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Grade 5 · LESSON 561 OF 619

Windy Duck: Poses That Talk

Make a three-pose drawing featuring a duck with a runaway hat. The character wants to wear a hat outside, but a breeze lifts the hat away. One possible ending: it catches it upside down and finds a leaf inside. Invent a different kind ending if you prefer.

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

One way your story could work

The character wants to wear a hat outside, but a breeze lifts the hat away. One possible ending: it catches it upside down and finds a leaf inside. Invent a different kind ending if you prefer. An upright reaching pose becomes a slumped or puzzled pose, then an open, confident pose. The body carries the feeling.

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.

Explore Cartooning →
Modern Art Lessons Studio Guide
YOUR STUDIO GUIDE SAYS

This is one of ten skill lessons using the Windy Duck story seed. Teach it independently or keep the character for a short skill sequence. Plan for an unfamiliar reader; compare alternatives and revise pacing, emphasis, or consistency using feedback. 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 5

Core goal: Plan for an unfamiliar reader; compare alternatives and revise pacing, emphasis, or consistency using feedback.

Before starting: Try one small body language 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 a three-pose drawing featuring a duck with a runaway hat. The character wants to wear a hat outside, but a breeze lifts the hat away. One possible ending: it catches it upside down and finds a leaf inside. Invent a different kind ending if you prefer.

Student directions

  1. 1

    Your finished project is a three-pose drawing featuring a duck with a runaway hat. Read the story seed: The character wants to wear a hat outside, but a breeze lifts the hat away. One possible ending: it catches it upside down and finds a leaf inside. Invent a different kind ending if you prefer.

  2. 2

    Start with flat bill, broad feet, and a floppy hat. These are helpful shapes, not a tracing template.

  3. 3

    Draw a simple curved action line for wanting, struggling, and solving.

  4. 4

    Build large body shapes around each line. Tilt the head and shoulders to support the feeling.

  5. 5

    Keep faces simple so the pose does the storytelling. Separate arms and props from the body outline.

  6. 6

    Cover the faces. Ask a partner which pose looks most determined and why. Redraw a stiff or unclear pose. Plan for an unfamiliar reader; compare alternatives and revise pacing, emphasis, or consistency using feedback.

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 body language using your own a duck with a runaway hat.

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 body language. 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 body language demonstration using a different original character.
  • Prepare a page or card layout for a three-pose drawing featuring a duck with a runaway hat; print the matching worksheet.
  • Offer large paper and short word banks; an adult may scribe dialogue.

Demonstration notes

  • Begin with flat bill, broad feet, and a floppy hat.
  • Draw a simple curved action line for wanting, struggling, and solving.
  • Build large body shapes around each line. Tilt the head and shoulders to support the feeling.
  • Keep faces simple so the pose does the storytelling. Separate arms and props from the body outline.
  • Show one unclear version and explain a small revision rather than presenting a perfect picture to copy.

Learning goals

  • Practice body language through an original cartoon.
  • Three poses show different intentions even when faces are covered.
  • Plan for an unfamiliar reader; compare alternatives and revise pacing, emphasis, or consistency using feedback.

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 duck with a runaway hat. Read the goal and obstacle; let students propose an ending.

  2. 2

    5–10 MIN · MODEL — Demonstrate Draw a simple curved action line for wanting, struggling, and solving. Use flat bill, broad feet, and a floppy hat. Explain that the character reference is not a finished assignment.

  3. 3

    10–15 MIN · TRY — Build large body shapes around each line. Tilt the head and shoulders to support the feeling. Students compare small trials before committing.

  4. 4

    15–32 MIN · MAKE — Keep faces simple so the pose does the storytelling. Separate arms and props from the body outline. Plan for an unfamiliar reader; compare alternatives and revise pacing, emphasis, or consistency using feedback.

  5. 5

    32–40 MIN · TEST + REVISE — Cover the faces. Ask a partner which pose looks most determined and why. Redraw a stiff or unclear pose. 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 duck with a runaway hat and the chosen skill.
  • Three poses show different intentions even when faces are covered.
  • The student makes an original choice rather than copying the reference.
  • Plan for an unfamiliar reader; compare alternatives and revise pacing, emphasis, or consistency using feedback.

Teacher questions

  • How can we show that the character wants to wear a hat outside?
  • Which visible clue shows that it a breeze lifts the hat away?
  • Cover the faces. Ask a partner which pose looks most determined and why. Redraw a stiff or unclear pose.
  • 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

  • Reduce to one character and one main visual change; rehearse the skill in a small sample.
  • Plan for an unfamiliar reader; compare alternatives and revise pacing, emphasis, or consistency using feedback.
  • 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 poses show different intentions even when faces are covered.

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

gestureposeaction line

Student reflection

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

National Core Arts Standards

VA:Cr1.1.5a — Combine ideas innovatively

VA:Cr2.1.5a — Experiment and develop skills

VA:Cr3.1.5a — Write an artist statement

STUDENT PROMPT

Make a three-pose drawing featuring a duck with a runaway hat. The character wants to wear a hat outside, but a breeze lifts the hat away. One possible ending: it catches it upside down and finds a leaf inside. 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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