows Movie Maker Instruction Sheet.
In addition to these sheets, detailed instructions for using Photo Story 3 can be found at Create Your First Photo Story. Windows Movie Maker 2 and Create Home Movies Effortlessly With Movie Maker 2 both have basic information about how to use this program.
(Note: If you have a Windows operating system on your school computers, Movie Maker should be included in the “All Programs” list or in the “Accessories” folder on your machines; otherwise, you will need to download it.)
If you decide to use PowerPoint, practice using the different effects and transitions. How to Create Talking Books in PowerPoint 97 & 2000 offers a tutorial in how to make digital books using the software. Before demonstrating it to students, you will need to know how to import photos, add text, use screen transitions, and apply effects. The PowerPoint Instruction Sheet lists directions for how to create a simple book with digital photos.
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| 8. |
You should have a variety of independent centers ready for students to work at during Session 6. Some examples of activities are:
- Art center: Use different drawing tools (markers, crayons, pencils, paint) to create scenes with Curious George.
- Writing center: Copy some pages from various Curious George books with the words covered. Students can write in their own words underneath the pictures.
- Sequencing center: Take apart a Curious George book and laminate the pages. Have students work on putting the pages in order.
- Drama center: Have students make stick puppets or paper bag puppets of the characters in favorite Curious George stories and put on plays based on the books they have read.
You can also visit the Games and Fun area of the Celebrate Reading With Curious George! website for additional ideas.
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| 9. |
Students will be working in groups of five or six to create their storyboard screens. Assign these groups, placing together students with mixed abilities in a wide variety of literacy areas (reading, writing, speaking, listening, viewing, representing) and technology skills. Heterogeneous groups will help students put their strengths together to create their texts.
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| 10. |
Make two copies of The Adventures of Curious George Storyboard Screen Sheet for each of the groups you assigned in Step 9.
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Session 1
Note: If you do not have a classroom computer with Internet access, this session should take place in your school’s computer lab (see Preparation, Step 1). You should also place the cutout or stuffed animal of Curious George where students can see him.
Before Reading
| 1. |
Introduce the story Curious George by H.A. Rey. Show students the book and ask if anyone is familiar with Curious George. Assuming that some of them will be, use an LCD projector and the ReadWriteThink Webbing Tool to make a web of all they know about George. Leave the web up on the screen when you are finished. (If you do not have a projector, use the transparency or chart paper you have prepared).
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During Reading
| 2. |
As you read the book, ask questions to guide the discussion and highlight strategies that good readers use. The following questions can be asked as you read the corresponding page numbers, but remember that the reading should be interactive so take cues from your students and tailor your questions according to their needs and responses.
- Page 4: Where do you think George lives? What is George like?
- Page 6: The story says that George was curious about the man’s hat. What do you think he will do with it?
- Page 10: How do you think George felt when he was captured in the yellow sack?
- Page 14: What kind of trouble could George get into on the ship?
- Page 24: Even though George tried to be a good monkey, what kind of trouble do you think he can get into at the Man with the Yellow Hat’s house?
- Page 34: What do you think will happen when George sees the firemen?
- Page 36: What will happen to George now that he’s caught?
- Page 38: Poor George, they put him in prison. How will he get out?
- Page 44: What do you think will happen when George gets curious about the balloons?
- Page 46: How does George feel whisked up into the air with the balloons? How would you feel?
- Page 50: How do you think George felt when he saw the Man with the Yellow Hat? Do you think he’ll get in trouble?
- Page 52: Where do you think the Man with the Yellow Hat will bring George now?
- Page 54: Do you think George is happy at the zoo? What kinds of trouble do you think he can get into when he gets curious at the zoo?
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After Reading
| 3. |
Draw students’ attention to the web and ask them to add to it based on the things they learned during the read-aloud. Add to the web as your students come up with new insights about Curious George’s character.
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Note: Print out the final web at the end of this session. Make a copy for each student and a large copy on chart paper that you can post and add to during Session 2.
Session 2
Note: Before this session, you want to make sure students have a chance to read and discuss the other Curious George books you have assembled (see Preparation, Step 4). While students do this, they should be encouraged to add character traits to copies of the web you created during Session 1. They should have their modified webs with them at this session.
| 1. |
Begin this session by asking students to talk about the stories they have read and discussed. Have them share what they have added to their own webs and add additional insights about George’s character to the web you have copied onto chart paper. Questions to consider include:
- What kinds of things does George do that get him in trouble?
- What happens when George gets curious?
- How does George usually get out of trouble?
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| 2. |
Show students the stuffed animal or cutout of Curious George. Explain that you are going to create a class story about George in which you will imagine that he has come on a visit to your school. Ask them what kinds of things they think he might do. List their ideas on the board or a piece of chart paper under the heading Curious George’s Classroom Adventures.
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| 3. |
Tell students you will be taking George on a visit to various locations in your school where you will pose and photograph him for a digital “book.” Share a list of the places you will be visiting during the next session. Have students get into their groups (see Preparation, Step 9) and spend about 10 minutes deciding which place they would like to photograph George and what they think George will be doing there.
