Beacon Lesson Plan Library

Poetry Pot

Cynthia Youngblood
Santa Rosa District Schools


Student delivers oral, informative presentation on a favorite poem that the student has artistically illustrated with images, title, author's name, and words of poem on a clay flowerpot, effectively communicating ideas and feelings about the poem.


The student speaks for various occasions, audiences, and purposes, including conversations, discussions, projects, and informational, persuasive, or technical presentations.

The student knows how mood or meaning is conveyed in poetry, such as, word choice, dialect, invented words, concrete or abstract terms, sensory or figurative language; use of sentence structure, line length, punctuation, and rhythm.

The student responds to a work of literature by interpreting selected phrases, sentences, or passages and applying the information to personal life.


- A selected poem in a literature book.
- A clay flowerpot
- Acrylic paints
- Paintbrushes
- Paint pens
- Permanent ink marker
- Paper plates for palettes


1. Make or provide examples of completed poetry pots.
2. Suggest possible poetry choices and ways to illustrate them.
3. Prepare oral instruction on effective, oral presentations.
4. Review the elements of poetry in a literature book.
5. Obtain art supplies: acrylic paint, brushes, flowerpots, and paint pens.
( I have each student bring a flowerpot from home. Some of my students bring art supplies. Others donate a dollar, and a student usually volunteers to purchase a variety of paint and supplies for the class.)
6. Ask the art teacher at your school to assist with this project. Make arrangements with the art teacher to use the art classroom for the painting of the pots. This project is more effective and more enjoyable for the students if their illustrations are completed at school.
7. Set guidelines for the days of painting. For example, share class supplies, put cap on paints, wash brushes, clean up spills, and follow all directions.
8. Consider that all students are not artistically gifted and remember to evaluate the illustration on the student's ability to convey subject matter, meaning, and specific poem information.
9. Be prepared to have patience.
10. Be prepared to have fun with your students.


1. At the completion of a poetry unit, the student selects his or her personal favorite poem studied in class.

2. The teacher explains the visual art and speaking project. Share the rubric with students, reviewing the skills on which they will be assessed. Answer any questions and offer guidance and feedback.

3. The teacher shows examples of illustrated poetry pots.

4. The student thinks of ways to illustrate the poem and draws a sketch of designs on paper.

5. Teacher informally assesses the sketch of basic plans and returns drawing to the student.

6. The teacher provides guidelines for painting days. (See Teacher Preparation.)

7. The student artistically illustrates the poem by painting images on a clay flowerpot to convey the meaning of the poem.

8. The student copies the title, author, and words of the poem on the pot after the illustration is completed.

9. The teacher provides instruction on the delivery of informative and interpretative oral presentations:
(1) identification of occasion, audience, and purpose;
(2) use of appropriate grammar and word choice; and
(3) use of language that is clear, audible, and suitable.

10. The teacher reviews elements of poetry to be discussed in presentation:
(1) theme,
(2) mood,
(3) use of word choice, and
(4) sensory and figurative language.

11. The teacher provides the student with an evaluation form for the project, and each area is discussed.

12. The student delivers an effective, informative oral presentation to the class. He or she shares the completed poetry pot and introduces his or her favorite poem and its author. The student does this while discussing the poem's theme, mood, use of word choice, and the use of sensory and figurative language. The student explains how the illustration communicates his or her ideas and feelings about the poem, why the poem is a personal favorite, and how the art-related activity enhanced his or her understanding of the poem.


Teacher informally assesses sketch plans for poetry pot.

Using the Poetry Pot Evaluation Form, the teacher evaluates the student's ability to illustrate a poem, to communicate its subject matter and ideas through the use of art. (See attached file.) It also evaluates the student's ability to deliver an effective oral interpretative presentation using speaking skills, such as preparing a speech for a specific audience, identifying a purpose, using appropriate grammar and word choice, using clear, audible, and suitable language. It assesses the student's ability to express the poem's theme, mood, use of word choice, and use of sensory and figurative language. Finally, it also evaluates the student's ability to explain how the illustration on the flowerpot communicates his or her ideas and feelings about the poem, to tell why the poem is a personal favorite, and how this art-related activity enhanced his or her understanding of the poem.


1. The student should read a variety of poems on different subject matters and interests so that the student will be able to personally relate to and respond to at least one poem.

2. The student could illustrate and present an original poem.

3. The student could illustrate and present song lyrics.

Attached Files

The Poetry Pot Evaluation.     File Extension: pdf

Return to the Beacon Lesson Plan Library.