Amy Dyckovsky

Lesson Plan: Mythological Hybrid Creature

Page 1

LESSON PLAN
DAY ONE
Day/Date: 3/15
Tues
Step

Time

Intro

10

Present:
Note Taking
Organizer
Forms

Presentation
of Class Word
Wall (Poster)

Mythology
Slide Show

15-20

Ms. Ds
Mythological
Creature
Jeopardy
Game

35-45

Block length: full

Tasks
Good morning class!
Very broad introduction to the Lesson.
Tool for students to record notes and
questions during the slide show. Key
vocabulary words are listed at the
beginning of the sheet to prompt
students to watch for those words
during the slide show. The slide show
will provide full explanation/definition
for those words.
Word wall will begin with the key
vocabulary words, and will continue with
words suggested by either student(s) or
myself.
This slide show will cover a brief history
of mythological hybrid creatures. In
addition to the key vocabulary words
students will be presented with
geographically diverse, hybrid creatures
and their key characteristics.
This collaborative and fun game will
both reinforce information covered in
the slide show and provide a formative
assessment to gauge students
understanding of what was presented in
the slide show. Students will be divided
into three teams. There are 25 questions
in total. Prizes will be awarded to all
teams.
All questions can be answered from
information that was provided in the
preceding slide show.

Assessment

Notes

I will be able to
see if students
are filling in this
sheet. As they
are filling it out I
anticipate there
to be questions
raised.
This will help me
to identify
words/ phrases
that require
additional work

This specific arrangement is

to ensure that every student
regardless of level of
English proficiency will have
the opportunity to gain
understanding of key
vocabulary.
Provides visual support for
all students throughout the
lesson segment.

Students are using the Note

taking worksheet.

The students
and I will be able
to see (at least
some) of the
areas where
information was
not retained
from the slide
show.

Students will be
encouraged to work
together to answer
questions. I will observe and
intervene if students seem
to not be included in the
process.

Amy Dyckovsky
Lesson Plan: Mythological Hybrid Creature

Page 2

DAY TWO
Day/Date: 3/16 Wed

Block length: full (95 min)

Step

Time

Intro to the day

Tasks

Assessment

Notes

I will be able to
see if students are
filling in this sheet.
I anticipate there
to be questions
throughout the
lesson

Words will be added

to word wall as
needed.

This is a dress
rehearsal of a sort
for the individual
creature projects.
Students will use
the same
information and
formats for their
own projects. This
is an opportunity
for students who
may have difficulty
with any of the
language and/or
ideas to become
familiar with them
in a collaborative
environment.

For this short

collaborative
assignment, I have
looked at students
levels of English
proficiency, learning
challenges, levels of
motivation, and
leadership skills in
order to create
balanced teams.

Good Morning Class!

Go over agenda for the day.

Video: Jake the

Alligator Man,
Slide Show:
Weird and
sensational

10

Collaborative
Creature
Reporting

30

Slide show introduces the idea that

myths may be created from observing
the real world and/or to explain the
unexplainable.
Students will be encouraged to
continue using note sheet from
previous class. Additional copies
available if needed.
With the slide show as inspiration
students will work in teams to
complete a Mythological Hybrid
Creature worksheet about an
assigned creature. They will work in
groups and use materials provided to
them.

Team roles sheet. Each student will

have a unique job.
Fact sheet about a creature with
images (includes team member
names).
Work sheet to compile information.
Students divided into 7 groups
(selected by me).
Although not a competition, I will try
to create an atmosphere of friendly
competition as a motivation tactic. I
have a treasure box of treats that I
can use as fun incentives for timely
work.

Is it REAL, or is
FAKE? Slide
Show.

10

This fun PowerPoint highlights bizarre

real creature along with created
ones. The value is for students to see
how it is possible to see something so
odd that you may give it mythical
status.

Teams and creatures

are assigned.
Students can choose
which template to
use and determine
roles.

Amy Dyckovsky
Lesson Plan: Mythological Hybrid Creature

Page 3

DAY TWO
Day/Date: 3/16 Wed

Block length: full (95 min)

Step

Time

Tasks

Assignment
Sheet Given for
Individual
Hybrid
Creature

15

Hand out with details of assignment

including resources (websites, books)
and a timeline for completing the
work.

Slide show of
examples of
hybrid
creatures for
inspiration
Strategy
Brainstorm and
Discussion

Assessment

Notes
Students will be
asked to tape into
sketchbook and
bring to every class.

10

Students are
encouraged to be
inspired by art,
but not to copy
art.

If time
at end
of
class
Projects will be displayed in the classroom for students to observe and use for reference as they continue with
their individual art projects.

