Lesson Plan

Title: totem poles

Length:___variable_______________

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of
the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students
based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing what you would
recognize as proficient skill/knowledge.
Pre-assessment addresses knowledge of Native American culture and art. Specifically, knowledge of totem poles.
Proficient knowledge: ability to explain what totem poles are made of, why they were made, and the general role of art in native American culture.
Knowledge of native American art and totem poles was pre-assessed by discussing information they had learned about this topic in their main
classroom. I discussed what they had learned with the teacher and the class separately to gauge how information students retained from their
history lesson about native American culture.
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take
on a role and create a learning product about a specific topic for a certain audience. (RAFT Role / Audience / Format / Topic)
Students will pretend that they are choosing animals to symbolize themselves for eternity on their tables totem pole. Students will chose one
animal that they feel a connection with to be their totem animal after deciding upon a totem animal each student will create an image of that
animal to represent themselves on a totem pole.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in
art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules,
Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.
Stylized, symbol, culture, tradition, process, planning, form, composition, natural elements, expression
Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not
only link two or more concepts; but also demonstrate why this relationship is important. Like concepts, they are timeless, transferrable and
universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.

Planning is an essential part of the process of creation when using an unfamiliar technique. (Standard- Envision to critique and reflect,
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GLE- 1.Evaluative criteria is used when responding to works of art, 2.Specific methods of planning support the development of
intended meaning, PGC-Recognize, demonstrate, and debate philosophic arguments about the nature of art and
beauty (aesthetics)- Recognize, demonstrate, and debate the place of art and design in history and cultureUse specific criteria to discuss and evaluate works of art -Critique personal work and the work of others with
informed criteria -Recognize, articulate, and implement critical thinking in the visual arts by synthesizing,
evaluating, and analyzing visual information)

Form can be created through the composition of individual elements (Standard- Invent to discover and create, GLE- 1. Use artistic
media and expression to communicate personal and objective points of view, 2. Create art using technological media, 3. Apply an
understanding of art processes and creative thinking to plan and create art, PGC- Recognize, interpret, and validate that the
creative process builds on the development of ideas through a process of inquiry, discovery, and research -Develop and build
appropriate mastery in art-making skills using traditional and new technologies and an understanding of the characteristics and
expressive features of art and design -Create works of art that articulate more sophisticated ideas, feelings, emotions, and points
of view about art and design through an expanded use of media and technologies -Recognize, compare, and affirm that the making
and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives)

Cultural tradition influences the development of a cultures stylistic aesthetic. (Standard- observe and learn to comprehend, GLE- 1.Visual
arts connect multiple characteristics of art, 2. Visual arts communicate the human experience, 3.Visual arts learning involves
analyzing the formal and sensory qualities of art, PGC- Recognize, articulate, and debate that the visual arts are a means for
expression -Make informed critical evaluations of visual and material culture, information, and technologies -Analyze, interpret, and
make meaning of art and design critically using oral and written discourse -Explain, demonstrate, and interpret a range of purposes
of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints,
intelligences, and perspectives)

Elements of nature are stylized by artists to more clearly express symbolic meaning. (Standard- Relate and connect to transfer, GLE- 1.
Artists, viewers, and patrons assign intended meaning to works of art, 2. Artists, viewers, and patrons respond to art from
familiar and unfamiliar cultures PGC-Identify, compare, and interpret works of art derived from historical and cultural settings,
time periods, and cultural contexts -Identify, compare and justify that the visual arts are a way to acknowledge, exhibit and learn
about the diversity of peoples, cultures and ideas -Transfer the value of visual arts to lifelong learning and the human experience
-Explain, compare and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass
media, and careers in art and non-art related arenas)

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art
learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE:
_____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)
SWBAT use their understanding of totem pole art to create art that represents themselves with the
1. After being introduced to the new artistic process of collage SWBAT appropriately plan for the inclusion of this process in their own art
work
2. By working independently on sketch paper, SWBAT fully develop a visual idea before starting on a final draft.(
3. In groups of 3-4 students SWBAT collaboratively create and present a narrative about their groups totem pole. (Blooms- creating StandardRelate and connect to transfer, GLE- 1. Artists, viewers, and patrons assign intended meaning to works of art, 2. Artists, viewers,
and patrons respond to art from familiar and unfamiliar cultures, Art learning-conceptual/ ideation/personal grounding, literacycreating and articulating a narrative.)

