LESSON PLAN FORMAT

University of North Texas Art Education

I. Lesson 2, Grade level 9th and 10th, Exploring themes in Mythical Creatures, 1 to 2 class
periods 50mins:

II. Lesson Rationale: Students will develop and expand their visual literacy skills using critical
thinking and imagination when discussing patterns and similarities between mythical creatures.
Students will identify & define characteristics/ elements that can be attributed to types of mythical
creatures with a focus on malevolent creatures. Students will make interdisciplinary connections with
mythical creatures from the Odyssey and make comparisons and evaluations to whether they are to be
considered monsters. These comparisons and evaluations of these mythical creatures are to be
examined during a class discussion

Students will consider the examples discussed in class while improving their personal definitions of
monsters.

III. Key Concepts:

The key concepts that will be investigated in this lesson are concepts of malevolence, symbols, and
patterns across cultures.

IV. Essential Questions:

Can similarities in behavioral characteristics be linked to observable physical characteristics?

If so, how can we deepen our understanding of these characteristics to the extent that we can
manipulate them for narrative purposes?

Can some physical traits be indicators for distinguishing monsters from other creatures?

V. Lesson Objectives:
The Student will be able to name defining physical features of certain mythical creatures.

The Student will be able to compare the features of certain mythical creatures with others.

VI. Specific Art Content:

NA

VII. Resources & Materials for Teacher:

Projector, YouTube video of Odyssey film. White Board and markers, Computer, Access to Internet.

VIII. Resources & Materials for Students:

Notepad and pen.
IX. Instruction and Its Sequencing:
Day of the Lesson
1. Introduction/Motivation:
Ask about students their experiences reading the Odyssey in literature class. Remind them of
the scene of the Cyclops in the cave. This will be the stepping off point for discussion.

2. Guided Practice
 The teacher will instruct students to orient themselves for discussion. (Depends on the layout of
the classroom, however circle is preferable) The teacher will briefly reiterate the flashback of
the scene involving the Cyclops. Could we consider the Cyclops a monster? What makes a
cyclops a monster? How do you understand him as such? (Ask for descriptive evidence from
the story)

During the students responses you will begin to make connections to other mythical creatures
and infer if their conclusions are consistent with new subjects.

Example: Dragons have similarities to the Cyclops in the Odyssey.

Dwell in caves, or dark underground lairs
Consume those who enter into their lairs

Possibly have a compare and contrast between these creatures.

What is a Cyclops and why is it considered a monster? (we know why the cyclops in the story
is a monster, because of his actions) Use this method of questioning on the other examples that
were in comparison to the Cyclops earlier in the discussion. (Like the dragon)

Shift focus to physical features.

Pose question (if not posed already) of what makes something threatening enough to be
considered a monster? Review actions if necessary, but focus on appearance.

3. Independent Practice
Students will make connections between mythical creatures answering questions posed by
teacher and other students.

4. Closure
Teacher will review items that were discussed during the class discussion. Teacher will then
give a brief description of what students should expect next class period.

Keep in mind the things we discussed today, because next class you will make use of it next
class period

5. Formative Evaluation
The teacher will keep track of which students are contributing to the conversation in order to
evaluate students based on their participation.
If students are not understanding the connections that the other students or teacher mentions
then the teacher can attempt to clarify or elaborate on the points made. If students are
continuously struggling then teacher may choose to spend addition day in discussion and may
choose to change order of the unit.

6. Classroom Management Procedures

The teacher will have a rule on how many times a student can talk about a given topic. Students
will keep rule about raising ones hand before speaking.
X. Summative Assessment and Evaluation:
Check list:
Participation in class discussion:

XI. Interdisciplinary Connections:

The lesson connects with the students literature course. If the students are not currently learning
reading the Odyssey then the Teacher and spend an extra day going over the scene that will be the
jumping off point of the discussion.

XII. References & Resources:

https://www.youtube.com/watch?v=k5OERqTniro (Odyssey- Cyclops)
Google images: Dragons.
Smaug (Lord of the rings)https://latimesherocomplex.files.wordpress.com/2013/12/smaug1.jpg

XIII. Art TEKS:

117.302. Art, Level I (One Credit), Adopted 2013.
(c) Knowledge and skills.
(1) Foundations: observation and perception. The student develops and expands visual literacy
skills using critical thinking, imagination, and the senses to observe and explore the world by
learning about, understanding, and applying the elements of art, principles of design, and
expressive qualities. The student uses what the student sees, knows, and has experienced as
sources for examining, understanding, and creating original artwork.
(3) Historical and cultural relevance. The student demonstrates an understanding of art
history and culture by analyzing artistic styles, historical periods, and a variety of cultures.
The student develops global awareness and respect for the traditions and contributions of
diverse cultures.

XIV. National Art Standards:

Anchor Standard 7: Perceive and analyze artistic work
VA:Cn11.1.Ia
Describe how knowledge of culture, traditions, and history may influence personal responses to art.