DAY THREE
Day/Date: 3/18 Fri
Step

Block length: half (45 min)

Time

Tasks

Intro to the day

10

Good Morning Class!

Go over agenda for the day.

Strategies for developing

a creature and narrative.

15

Class discussion about how to

plan the project. What resources
are available? Creation of
thumbnails. What previous work
we have done in class that may
support this new project.
Resource books and small animal
models will be available in the
classroom for students to use as
resource/inspiration.

The remaining time in

class will be for
research/planning/creating
thumbnails.

Assessment

Notes

I walk the class

often to check
and see that
students are on
task, if they are
making progress
and if they have
any problems or
questions.

This is the Friday

before Spring
Break. I
anticipate some
distraction
during this
class

Amy Dyckovsky
Lesson Plan: Mythological Hybrid Creature

Page 4

DAY FOUR
Day/Date: 3/30
Wed
Step

Time

Block length: full

Tasks

Intro to the
day

Good Morning Class!

Welcome back from Break.

Review of
Elements of
Art and
Principles of
Design
Value Study

10

Brief review and hand out made

available to students.
Focus on: Line, Shape, Form, Space,
Texture, Value, Emphasis and Pattern.

Review of
Hybrid
Creature
assignment
Studio time

10

Draw grid of with 8 spaces. Fill spaces

with pencil shading from almost white
to darkest.
Students encouraged to consult their
notes, work sheets and timeline.

Till
end
of
class

Thumbnails, Drawing creature.

Creature Fact
Sheet

Till
end
of
class

Students should be filling this out as

they develop their creatures. It can be a
useful tool for figuring out what to
include in the drawing.

Assessment

Notes
Students usually
have a homework
Sketchbook
assignment every
two weeks. Due to
the disruption of
spring break and the
depth of this project
I will be encouraging
students to work on
this project at home
as well as in the
classroom.

I walk the class

often to check and
see that students
are on task, if they
are making progress
and if they have any
problems or
questions.

Amy Dyckovsky
Lesson Plan: Mythological Hybrid Creature

Page 5

DAY FIVE
Day/Date: 4/1 Fri
Step

Block length: full

Time

Tasks

Intro to the
day

Good Morning Class!

Go over the days agenda

Bosch slide
show/
discussion

20
min

Studio time

Till
end of
class

Introduction to the art of Hieronymus

Bosch with the Garden of Earthly
Delights. Opportunity to discuss the
political, cultural and artistic aspects of
this unusual art piece.
Students are strongly encouraged to
complete their creature drawings by the
end of this class period.

Assessment

Notes

I walk the class often

to check and see that
students are on task,
if they are making
progress and if they
have any problems or
questions.

DAY SIX
Day/Date: 4/5
Step

Block length: full

Time

Tasks

Intro to the
day

Good Morning Class!

Go over the days agenda

Studio time

30

Students should have finished the

drawing and the fact sheet for their
creature. They will create a poster by
mounting the image and worksheet on
a larger sheet of paper.

Group
Critique

15

Self
Assessment
Exit Ticket

The
final
30
minute
s of
class

Students will continue to do the group

critique and self-assessment even if
their work is incomplete.
Students will share and critiques in the
same groups they did the creature
research on Day Two.
Students will do this self-assessment
whether they have finished their project
or not. There will be a list of short
answer questions for the student to
complete.

Assessment

I walk the class

often to check and
see that students
are on task, if they
are making progress
and if they have any
problems or
questions.

Notes

Amy Dyckovsky
Lesson Plan: Mythological Hybrid Creature

Page 6

Content Standards covered in Unit: Visual and Performing Arts:

Visual Arts Standards, Grades 9-12
VAPA Standards Addressed:
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills
Unique to the Visual Arts. Students perceive and respond to works of art, objects in nature, events,
and the environment. They also use the vocabulary of the visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
Identify and use the principles of design to discuss, analyze, and write about visual aspects in the
environment and in works of art, including their own.
1.2 Describe the principles of design as used in works of art, focusing on dominance and
subordination.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts. Students apply artistic processes and skills,
using a variety of media to communicate meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the
principles of design.
2.4 Review and refine observational drawing skills.
Communication and Expression Through Original Works of Art
2.6 Create a two or three-dimensional work of art that addresses a social issue.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout
the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Identify similarities and differences in the purposes of art created in selected cultures.
Diversity of the Visual Arts
3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and
cultural influence are reflected in selected works of art.
3.4 Discuss the purposes of art in selected contemporary cultures.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts. Students analyze,
assess, and derive meaning from works of art, including their own, according to the elements of art,
the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political
contexts influence the interpretation of the meaning or message in a work of art.
4.2 Compare the ways in which the meaning of a specific work of art has been affected over time
because of changes in interpretation and context.
Make Informed Judgments
4.4 Articulate the process and rationale for refining and reworking one of their own works of art.
4.5 Employ the conventions of art criticism in writing and speaking about works of art.

