Lesson Plan

11-3 to 11-7-14
7th grade
(continued for previous week: students took a time-out from this project last week to
make decorations for their Halloween party)
Teacher: Calla Page (under supervision of Tammi Browning)
Title of Lesson/Unit: Poetry Illustration.
Grade Level(s): 7th grade
Anticipated Time Needed for the Entire Lesson/Unit: 6 class periods (or more)
Outcome(s)- Learning Targets
Students Can:
Illustrate poems they have written in English class.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Enduring Understanding:
Artists, curators and others consider a variety of factors and methods including evolving
technologies when preparing and refining artwork for display and or when deciding if
and how to preserve and protect it.
Essential Question:
How does refining artwork affect its meaning to the viewer?
Content Area Standards:
VA:Pr5.1.7a- Based on criteria, analyze and evaluate methods for preparing and
presenting art.
Vocabulary:
Illustration
Description
Focal Point
Materials:
Drawing paper
Markers or paint
Cube template
Poster board
Brief Description of Lesson:
Students will be asked to pick one of their favorite poems written for an assignment in
English class. Analyzing the subject and content of the poem, students will be asked to

create an illustration of their poem. Students will then create a cube that has specific
content on each side.
Scope and Sequence (Ordered Flow of Lesson)
Day 1:
Students will be asked to pick one of their favorite poems written for an
assignment in English class.
Analyzing the subject and content of the poem, students will be asked to
create a painting using a composition representing symbols that best represent
the feeling or subject of the poem.
o A color and mood/feeling exercise will be presented by asking students
to hold up a piece of construction paper that is the color they feel best
represents an emotion word the teacher presents to the class.
o A line feeling/mood exercise will be presented in the same way as the
color exercise: students will be asked to draw a line that best
represents an emotion word the teacher presents to the class.
o The class will compare their responses to discover that color and line,
when used to create mood and feeling is universal.
Day 2:
Students will draw thumbnail sketches of their ideas for
symbols that represent the content of the poem.
Days 3-4:
Using color, line and symbols, students will create a composition that best
describes the content of their poems.
Days 5-7:
Students will create a 6 inch by 6 inch cube with the following on each of 5 sides:
1. The first half of the poem.
2. Their illustration of the poem.
3. A focal point or main symbol within the illustration that best describes the feeling
or subject of the poem.
4. The title and author of the poem.
5. A brief biography of the author.
6. The last half of the poem.
Accommodations:
Scaffolding as needed.