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Grade 3 · LESSON 480 OF 519

Umbrella Squirrel: Faces with Feelings

Make an expression sheet featuring a squirrel with an acorn umbrella. The character wants to keep an acorn dry, but the umbrella is smaller than the acorn. One possible ending: it shelters under the acorn instead. Invent a different kind ending if you prefer.

45 minutes; extend to a second meeting as neededPencil, eraser, and optional black drawing pen on paperCartooningExpressions

One way your story could work

The character wants to keep an acorn dry, but the umbrella is smaller than the acorn. One possible ending: it shelters under the acorn instead. Invent a different kind ending if you prefer. Face 1 shows hopeful anticipation; face 2 shows surprise or frustration; face 3 shows relief. The eyes and mouth change while the head stays recognizable.

The image introduces the character and prop; it is shared across ten different skill lessons. Follow this lesson’s directions to make its specific finished piece, using your own design.

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Modern Art Lessons Studio Guide
YOUR STUDIO GUIDE SAYS

This is one of ten skill lessons using the Umbrella Squirrel story seed. Teach it independently or keep the character for a short skill sequence. Use large, clear shapes and show one understandable change. A character study is shared across this sequence; the written worked example explains this lesson’s specific outcome.

STUDENT WORKSHEETPlanning, material testing, midpoint revision, and reflection prompts matched to this project.
OPEN + PRINT WORKSHEET ↗

Right-sized challenge · Grade 3

Core goal: Use large, clear shapes and show one understandable change.

Before starting: Try one small expressions sample. If the main action is unfamiliar, model it before the full project.

If it feels too hard: Reduce the number of details; offer prepared panel boxes, larger tools, a partner, and dictated labels.

If the skill is already secure: Make a second version with a different visual choice and compare how an unfamiliar reader understands it.

Adult support: Students choose their own designs. Adults prepare tools, supervise binding, and preview external resources.

Time: One 45-minute meeting for a focused study; two for a flipbook or a longer revision. Finish the core skill before optional decoration.

Safety: Use school drawing tools. Adults handle stapling and difficult cuts. Keep jokes kind; do not caricature classmates or stereotype identities. No public account or upload required.

Suggested teaching starting points, not fixed ability bands. Adjust after observing the learner. Informed by NAEYC process-art guidance and the National Core Arts Standards framework.
Studio Guide introducing the project

THE STUDIO GUIDE'S PROJECT PLAN

What students are making

Make an expression sheet featuring a squirrel with an acorn umbrella. The character wants to keep an acorn dry, but the umbrella is smaller than the acorn. One possible ending: it shelters under the acorn instead. Invent a different kind ending if you prefer.

Student directions

  1. 1

    Your finished project is an expression sheet featuring a squirrel with an acorn umbrella. Read the story seed: The character wants to keep an acorn dry, but the umbrella is smaller than the acorn. One possible ending: it shelters under the acorn instead. Invent a different kind ending if you prefer.

  2. 2

    Start with curled tail, small paws, and a cap-shaped umbrella. These are helpful shapes, not a tracing template.

  3. 3

    Draw the same head shape three times before adding facial features.

  4. 4

    Show the feeling before the problem, during it, and after the solution. Change eyebrows, eyes, and mouth deliberately.

  5. 5

    Keep the head shape and identifying features consistent. Add a short feeling label only after a partner guesses.

  6. 6

    Cover feeling labels and ask a partner to name each emotion. Revise one unclear face. Use large, clear shapes and show one understandable change.

Artist connection

Mo Willems OPEN THE DIRECT EDUCATIONAL RESOURCE · TEACHER PREVIEW REQUIRED

The Eric Carle Museum describes how simple shapes create expressive characters. Classroom connection: notice how a small face or pose change can communicate a feeling. For this lesson, investigate expressions using your own a squirrel with an acorn umbrella.

Teaching rule: borrow the artist’s question, process, material thinking, or relationship to audience—not a recognizable style.

Current art-world practice

Original cartoon storytelling through expressions. This classroom task studies visual communication; it does not reproduce a published character or strip.

Ask students where they might encounter this practice today: a museum, public space, screen, community event, landscape, or temporary installation.

