Day 1 Introducing Cartooning

Day 2 Beginning the story

Goals: Students are exposed to

cartooning and create their own
cartoon character

Goals: Students practice visual

storytelling by drawing a comic.

Objectives:The student studies

meanings of expressive lines by
writing a character personality
and showing the personality in
the character developed by
sketching different types of lines
to complete four different point
of views of the same character.

Objectives The student will tell a

small story about their cartoon
character interacting with another
cartoon character by drawing a single
panel comic.

Standards: H.7.2 PROFICIENT:

Create works o art that use
specific principles to solve visual
problems. ADVANCED:
Create works that use specific
elements principles and functions
to solve problems and complicate
ideas.

Standards: 9-12.RT.4 Determine the

meaning of symbols, key terms, and
other domain-specific words and
phrases as they are used in a specific
technical visual art context relevant
to grades 9-12 texts and topics.
H.6.2 PROFICIENT: Make informed
choices about specific subject matter
or concepts and defend those choices
when given a range of objects or
spaces. ADVANCED: Select subject
matter, symbols, and ideas to
communicate personal statements,
and describe the origin of symbols
and their value in artwork.

Materials: A.pencils, paper,

erasers, Characterization
Worksheet, computer, projector,
marker board, marker, cartoon
character examples

Materials: Newspaper Funnies, Q

and A with Jim Davis with
instructions on the back, Drawing
paper, Pencil, .Erasers, Black
markers, Character Sketches, Rulers

Anticipatory Set: Have Kurami's

facebook page up on the
Aanticipatory set: Students are given
overheead with a comic loaded. a section of newspaper comics to
Open a dialogue about
read as they settle in
cartoonists.
Purpose: Today you will be
leaning how to develop a cartoon
character and how to use
expressive lines to express the
personality so later you can share
a fun story about school in the
form of a comic strip to be
published in the school
newspaper.

Purpose: A.You will be drawing

single picture comic of your cartoon
character and their characters life in
school.

Body: Instruction- Read Harold

and The Purple Crayon Types of
lines, and implie meanings.
Geometric lines- ridged, sharp,
straight edges, give sense of
order and reliability Organic
lines, Horizontal/flat lines,
Vertical lines, Diagonal lines,
Descriptive lines, Expressive
lines, Guided practice the
students disuss in groups
different charactor triats from a
comic on Pixton just for fun.

Body: Instruction- read aloud an

exerpt from Interview with Jim
Davis, students can work on Process
of creating a comic including the
importance of charactor, setting, plot,
punch line. Guided practice- stuents
pick out plot and setting, write a
quick sentence or two describing the
scene.

Activities: Independant practicestudents fill out charactor bio

Activities: Independant work time,
sheet and work on using different beginning stages of drawing the
line types to draw their own
single panel comic.
cartoon character.

Closure: Students trade drawings

and decribe the personality they
Closure: Exit slip
thing the character has and pas it
back as a peer evaluation

Assessment: Check for

completion of drawings and bio
sheet as well as the peer
evaluation of the student's
drawing.

Assessment: visual check on

completion progress from 1st work
day. should have characters penciled
in and some background

Adaptations: Translated copy of

worksheet in English and students
Adaptations: A.Translated copy own language for ELL student
of worksheet in English and
Students that finish early can draw
Spanish for ELL student
another comic or work on a three
Students that finish early can
panel comic strip or help one of the
draw another character
students struggling. Absent students
Absent students will get a copy will get a copy of the lesson and
of the lesson and examples and examples and can work on the
can work on the project outside project outside of class or during
of class or during prep period to prep period to catch up. Students
catch up.
who are struggling will receive extra
Students who are struggling will support from the teacher during work
receive extra support from the
time. Students that have not drawn a
teacher during work
previous character may use one of the
cartoon characters from the examples
as a template.

Day 3 Continuing the story

Day4 Finishing the story.

A.Goals: Students practice visual

storytelling by drawing a comic and
continue improving their work

Goals: Students complete their

comic and sketch some
vocabulary terms.

Objectives The student will continue

working on telling a small story about their
cartoon character interacting with another
cartoon character by drawing a single panel
comic.

Objectives: The student will

complete their comic and
demonstrate their understanding
of technical terms by drawing
examples on a vocabulary tree.

C.Standards: 9-12.RT.4 Determine the

meaning of symbols, key terms, and other
domain-specific words and phrases as they
are used in a specific technical visual art
context relevant to grades 9-12 texts and
topics.
H.6.2 PROFICIENT: Make informed
choices about specific subject matter or
concepts and defend those choices when
given a range of objects or spaces.
ADVANCED: Select subject matter,
symbols, and ideas to communicate
personal statements, and describe the origin
of symbols and their value in artwork.

