Lesson Plan: Picasso Gallery Walk

Lesson Plan Subject: Poetry and Imagery

Grade Level: Grade 10 Applied
Length of Class: 70 minutes
Learning Goals:
Learning Goal

Success Criteria

Students will work

together to add to their
peers work and build
off their ideas.

Students will need to

bounce ideas off each
other and read what
their peers wrote in
order to add to what is
there and continue the
brainstorming. At the
end of class, students
will be using the ideas
their peers came up
with to jump-start their
poems.
Students will review the
usage of poetic devices
at the beginning of
class and then will be
required to produce a
poem using at least
two.

Students will
demonstrate an ability
to implement devices
in their work.

Curriculum
Expectations
Using Active Listening
Strategies:
1.2 select and use
appropriate active
listening strategies
when participating in a
variety of classroom
interactions

Voice
2.2 establish a
distinctive voice in their
writing, modifying
language and tone
skillfully to suit the
form, audience, and
purpose for writing.

Learning Skills:
Collaboration and Initiative
Literacy Focus:
-

Read and interpret (orally or in writing) visual forms

Brief Description of Overall Lesson:

-

students will be broken up into groups and be sitting around the table
with one of the images in front of them. They will write, as a group,
words or phrases that come to mind when they see the image and then

switch when time is up. Students will complete the same task, adding
to the words their classmates have thought of, for all of the images.
-afterwards, students will choose an image they related to the most
and will have to come up with a poem using the image and poetic
devices that have been talked about in class. They may use the words
their classmates and they have come up with to assist them in writing
their poems.
the teacher will show a sample poem as an exemplar but the criteria
will not be specific to that type of poem, it will just be an idea and a
guideline.
at the end of class, groups will share their work together with the class

Hook
-

as students enter a few of them will be given the name of a poetic

device on a piece of paper. Definitions of all the devices being used will
be on the board and students will be told when they are called on to
come to the front of the class and match up their word with the
definition (selectively choose students who will be comfortable going to
the front of the class)
they will have to figure out, in the first few minutes what the definition
of their word is if they dont remember it

Learning Task (Lesson Sequencing)

-

desks will be arranged in groups of 4-5 with a poster in the middle of

them with an image glued onto a larger piece of white paper
students will be asked to take a few minutes and look at the pictures
and discuss what they see and how it makes them feel as a group
tell students they will be using their marker to write down all over the
poster words or phrases that come to mind when they look at the
photo
words can be anything-colours, feelings, connections to the text,
connections to the world, etc.
explain that they will have a little bit of time at each image and they
will take their designated colour to each table so they can make their
mark on each image
after they have completed the gallery walk, explain that now that they
are at their final image they will be writing a poem either individually
or in partners or in their whole group

Assessment for Learning

-

the hook is a form of assessment for learning in that the students will
be reviewing poetic devices that they have covered previously

the images they are looking at are connected to the novel we are
reading and writing words around them can be a form of recalling prior
information about the novel and the characters journey

Assessment as Learning
-

teacher will be circulating and spending time with each group,

prompting them to come up with words they can write down for the
images
ask prompting questions such as what are your initial reactions to this
image, what sorts of artistic elements are in use?
students will also be reflecting on their own learning by running
through the assessment checklist on their poem before handing it in

Assessment of Learning
-

the poem at the end of the class that students will write individually or
in partners will be the item for assessment of learning
students will need to employ at least two of the poetic devices that we
will have reviewed during class and have to show that they have
carefully thought about the image
be sure to explain that their work will be on display for the class and if
they wish to have their name removed from the poem they may, as
long as they let the teacher know which is theirs beforehand

Wrap Up
-

poems put up on a bulletin board to celebrate work

time remaining discussions about connections these images have to
the novel we are reading

Differentiated Instruction and/or Accomodations:

-

Adjust the complexity of the task and the level of support provided
o I would have the students who need this accommodation write
something different other than a poem, which can sometimes be
tricky for students to wrap their minds around
Adjust the constraints/limits placed on the task
o I could also let students have the night to complete the poem
rather than finish it before class

Student Handout:

Picasso Gallery Walk

Take the piece of paper your group was given and write down any
words or phrases that come to mind with your assigned photo.

When youre done, keep the marker colour your group has and move
along to the next poster of paper. Take your different coloured marker
and write out anything new you can think of when you look at this new
photo.

When you receive your 4th photo, this is your assigned photo so hold
onto it after adding your thoughts about how your group sees it.

Picasso Poem
Literary Devices:
Alliteration:

Personification:

Metaphor:

Simile:

In your groups of (maximum) 5 stay at the last photo you end up

at. Sit down there and write a poem based on the photo and your
interpretation of it. Use at least 3 of the literary devices in your

poem and make sure your poem is at least 4 lines. You may
divide the lines and devices between group members or you may
write them all as a group. Your poem will be marked out of 10.
3 marks for using 3 literary devices
4 marks for 4 lines of poetry
3 marks for matching your themes to the photograph youve
been given and showing how youve interpreted the photo

Photos of Student Work from the Lesson:

Northern First Nation Classroom

-

Use First Nation art to reflect the community culture in the classroom
Connect it to a novel that is culturally relevant that the students can
relate to
Allow the students to represent their image in more ways other than
poetry (spoken word, song, etc.)
Talk to the community and figure out how to navigate incorporating the
culture into my classroom in an appropriate and effective manner