Teacher: Margot Brass

Lesson Title: A Writer and His Animals

Grade/Subject: 9th Grade English Language Arts
Central focus/why are you teaching this lesson and what will it do? What do you want your
students to be able to know as a result of this lesson?

Students will be able to understand the representative use of animals in literature, and know the animals
symbolic meanings in literature.

Essential Question: Why is the use of animals important in the literature we have read so far? (Edgar
Allan Poe)

Visual Arts and/or Media Standard(s): Students will learn what an animal effigy pot is, and how to make
one. Students will choose a poem by Poe, identify an animal and make a pot based on this research.

Learning Objectives
Content Objectives (conceptually, historically, culturally, aesthetically):
Students will research the symbolic meanings behind the animal they identify, and write a new one stanza
poem showing or representing the symbolic meaning they have discovered.

Process/Skill Objectives (technically, elements of art/design, new art ed standards, including Gude, etc.)
Making a clay pot using the pinch method and coil method.
Academic Language (Language function, vocab, discourse overlap with each other....the
most important thing is for you recognize the language aspects of your lessons and explicitly write
about it in your commentaries).
Syntax/writing about art: construction of sentences in a more formal or professional
style.
Discourse/talking about art: the way that professionals speak/write in the discipline, the
ARTS!)

For your lesson plan identify the primary language function that will be essential for students to
investigate your central focus in relation to visual art.

Possible language functions include: analyze, compare/contrast, critique, describe,

interpret, question. Describe specific learning tasks/activities that will engage students in at least
one of these functions.

Students will:
Analyze a poem by Edgar Allan Poe to identify an animal
Research the symbolism of the animal they have chosen
Interpret their research in order to create a new poem with this symbolism

Identify vocabulary that will be introduced in the lesson:

-Symbolism
-Slip/Score
-Pinch Pot
-Coil Pot

How will you utilize experiences with reading, writing, artmaking, and discussion within the lesson to
address academic language?
Students will see the vocabulary (aside from when we use it) when analyzing a poem to identify an
animal, and when sculpting the pot.

Monitoring Student Learning: Formal & Informal Assessments prior to, during & after learning
How will you know students are on track during lesson?

Because this lesson will take 5 days to complete (one day to analyze a poem and identify an animal, one
day to research symbolic meanings behind the animal, and two days in the studio), students must hand in
a two page explanation of their research, and an explanation and (optional) sketch of their effigy pot. This
will be handed in at the end of their research, before they begin to sculpt.

How will you know at the end of the lesson what students learned?
Students will be successfully researching their animal, and creating a new poem based on that
understanding of the symbolism behind the animal. They will also successfully sculpt an animal effigy pot
based on their animal.

Instructional Resources and Materials: the art materials, books, videos, fieldtrips, handouts, etc. that
you will use:
Computers for researching the animal
Clay, Paint and Brushes, Carving tools

Connection to prior academic learning and requisite skills: Identity what they learned prior to this unit
or lesson.

Before this lesson, students learned about literary devices such as symbolism and metaphor. Students
also read one short story and three poems by Edgar Allan Poe that use such devices.

Connections to cultural/personal/community assets: How does this lesson link to students lives
inside and outside of school? Their communities, their cultures?

Animals are everywhere, in everything we see, in everything we read, and in real life. If we can begin to
understand the metaphysical use of animals in our literature, we should be able to find a deeper meaning
in the literature, and grasp a better understanding. This will also help students to connect and understand
other students as we all share our newly written animal symbolism poems.

Instructional Strategies & Learning Tasks that support diverse student needs
Motivation: Good place to include essential question posing and if pertinent, hands-on activity to prompt
engagement with the new lesson

Day 1:
Teacher will present 15 minute powerpoint to introduce new vocabulary, and review the short story/poems we
previously read. 30 minutes (remainder of class) to identify and research their animal.
Students should be taking notes, and choose a poem to identify an animal, and begin research.

Day 2:
Teacher will check up on students while they continue their research. The teacher should be closely monitoring to
make sure the students are researching proficiently and provides help if needed.
Students will complete their two page write up explaining their findings in their research, as well as an explanation
and (optional) sketch of their effigy pot.

Day 3-4:
Teacher will demonstrate coil method and pinch method, how to use the carving tools, slip and score, and how to
remove the air bubbles from the clay before you begin sculpting, and explain leather hard and bone dry.
Teacher should be helping any students who have questions.
Students will begin sculpting.

Day 5:
Teacher will see if any students need help, while they continue to work on their pots, and begin to write their one
stanza poem.
Students will finish up their pots and write their one stanza poem incorporating the animal they have chosen and its
symbolism.

Closure: how will you end the lesson? 5 minute check in to see if there are questions?; a recap of what
was covered and whats coming next?

The closure of the lesson is each student giving a brief presentation to the class: the animal they chose,
symbolic meaning behind the animal, and sharing their poem aloud while holding their pot so the class
can see.

How students will reflect on their own learning: will you have them keep sketchbooks? Write artist
statements? Grade each others work or their own work? Do in-process gallery walks or sharing?
Students will keep sketch books and document the process of creating.

Accommodation/Modification based on IEP or 504 plans (special needs students): Some of our
students need accommodations. When we teach, we need to make sure we organize our lessons to align
with their needs. You fill this in only if you are teaching in a class and have students with IEPs or 504
plans.

Differentiation strategies FOR ALL STUDENTS:

We all learn differently. Some of us are kinesthetic (movement-based) learners, others are visual or
listeners or readers How do you make sure that how you teach enables all of your students to access
the learning? HINT: most art lessons address multiple learning styles.

The teacher will be giving visual aids and exemplifying the building process for the students with
demonstrations.
Technology integration to support learning: will you use a smartboard? Projected imagery? Or
perhaps one of your lessons will work with technology as an art material like the 3Doodler or Makey
Makey.
Smart board will be used for visual aids, and note taking.