Standards: 9-12.RT.7 Translate

technical visual art information
expressed in words in a text into
visual form
(e.g., a table or chart) and
translate information expressed
visually or mechanically (e.g.,
in an equation) into words. 912.RT.4 Determine the meaning
of symbols, key terms, and other
domain-specific words and
phrases as they are used in a
specific technical visual art
context relevant to grades 9-12
texts and topics.

Materials: Shell Silverstene book,

Materials: Drawing paper, Pencil, .Erasers, sketchbooks, drawing paper,
Black markers, Character Sketches, Rulers, pencils, erasers, black markers,
computer and projecter
character sketches, rulers,
vocabulary tree worksheets.

Anticipatory Set, Simon's Cat Draws

Simon https://www.youtube.com/watch?
v=Mo-2W0FjFeE

Anticipatory Set: Shell

Silverstene poem sketches.
(Sketching their way through the
text)

Purpose: Today is a workday, I will

demonstrate adding detail in a comic and
you have time to keep working.

Purpose: Today we will be

reviewing the vocabulary so you
can be prepared to critique the
finished comics tomorrow with
correct termonology so we
understand eachother.

Body: Instruction define vocab

terms that have been intentinally
Body: Demonstration, Draw a cartoon
used in class by the teacher.
charactor, accept mistakes, show details,
Conture Lines, Gestural Lines,
and talk through the procees of thought and
Linear Perspective,
action. Explain the importance of
Crosshatching, descriptive lines,
forground and background and each
expressive lines Guided practicerespective level of detail.
vocab trees with definitions and
room for examples.

Activities: Independant work, students

have the rest of class time to ask for help
and add detail to their drawings.

Activities: Independant work time

to finish project.

Closure: last few minutes are clean up

time.

Closure: Last few minures are

clean up time.

Assesment: progress from the day beore

should be evident, students should be
almost ready to begin inking their comic.

Assessment: Students should be

finished with their cartoon.

Adaptations: Students that finish early can

draw another character or work on a three
panel comic strip or help one of the
students struggling.
Absent students will get a copy of the
lesson and examples and can work on the
project outside of class or during prep
period to catch up. Students who are
struggling will receive extra support from
the teacher during work time. Students that
have not drawn a previous character may
use one of the cartoon characters from the
examples as a template.

Adaptations: Students that finish

early can read some comics as
they wait for every one else to
finish. Absent students will get a
copy of the lesson and examples
and can work on the project
outside of class or durring prep
periosd to catch up. Students who
are struggling will receive extra
support from the teacher durring
work time. Dual language work
pages will be avalible for ELL
students.

Day5 Telling the story.

Goals: Students are able to reflect and
describe writen and verbally how they
created their comic.

Objectives: The student will prepare a

written artist review about one of
their peer's work as a critique.

Standards: 9-12.WT.10 Write

routinely over extended time frames
(time for reflection and revision) and
shorter
time frames (a single sitting or a day
or two) for a range of disciplinespecific tasks,
purposes, and audiences. H.3.2
PROFICIENT: Construct wellsupported interpretations of works of
art using problem solving
and critical inquiry, reflecting on
various interpretations, evidence
presented in the work, and its
cultural context.ADVANCED:
Construct insightful, convincing
interpretations of works of art by
identifying
problematic features, forming
theories, and evaluating alternative
theories.

Materials: Pre-arranged phone call,

paper, pencils, completed projects,
open wall to hang comics.

Anticipatory Set: Nostalgia's Genious

comics on the overhead.

Purpose: For an end critique you will

be reviewing one of your classmate's
cartoons.

Body: Instruction- how does an artist

explain their cartoon work? Video
skype with creater of Nostalgia's
Genious to get answer to "How did
you develope your characters and
plots? What is your drawing process,
what types of lines do you use and
why?"

Activities: Peer review, students write

a peer review artist crituqe of another
student's comic checking for
craftsmanship and use of line.

Closure: Introduce the next unit by

asking the students to think about the
new big idea question.

Assessment: collect written

statements and check for process
understanding, term use and writing
quality. evaluate drawings for
craftsmanship, meeting the objctives,
and quality

Adaptations: Translated copy of

worksheet in English and students
own language for ELL student
Absent students will get a copy of the
lesson and examples and can work on
the project outside of class or during
prep period to catch up. Students who
are struggling will receive extra
support from the teacher during work
time.