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Session 3
| 1. |
Take the first photo together as a class, deciding together where in your classroom to pose George and what he should be doing. Ask students to describe how the story might begin, and record what they say, for example: One day Curious George visited _________ school. He was curious about the markers and he started writing all over the bulletin board.
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| 2. |
Take George to the list of locations you have arranged. At each location, give each group of students the chance to pose George and take a picture that will be part of the story of George’s adventures. Have students predict the trouble he could get into and a solution to the problem. Record these in your notebook.
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| 3. |
When you come back to the classroom, don’t forget to take a final photo, which will be the end of the story. As with the first photo, this should be a group effort.
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Session 4
Note: Before this session, you need to create both a hard copy of each photo and a computer file that you can use to make the digital book. If you have used a digital camera, just have prints made and save the files on a CD. If you have used a traditional camera, have prints made then scan the photos and save the files on a CD. Attach each printed photo to a copy of The Adventures of Curious George Storyboard Screen Sheet with removable tape.
| 1. |
Model how students will work with their own photos by using the beginning and ending photos from Session 3. Show students the opening photo that you have attached to the storyboard sheet and write the sentences they developed below it, e.g., One day Curious George visited _________ school. He was curious about the markers and he started writing all over the bulletin board. Then show students the final storyboard sheet and have them think of a suitable ending. For example, if you have a photo of Curious George hanging from the light switch, you might, write Curious George was tired. He turned out the lights, snuggled into the box of stuffed animals, and went to sleep.
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| 2. |
Explain to students that they will now work in their groups to write their own sentences based on what they said as they took the photos. They do not need to worry about the order the story will go in — that will be decided after everyone has created their storyboard sheets. Encourage them to use invented spelling or even add pictures to their sentences as necessary. Give each group the storyboard sheet with their picture attached to it.
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| 3. |
Students should work in their groups to create a rough draft of their storyboard sheet. While students are working, circulate and support them as necessary. If students forget what they said when you took the photo, review your notes with them.
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| 4. |
Bring the whole class together to share the storyboard sheets. Post them on a board or wall in your classroom and ask students from each group to read them aloud. You can correct the spelling together and discuss as a class whether the sentences fit with the actions in the picture. Make any edits directly onto the storyboard sheet.
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Note: Before Session 5, have students transcribe the corrections onto a new storyboard sheet and glue the photo in the box. Also, you should create a “mini-book” by preloading a few photos into the software students will be using to give them an idea of how their book will eventually look. Use a few screen effects and transitions in your presentation that help to show meaning. For example, you can use a shatter effect when George makes a mess or a fade-in when the scene changes.
Session 5
| 1. |
Put all The Adventures of Curious George Storyboard Screen Sheets on either the board or a wall so everyone can see them. Tell them that they are now working like real authors would — planning with storyboards.
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| 2. |
Place the beginning and ending pages in place and explain to students that they will now sort the rest of the images. Tell them a good place to begin the sorting is by setting. All the scenes that would take place in one area (such as the cafeteria) should be placed together.
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| 3. |
Discuss sequencing and transitions. Which images seem to go well together? Which images might need help with the transition from place to place? How can words stand for transitions (e.g., first, then, next)? You might refer to some of the books students have read for examples of transitional words and situations.
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| 4. |
Use the LCD projector or a computer with a large monitor to show students your “mini-book.” Talk about the transitions and effects you used and why you chose them.
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Session 6
| 1. |
Have some of the Curious George books students have read available. Show them to students and talk about what it’s like to look at or read a book. Then show the “mini-book” you created for Session 5 and talk about the similarities and differences between it and a print text. Discuss the effects and transitions. How did they add meaning to the story? Have students offer some ideas of how they might use transitions and effects in their story.
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| 2. |
Have the groups come to the computer one at a time to work on their individual pages. Help students add their sentences to the slide. Assist students with the addition of transitions and effects. If you wish, they can also add narration to each slide, creating a talking book.
While you are working with the groups, students can work at the centers (see Preparation, Step 8).
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| 3. |
When the “book” is finished, bring students together and share the entire show using the LCD projector. They should then evaluate the class project, discussing the following points:
- How well the pictures and words went together.
- How well the story fits with Curious George’s character. Is he acting like he did in the stories they read? How or how not?
- How well the story fits with the web they created in Session 1. Can they find any of the elements from the web in their story?
- How well the order of the story works. Would they change around any of the slides now that they have seen the story?
- How and why would they change them?
- How comprehensive the story is. What other kinds of things could they imagine Curious George doing?
- How it is different to read a book about Curious George and to look at and listen to the digital book. How do the effects or transitions they used add to the meaning in the story?
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| Student Assessment/Reflections |
- Assess your students’ abilities to analyze and understand characters in stories during the discussions in Sessions 1 and 2 and using the Characterization Rubric. If students seem to have a difficult time identifying character traits or understanding what kind of character George is, you may decide to teach some lessons about character analysis.
- Informally assess students’ abilities to sequence events during Session 5. You may decide to ask some students to practice using the sequencing center you have created during Session 6.
- Assess how well students are able to use graphic organizers during Session 1. Collect the modified webs students bring to Session 3. Look to see if they have accurately depicted Curious George in their character descriptions.
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