4. After discussing totems in class SWBAT use aesthetic style of Native American totem art in their own self-representative artwork. (Blooms
Applying, Standard-Invent to discover and create, GLE- 1. Use artistic media and expression to communicate personal and objective
points of view, 2.Create art using technological media, 3. Apply an understanding of art processes and creative thinking to plan and
create art. Art learning- Historical multicultural context

5. SWBAT articulate observations of their own creative process after self-reflecting on their experience using a new artistic technique.
(Blooms- Analyzing Standard- Envision and critique to reflect, GLE- 1.Evaluative criteria is used when responding to works of art 2.
Specific methods of planning support the development of intended meaning, Art Learning-Assessment/evaluation, Critical
reflection/aesthetics/transfer Literacy- written and verbal articulation of creative process)

6. By observing the steps to a new process SWBAT fully develop a visual idea that is compatible with use of this new process before
beginning a final draft. (Blooms-Evaluating, Standard Observe and learn to comprehend, GLE -1. Visual arts connect multiple
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characteristics of art, 2. Visual arts communicate the human experience, 3. Visual arts learning involves analyzing the formal and
sensory qualities of art, Art learning- Materials and techniques Numeracy- recalling sequential order of events.

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies
you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class, as well as
modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation:
Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to
Students can look at examples of their specific
Products will consist of form created with larger
access content and multiple modes
animal stylized in multiple ways to gain
more simple shapes
for student to express
inspiration before making their own version
understanding.)
Not as many small details included
Students can use the window to trace if the paper
process is too hard
Layering of paper will be less complex
Students can use larger, more simple shapes to
create their totem animal

Students may turn in reflection work without

complete sentences written if necessary

Students may write in bullet form if necessary

during ideation and reflection

Misalignment of shapes on art work will not be

counted down as long as effort was clear

Student may have someone read prompts out loud to

them

Extensions for depth and

complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

-Students can use smaller shapes to create finer

detail on their totem animal
-Students will look at examples of general Native
American totem poles instead of their own specific
animal to gain inspiration
-

-Students should display more complex final images

-Totem animals should include more dynamic
layering and smaller details
-Shapes should line up accurately and be neatly cut
out on artwork

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.
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Collage- Image created from a composition of different forms

Totem Pole A carved tree used by Native Americans to tell a story.
Stylize To alter natural shapes, forms, colors, or textures in order to make a representation in a preset style or manner.
Symbol- an object that represents an idea
Literacy is used in this lesson when students reflect upon their learning in this lesson. Students will write down responses to questions projected on
the screen. After this students practice verbally articulating their thoughts and observations regarding the work they created and the work of their
peers. Lastly they will practice creating a narrative by collaboratively putting their totem animals together to make a totem pole for their table and
coming up with a story to go with it.

