Activity Overview
The billboard on the main road plays a very important role in the story. It is how Mack attracts visitors to the Big Top Mall. For this activity, students will create their own billboard poster for the Big Top Mall. Teachers may choose to have students replicate the actual billboard from the book, recreate the billboard that Ivan made with his drawings, or create their own billboard using the correct characters. Ivan is not happy with the way he is represented, so students may choose to portray him in a different manner. In addition to the illustrations, students should include some text that sells the Big Top Mall and the animals that are there.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a billboard for the Big Top Mall.
Student Instructions:
- Click "Start Assignment".
- Using appropriate illustrations, design a billboard to attract people to come to the Big Top Mall.
- Include words that will let people know what is at the Big Top Mall, and what the animals are like. Also be sure to include a heading and information about the attraction.
- Save and exit when you're done.
Lesson Plan Reference
- [ELA-Literacy/RL/6/1] Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
- [ELA-Literacy/RL/7/3] Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)
- [ELA-Literacy/RL/8/3] Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How to Teach Billboard Design to Students with Special Needs
Introduction to Billboard Design
Simplified Concepts: Begin with a basic explanation of what a billboard is and its purpose in advertising. Use visual aids and real-world examples to illustrate. Relating to the Book: Discuss the Big Top Mall from "The One and Only Ivan" and how a billboard could be used to represent it. Focus on making connections between the book and the billboard design concept.
Design Planning and Adaptation
Idea Brainstorming: Guide students in brainstorming ideas for their billboard. This can be done through group discussions or one-on-one, depending on each student's communication preferences. Adapted Materials: Provide a range of materials that cater to different needs. This could include tactile materials for students with visual impairments or templates and stencils for those who need more structured guidance.
Creating the Billboard
Assisted Creation Process: Assist students in creating their billboards. This could involve hands-on help or the use of assistive technology. Encourage creativity and individual expression, ensuring each student can participate in a way that suits their abilities. Incorporate Diverse Media: Allow students to use diverse media in their designs. Some may prefer drawing or painting, while others might like to attach objects or use mixed media.
Sharing and Discussing the Work
Showcase the Billboards: Create a space where students can display their finished billboards. This could be in the classroom or a common area where others can view and appreciate their work. Discussion and Reflection: Have a discussion session where students can talk about their billboards. Encourage them to explain their design choices and what they enjoyed about the project. For non-verbal students, consider alternative methods of communication, like pointing or using communication devices.
Frequently Asked Questions about Ivan's Billboard Activity
How can students incorporate the themes of "The One and Only Ivan" into their billboard designs?
Students can incorporate the themes of "The One and Only Ivan" into their billboard designs by focusing on key motifs and messages from the novel. For example, to convey the theme of freedom versus captivity, students might design billboards that contrast images of the natural habitat of animals with their life in captivity, perhaps using visual symbols like cages and open spaces. The theme of friendship could be highlighted through illustrations of the bonds between Ivan, Ruby, Stella, and Bob. Students can also use visual metaphors to express themes such as resilience, hope, and the transformative power of art, as depicted in the novel. Incorporating quotes from the book can add a textual layer to the billboards, reinforcing these themes. The goal is to create a design that not only attracts attention but also thoughtfully reflects the novel's underlying messages.
How can Ivan's Billboard Activity be adapted for different age groups or learning levels?
Ivan's Billboard Activity can be adapted to suit various age groups and learning levels by adjusting the complexity of the task and the guidance provided. For younger students or those with less experience in art and design, the activity can be simplified by focusing on basic themes and providing templates or specific instructions for the billboard's layout. For older or more advanced students, the activity can include more nuanced aspects of the novel, allowing for greater freedom in design and more sophisticated artistic techniques. Teachers can also vary the extent to which students are guided through the brainstorming and design process, offering more autonomy to higher-level students. Additionally, the use of digital design tools can be tailored according to the students' familiarity with technology, providing alternative mediums for creating the billboards.
What types of worksheets can support students in brainstorming ideas for their billboard designs?
Worksheets designed to support brainstorming for Ivan's Billboard Activity can include several elements to guide students through the creative process. These worksheets might start with prompts or questions that encourage students to reflect on the key themes and characters of the novel and how they can be visually represented. They can include sections for sketching preliminary ideas, listing potential slogans or phrases from the book, and considering different design elements like color schemes and imagery. Worksheets can also provide space for students to outline their rationale behind design choices, ensuring they think critically about how their billboard conveys the novel's themes. For group projects, worksheets can include components for collaboration, such as brainstorming together and assigning tasks, fostering teamwork in the creative process. These worksheets serve as a roadmap for students, helping them organize their thoughts and ideas systematically before diving into the actual design of their billboards.
More Storyboard That Activities
One and Only Ivan, The
Try 1 Month For
30 Day Money Back Guarantee New Customers Only Full Price After Introductory Offer
© 2024 - Clever Prototypes, LLC - All rights reserved.
StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