Amy Dyckovsky
Lesson Plan: Mythological Hybrid Creature

Page 7

The California English Language Development (ELD) Standards

Part I: Interacting in Meaningful Ways

Corresponding CA CCSS for ELA/Literacy*

A. Collaborative
1. Exchanging information and ideas with others
through oral collaborative discussions on a range
of social and academic topics

SL.1112.1, 6; L.1112.3, 6 W.11-12.6;

2. Interacting with others in written English in

various communicative forms (print,
communicative technology and multimedia)

WHST.1112.6; SL.1112.2;

3. Offering and justifying opinions, negotiating

with and persuading others in communicative
exchanges
4. Adapting language choices to various contexts
(based on task, purpose, audience, and text type)

L.1112.3, 6
W.1112.1; WHST.1112.1; SL.1112.1, 4, 6;
L.1112.3, 6
W.1112.45; WHST.1112.45; SL.1112.6;
L.1112.1, 3, 6

B. Interpretive
5. Listening actively to spoken English in a range
of social and academic contexts

SL.1112.1, 3, 6; L.1112.1, 3, 6

6. Reading closely literary and informational texts

and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly
through language

RL.1112.17, 910; RI.1112.110; RH.1112.1

10; RST.1112.110; SL.1112.2; L.1112.1, 3, 6

C. Productive
9. Expressing information and ideas in formal oral
presentations on academic topics

SL.1112.46; L.1112.1, 3

10. Writing literary and informational texts to

present, describe, and explain ideas and
information, using appropriate technology

W.1112.110; WHST.1112.12, 410; L.1112.1

6

12. Selecting and applying varied and precise

vocabulary and other language resources to
effectively convey ideas

W.1112.45; WHST.1112.45; SL.1112.4, 6;

L.1112.1, 3, 56

Part II: Learning About How English Works

Corresponding CA CCSS for ELA/Literacy

A. Structuring Cohesive Texts

1. Understanding text structure

RL.1112.5; RI.1112.5; RH.1112.5; RST.1112.5;

Amy Dyckovsky
Lesson Plan: Mythological Hybrid Creature

Page 8
W.1112.15, 10; WHST.1112.12, 45, 10;SL.1112.4

2. Understanding cohesion

RI.1112.5; RH.1112.5; RST.1112.5; W.1112.15, 10;

WHST.1112.12, 45, 10; L.1112.1, 36

B. Expanding and Enriching Ideas

3. Using verbs and verb phrases

W.1112.5; WHST.1112.5; SL.1112.6; L.1112.1, 36

4. Using nouns and noun phrases

W.1112.5; WHST.1112.5; SL.1112.6; L.1112.1, 36

5. Modifying to add details

W.1112.45; WHST.1112.45; SL.1112.6;

L.1112.1, 36

C. Connecting and Condensing Ideas

6. Connecting ideas

W.1112.15; WHST.1112.12, 45; SL.1112.4, 6;

L.1112.1, 36

7. Condensing ideas

W.1112.15; WHST.1112.1-2, 45; SL.1112.4, 6;

L.1112.1, 36

Amy Dyckovsky
Lesson Plan: Mythological Hybrid Creature
v Resources and Materials
v Documents
Note Taking Organizer
Mythological Hybrid Creature Worksheet
Collaboration Roles Sheet
Creature Fact Sheets
Griffin
Manticore
Ammit
Cipactli
Baku
Kukulcan
Bonnocan
Jeopardy Score Sheet
Assignment Sheet with Timeline Log
Assignment Rubric
My Mythological Hybrid Creature Planner
Group Critique Guidelines
Self Assessment worksheet
v Slide Shows
Mythology
Jake the Alligator Man, Weird and Sensational
Real or Fake?
Inspiration for hybrid creatures
Hieronymus Bosch, The Garden of Earthly Delights
Where are they now?
v Materials to prepare for class
Word walls (4th and 2nd)
Chimera examples
Fact sheet
Mythological Hybrid Creature Worksheet
Assignment sheet
Reptikitty examples
My Mythological Hybrid Creature Planner
Group Critique Questions
Self Assessment worksheet
v Required Materials for students:
Pencil
Eraser
Sketchbook
11x14 inch paper for final drawing
16x22 colored paper for creating posters
Scissors, tape, glue, etc

Page 9

Name ____________________________ Block ________

Date ______________________

NOTE TAKING ORGANIZER

Word or Phrase
myth
mythology
phenomenon
ancient
folklore
narrative
mutation
chimera
hybrid
composite
hoax
malicious

Definition, Description, or Question

Example of definition slide.