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students
will use.) List all materials in a bulleted format.
-Construction paper
-Scissors
-Pencil and erasers
-8x10 sketch paper
-12x16 white rough draft paper
-Crayons
-Glue
-Lined paper
Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can
be found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a bulleted format.
http://www.native-languages.org/totem.htm
http://www.legendsofamerica.com/na-totems.html
http://www.burkemuseum.org/ethnology/faq_nwtotem
http://thomaselementaryart.blogspot.com/2011/10/4th-grade-totem-poles.html
http://www.gullitotempoles.com/TotemPoleSymbols.html
http://www.inquiry.net/outdoor/native/totem/color.htm
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Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
-Have sketch paper and rough draft paper ready to pass out
-Pencils sharpened
-Reference images printed
-Power point ready to go with projector
-Example prepared to show students
-Have construction paper ready in stacks in front of the room
-Take scrap bin down from shelf
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
-Do not poke any one with your pencil
-Do not cut anything but paper with your scissors
-Be careful not to cut yourself
-No running with scissors
Action to motivate/Inquiry Questions:
Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited
about the lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate students and get them thinking and
ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.
If you had to pick an animal to represent you for eternity, what would you be and why?
Pick one animal that you feel best symbolizes who you are.
-Have you ever felt drawn to one animal or another without being able to explain why? This could be animal, including birds and insects.
-Does a certain kind of animal consistently appear in your life? This doesnt necessarily have to be a physical appearance, it could be represented in
other ways such as receiving card and letters with the same animal pictured over and over, unexplainable dreams of a particular animal, watching
television and seeing the same animal featured time and time again, or, actually having the animal show up.
-When you go to the zoo, a park, wildlife area, or forest, what are you most interested in seeing?
-Are there any animals that you find to be extremely frightening or intriguing?
-Is there a particular animal that you see frequently when youre out in nature?
-Have you ever been bitten or attacked by an animal?
-Have you ever had a recurring dream about a certain animal, or a dream from childhood that you have never been able to forget?
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-Are you drawn to figurines or paintings of a specific animal?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought
that can be visual, concrete or abstract. List and describe inquiry questions and processes you will engage students in to help them develop ideas
and plans for their artwork.
1. Decide which animal you feel symbolizes who you are
2. Sketch that animal however you can, try to sketch it as many different ways as possible,
-If you are having trouble sketching your animal, focus your sketch on the features of the animal you feel are most prominent, and most relevant to
why you chose that animal to symbolize you
3. Look at how the Native Americans represented animals on their totem poles,
4. Practice stylistically drawing your animal the like the Native Americans did.
Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for
each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate.
Da Instruction - The teacher will... (Be specific about what concepts, information,
1. 5 min
y 1 understandings, etc. will be taught.) Identify instructional methodology.
2. 10
min
1.
Students enter and find their seats, I wait until they are quiet to begin
1. Regular routine
3. 10- 15
2.
Teacher led class discussion: discuss prior knowledge of Native American culture
established for
min
students
4. 10-15
-Who can tell me what we have learned so far about native American people and their culture?
2. Activate prior
min
-What about their art, what do we know about their art?
knowledge and
*A the general purpose of the art they made was to commemorate- who can tell me what that
begin to connect
word means
learning from
-(If no one mentions totem poles) Have we heard of totem poles? What are they?
another context to
-Are they big or small?
this one. Begin to
*A. big
focus in on student
- What was the point? Why did Native Americans go through all the trouble to make them?
centered focus of
*A. they made totem poles to represent their tribe, track family lineage, tell a story or
lesson
commemorate an event a way of recording important things.
3. Inform students of
-What is a totem animal?
overall lesson goals;
*TA (will explain) --Animals were a huge part of native American spiritual and daily life,
give them an idea of
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which is why they show up so often in their art.

-Native American tradition provides that each individual is connected with nine different
animals that will accompany each person through life, acting as guides.
-Animal guides come in and out of our lives depending on the direction that we are headed
-Totem animal is one that is with you for life, both in the physical and spiritual world.
-Animal Guide offers power and wisdom to the individual when they "communicate with it,
conveying their respect and trust. This does not necessarily mean that you actually pet or
spend time with this animal, more that you are open to learning its lessons.

3. BEGIN PPT
Direct instruction, and teacher led class discussion
-Slide 1: introduce lesson
-We are going to make our own totem animals to symbolize who we are
-Each table will work as a group to make a totem pole together
-Students will pick one animal to represent him or her in their totem pole.
-In your sketchbook tell me why you chose this animal and how you feel it represents you
-Use construction paper to create your totem animal as a collage
-As a group come up with a story of how all of your animals ended up on one totem pole

the bigger picture

before beginning.
Begin to narrow in
on the focus of the
lesson: totem poles.
Understand what it
means to stylize
something and
practice identifying
visual elements in
pictures
4. Apply learning in a
new context: their
own lives. Begin to
develop an idea
through independent
exploration.
5. Maintain
established routine

