Create Your Own Seuss Character
DEEP SPACETIMEREQUIRED:5THGRADETWO @ 50minutesSeuss character
create your own Seuss CharacterCreating your own Dr. Seuss character is a fun way to engage older kids on Dr. Seuss Day.With so many strange beings making an appearance in the books, challenging the students tocome up with their own character is a great extension.For younger students, using the handout offers a way to control the amount of time thechildren spend on the project. By selecting one head, one body and one pair of legs, the kidscan move quickly through the drawing.Older kids can use the drawing guide for it’s intended use but they can also use it as aspringboard to designing their own character. After the character is created, the student cancreate a character sketch by creating a name or species, defining a habitat and diet.WHAT YOU’LL NEED: 12” x 18” white drawing/sulphite paper divided into 3 @ sections 6” x 12” Black marker (I like Sharpie markers) Colored paper fro background (optional) Assortment of colored markers Glue ScissorsDEEP SPACE SPARKLE & THE MEMBERS CLUB!2
create your own Seuss CharacterFor older kids, it’s not necessary to do a directedline instruction in order for them to create acharacter, but it does help tremendously todemonstrate the strategy.Here’s my strategy: Select a head shape. While the kids don’t have todraw the head exactly, it does help to plan thegeneral shape. I like to start with the eyes. From there, draw the nose. With most Seusscharacters, the nose is a flattened oval, but in thecase of the profile, the nose looks like anelephant’s trunk. Draw the mouth which is most likely a curved linebut it can be open. The head shape is what creates a great deal ofinterest to the character. This is where the childcan have some fun. Neck shapes can be thick, long, or hidden. Somehave collars, fur or frills. After the head, drawing the body is very easy. Thechild can determine how thick, round, long or thinit is. Select one pair of arms and one pair of legs/feet.Again, children can make any of the selectionslong or short, think or thick.TIP: Try to draw one of the characters n thewhite board before the students arrive. They’llbe intrigued and you’ll get a practice session in.DEEP SPACE SPARKLE & THE MEMBERS CLUB!3
create your own Seuss Characterylike muoyoDr?featheCOLORING WITH MARKERSBy 5th and 6th grade, kids color with markersreally well. This is also a great project to finishwith markers as they allow for lots of details(which kids at this age love).If the kids try to cut around whiskers, tell themnot to bother. It’s easier to cut the whiskers offentirely then redraw them once the drawing isglued to colored paper.TO CUT OUT OR NOT You can color with markers and then CUTthe figure out OR you can leave on thewhite paper.I chose to cut the figures out because it’s anadded steps that promotes more skills.But if you are short on time, don’t bother.DEEP SPACE SPARKLE & THE MEMBERS CLUB!4
create your own Seuss CharacterDEEP SPACE SPARKLE & THE MEMBERS CLUB!5
create your characterMIX & MATCH THE BODY PARTS TO CREATE YOUR OWN SEUSS-LIKE CHARACTERDEEP SPACE SPARKLE & THE MEMBERS CLUB!6
Your character’s name or speciesHabitat :THUMBNAIL SKETCH OF CHARACTERdiet :personality :DEEP SPACE SPARKLE & THE MEMBERS CLUB!7
NATIONAL CORE ARTS STANDARDS - fifth gradeCREATINGXGenerate and conceptualize artistic ideas and work — combine ideas to generate anXOrganize and develop artistic ideas and work — experiment and develop skills in multipleinnovative idea—demonstrate diverse methods to approaching art makingtechniques through practice—show craftsmanship through care—document objects ofpersonal significanceRefine and complete artistic work—create artists statements using art vocabulary todescribe personal choices in art-makingPresenting/producingAnalyze, interpret and select artistic work for presentation— define roles andresponsibilities of a curator—explaining the skills/knowledge needed to preform curationDevelop and refine artistic work for presentation — develop a logical argument for safeand effective use of materials and techniques for preparing and presenting artworkConvey meaning through the presentation of artistic work —cite evidence of how anexhibition in a museum presents ideas and provides information about specific conceptsRespondingPerceive and analyze artistic work- compare interpretation of art to another’s interpretationX—analyze cultural associations suggested by visual imageryInterpret intent and meaning in artistic work — interpret art by analyzing form, structure,context information, subject, visual elements, and use of media to identify mood and ideasconveyedApply criteria to evaluate artistic work— recognize differences in criteria used to evaluateworks of art depending on stylesConnectingXSynthesize and relate knowledge and personal experiences to make art- apply formal andconceptual vocabularies of art and design to view surroundings in new ways through artmakingRelate artistic ideas and works with societal, cultural and historical context to deepenunderstandingDEEP SPACE SPARKLE & THE MEMBERS CLUB!8