Example of beast slide.

For example the Mermaid/Fishwomen:

Connected to the girl born with Mermaid Syndrome:

The Wolfman myth:

Connected to the rare genetic mutation of Hypertrichosis.

Mythological Creature Profiling

TEAMWORK is REQUIRED for this task. The task will last only 30 minutes.
Teams will work together to complete the Mythological Creature Worksheet for your assigned creature.
Collaborative Work Roles:

SCRIBE: the one who writes the information down on the Profile worksheet.

WORD INVESTIGATOR: the one who works with the team to identify 3-5 words from the text that
will be added to the WORD WALL. Bonus for finding definitions!
ART DIRECTOR: the one who prepares the final poster that includes the Mythological Creature
Profile worksheet and images from the Creatures Gallery (be as creative as time permits!).
PROFILE PRESENTER: the one who will make a brief presentation of your creature to the class.
If you have more roles than team members, you may divide or double up
on roles. Expectations for work completion do not change if you have a
smaller team!
Teams will rewarded for:

PARTICIPATION
o Every member of the team must participate in the project.

COMPLETION
o The Profile Worksheet is filled out completely. If you cant find information,
you get credit for creative (but likely accurate) answers.

NEATNESS
o Legible and nicely written. Punctuation, spelling and grammar are always
appreciated.

BONUS POINTS
for
OUTSTANDING TEAMWORK
with
POSITIVE ATTITUDES

CIPACTLI GALLERY

TEAM CIPACTLI 2nd BLOCK

NAME

ROLE

EMILY
JAPHY
ORLANDO
MICHAELA

The Aztec civilization flourished in Mesoamerica between 1345 and 1521 CE. In
Mesoamerican culture human sacrifices were viewed as a repayment for the sacrifices the
gods had themselves made in creating the world and the sun. This idea of repayment was
especially true regarding the myth of the reptilian monster Cipactli. Cipactli was described in
many fashions: a crocodile with toad and fish characteristics, a sea demon or monster. The
great gods Quetzalcoatl and Tezcatlipoca ripped the creature into pieces to create the earth
and sky and all other things such as mountains, rivers and springs came from her various
body parts. To console the spirit of Cipactli the gods promised her human hearts and blood
in appeasement. From another point of view sacrifices were compensation to the gods for
the crime which brought about mankind in Aztec mythology.

https://s-media-cache-ak0.pinimg.com/originals/dd/9a/24/dd9a245ac35db63bf17c8c59d05fa4e6.jpg
http://www.ancient-origins.net/sites/default/files/field/image/cipactliaztecs.jpghttps://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=&url=https%3A%2
F%2Fmrpsmythopedia.wikispaces.com%2FCipactli&psig=AFQjCNHPtHnCxbzWIOwNZFSagPDaeDWQvQ&ust=145800482662
4024

Names _______________________________________________________ Block ______Date ________

Mythological Creature Profile

WHO? Name? Family?
Friends? Enemies?
WHAT? Types of
creatures? How
constructed?

WHERE? Place of
origin? Where is it now?
WHEN? Ancient, or
alive now? Or both?
WHY? Why might it
have been created?
Mutation?
Phenomenon?
THE NARRATIVE
What is the story? What
does this creature do?
How does it do it?
Loved? Feared?
Dangerous? Protective?
What makes it unusual?

IMAGINE: Bumper
Sticker Saying? Give it
a slogan!
3-5 WORDS for
THE WORD WALL
Words you not know or
understand? Words
others may find
challenging? Words
non-native speakers of
English may find
challenging?

Slide show samples

I created samples to show to my students.
Using plastic animals as models:

How one might combine two animals:

Slide show samples

Reptikitty:

I provided additional sample ideas from the internet, for example:

