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https://www.storyboardthat.com/lesson-plans/world-geography-projects/narrative-tour
Activity Overview
Template and Class Instructions
Rubric
Activity Overview Accordion Arrow

Activity Overview


Students can demonstrate their knowledge about a particular country by creating a 10-cell narrative storyboard that answers prompts with pictures and text. For this activity, students can choose a character to represent a tour guide for the country. Their character will relay important facts about the country such as its name, a typical greeting, location, flag, capital, traditional food, local customs and traditions, traditional music, popular tourist destinations, and a typical farewell. In this way, students can focus on interesting and important facts about a country while having fun taking a "virtual tour" with a tour guide! Their character can be themselves, or a person from the country.

Students will be able to get creative by giving their character a name and relating facts through dialogue (speech bubbles) in addition to the description boxes. They should include landscapes, towns, or cityscapes that resemble their country, symbols, flags, and other designs and items relevant to the country. Teachers can assign countries to students, or have them choose from a predetermined list.


Template and Class Instructions Accordion Arrow

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 10-cell storyboard that answers the prompts and includes illustrations and speech bubbles to explain important facts about a country.

Student Instructions:

  1. Click "Start Assignment"
  2. Using the template, answer the prompts for each cell.
  3. Include a character and design illustrations that include scenes and items to answer the prompt for each cell.
  4. Give your character speech bubbles where and write their explanation of the answers to the prompts for each cell.
  5. Save and exit when you're finished.

Lesson Plan Reference

Common Core Standards
  • CCSS: W.5.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
  • CCSS: W.5.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
  • CCSS: W.5.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
  • CCSS: RI.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • CCSS: RI.5.2 - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  • CCSS: RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
  • CCSS: RI.5.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
  • CCSS: RI.5.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Switch to: Common CoreArizonaCaliforniaColoradoFloridaGeorgiaIowaKansasMarylandMassachusettsNebraskaNew JerseyNew YorkNorth CarolinaOhioOklahomaPennsylvaniaTexasUtah

Rubric Accordion Arrow

Rubric

(You can also create your own on Quick Rubric.)


Cultural Connection: Country Project
Students will make a 10-cell narrative storyboard that includes illustrations, characters and speech bubbles of text description that answer the following prompts about a country:
1. country name
2. typical greeting
3. location
4. flag
5. capital
6. typical food
7. local customs or traditions
8. traditional music
9. popular tourist spots
10. typical farewell
Proficient
5 Points
Emerging
3 Points
Beginning
1 Points
Writing and Grammar usage
All of the descriptions are detailed and complete. They answer the prompts accurately and are grammatically correct.
Most of the descriptions are detailed and complete. They answer most of the prompts accurately with only a few grammatical errors.
Only some of the descriptions are detailed and complete and there are many grammatical errors.
Illustrations
All of the illustrations clearly depict the written descriptions using appropriate characters, scenes and items.
Most of the illustrations depict the written descriptions using appropriate characters, scenes and items. Some are unclear or unfinished.
Only a few of the illustrations depict the written descriptions using appropriate characters, scenes and items. Most are unclear or unfinished.
Effort
All of the work is complete, thorough, and neat. It is evident student put forth a lot of effort
Most of the work is complete, thorough, and neat. It is evident student put forth some effort.
Only some of the work is complete, thorough, and neat. It is evident student did not put forth adequate effort.


Activity Overview


Students can demonstrate their knowledge about a particular country by creating a 10-cell narrative storyboard that answers prompts with pictures and text. For this activity, students can choose a character to represent a tour guide for the country. Their character will relay important facts about the country such as its name, a typical greeting, location, flag, capital, traditional food, local customs and traditions, traditional music, popular tourist destinations, and a typical farewell. In this way, students can focus on interesting and important facts about a country while having fun taking a "virtual tour" with a tour guide! Their character can be themselves, or a person from the country.

Students will be able to get creative by giving their character a name and relating facts through dialogue (speech bubbles) in addition to the description boxes. They should include landscapes, towns, or cityscapes that resemble their country, symbols, flags, and other designs and items relevant to the country. Teachers can assign countries to students, or have them choose from a predetermined list.


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 10-cell storyboard that answers the prompts and includes illustrations and speech bubbles to explain important facts about a country.

Student Instructions:

  1. Click "Start Assignment"
  2. Using the template, answer the prompts for each cell.
  3. Include a character and design illustrations that include scenes and items to answer the prompt for each cell.
  4. Give your character speech bubbles where and write their explanation of the answers to the prompts for each cell.
  5. Save and exit when you're finished.

Lesson Plan Reference

Common Core Standards
  • CCSS: W.5.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
  • CCSS: W.5.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
  • CCSS: W.5.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
  • CCSS: RI.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • CCSS: RI.5.2 - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  • CCSS: RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
  • CCSS: RI.5.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
  • CCSS: RI.5.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Switch to: Common CoreArizonaCaliforniaColoradoFloridaGeorgiaIowaKansasMarylandMassachusettsNebraskaNew JerseyNew YorkNorth CarolinaOhioOklahomaPennsylvaniaTexasUtah

Rubric

(You can also create your own on Quick Rubric.)


Cultural Connection: Country Project
Students will make a 10-cell narrative storyboard that includes illustrations, characters and speech bubbles of text description that answer the following prompts about a country:
1. country name
2. typical greeting
3. location
4. flag
5. capital
6. typical food
7. local customs or traditions
8. traditional music
9. popular tourist spots
10. typical farewell
Proficient
5 Points
Emerging
3 Points
Beginning
1 Points
Writing and Grammar usage
All of the descriptions are detailed and complete. They answer the prompts accurately and are grammatically correct.
Most of the descriptions are detailed and complete. They answer most of the prompts accurately with only a few grammatical errors.
Only some of the descriptions are detailed and complete and there are many grammatical errors.
Illustrations
All of the illustrations clearly depict the written descriptions using appropriate characters, scenes and items.
Most of the illustrations depict the written descriptions using appropriate characters, scenes and items. Some are unclear or unfinished.
Only a few of the illustrations depict the written descriptions using appropriate characters, scenes and items. Most are unclear or unfinished.
Effort
All of the work is complete, thorough, and neat. It is evident student put forth a lot of effort
Most of the work is complete, thorough, and neat. It is evident student put forth some effort.
Only some of the work is complete, thorough, and neat. It is evident student did not put forth adequate effort.





Image Attributions
  • • davidcmiller • License Free for Commercial Use / No Attribution Required (https://creativecommons.org/publicdomain/zero/1.0)
  • • mayns82 • License Free for Commercial Use / No Attribution Required (https://creativecommons.org/publicdomain/zero/1.0)
  • 4504060 • Vicafree • License Free for Most Commercial Use / No Attribution Required / See https://pixabay.com/service/license/ for what is not allowed
  • 5860680 • Gustavo Santana • License Free To Use / No Attribution Required / See https://www.pexels.com/license/ for what is not allowed
  • 8279585 • Los Muertos Crew • License Free To Use / No Attribution Required / See https://www.pexels.com/license/ for what is not allowed
  • 9216207 • Red Light Films & Photography • License Free To Use / No Attribution Required / See https://www.pexels.com/license/ for what is not allowed

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