-Slide 2: Discuss what we know as a class first

Who built totem poles?
What are they made out of?
Why did they create these?
-Slide 3: Answer the question who built totem poles?
-Southwest Indians, and Plains Indians never built totem poles
- Native Americans living in the islands and coastal areas of North America's Pacific
Northwest, British Columbia, Canada, and coastal areas of Washington and southeastern
Alaska
-Makers of these poles include the Haida, Tlingit, Tsimshian, Kwakwakawakw (Kwakiutl),
Bella Coola, and Nuu-chah-nulth (Nootka)
-Slide 4: Answer the question what are they made of?
-Totem poles created during the 1800's, which were made of single pieces of red cedar wood
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(Thuja plicata ) up to forty feet high

-Totem is derived from the Algonquian (most likely Ojibwe) word odoodem [otutm], "his
kinship group".
-Slide 5: Answer the question Why did they create these?
To symbolize or commemorate cultural beliefs that recount familiar legends, clan lineages,
notable events
Pole carvings may include animals, birds, fish, plants, insects, and humans
May represent supernatural beings such as the Thunderbird.
-May symbolize animals that than can transform themselves into another form, so they appear
as combinations of animals or part animal-part human forms.
-The meanings of the designs on totem poles are as varied as the cultures that make them
-Slide 6-10: Teacher led class discussion of STYLIZATION
-Show images of what real native American totems looked at
-Briefly discuss different types of totem poles as they are relevant to the image
-What type of animal is this?
A. Not sure maybe a hawk maybe an eagle- some type of bird?
-Repeat with more pictures of different totem, specifying which animal you are referring
to as an example
-We cant really tell what type of animal they are trying to depict but can you tell me who
made them?
A. Native Americans
-How can you tell? What is it about the image that tells you its Native American
A. Geometric shapes, bold lines, big eyes
*The reason you cannot tell what type of animals these are, but you can tell who made them is
because they are stylized representations of animals. - The animals do not look exactly like
they do in real life and that was not the artists purpose. This is called stylization. Stylization is
when an artist intentionally alters natural shapes, forms, or colors to make the image look like
it is of a particular style.
- We will be doing the same thing. We will not be creating realistic looking animals, we will
be creating stylized versions of our totem animal in the native American aesthetic
4. IDEATION, We are each going to figure out what we feel our own personal totem
animal is
*What is your totem animal?
-From distributers table, one student will pass out pencils, one erasers, one sketch paper
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-Have you ever felt drawn to one animal or another without being able to explain why? This
could be animal, including birds and insects.
-Does a certain kind of animal consistently appear in your life? This doesnt necessarily have
to be a physical appearance, it could be represented in other ways such as receiving card and
letters with the same animal pictured over and over, unexplainable dreams of a particular
animal, watching television and seeing the same animal featured time and time again, or,
actually having the animal show up.
-When you go to the zoo, a park, wildlife area, or forest, what are you most interested in
seeing?
-Are there any animals that you find to be extremely frightening or intriguing?
-Is there a particular animal that you see frequently when youre out in nature?
-Have you ever been bitten or attacked by an animal?
-Have you ever had a recurring dream about a certain animal, or a dream from childhood that
you have never been able to forget?
-Are you drawn to figurines or paintings of a specific animal?
-I will pass out a handout to each table with examples of different animals and their
spiritual meanings. *Meanings change depending on the tribe who is using the symbol, listed
are general totem pole symbols and meanings
- Once you decide on your totem animal write down your name, class period, totem
animal you chose, and 3 reasons why you chose that animal to be your totem animal.
-Next on another piece of sketchbook paper sketch the animal you chose in as many
ways as you possibly can
5. Clean up
- Collectors will collect pencils, erasers, and folders
-Student will wait behind chairs to be dismissed to line up
Da
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1.
Students enter and sit down.
2.
Teacher led discussion: REVIEW
-Before taking any work out of folders class will discuss
-What did we talk about last time in class?
-Why did Native Americans make totem poles?
-What is a totem animal?
3. Independent exploration
5 min creative silence time
-Take out your sketches from last class and keep sketching your totem animal in different
ways.