Slide show samples

Ms. Ds Art 1
Mythological Creature Project
Create your own Mythological Hybrid Creature and develop a narrative to describe who, what,
where, when and why your creature is.
Requirements:
o Write your name and block on the back of the paper.
o Do not fold the paper. Try to keep the paper from getting creased, wrinkled or
smudged. If you take it out of the classroom make sure to have it protected.
Materials and Techniques
o Use 11x14 inch paper (you may use different sizes with my approval)
o Pencil (traditional pencils work better than mechanical pencils for this type of drawing)
o Use at least 8 easily identifiable values (use value study as reference)
o You can use color pencils to add color to your drawing. It is not required. It is better to
complete a well crafted pencil drawing, than to try and add color and end up with an
unfinished or sloppy color drawing.
Content
o Combine at least two different things.
o At least one must be a living thing and have eyes.
o More than two is okay, but keep in mind the limited time available to finish.
o There should be enough of each creature so it is easily identifiable. Half and half is
ideal. An elephant with just a mouses tail is not ideal.
o The creature must be in a habitat. It should not be a picture floating in the middle of a
white sheet of paper.
Writing
o You will complete a worksheet similar to the one done in the team project: My Own
Mythological Creature Profiler. Creativity is encouraged. The Profile is of the Creature
you draw.
o Just as was done in the team project, your work should be complete and neat.
o Your final project will combine the drawing and the profile.
o In addition you will write a self-assessment after the project is complete.
Schedule
o The final project will complete and presented to the class on Tuesday, April 5th
Homework
o The next sketchbook assignment will replaced by work at home on the Creature
project.
The assignment along with required worksheets or other materials will be posted on Ms.
Kuprians webpage.

Name ____________________________ Block ________

Date ______________________

My Own Mythological Creature Profile

Please use additional paper if necessary.
WHO? Name? Family?
Friends? Enemies?
WHAT? Types of
creatures? How
constructed?
WHERE? Place of
origin? Where is it now?
HABITAT?
Where does it live?
What does it eat?
What does it wear?
WHY? Is there reason
for this creature to have
been created?
Mutation?
Phenomenon?
THE NARRATIVE What
is the story? What does
this creature do? How
does it do it? Loved?
Feared? Dangerous?
Protective? What makes
it unusual?

IMAGINE: Bumper
Sticker Saying? Give it
a slogan!

Art Self Assessment

Student _________________________________ Block ____________ Date ____________________
Assignment _________________________________________________________________________

Excellent
4

Good
3

Okay
2

Needs
Improvement
1

Craftsmanship

Image is carefully and

neatly drawn.
Used art shading and
texture techniques.

Creativity

Subject is unique.
Narrative and image relate
well to each other.

Work Habits

Used time well.

Stayed on task.
Listened to suggestions.
Offered positive
suggestions to peers.

Values (Element of Art)

Used at least 8 unique

shades of the value scale.

Completion

Drawing covers the entire

page.
Creature is complete.
Habitat is complete.
Narrative Worksheet is
complete.

Comments: _________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Mythological Hybrid Creature Drawing and Narrative Rubric

Exceeds (Excellent)
4

Meets (Good)
3

Partially Meets (Okay)

2

Narrative

The narrative gives a

Worksheet complete. Most (but not all) answers
complete vision of the
All answers relate to relate to the image.
creature.
the image.
Narrative shows
exceptional creativity.
Well written with correct
grammar and spelling.
Craftmanship Exemplary use of
Proficient use of
Drawing meets only the
principles in a unified
media and associated minimal requirements.
composition, excellent tools and techniques,
use of space.
new skills evident.
Exemplary used of media
and techniques.
Creativity and All parts fit in an aesthetic Competent work,
Little attention to finishing
Problem
and original manner,
attention to details details, moderately
interesting details and and some original successful, minimal
Solving
evidence of original
thinking is evident evidence of originality and
thinking
creative problem solving.
Work Habits

Worked to ones ability.

Took pride in work.
Offered positive
suggestions to peers.

Used time well.

Stayed on task.
Listened to
suggestions.

Sloppy and haphazard,

inadequate evidence of
understanding media and
associated tools and
techniques.
Project Incomplete
Finishing details and
presentation are neglected or
missing, no effort in terms of
creative problem solving,
quality, or originality
Project Incomplete
Used time well majority of Was not on task majority of
time.
time.
Stayed on task majority of Did not use time well.
time.
Distracted peers.
Project Incomplete

Evidence of
Accomplished use of
Proficient use of
Novice use of media and
Elements of Art media and associated
media and associated associated tools and
tools and techniques, new tools and techniques, techniques, attempt at new
skills mastered and
new skills evident. skills.
incorporated.
Completion

Clearly completed in all

aspects, exceeds
expectations. All criteria
have been thoroughly
met.

Does Not Meet

(Needs Improvement)
1
Worksheet mostly incomplete.
Answers do not relate to the
image at ll.
Project Incomplete

All criteria are met Obviously incomplete - at

but not finished,
least one criterion has not
Some aspects of the been meet.
piece could have
been pushed further

Sloppy and haphazard,

inadequate evidence of
understanding media and
associated tools and
techniques.
Project Incomplete
Evidence of minimal effort several criteria are not met.
Project Incomplete