Teacher preparation

  • Preview the linked Mo Willems resource and choose one classroom-appropriate example. No purchase or whole-film viewing is required.
  • Prepare a quick expressions demonstration using a different original character.
  • Prepare a page or card layout for an expression sheet featuring a squirrel with an acorn umbrella; print the matching worksheet.
  • Offer large paper and short word banks; an adult may scribe dialogue.

Demonstration notes

  • Begin with curled tail, small paws, and a cap-shaped umbrella.
  • Draw the same head shape three times before adding facial features.
  • Show the feeling before the problem, during it, and after the solution. Change eyebrows, eyes, and mouth deliberately.
  • Keep the head shape and identifying features consistent. Add a short feeling label only after a partner guesses.
  • Show one unclear version and explain a small revision rather than presenting a perfect picture to copy.

Learning goals

  • Practice expressions through an original cartoon.
  • Three facial expressions are distinguishable without reading their labels.
  • Use large, clear shapes and show one understandable change.

Materials

  • drawing paper and scrap paper
  • pencil and eraser
  • optional black drawing pen
  • ruler for panel guides when useful

Teaching sequence

  1. 1

    0–5 MIN · LAUNCH — Introduce a squirrel with an acorn umbrella. Read the goal and obstacle; let students propose an ending.

  2. 2

    5–10 MIN · MODEL — Demonstrate Draw the same head shape three times before adding facial features. Use curled tail, small paws, and a cap-shaped umbrella. Explain that the character reference is not a finished assignment.

  3. 3

    10–15 MIN · TRY — Show the feeling before the problem, during it, and after the solution. Change eyebrows, eyes, and mouth deliberately. Students compare small trials before committing.

  4. 4

    15–32 MIN · MAKE — Keep the head shape and identifying features consistent. Add a short feeling label only after a partner guesses. Use large, clear shapes and show one understandable change.

  5. 5

    32–40 MIN · TEST + REVISE — Cover feeling labels and ask a partner to name each emotion. Revise one unclear face. Record the partner's response before explaining the intended meaning.

  6. 6

    40–45 MIN · SHARE + CLEAN — Collect the work and one revision note. Do not grade drawing speed or realism.

What success looks like

  • The work addresses a squirrel with an acorn umbrella and the chosen skill.
  • Three facial expressions are distinguishable without reading their labels.
  • The student makes an original choice rather than copying the reference.
  • Use large, clear shapes and show one understandable change.

Teacher questions

  • How can we show that the character wants to keep an acorn dry?
  • Which visible clue shows that it the umbrella is smaller than the acorn?
  • Cover feeling labels and ask a partner to name each emotion. Revise one unclear face.
  • What does the reader understand without your explanation?

Common problems + responses

  • The picture is busy — remove a background detail that does not support the skill.
  • The character changes accidentally — compare its three identifying features.
  • The ending is unclear — strengthen the visible clue before adding more words.

Access + differentiation

  • Provide the page divisions or large head outlines; let the student choose the expression and action.
  • Use large, clear shapes and show one understandable change.
  • Extend by trying a second version with a different viewpoint or pacing and explaining the effect—not by adding unrelated materials.

Material substitutions

  • Use pencil only if drawing pens are unavailable.
  • Use larger paper, adapted grips, a partner recorder, or spoken reflection.
  • For motion, arrange numbered drawings and move through them by hand if flipping is difficult.

Four-part assessment rubric

SKILL — Three facial expressions are distinguishable without reading their labels.

STORY — A viewer can identify the intended action or idea.

PROCESS — Trials and a purposeful change are visible.

REFLECTION — The student cites a reader response or visible detail.

Vocabulary

expressioneyebrowconsistency

Student reflection

What did you notice? Which choice feels most like yours? What would you change next?

National Core Arts Standards

VA:Cr1.1.3a — Elaborate imaginative ideas

VA:Cr2.1.3a — Create personally satisfying art

VA:Cr3.1.3a — Revise through reflection

STUDENT PROMPT

Make an expression sheet featuring a squirrel with an acorn umbrella. The character wants to keep an acorn dry, but the umbrella is smaller than the acorn. One possible ending: it shelters under the acorn instead. Invent a different kind ending if you prefer.

Make your own version. Test an idea, notice what changes, and keep the choices that help your meaning.
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