1) Maintain
established routine
2) Activate prior
knowledge. Practice
recalling necessary
information.
Repetition supports
memory of
information. Get
into the mindset of

1) 5 minutes
2) 5 min
3) 5 min
4) 10 min
5) 5-10 min
6) 10 min
7) 2 min

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4. Teacher led class discussion and independent exploration

-After you have decided on an animal and sketched it a few times, try and draw it using
the native American style of depicting animals. Keep in mind the things we looked at and
talked about last class. (Discuss what students remember about visual style from last class)
-You can also look at the printed examples on your table for inspiration as you work on
creating your stylized totem animal
**Keep it simple! **
** Use closed shapes**

3)

4)
5. TEACHER LED DEMONSTRATION Explain entire collage process, demonstrate
steps as I explain on my example project
-

Stand tuck your chairs in and freeze, gather around the yellow and green table
Once you have figured out how to stylize your totem animal you are going to get a big
piece of white paper from me
- First we are going to draw our animal using closed shapes onto the white piece of
paper **figure must take up majority of the space**
- Next we are going to pick 4 colors to use to color in our animal
- Once the whole rough draft is colored in, use a dark crayon and color the OTHER
SIDE of this piece of paper, the thicker the layer of wax the better, make sure you get
all the places where your drawing is on the other side
- Your colored in rough draft on white paper will be like a guide for the rest of this
process DO NOT LOOSE IT!
- Go up to the front of the room and get 2 pieces of colored paper, one for the color of
your back ground, and one for the main color of your animal (for example mine is a
panther so the majority of my animal is black)
- Place your rough draft drawing, with the image facing up, on top of the paper that is
the main color of your animal
- ON YOUR ROUGH DRAFT DRAWING WITH YOUR ANIMAL-COLORED PAPER
UNDERNEATH, pressing hard, use a pencil to re-draw the outer most edge of your
stylized animal trace
-When you lift up your paper you should see the outline of your totem animal (this
happens because the wax from the crayon on the back sticks to the paper underneath if you
press hard enough with your pencil)
-Cut out that shape and glue it onto the piece of paper you picked to be your background
color.

5)

6)

the lesson
Students warm-up
their drawing skills
and continue
practicing the
development of an
idea through
independent
exploration
Students practice
applying their prior
knowledge in a new
context through
experimentation.
Further develop
their ability to
develop and expand
upon an idea
Students practicing
planning for a
particular process.
Also practice
remembering and
recalling a sequence
of events
Students practice
developing an idea
and working it into
construction.
Students practice
planning for a
specific process.
Practice applying
their understanding
of cultural
aesthetics to their
own idea
development.
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- This is the process we will be using to create our totem animal. We will use the collage
technique to create an image by layering the shapes we need in a particular order to create an
image
- For example, my next step you be to add the large designs to my animal
- Mine are red on my rough draft so I am going to get red paper from the scrap bin and put it
underneath my rough draft paper
-Then I will use a pencil to trace the red shapes on my animal
-I will pick up my rough draft picture and cut out the shapes I transferred onto the red paper
-Then I will look at my rough draft paper to determine where to place my red cut out shapes
- It is best to work from largest to smallest and back to front with this process
- You may have to generalize big areas of color and layer smaller details on top

7) Maintain
established routine

6. Direct instruction, continue independent exploration

- Practice using the Native American style to draw your animal. Keep in mind the way this
collage process works while you draw your stylized animal. Once you have figured out
how you want it, draw your animal on the big sheet of white rough draft paper
REMEMBER
-Animal should take up most of the sheet of paper
- We are using ONLY cut paper to create these animals NO MARKERS, PENCILS, ETC
ARE ALLOWD on final draft
-Stay with the native American style by keeping it simple and using geometric shapes
-When your rough draft is complete come show me so I can check to make sure it will
work with this process
7. Student work time
Da
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1. Students enter and sit down

2. Distributors pass out, folders, pencils, and erasers
To each student
3. Begin with quick demo of tracing and collage process
- Students will gather around yellow and green table
- I will ask if someone remembers my first step, second step third etc until we have
walked through the basics of this process
4. Students will go back to their seats and get started on drawing their animal onto their
white, rough draft paper
5. When their animal is drawn on the large white rough draft paper they will get the
crayons they need from the front of the room and color in their drawing

