Professional Documents
Culture Documents
Lesson Title & Big Idea*: Telling Stories Through Totem Poles
Lesson Overview/Summary*: Students will begin this lesson by being shown a PowerPoint presentation
introducing totem poles. This will explain what they are, their importance, how Pacific North West Native Americans
created them, and how they were meant to be a way to pass down stories. The PowerPoint will also include common
animals found on totems and the associated characteristics to each animal. Then students will be asked to think of an
animal they think best represents them based on these traits. Students will do a short journal writing explaining the
animal they have chosen to represent themselves and why/how by telling a story. They must reflect back to reasons
why they resemble this animals qualities. Students will then begin to work on their sketches in pencil. On day two of
the lesson, students will be drawing and painting their animal drawings. Once dry, each students totem drawing will be
bent back to make the cylindrical shape of a totem and stacked on top of each other forming the totem pole.
Key Concepts for each area (1-2 each): What you want the
students to know.*
1. Visual Art: Design a totem pole animal
2. Literacy: Students can describe themselves through a
different perspective
3. Social Studies: Stories can be expressed and passed down
over time through unique symbols rather than words. (*Key
Points in Social Studies Lesson include learning the history of
totem poles from the Native Americans and the deeper
meaning of stories behind them.)
Essential Questions
Grade Level*: 4
Class Periods Required:
(please circle)
1
(1-2)*:
(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
directions.
represents them. They will first do this in pencil then will later
on add color. The teacher will provide a square sheet of 8x8
white thick drawing paper. Students will begin by drawing an
outline of their animal. The examples of some totem animal
pieces should be pulled up on the smart board or projector
for students to use as a reference.
6. Once students have finished their drawing in pencil, they
will show it to the teacher to assure it is an appropriate
representation. They will then get the okay to outline the
pencil marks and begin painting. Students will be provided
with colored paint and sharpie markers.
7. Once students are finished, let painting pieces dry. Once
dry, students and/or the teacher will begin to form the totem
pole. Each painting will be bent back and held together with a
piece of thick paper glued to both bent back ends to form a
half circle. Each students animal painting will then be
stacked on top of one another on a wall to form multiple
totem poles.
8. Have students take a gallery walk examining each of the
pieces on the totem pole. Discuss common themes they
noticed in each piece, as well as making the connection of
why totem poles are symbolic to Native Americans. End the
lesson with this discussion and allow students to tell you their
insights from this project, what they liked, disliked, learned,
etc.
Closure (Reflecting Anticipatory Set, how will student share what they
learned):
What student prior knowledge will this lesson require/draw upon? (what do they need to already know)
Students will need to have an understanding that other cultures have unique traditions unlike our own. Students will also need
to know about animals in order to draw a headshot of them. If students have knowledge about totem poles that would be
beneficial to them, but not necessary.
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
A PowerPoint presentation including pictures used to introduce the lesson and show students what they will be creating.
How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson allows for students to solve problems in divergent ways because no two students will have the same symbolism
and meaning behind their creation. Each student will be selecting their animal based on their personal qualities. No two stories
will be the same, as each student will have their own story explaining themselves. If there are similarities, students need to
think deeper.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
Students will do a lot of personal thinking, especially as they work to discover what traits stand out about themselves that are
also qualities of animals provided. They will be writing about this, having the opportunity to share their thoughts, stories,
experiences, and ideas about themselves. Students will also reflect on their own thinking from the presentation as they work
on their animal sketches.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences,
cultural and language differences, etc.
-If there is a student who struggles with English, the teacher can work to explain the project idea one on one. The student will
do their best on the journal writing but can work together with the teacher based on level of writing (ELL students).
-The lesson is to learn about totem poles within Native American history, so I will be sure to create a respectful learning
environment in the case there is a Native American student in the class.
-If a student finishes early, I will challenge them to explain more in their journal writing to fully explain their story about why
they have those specific qualities they believe they have. I can also challenge students to detail their painting if it is not done
to full potential.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
This lesson is similar to an art project my younger sister did in grade school. I also found example photos throuugh Pinterest of
stacking each students totem piece on top of each other (http://hative.com/cool-totem-pole-craft-projects-for-kids/).
* Include this information during the Padlet/prezi/ppt presentation.
References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts
%20Integration.pdf