NATIONAL CORE ARTS STANDARDS - sixth gradeCREATINGXGenerate and conceptualize artistic ideas and work — Combine concepts collaboratively toXOrganize and develop artistic ideas and work — Demonstrate openness in trying new ideas,Xgenerate innovative ideas for creating art.materials, methods, and approaches in making works of art and design.Refine and complete artistic work—Reflect on whether personal artwork conveys the intendedmeaning and revise accordinglyPresenting/producingAnalyze, interpret and select artistic work for presentation— Analyze similarities and differencesassociated with preserving and presenting two- dimensional, three- dimensional, and digitalartwork.Develop and refine artistic work for presentation — Individually or collaboratively, develop a visualplan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout ofthe exhibit.Convey meaning through the presentation of artistic work —Assess, explain, and provide evidenceof how museums or other venues reflect history and values of a community.RespondingPerceive and analyze artistic work—Identify and interpret works of art or design that reveal howXpeople live around the world and what they value.Interpret intent and meaning in artistic work — Interpret art by distinguishing between relevantand non-relevant contextual information and analyzing subject matter, characteristics of form andstructure, and use of media to identify ideas and mood conveyed.Apply criteria to evaluate artistic work—Develop and apply relevant criteria to evaluate a work ofartConnectingXSynthesize and relate knowledge and personal experiences to make art- Generate a collection ofideas reflecting current interests and concerns that could be investigated in art- making.Relate artistic ideas and works with societal, cultural and historical context to deepenunderstanding —Analyze how art reflects changing times, traditions, resources, and cultural uses.DEEP SPACE SPARKLE & THE MEMBERS CLUB!9
I CAN STATEMENTS FOR SEUSS CHARACTER Today I will learn about LINE and SHAPE, so that I CAN draw my own Dr. Seuss characterusing a guide and my imagination. Today I will learn about EXPRESSION, so that I CAN make my character express a certainMOOD of my choice by using REPETITION of expressive LINES. Today I will learn about COLOR and PATTERN, so that I CAN use MARKERS to color indesigns for my character.COMMON CORE STANDARDS FOR SEUSS CHARACTERCCSS.ELA-Literacy.SL.5.2Summarize a written text read aloud or information presented in diverse media and formats,including visually, quantitatively, and orally.After introducing the students to the illustrations of Dr. Seuss via books, PowerPoint, etc., studentscan be asked to answer questions orally to summarize what they have learned about Dr. Seuss’sstyle, use of the elements of art, and principles of design in the form of a discussion.CCSS.ELA-Literacy.SL.5.5Include multimedia components (e.g., graphics, sound) and visual displays in presentations whenappropriate to enhance the development of main ideas or themes.By having students create their own Dr. Seuss inspired character, they are visually developing themain ideas they learned from his style of art making by drawing a cartoon-like, expressive figureusing simple lines and shapes.CCSS.ELA-Literacy.W.5.3Write narratives to develop real or imagined experiences or events using effective technique,descriptive details, and clear event sequences.Page 7 of this packet could be a great point of departure for students to write an imaginativenarrative to go along with their Dr. Seuss character. By having them complete this worksheet, theyare creatively drafting ideas about their character.DEEP SPACE SPARKLE & THE MEMBERS CLUB!10
ASSESSMENT CHECKLISTMain Ideas from:CREATE YOUR OWN SEUSSCHARACTERStudent Name:Did the student create their own Seussinspired character?Did the student use expression lines tocreate mood?Did the student make at least 2 differentpatterns?DEEP SPACE SPARKLE & THE MEMBERS CLUB
create your own Seuss Character Creating your own Dr. Seuss character is a fun way to engage older kids on Dr. Seuss Day. With so many strange beings making an appearance in the books, challenging the students to come up with t
The King’s stilts Seuss The Lorax Seuss McElligot’s pool Seuss Oh, the thinks you can think! Seuss Scrambled eggs super! Seuss The Sneetches and other stories Seuss Thidwick, the big-hearted moose Seuss The tooth book Seuss Yertle the turtle and other stories Seuss Oh, the places you’ll go! .
Book Focus: Fox in Socks and Wacky Wednesday by Dr. Seuss Thursday, March 5th Green is Keen Day Wear the color green. Book Focus: Green Eggs and Ham by Dr. Seuss Friday, March 6th Seuss Yourself Day Dress as your favorite Dr. Seuss character (star on your belly for a Sneech, moustache for a Lorax dress like a friend, wear a blue wig for Thing .
EVENT: DR. SEUSS DAY! Use the below details to celebrate Dr. Seuss Day with your parents and families! Follow the steps below to plan this event on ClassTag. Make sure to reference Party City’s blog post, “14 Ways to Make Your Dr. Seuss Party Unforgettable” for creative Dr
Seuss’s birthday (March 2) and Literacy Month. Sunday, March 1 is Seuss Family Day at the History Center, with special family activities from 11am to 3pm, Seuss reading circles and a Seuss Celebrity Reading at 2pm. On Monday, March 2, the History Center presents a tribute birthday
The Lorax, Green Eggs and Ham, or Horton Hears a Who! Dr. Seuss is a pen name. Dr. Seuss’s real name was Theodor Seuss Geisel. He was born on March 2, 1904. Dr. Seuss started his career illustrating cartoons. Later, he became famous as a children’s book author.
The character generator ROM which is responsible for stored standard character pattern generates 5 8 dot or 5 10 dot character patterns from 8-bit character codes. It can generate 208 5 8 dot character patterns and 32 5 10 dot character patterns. Character Generator RAM (CGRAM) The character generating RAM which holds custom character .
Create a Character Concept to Teach Creating a believable character is part of writing a good narrative. Students will see how important it is to make each character distinct and different, with a clear impression of that character's uniqueness. This lesson will help students understand how to create a character.
the adoption and adaptation of agile software development practices. This model was found especially useful when the project context departs significantly from the “agile sweet spot”, i.e., the ideal conditions in which agile software development practices originated from, and where they are most likely to succeed, “out of the box”. This is the case for large systems, distributed .