1/2) maintain established

routine
3) Recall a sequence of
events; repetition helps
commit this process to
memory. Clarify process
before beginning
4/5) Students practice
planning what they intend
their image to look like
6) Maintain established

) 5 min
3) 10 min
4) 10 min
5) 10 min
6) 5 min

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~~~Most will only get this far, if they finish they can begin the collage process
6. Clean up
-Collectors, will collect pencils, erasers, folders, crayons
-Students will stand behind their chairs and wait for me to dismiss the quietist table to line up
at the door.
Da
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1. Students enter and find seats

2. Teacher led class discussion: REVIEW
-What were real totem poles made of?
-What does that tell you about where the people making them originally must have lived?
-Why did they make them?
3. As students finish coloring in your rough draft come show me so I can check to make sure it
will work with this project and get started on the collage process.
-Teacher will be walking around answering questions
4. Teacher led demonstration
-As more students finish the rough draft, I will use my example to show the collage process
quickly one more time, focusing on the laying of smaller shapes over bigger ones
-Students will gather around yellow and green table
-Watch/listen one more time
-After demo, students will return to their seats if they understand it
-Students who are still confused can ask questions individually and/or try to use this collage
process on my example project
5. Independent work time
-Students will return to their seats and continue to work while I walk around and answer
questions
6. Clean up
-Collectors will collect pencils, erasers, folders, scissors, glue, crayons
-Other students will pick up scraps off the floor
-When your job is done and your table is clear stand behind your chairs and wait for me to
dismiss the quietist table

routine

1) Maintain
established routine
2) Activate prior
knowledge.
Repetition helps
commit information
to memory
3) Responsibility for
self. Students work
independently while
developing ideas.
Students also
practice selfadvocating if there
is something they
do not understand.
4) Recalling a
sequence of events.
Repetition helps
form memory.
Students can get a
closer look and
actually try using
the process if
necessary for their
learning style.
5) Independent
problem solving.
Perseverance
through completion
of an idea

1) 2 min
2) 5 min
3) 10 min
4) 5 min
5) 10 min
6) 5 min

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)
Da
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1. Students enter and find seats

2.REVIEW
-What were real totem poles made of?
-What does that tell you about where the people making them originally must have lived?
-Why did they make them?
3. Distributers will pass out glue scissors, pencils, erasers, folders
4. All students should have rough draft finished and be starting the collage process today.
-Teacher will be walking around and answering questions while students work

Da
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5. Clean up
- Collectors will collect pencils, erasers, glue, scissors, folders
- I will call one table at a time to put work on the drying rack if necessary
- When tables are clear of materials and work, stand behind your chair and wait for me to
dismiss the quietist table to line up at the door
1.Students enter and find seats
2.REVIEW
-What were real totem poles made of?
-What does that tell you about where the people making them originally must have lived?
-Why did they make them?
-What is a totem animal?
- What does stylized mean
3.distributers will pass out glue scissors, pencils, erasers, folders
4. All students should be working on collage process today.
-Students are to get paper from the scrap bin as they need it for their totem animal
-Teacher will be walking around and answering questions while students work
*If process demonstration is needed we will do another one

6) Maintain
established routine
1) Maintain routine
2) Practice information
recall. Repetition commits
information to memory.
3) Maintain established
routine
4) Independent idea
development and problem
solving, self advocating if
they need help
5) Maintain established
routine

1) Maintain routine
2) Recall prior
knowledge. Commit
to memory with
repetition
3) Maintain routine
4) Independent idea
development and
problem solving,
self advocating if
help is needed
5) Maintain
established routine

1) 5 min
2/3) 5
min
4) 20
5) 10

1) 5 min
2/3) 5 min
4) 30
5) 5 min

5. Clean up
- Collectors will collect pencils, erasers, glue, scissors, folders
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Da
y7

- I will call one table at a time to put work on the drying rack if necessary
- When tables are clear of materials and work, stand behind your chair and wait for me to
dismiss the quietist table to line up at the door
1.students enter and find seats
2.distributers will pass out glue scissors, pencils, erasers, folders
3. Student will go straight to work on collage process today.
-Students are to get paper from the scrap bin as they need it for their totem animal
-Teacher will be walking around and answering questions while students work

1/2) Maintain routine

3) Independent problem
solving and idea
development. Practice self
-advocating if confusions
arise
4) Maintain routine

) 5 min
3) 35 min
4) 5- 10 min

1) Maintain routine
2) Recall prior knowledge.
Repetition helps commit to
memory.
3) Maintain routine
4) Practice independently
problem solving and
finishing the development
of an idea.
5) Maintain routine

1/3) 5 min
2) 5 min
4) 30 min
5) 5 min

4. Clean up
- Collectors will collect pencils, erasers, glue, scissors, folders
- I will call one table at a time to put work on the drying rack if necessary
- When tables are clear of materials and work, stand behind your chair and wait for me to
dismiss the quietist table to line up at the door
1) Students enter and find seats
2.REVIEW
-What were real totem poles made of?
-What does that tell you about where the people making them originally must have lived?
-Why did they make them?
-What is a totem animal?
- What does stylized mean
3) Distributers will pass out glue scissors, pencils, erasers, folders
4. Student will go straight to work on collage process today.
-Students are to get paper from the scrap bin as they need it for their totem animal
-Teacher will be walking around and answering questions while students work
*If students finish early they should find a student who needs help finishing. *
5. Clean up
- Collectors will collect pencils, erasers, glue, scissors, folders
- I will call one table at a time to put work on the drying rack if necessary
- When tables are clear of materials and work, stand behind your chair and wait for me to
15

dismiss the quietist table to line up at the door

TOTEM POLE REFLECTION
1.Students enter and find their seats
2.Students at table designated for the task of distributing materials that day will distribute
-Final totem projects
-Pencils
-Erasers
-Lined paper
3. Direct instruction, independent self reflection
I will explain that we are reflecting on our totem pole projects today and that we are going to
start with a SILENT writing activity
-On the piece of paper given to you, you will respond to the prompt projected on the screen
-Everyone must stay completely silent while we are writing
-Once you are done put your pencil down, put your head down and close your eyes-this will
let me know you are finished writing. You will have about 10-15 minutes to write.
-I will read the prompts out loud one at a time before we start
-If anyone is having a hard time seeing or would like me to read the questions out loud to
them, raise your hand and let me know.
(Below is what will be projected on the screen)
Write down: (FULL SENTENCES after the first 2 questions!)
1. Your name and class period
2. Your Totem Animal (ex. cheetah, badger, etc.)
3. Three sentences explaining why you chose this animal and how it represent/relates to you.
4. One word to describe this animal
5. One thing you liked about this project
6. One thing you struggled with making this project.
7. One thing you learned while making this project
(15 min)

1/2) maintain routine

2) Practice selfreflecting on artistic
process and
learning. Practice
articulating thoughts
about process and
learning.

) 5 min
3) 10 min
4/5) 5 min
6) 5 min
7/8) 5 min
9/10/) 10 min
11) 3 min
12) 2 min

4/5) Practice articulating

self-reflective thoughts to a
peer. Make connection
between personal selfreflections and those of a
peer.
6/7/8) Students can
make connections
between their findings
and the findings of their
peers. Recognize
patterns in what was
learned and what was
difficult.

4. Small group work

When everyone is done they will share what they wrote down with the person next to them
*I will warn them about the next step- I will be calling on people at random to tell me about
their partners answers as well as to discuss what they found.

8) Call on existing
knowledge to
confirm
understanding of
totem poles as a part
of Native American
culture. Transition
into the next
reflective activity.

5. After 5 minutes I will ask with a show of hands, how many of us still need a few minutes
to finish sharing?

10/11) Practice
Collaboratively creating
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-If everyone is done we will move on otherwise I will announce that we have 2 more minutes
to finish up
(5-7 min)

a narrative using
symbolic elements and
verbally articulating it

6. Teacher led CLASS DISCUSSION: When time is up Okay class voices off again, we
need to be respectful of our peers who are speaking
-I will call on students at random to answer questions. Each question will be asked to more
than one student.
-What was one thing your partner really liked about this project?
-What was one thing your partner learned during this project?
-What was your favorite part of this project?
-What did you learn?
-Did anything surprise you about your partners answers?
-Did you and your partner have similar answers for any of these questions? What were
they?
-(At times through this discussion, -did anyone get a similar answer? Would anyone like to
add to that?)
(5-10 min)

12) Maintain
established routine

7. Explain next activity

-Everyone stand, tuck your chairs in, and freeze with
-Voices MUST stay off until this activity is over
-(Physically demonstrate this) I need every one to put their totems on the table in front of their
seat with their written responses visibly located on the right hand side.
- FIRST I need every one to move one spot to their left.
-We are going to spend 10 seconds with each piece of art work
-While you are with that piece of artwork, read the artists response to the last three questions
written down.
-There is absolutely NO talking during this activity
-I will keep track of time, every 10 seconds I will ring the bell, when you hear the bell move
one spot to the left and do the same thing
-We will do this until you are back in your original spot.
8. CLASS DISCUSSION -What did we notice from looking at other students artwork/
reflections?
-Raise your hand and you will be called on to share an observation?
-Did anyone make a similar observation? A different one?
-Was anyone surprised by what they found?
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9. TEACHER LEAD/ CLASS DISCUSSION- Understanding of totem poles

-Does anyone remember what the Native Americans made totem poles out of?
-What does that tell you about where the tribes that were making these were located
geographically?
-Why did the native Americans bother making these huge poles? What was the point?
-Can anyone give me another example of native American art forms? Why did they make
them?
-What role did art play in native American life? Necessity? Luxury? Spiritual?
-Does anyone remember what a totem animal represents? Why are multiple animals located
on one pole?
10. AS A GROUP making totem stories
-I will pass out a piece of paper to each table to write notes about their story on
-Pass that piece of paper around so everyone can sign it. This will be used for writing down
notes about your tables story. Does not need to be in full sentences, writing quality will not be
graded, write down what you can
-Each table will make up a story for their table totem pole. If we put all the totem animals on
your table together, what would their story be?
**EVERYONE AT THE TABLE MUST CONTRIBUTE TO MAKING THE STORY**
-I should (and might) call at a random person from your table to tell the story so be prepared
to share!
(5min)
11. Everybody come back to voice level zero. I will call one table at a time to come up to the
front of the room and share their tables totem story. Everyone must be quiet and respectful of
his or her peers who are sharing.
(5 min)
12. CLEAN-UP Make 2 piles at the top of your table
- One with written reflections
- One with final totem poles- place story notes on top of this pile
-Stand tuck your chair in and freeze with voices off when you are done
-From collectors table, one student will collect pencils, one student will collect erasers
-I will wait to dismiss students to line up at the door wait until everyone is standing behind
their chairs silently
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Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined
understandings precisely related to the grade level expectations. How will students reflect on their learning? A participatory activity that includes
students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)
-Students will independently respond to reflective prompts projected on the screen.
-They will share their answers with the person next to them
-We will discuss what we found as a class
-Students will take time to look at all of the art and reflective responses of the peers seated at their table
-We will discuss observations made as a class
-We will review the meaning and purpose of totem poles and totem animal by discussing this as a class
-Students will create and present a story for the totem pole at their table
Post-Assessment (teacher-centered/objectives as questions):
Have students achieved the objectives and grade level expectations
specified in your lesson plan?
1. After being shown how a new process works, were students able to
fully develop a visual idea that is compatible with the new process in
class before beginning on a final draft?

Post-Assessment Instrument:
How well have students achieved the objectives and grade level
expectations specified in your lesson plan? Include your rubric,
checklist, rating scale, etc.
Rubric is attached

2. Were students able to articulate observations about their own creative

process after self-reflecting on their experience as an artist?
3. After discussing totem pole art in class were students able to use
visual style of native American totem art in their own self-representative
artwork?
4. In groups of 3-4, were students able to collaboratively create and
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present a narrative about their groups totem pole?

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically
address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes,
omissions, or additions to the lesson would you make if you were to teach again? (3) What do you envision for the next lesson? (Continued
practice, reteach content, etc.)
Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

8/9/14 Fahey

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